Year 7

Module 1: An introduction to History   

Link to last module:  
You can use information that you have already learnt.

Where can I find extra information?
By seeing my class teacher at break or lunch.        Black Adder goes back and  forth DVD.           Goggle search    http://www.spartacus    schoolnet.co.uk/    

 

Module 3 :  A Social History of the Middle Ages.  

Link to previous modules 
7.2 Same time period.
7.1 Source skills and chronology

Where can I find extra information?
http://www.bbc.co.uk/history. 
http://www.spartacus.schoolnet.co.uk.
“The Measly Middle Ages” part of the Horrible History range Terry Deary
“Medieval Lives” BBC series by Terry Jones.

Theme and key questions of the lesson. 
1 How do we reconstruct a Medieval Village? 
2 What was it like to live in the Middle Ages?  
3 What was the Black Death?  
4  What were the effects of the Black death?  
5 How was Medieval Medicine different to other time periods?  
6 What happened when the Peasants Revolted in 1381?   
7 How did the Peasants feel about their revolt?  
8 What exactly happened at Smithfield?  

Key vocabulary.
Reconstruction  Primary Secondary Evidence Combining Manor Archaeologist Peasant Plough  Salted and smoked Scythe Barn Fallow Sowing Strip farming. Cause Event Result Black Death  Plague Disease Epidemic Statue of Labour  bubonic plague  pneumonic plague Buboes Flagellants Cause and cure  Chronology Progress Change Continuity Prehistoric Egyptian. Peasant  Revolt  Listening Causation Revolt  Empathy  Villeins Emotions Remembering Visualising Cause Wat Tyler Smithfield Source Work Interpretations Bias

Task   
Write a diary of the day in the life of a peasant. (Knowledge and understanding, and PSP) 
Achieving: Work includes the house the peasants lived in, the farming and other tasks they did and their family. No anachronisms.
Beyond: Links made. For example describe the conditions and then use this to comment upon the quality of life and how the peasants would feel.
Use a writing frame to write an essay to explain, “What was the impact of the Black Death?” (Cause, event and result) 
Achieving: Points are made in paragraphs. You have explained clearly what the Black Death was. You have shown that the Black Death was a bad thing and explained why. (Cause and event) You have started to explain how the Black Death changed life in the Middle Ages.  
Beyond: Also show that the Black Death had a positive side for those who survived. (result)
Good use of topic sentences. Conclusion that clearly shows how the Black Death changes the Middle Ages.
Complete a story board exercise to show the story of the Peasants Revolt of 1381. (Knowledge and Understanding) 
Achieving: You must cover the whole story. From the causes of the revolt to the king’s soldiers hanging the leaders of the revolt.No anachronisms. You have stuck to the caption word limit. The pictures are clear and coloured.  
Beyond: The boxes will be linked to show that what has happened in one box has consequences in another. The picture and caption will not repeat each other. Instead the picture will develop what the caption explains. 
To write two newspaper reports explaining what happened at Smithfield. One from the peasants view and the other from the view of the king.
Achieving: Write a paragraph explaining why the two reports are different. (Representation and Interpretation, source work) Complete two newspaper reports. One from how the king would have seen and felt about the events at Smithfield. The other one from the view of the Peasants. Explaining how they would have felt and seen the events at Smithfield.
Well presented work has newspaper structure: columns, picture and  headline.
Beyond: You need to explain WHY the two accounts of the same thing are different.
 
How is the module to be assessed overall?  
It will be assessed on your class work and homework.

Module 4: The Renaissance 1450 – 1750.  

Link to last module.  
Chronology: Middle Age is followed by the Renaissance.

