Download CURRICULUM MAP SUBJECT: History Year 9 TERM: 2016

CURRICULUM MAP
TOPIC
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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)
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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)