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CURRICULUM MAP TOPIC A U T U M N Exploding the myths about fighting in WW1 & WW2 (Skill: Interpretations) Within the unit students should be able to bring together all their skills that they have acquired over Key Stage 3 and use them to help perfect the more complex skill of interpretation. To do this students will focus on the landmark battles of World War Two. Students will explain the effectiveness of these actions and why they were so important to the war effort. The final component will look around the role of film in “Hollywoodizing” the historical accuracy of these battles. Was the sequel better than the original? (Skill: Change & Continuity) Within this unit students should be focusing on the key skill of comparison, looking at similarities and differences of the home fronts during WW1 and WW2. Picking out elements of continuity and change, before evaluating which war they feel had the biggest impact on people’s lives in Britain. To do this they will be focusing on bombing, evacuation, propaganda and censorship, rationing and the role of women. SUBJECT: History GRADES Grade 1/2: To be able to identify Grade 4/5: To be able to provide a detailed description/explanation Grade 7/8: You can analyse and evaluate Year 9 TERM: ___________________ 2016-2017 SMSC LITERACY How does the Dunkirk, Stalingrad, D-Day, media impact our Pearl Harbour, Atomic opinion? Bombs, Strategy, How can we tell fact Interpretation, Battle, Myth from fiction? Writing Styles: Judgement, Why do we glorify fighting? Recall, Comparison, What makes Explanation ASSESSMENTS Mid-Point Assessment: Explain why What is the impact of war on a country? What does it mean to be patriotic? How have two world wars impacted our values? Mid-Point Assessment: Write an account of the similarities and differences of the war work women carried in World One and Two (AO1 & AO2) End of Unit: “The amount of bombing was the biggest change for the British Homefront between World War 1 and World 2” Do you agree with this statement? (AO4) something heroic? Grade 1/2: To be able to identify Grade 4/5: To be able to provide a detailed description/explanation Grade 7/8: You can analyse and evaluate Rationing, Evacuation, Blitz, Zeppelin, Evacuee, Rationing, Censorship, Propaganda, Civil Rights, Morale, Duty, Patriotism Writing Styles: Persuasive, Diary, Judgement, Explanation, Factual Accounts, the Battle of Dunkirk was an important turning point for the British in World War 2. (AO1 & AO2) End of Unit: “Films have created in accurate myths about what actually happened during WW1 and WW2.” How far do you agree with this statement? (AO4) S P R I N G S U M M E R Did Britons never have it so good? (Skill: Change & Continuity) Within this unit students should be focusing on the decades of the 1950s and 1960s, thinking about how these two decades changed the face of Britain after WW2. The focus should looking at social history thinking about changes in fashion, music, immigration, TV and commercialisation. Students should then evaluate whether this was the golden age of Britain, comparing and contrasting it to modern day life. The birth of Extremism? (Skill: Historical Importance) Within this unit students should be looking at why the Nazis came to power in Germany during the 1930s and what life was like for Germans. Looking at significantly why Germany became and extremist country at this point and why people were willing to go along with it. This will then pull this together as to why Historians believe this is an important historical event to look at. How can a war be Cold? (Skill: Interpretations) Within this unit students will look at how the world developed post WW2, analysing why international conflict still existed and yet did not develop into a conventional warfare. All of this will feed into developing an understanding as Grade 1/2: To be able to identify Grade 4/5: To be able to provide a detailed description/explanation Grade 7/8: You can analyse and evaluate What contribution has immigration had on British society? What impact has music and fashion had on forming our national identity? Have life improve or got worse over the last 60 years? NHS, Immigration, Fashion, Compare, Contras, Jamaican, Asian, West Indies, Consumerism, Welfare State, Fashion. Writing Styles: Judgement, Explanation, Recall, Leaflet, Persuasive Mid-Point Assessment: How significant was the creation of the NHS in making Britain a much better place to live after WW2? (AO1 & AO2) End of Unit: Which of the following was the more important reason in explaining why life improved during the 1950s and 1960s: • Arrival of immigrants • The birth of popular culture (AO4) Grade 1/2: To be able to identify Grade 4/5: To be able to provide a detailed description/explanation Grade 7/8: You can analyse and evaluate What does it mean to be extremist? Why do people turn to extremism? How can extremism be resisted? Why id democracy a better form of government? Anti-Semitism, Economics, Discrimination, Propaganda, Unemployment, Nazism, Extremism, Nazi, Wall Street Crash, Chancellor, Reichstag, Enabling Act, Dictatorship, Church, Dresden, Opposition. Writing Styles: Judgment, Explanation, Speech, Persuasive, Evaluation, Comparative. Mid-Point Assessment: Source based assessment on methods of control (AO3) End of Unit: ‘The main reason for Germans supporting the Nazis was because people liked Hitler.’ How far do you agree with this statement? (AO1 & AO4) Grade 1/2: To be able to identify Grade 4/5: To be able to provide a detailed description/explanation Grade 7/8: You can analyse and evaluate Why do people have different political ideologies? What causes conflicts? How do we maintain peace? Why is democracy important? Yalta, Conference, Potsdam, Iron Curtain, Communism, Capitalism, Stalin, Sphere of Influence, Greece, Civil War, Monarchists, Truman Doctrine, Marshall Aid, Berlin Blockade, NATO, Alliance, Mid-Point Assessment: How significant was the Greece Civil War in increasing tensions between the USA and USSR? (AO1 & AO2) End of Unit: ‘The main reason for the start of the Cold War was the to why the USA and USSR have such a hostile relationship today and how the UK fits into this relationship. This will also set students up for when they look at why the war in Korea and Vietnam developed, two case studies that form part of the content for their GCSE exam. What was all the fuss over Cuba about? (Skill: Historical Importance) Within this unit students should be developing their understanding of the how the Cold War developed. Looking at how the USA and USSR used proxy wars to demonstrate their hostility to each other. Within this unit students will evaluate how the development of nuclear weapons shaped the Cold War, leading to an escalation in hostilities between the USA and USSR. Grade 1/2: To be able to identify Grade 4/5: To be able to provide a detailed description/explanation Grade 7/8: You can analyse and evaluate What do countries have revolutions? Why are Dictatorships dangerous? How are democratic decisions made? What impact has technology had on society? Cold War Writing Styles: Analysis, Recall, Explanation, Judgement, Information (leaflet), USA’s development of the atomic bomb.’ How far do you agree with this statement? Explain your answer. (AO4) Containment, Arms Race, Space Race, Fidel Castro, Revolution, U2, Reconnaissance, President, Excomm, Russians, Missile Crisis, First Strike Capabilities, Cold War, Cuba, Communism, Capitalism Writing Styles: Diary, Explanation, Describe, Recall, persuasive Mid-Point Assessment: Source based assessment on the causes of the Cuban Missile Crisis. (AO3) End of Unit: Write an account of how the events in Cuba became an international crisis in 1963. (AO1)