Year 9: Three-year Scheme of Work Half-term: Summer 1 Unit title: Life during the Cold War (Alternative to The Middle East) Weeks 27–28 Enquiry question: How did the Cold War change lives in the East and West? 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 27 * Background: the breakdown of the Grand Alliance * The division of Germany and Berlin * Life in a Cold War city: the Berlin Blockade, airlift, riots and the Wall * Superpower relations and the Cold War, Causation and consequence Target Step 7 Stretch to Step 8 Causation and consequence Step 7: Learners are becoming confident in forming a causal picture using information that they are given and can construct a sound explanation of why something happened. Causation and consequence Step 7: Learners are starting to prioritise some causes as more important than others. Causation and consequence Step 7: Learners are beginning to be more selective when deploying historical knowledge, although this may be patchy. Causation and consequence Step 8: Learners are able to construct and explain a causal argument using historical knowledge with which they are becoming increasingly familiar. This argument will put forward a case for defining the importance of particular causes or groups of causes, but there will be a lack of organisation or sustained argument. 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 causes and consequences overlap and interact. Week 28 * McCarthyism and the Red Scare * Hollywood Ten and the Rosenbergs * Effects on popular culture: The Crucible * Superpower relations and the Cold War, Causation and consequence Target Step 7 Stretch to Step 8
Weeks 29–30 Enquiry question: How did Cold War rivalry affect people's lives? Week 29 * Propaganda: contrasting Soviet and US * Space race * Superpower relations and the Cold War, Causation and consequence Target Step 7 Stretch to Step 8 Stretch to Step 9 Causation and consequence Step 7: Learners are becoming confident in forming a causal picture using information that they are given and can construct a sound explanation of why something happened. (Reinforced) Causation and consequence Step 7: Learners are starting to prioritise some causes as more important than others. (Reinforced) Causation and consequence Step 8: Learners show recognition of the importance of selecting knowledge to strengthen their points, although this is not always successful. Change and continuity Step 7: Learners will be able to communicate their understanding of changes by identifying lines of development rather Causation and consequence Step 8: Learners are able to construct and explain a causal argument using historical knowledge with which they are becoming increasingly familiar. This argument will put forward a case for defining the importance of particular causes or groups of causes, but there will be a lack of organisation or sustained argument. Change and continuity Step 8: Learners can explain lines of development in which changes work cumulatively in the same direction or pull in different directions. However, they struggle to link lines of development to each other. Causation and consequence Step 9: Learners use knowledge to construct a causal argument, although they may struggle to make this knowledge fully relevant to the question asked. There is some attempt to organise their answer using a causal focus and there will be evidence of an argument forming. Week 30 Arms race: * Protest and reaction, including shelters and public information campaigns * Campaign for Nuclear Disarmament * Superpower relations and the Cold War, Causation and consequence Target Step 7 Stretch to Step 8 Stretch to Step 9 Change and continuity Target Step 7 Stretch to Step 8
than just individual changes. Weeks 31–32 Enquiry question: How did people resist communism? Week 31 * Life in 1960s Czechoslovakia * Dubcek and the Prague Spring * Soviet response * Superpower relations and the Cold War, Causation and consequence Target Step 7 Stretch to Step 8 Stretch to Step 9 Change and continuity Step 8: Learners are confident when using the language of change and are beginning to explain why some changes are significant or seen as significant depending on perspective. Change and continuity Step 8: Learners can explain lines of development in which changes work cumulatively in the same direction or pull in different directions. However, they struggle to link lines of development to each other. Causation and consequence Step 7: Learners are becoming confident in forming a causal picture using information that they are given and can Change and continuity Step 9: Learners can begin to look at lines of development over a long period of time and can select some examples to support a simple argument about change and continuity or significance. Causation and consequence Step 8: Learners are able to construct and explain a causal argument using historical knowledge with which they are becoming increasingly familiar. This argument will put forward a case for defining the importance of particular causes or groups of causes, but there will be a lack of organisation Causation and consequence Step 9: Learners use knowledge to construct a causal argument, although they may struggle to make this knowledge fully relevant to the question asked. There is some attempt to organise their answer using a causal focus and there will be evidence of an argument forming. Week 32 * Background: role of Gorbachev and protest in Eastern Europe * Fall of the Berlin Wall * Responses to the fall of the Berlin Wall * Superpower relations and the Cold War, Change and continuity Target Step 8 Stretch to Step 9