Where can I find extra information?
“Leonardo da Vinci” by M.Cox part of the Dead Famous range of books.
“Leonardo” DVD by the BBC which has three episodes.
http://www.bbc.co.uk/history/
http://www.spartacus.schoolnet.co.uk/

Theme and key questions of the lesson. 
1 What, Where and When was the Renaissance? 
2 What improved during the Renaissance? 
3 What are the secrets of the Mona Lisa? 
4 & 5 Who were the key individuals of the Renaissance? 
6 A day in Renaissance Florence. 
7 & 8 What was so remarkable about the Renaissance? 

Key vocabulary.
Renaissance  Humanism  Chronology Leonardo Da Vinci Printing Press Science Exploring Anatomy Improving  Extent Mona Lisa Imply Portrait Comprehension Evaluate Patron Individual Art Science Exploration Duke Judge Prioritize City State Documentary Presenter Critic Remarkable

Task   
To design a title page 
Achieving: Have the world Renaissance and the dates clearly stated. Have pictures of one of the key individuals and what they are famous for. Be well presented and coloured.
Beyond: All the things of achieving but also: Have pictures of several of the key individuals and what they are famous for. Give a strong sense of period .

Write a story about life in Renaissance Florence. 
Achieving: The story shows a good understanding of life in the Renaissance. This is shown through strong examples and context setting. People and discoveries are well linked and their significance exampled. 
Beyond: The story shows a good understanding of life in the Renaissance. This is shown through strong examples and context setting. People and discoveries are well linked and their significance exampled. 

Essay, “What was Remarkable about the Renaissance?” 
Achieving: Clear essay structure. Covers the areas of art, science and exploration. Gives examples to support each of these. Factually accurate.   
Beyond: Explains the improvements that were made in art, science and exploration. Says what these areas were like before and by how much they has changed. 

How is the module to be assessed overall?  
This module will be assed by class work and homework.

Module 5: Islamic Empires 600 – 1600 

Link to last module.  
Covers the same time period as previous modules.

Where can I find extra information?
http://www.bbc.co.uk/history/
http://www.panoramas.dk/fullscreen/fullscreen44c.html
http://www.islamicity.com/mosque/
http://www.historyforkids.org/learn/islam/science/medicine/index.htm

Theme and key questions of the lesson. 
1 What is Islam? Why did people follow the Prophet Muhammad?  

2 Why was the spread of Islam so successful?   
3 & 4  Baghdad. Where and how would you design a new capital city? What was life like in Baghdad? 
5 How did Arab Muslims contribute to the world of Maths and science?  What can we learn from Islamic buildings? 
6 How did the Ottoman rulers become (and stay) so powerful? 

Key vocabulary.
Islam Muslim Prophet Muhammad AH After hijra. Qur’an Five Pillars of Islam Hadith Hajj Meccca Empire Persia Syria Trade Caliph Caliph Umar. Byzantium  Capital City Baghdad Caliph Trade Entertainment Fertile soil. Calligraphy Maths science architecture Mosque at Cordoba Taj Mahal. Ottoman Suleyman Sultan Turkish Pope Tudor

Task  
Essay, “Do you think the spread of Islam was only because of money made through trade? “ 

Achieving: Clear paragraph structure. Gives three reasons why Islam spread. The essay starts with a introduction and ends with a conclusion.  
Beyond: Gives more then three well explained reasons. The reasons are grouped. The main reason is highlighted. There is a clear conclusion to answer the question directly.

To produce a guide book to show what life in Baghdad was like.  
Achieving: Covers at least three different areas of life.  Each of these is well explained with specific detail. Well presented with pictures to illustrate and text used.
Beyond: Covers more than three areas. The difference between rich and poor is highlighted. The international feel of the city is pulled out.

Calligraphy message.  
Achieving: Has used the Arabic lettering accurately Followed the Islamic practice of there being  no people or animals instead there are geometric shapes It has a clear message about Islamic that is linked to module so far.  
Beyond: Is able to word message into a geometric shape.

How is the module to be assessed overall?  
This module will be assed by class work and homework.

