Year 9: Three-year Scheme of Work Half-term: Summer 2 Unit title: Music as propaganda and protest (Alternative to What’s the best way to bring about change?) Weeks 33–34 Enquiry question: What can music tell us about history? Content details Links to Edexcel GCSE (9–1) History Progression scale focus Target understanding for all students Additional understanding for some students Extra stretch understanding End of half-term assessment will cover Week 33 * English folk songs: how can they be used as sources? * Broadsheet ballads * Rural folk songs e.g. ‘The Farmer’s Boy’ * Industrial folk songs e.g. ‘Fourpence a Day’ Evidence Target Step 7 Stretch to Step 8 Evidence Step 7: Learners can make supported inferences about the past by using a source and the detail contained within it. Evidence Step 7: Learners can comment on the utility of a source as well as its reliability, but they may be confused about how these two ideas work together. Causation and consequence Step 8: Learners can explain why events had certain consequences and begin to recognise that one cause may have multiple or conflicting consequences. They will begin to see how Evidence Step 8: Learners can distinguish between ideas of utility and reliability, and understand that historians use ‘unreliable’ sources as valuable pieces of evidence. Causation and consequence Step 9: Learners are beginning to place their causal reasoning within a wider contextual knowledge of the period or country studied. Evidence Step 8: Learners use general contextual knowledge of the Evidence Step 8: Learners can support their comments on sources by using source content and sometimes by referencing the provenance of a source, although they struggle to draw conclusions from ideas of nature, origin and purpose. Evidence Step 9: Learners are starting to make judgements about sources and how they can be used for a specified enquiry. They support the comments that they make by using precise content from sources and backing it up with Week 34 * Why did monarchs support musicians? * Charles II, patron of baroque * Enlightened despots as patrons e.g. H.R.E. Joseph II and Mozart Causation and consequence Target Step 8 Stretch to Step 9
causes and consequences overlap and interact. Evidence Step 8: Learners can distinguish between ideas of utility and reliability, and understand that historians use ‘unreliable’ sources as valuable pieces of evidence. Evidence Step 8: Learners can support their comments on sources by using source content and sometimes by referencing the provenance of a source, although they struggle to draw conclusions from ideas of nature, origin and purpose. period studied to support their comments, but this remains unfocused. sound contextual knowledge.
Weeks 35–38 Enquiry question: How can music change minds? Week 35 Music as wartime propaganda: * World War One: patriotic songs, music hall * World War Two: Vera Lynn * The USA, Evidence Target Step 8 Stretch to Step 9 Evidence Step 8: Learners can support their comments on sources by using source content and sometimes by referencing the provenance of a source, although they struggle to draw conclusions from ideas of nature, origin and purpose. (Reinforced) Evidence Step 8: Learners can formulate their own historical questions but struggle to plan a line of enquiry or select sources to use. Analytical narrative Step 8: Learners’ narrative accounts attempt analysis and show some appreciation of the relevant historical concept (e.g. constructing a narrative of a cause) but are not clearly focused. They are able to plan an answer that builds an account, but it lacks internal logic. Learners are able to select mostly relevant Evidence Step 9: Judgement of provenance is becoming more of a feature of learners’ understanding, so that ideas of nature, origin and purpose are sometimes reflected in their answers. Analytical narrative Step 9: Learners can construct a narrative account which shows some sound analysis and a basic understanding of how the relevant historical concept should be linked to the narrative. Interpretations Step 9: Learners can make a case for or against an interpretation and use some relevant contextual knowledge to support their evaluation, but they tend to make only assertive judgements of interpretations that lack clear justification. Evidence Step 9: Learners are confident in asking historical source questions of their own and can describe the types of sources which would be useful. Analytical narrative Step 9: Learners are able to organise their account so that it shows some logic and an ability to plan, but there is no overall coherence. Learners are able to select relevant knowledge that has some links with the topic and the question. Week 36 Music and race relations: * Jazz and the Harlem Renaissance e.g. Duke Ellington * Caribbean music in 1960s Britain: Calypso Evidence Target Step 8 Stretch to Step 9 Week 37 Music as protest: * Anti-war songs e.g. Dylan, Seeger’s anti-Vietnam War songs * Punk in the 80s e.g. Sex Pistols * The USA, Analytical narrative Target Step 8 Stretch to Step 9 Week 38 * To what extent does music still affect politics and society? * Hip Hop – social commentary? * Pussy Riot – protest and imprisonment Interpretations Target Step 8 Stretch to Step 9