Year 8

Module 1 : Tudors 

Link to previous modules 
Renaissance Module is the same time period
 
Where can I find extra information?
http://www.bbc.co.uk/history.
http://www.spartacus.schoolnet.co.uk.
“Terrible Tudors ” part of the Horrible History range Terry Deary
BlackAdder series 2 is set in Elizabethan England.

Theme and key questions of the lesson. 
1 What was life like in Tudor England?  
2 What was wrong with the Church in 1500? 
3 What changes did the Reformation bring to England?  
4 What did Elizabeth look like? Using portraits as evidence?  
5 What was the Spanish Armada?  
6 Who should Elizabeth marry?  
7 End of module examination.  

Key vocabulary.
Tudor Mary Rose Pope Catholic Protestant Bloody Mary gentlemen citizens yeoman the rack the boot thumbscrews quill blood sports imported Catholic Protestant Pluralism Nepotism Parish Gambling Vice Hypocrisy Reform Pope Martin Luther Catholic Protestant Pope Strict Priest Mass Alter Rack Thumbscrews Portrait Propaganda Symbolism Tudor Rose Power Purity.Armada  Catholic  Dropped Anchor Ga Alliance Stereotype Gender Roles Virgin Queen

Task   
Why did the monarchs of 16th C Britain want everyone to be the same religion, and why did some people risk death by following their religion of choice?
Achieving: Explains which religious were in conflict in the period. What were the differences between them? Some explanation as to why the monarchs wanted the country to be a single religion. Some consideration of why people would not follow the religion of the monarch. 
Beyond: As well as what is needed for achieving pupils need to consider the whole Tudor period. Examples to support points are taken from the reign of Henry VIII, Edward, Mar and Elizabeth. Problems of instability are well explained.  

How useful are the portraits of Queen Elizabeth for a historian wanting to learn about her reign?
Achieving: Explains either: How the source is useful as a source. Or How it is useful to learn about the events of the reign, what she looked like etc.  
Beyond: Covers both the reliability and useful aspect of the question.  

Complete storyboard to tell the story of The Spanish Armada
Achieving: All eight boxes have been completed. The story is well explained. The story board is well presented and coloured in. May go over the word limit or spend too long on one part of the story.  
Beyond: The story is well balanced. The start, Middle and the end of the story are all well covered. The pictures develop what the caption shows rather than repeat it. The word limit is stuck to.  

How is the module to be assessed overall?  
There will be an end of module assessment

Module 2 : The Stuarts 17th C 

Link to previous modules 
Religious problems of Tudor module continue and problems facing kings in this module need to be tied to the work done on problems facing Medieval Monarchs. 
 
Where can I find extra information?
http://www.bbc.co.uk/history.
http://www.spartacus.schoolnet.co.uk.
“The Slimy Stuarts” part of the Horrible History range Terry Deary
The films “Cromwell” and “Gunpowder, Treason and Plot” by BBC 

Theme and key questions of the lesson. 
1&2 The Gunpowder Plot. Were the Catholics framed?  
3 What were the causes of the Civil War?  
4 The trial and execution of Charles 1st 
5 Why did the Republic last only 11 years?  
6 The Great Fire of London 
7 Can you discover who stole the Crown Jewels?  
8 End of module examination.  

Key vocabulary.
Gunpowder Plot Interpretations Monarch Cellars Confession Tower of London Civil War Causation Ship tax  Grand Remonstrance MP Archbishop Laud Civil War Treason Execute President and  Clerk of the Court Divine Right Innocent or guilty Prosecution Republic Cromwell Restoration Puritans Diggers Levellers Lord ProtectorScaffold Royalists Fire Plague Broadsheet Article Interviews  Adverts Newspaper Office Nonconformists Crown Jewels Tower of London Motive Republic Clergyman

Task   
To complete an essay, “Do you agree that the Catholics were to blame for the Gunpowder Plot?”  
Achieving: Explains what the gunpowder plot was. Argue that the Catholics were to blame. Gives 3 reasons for this and supports these with examples.  
Beyond: Also argues that the Protestants may have set the Catholics up. Three + reasons given, each well supported with examples. Reasoned conclusion that answers the question directly.  

Use the information from the lesson to list the reasons why the Civil War started.Prioritise them (put them in order of importance).
Achieving: Produces a list of several reasons. Each one is explained in some detail. More than just a single sentence. No prioritisation of the reasons.
Beyond: Groups reason into themes as to why the war started. The key reasons are well explained. You have prioritised the reasons and explained why you have had this decision.
Produce a newspaper report on the trial and execution of King Charles 1st  
Achieving: Newspaper laid out correctly. Show good factual knowledge and understanding of both the key parts of the trial and execution. Good use of terminology from the lesson.  
Beyond: The significance of the execution of the monarchy is explained. The report has quotes from the sources to support points made.
 
How is the module to be assessed overall?  
There will be an end of module assessment.

Module 3: What was it like to live and work in Victoria Britain?  

Link to previous modules 
Y7 module 3 is also looking at the social aspects of a period.
 
Where can I find extra information?
http://www.bbc.co.uk/history.  http://www.spartacus.schoolnet.co.uk.
“The Vile Victorians ” part of the Horrible History range Terry Deary
The film “Oliver”

Theme and key questions of the lesson. 
1 Why did the Industrial Revolution happen in Britain in the 18th and 19th Centuries?  
2 The living condition of the workers. 
3 What was it like to work in a Victorian factory?  
4 What exactly happened on the 16th Jan 1862? And how did Jack Armstrong die?  
5 What was a workhouse and who would you appoint to run one?  
6 Who or what killed Mrs Quinn?  
7 End of module examination.  

Key vocabulary.
Industry Revolution Domestic System Factory system Prioritize Raw materials Laissez faire   Inspectors Commissioners Factory Mills Child Labour UN Convention of Rights of Children Colliery  Thrusters Mystery Produced Consumed Canary cage Act/law Laissez Faire  Board of Guardians Poverty Paupers Master Matron Interview Candidate Cholera Sherlock Holmes Nature of Source Bills of Mortality Reliability

Task   
Produce a spider diagram to show “What caused the Industrial Revolution?” 
Achieving: Give at least six reasons to explain why the industrial revolution happened.
Have illustrations for each reason. Clearly presented 
Beyond: Explain which reason you think is the most important. Explain which factors worked together to bring about change.   

Write an inspection report about conditions in North Hall Road, based on your findings in class. 
Achieving: Clearly describe what living conditions were like in the 19th C. Several examples given to support points make.  
Beyond: Recommends how to improve things. 
Imagine you were on the Board of Guardians and were writing up a report on the interviews held.   
Achieving: Explain what a workhouse was. Describe what happened in the interviews.  
Beyond: The strengths and weakness of all three candidates are fully considered. You played an active part in the interview process in the lesson.  
Write a speech to be read in court, defending your friend Dr Watson. In this explain how you think Mrs Quinn died. 
Achieving: You reach a decision as to who or what killed Mrs Quinn. You have explained your reasoning.  
Beyond: Refer to where the information came from that you have used to build your case – i.e. which sources you have used.Consider the reliability of the sources you refer to, to reach your decision. 

How is the module to be assessed overall?  
There will be an end of module assessment.

Module 4 : British Empire and Black History 

Link to previous modules 
Module 8.3: The Industrial Revolution is the same period.
 
Where can I find extra information?
http://www.bbc.co.uk/history.
http://www.spartacus.schoolnet.co.uk.
The film Ghandi.
“The British Empire” book. Part of the Horrible History series.

Theme and key questions of the lesson. 
1 What was the British Empire? 
2 The Scramble for Africa – why did people build empires? A Case study of Africa. 
3 What were slavery and the slave trade?  
4 The campaign against slavery 
5 Was the Empire a good or a bad thing? 
6 Why did the Empire end? A case study - India 
7 Civil Rights and segregation 
8 Did the Civil Rights movement bring freedom for Black People? 

Key vocabulary.
Empire global Colony Imperialism Trade ‘Man on the spot’ Competition Strategic Popularity Slavery Racism trade prejudice chain gang slave slave-owner overseer plantation Abolition abolish plantation overseer equality William Wilberforce Colonialism  Raj  British Viceroy Inferior Tiffin  Exploited.Mahatma Ghandi Khadj Amritsar Massacre Non-cooperation Independence Segregation Jim Crow Laws Lynching Civil War Segregation racism Malcolm x Martin Luther King Rosa Parkes O.J.Simpson Rodney King

Task 
You are to write an essay: ‘Europeans went into Africa for the same reason – they wanted colonies for trade links.’  Do you agree? 
Achieving: You give examples of at least 2 European countries that set up colonies in Africa to help with trade. You state where these colonies were. You give 2 other reasons for why European countries gained land in Africa and give examples of which countries they took over. Your conclusion answers the question.  
Beyond: You give examples of European countries who gained colonies to help their trade and say which countries they took over in Africa. You give more than 3+ other reasons why European countries set up colonies in Africa.  You give examples of the countries they took over to support this. Your conclusion answers the question and explains your judgment.  

You are to produce Anti-Slavery Campaign Poster 
Achieving: It has a clear headline message. You give 3 reasons why slavery should be banned.
It is coloured and contains appropriate images – no anachronisms!
Beyond: You give more than 3 reasons why slavery should be banned 

Story board: Why did the Raj end? A case study in the end of empire 
Achieving: You cover the whole story from the end of WW1 to India gaining independence.
Each box has a clear image and is supported by a statement of no more than 12 words.
Your board is coloured 
Beyond: The focus of the story board is how each event played a part in India becoming independent. The central role of Gandhi is stressed.
 
How is the module to be assessed overall?  
It will be assed on class work and the three homework tasks set out above.

Module 5 : Jack the Ripper  

Link to previous modules 
The time period fits with module three: Living in the 19th C
 
Where can I find extra information?
http://www.casebook.org/
http://www.bbc.co.uk/history.
Horrible Histories: Villainous Victorians by Terry Deary.

Theme and key questions of the lesson. 
1  What? Where? When? An overview of the case  
2 Penny dreadful’s and the facts. 
3 The Chadwell Heath Police on the case.  
4 The suspects. 
5 Was it Frances Tumblety? 

Key vocabulary.
Whitechapel Jack the Ripper Doss House East End Stereotype Newspaper Sensational Exaggerate. Comprehension. Comparison Useful Reliable Interpretation. Wanted posters Judge Suspect Best fit Eyewitness. Committed to trial. Suspect Courtroom.

Task 
You and a partner are to complete a project on Jack the Ripper. Your project can be either done on power point or in a booklet form.  
Achieving:  You have completed all the tasks on the guidance sheet fully.
Beyond: You have completed all the tasks on the sheet fully and there is clear evidence of your own research being added. This research may be facts or pictures. Ideally it would be both. 
 
How is the module to be assessed overall?  
This module has an on going project that is used to assess your work.

Year 9:
Module 1: The Titanic 1912 

Link to previous modules:
source work from module 7.1. British Empire at its height.
 
Where can I find extra information?
Titanic film. And the book James Cameron’s Titanic. 
http://www.spartacus.schoolnet.co.uk/  
http://www.titanic1.org/
http://www.bbc.co.uk/history/society_culture/society/titanic_01.shtml

Theme and key questions of the lesson. 
1 What happened to the Titanic?  
2 How did life on board the ship vary according to social class?  
3 Who was to blame for the sinking of the Titanic?  
4 What are the problems that Historians face when trying to decide exactly what happened?  

Key vocabulary.
Titanic. Coursework maiden voyage Latitude Longitude. Social class Upper Middle and working class. Life on board comparison accommodation Ice warnings look out crows nest CQD wireless message primary evidence secondary sources accurate reliable

Task:
To produce a piece of coursework on the Titanic. There are four questions that you are to complete.  Marks scheme below.
Presentation.
• The coursework is well organised. Each question is individually answered (1)
• Spelling, punctuation and grammar. (2)
• CW handed in on time (1)
Research.
• Use the material from the film and booklet only. (1)
• Has collected some material yourself. Eg printed pictures or info on title page (2)
• Has used own research in several answers to develop points. (3)
Question One:
• Basic detail using only one source. (1 – 2)
• Clear narrative account using at least two sources of evidence. ( 3 – 4)
• Strong narrative account using both sources in the booklet and the film.
• The information is combined rather than simply repeated. (5)  Question Two:
• Does not compare but writes about life on board the ship
• for the different passengers (1 – 2)
• Some comparison of the different aspects of life. (3-4)
• Strong direct comparison of the different aspects of life on board the ship. Uses pictures and menus etc to develop written points. (5-6)
Question Three:
• Basic list of several people who could be blamed. (1 – 2)
• Gives several people who could be blamed but uses the sources and the film to explain why. (3 -4)
• As before but also reaches a conclusion as to who was most to blame and explains why. (5-6)
Question Four.
• Gives only one problem that historians face. (1 – 2).
• Considers the location of the ship and the faults and nature of the film as a source of evidence. (3-4)
• As level 2 but also suggest what evidence they would like to have used to have improved their coursework. (5) 

How is the module to be assessed overall?
You will produce a piece of coursework during the module. It will be marked out of 30. It will count for 30% of your final end of year examination. Beyond is 25+ / 30. Achieving is 20 + / 30.

Module 2: World War One 

Link to previous modules 
Y7.1 source work Y8.3 Empire,  War as a factor for change.  
 
Where can I find extra information?
Blackadder goes forth DVD.  
http://www.bbc.co.uk/history.
http://www.spartacus.schoolnet.co.uk.
“The Frightful First world War” part of the Horrible History range Terry Deary

Theme and key questions of the lesson. 
1 What were the long and short term causes of World war One?  
2 Why did men volunteer to fight in World War One in 1914?  
3 What was life in the trenches like?  
4 How does war poetry help Historians find out how attitudes towards the war changed?  
5 How is the war depicted today?  
6 End of module examination.  

Key vocabulary.
Causation Alliance Entente Empire Arms Race Dreadnought Trend/trigger Volunteer King and Country  Join up Assumptions Propaganda posters Trench Dugout Snipers Censored Wipers Times Trench foot Gas attack Attitude Optimism Disillusionment Conscription Conscientious objectors Pacifism Recruitment Pals Censorship. Reliable Useful Trust Valuable Media Haig Over the Top

Task  
Essay question, “Do you agree that it was entirely the fault of Germany that WW1 started in 1914? (Causation)  
Achieving: You give four or more reasons why WW1 started You have shown how these causes are linked together. Essay has introduction and conclusion.  
Beyond: The reasons are thematically organised eg Empire. You have organised the reasons in terms of importance with the most important cause first. You a have made it clear in your work that the causes are prioritised. Conclusion is well reasoned and answers the questions directly.  

Essay Question. “Does the use of propaganda posters fully explain why young men such as Wilf volunteered so eagerly in 1914? (Causation)  
Achieving: You give several reasons why Wilf volunteered in 1914. The role of propaganda is fully explained. Some of the points are linked. Worked is structured  in paragraphs  Beyond: Each reason is well explained. You have linked the different reasons together. You show that some of the reason are more important that the others. This is clearly sign posted in your work: “The most important cause was..” 
Produce a diary account from a soldier living in a trench on the Western Front.
(knowledge and Understanding)  
Achieving: Can describe trench life in detail. Uses correct terminology such as: Duck board, trench foot, morning hate.  
Beyond: Strong detailed account with no anachronisms. Linking of points together eg how the water in the bottom of the open trenches led to trench foot or the unburied corpses led to rats. Includes the range of emotions and feelings that the soldiers would face and explain why.  

Produce a poster that is either: For the war in 1914. Against the War in 1917.  
Achieving: Have included: heading, colour, picture and a message. There needs to be several reasons given to support the message you are trying to get across.  
Beyond: The message is clear and well explained The images and explained used are especially suitable to this WW1 message.  

How is the module to be assessed overall?  
There will be an end of module assessment.

Module 3 : Conflict of political ideologies.  

Link to previous modules 
WW1 is the backdrop to these events in the 1920 /30’s.
 
Where can I find extra information?
http://www.bbc.co.uk/history/war/wwone/eastern_front_01.shtml
http://www.spartacus.schoolnet.co.uk.
SchoolsHistory.org.uk  BBC history magazine Dec 2005 “Who killed Rasputin?”

Theme and key questions of the lesson. 
1 How difficult was it to make a fair Peace in 1919? 
2 What do the different political ideologies of Fascism, Communism and Democracy mean?  
3 What happened in the Russian Revolution?  
4 Did one of the Romanov’s live? 
5 Why did Ivan disappear in 1933?  
6 What was life like in Weimar Germany?  
7/8 Can you win the election of 1932?  

Key vocabulary.
Treaty Reparations Revenge Colonies Civilian Nationalism Lloyd George Clemenceau. Woodrow Wilson. Political Ideology Communism Fascism Democracy Symbols. Communism Marx  Lenin Communist Manifesto Bolshevik  Romanov. Communism Trial Witness Open/secret ballot Bolshevik Romanov. Collective farm executed spies criticise labour camps Republic Reparations  Inflation Depression. Swastika.  Ruhr Unemployment. Election. Communism Nazi. Fascism Democracy Vote. Campaign.

Task 
You are to produce a leaflet to explain what democracy is and how it is different from Communism and Fascism.  
Achieving: You have explained in your own words the key features of: Democracy, Communism and Fascism as systems of government. You have given an example of each.  
Beyond: Some comparison of the different forms of government. You need to say which you think would be the best for: You to live in today. You would select if you ruled. For the poor people of society. 

You are to produce a story board to show What happened to the Romanov Royal Family?”  
Achieving: Has completed six boxes and captions. Drawing in pencil and coloured. Captions explain the picture. The main points of the story are show accurately. Good use of specific concepts eg Communism and Tsar. 
Beyond: There are clear links between the boxes to show how the story developed. The caption and picture complement each other to get more info over rather than simply repeat each other. No mistakes or anachronisms.  

Produce a newspaper of the trial of the women claiming to be Anastasia. 
Achieving: Well laid out newspaper. The events of the trial are well covered. Some explanation that people in the trail had different interpretations of the evidence. The nature and / or purpose of the source are considered.  
Beyond: The different interpretations are very clear in your work. You have reached your own reasoned conclusion based upon the evidence given to the trial.   

Complete an essay, “What was it like to live in Communist Russia?”  
Achieving: Well structured essay. Describing main the characteristics / features of life in Communist Russia: different to capitalist countries, life for the ordinary people, why people liked communism.
Beyond: Has a strong conclusion that makes a judgment as to the quality of life in Communist Russia for the ordinary people. Considers if there lives would have been any better under a different form of government.  

You will be assessed as part of the group when campaigning for election.
Achieving: Play a full part in the work of the group to ensure that your presentation is: informative, persuasive and varied. Play a part in the presentation to the whole class. This needs to be professional and without laughing etc. Decide who you think should be elected in 1932 and explain why.  
Beyond: Play a leading role in the organisation and presenting of the groups work. Stress the positives of your group and the negatives of the other group. Take part in Q & A and debate professional way. Use all of the sources provided. Use ICT effectively to get points across. 

How is the module to be assessed overall?  
By class work and homework.

Module 4 : Nazi Germany and the Holocaust 

Link to previous modules 
The events of this module grow out of modules 2 and 3.
 
Where can I find extra information?
http://www.bbc.co.uk/history.
http://www.afet.org.uk (Anne Frank)
 “Roses from the Earth” The diary of Anne Frank by Carol Ann Lee.
Schindler’s List Film.

Theme and key questions of the lesson. 
1 How did Adolph Hitler become a dictator?  
2 How did different groups of society view Hitler’s Germany?  
3 How was indoctrination used to try and create the ‘ideal’ German?  
4 What was the Holocaust? 
5 How useful are modern films about the Holocaust?  
6 Why is it important to remember the Holocaust? Open book assessment. You will need to know all the specialist vocabulary of the module so far.
7 Could you work as an undercover spy and kill Hitler? Or Who betrayed the Frank Family?   

Key vocabulary.
Rise to power Dictator Mein Kampf Beer Hall Putsch Fuhrer Enabling Act Night of the Long Knives Terror tactics Propaganda Hitler Youth Indoctrination  Economic success Change Society being made up of different groups Putsch Enabling Law  Chancellor Reichstag Night of the Long Knives  Unemployment Kristallnacht The Final Solution Indoctrination Ideal Education  Gender roles Separate but equal Curriculum Holocaust means death by fire Ghetto  Death Camps Auschwitz. Final Solution Anne Frank Human Rights Dachau Documentary Schindler’s List Useful Reliable. Art  Architecture Propaganda Himmler Censorship Police State Assassinate Betrayal 

Task  
Essay: “What reasons can Historians give to explain why Hitler became the Fuhrer?” 
Achieving: Good paragraph structure. At least four reasons given to explain why he became a dictator. Good use of terminology and no anachronisms.  
Beyond: More than four reasons given. Each is well explained and supported with examples. Reasons are linked where possible. The different reasons have been prioritised with the most important clearly highlighted. In class you have played a leading role in the planning. 

Living graph exercise. You are to plot how different groups felt about the changes the Nazi’s made.  
Achieving: All four groups plotted on the graph: Hitler, a workman, a communist and a Jewish shop owner. The graph is explained as you have said why each group feels this way.    
Beyond: You have also added why none of the groups who were unhappy with the changes were able to stop them or stand up against them.  

You are to write a diary account for a pupil of your age explaining what a day at school in Nazi Germany was like.
Achieving: You give a clear picture of what a school day would be like. Good empathy skills mean your account has accurate detail and personal feeling.  You have also explained how things have changed under the NAZI’s and why these changes have happened.
  
Assessment on the Holocaust 
This is to be marked out of 20, and goes towards the final end of year grade.  Section one: ½ mark for each correct definition. Max of 5 marks.
Section two: This is an essay out of 15. Use the question sheet to help you str4ucture your essay.
1-4. Not all of the paragraphs have been included. Simple points not really developed.
5-9: All the paragraphs included. All the points covered in the outline sheet have been covered but some only touched upon.
10- 13: As above but points are explained and developed.
14-15: Excellence subject knowledge. Good linking sentences, strong final section draws material from books and DVD. .

How is the module to be assessed overall?
In lesson seven of the module there will be an open book assessment on the Holocaust. This and the assessed pieces above will be used to give you a grade for academic achievement and effort during the module.

Module 5 : World War 11

Link to previous modules 
Builds upon Modules 2,3 and 4 in year 9.
 
Where can I find extra information?
http://www.bbc.co.uk/history.  http://www.bbc.co.uk/history/ww2children/index.shtml
http://www.spartacus.schoolnet.co.uk.
“The Blitzed Brits” and “The woeful Second World War”, part of the Horrible History range Terry Deary

Theme and key questions of the lesson. 
1 - 2 What caused WW2? 
3 - 5 What was the Home Front? To what extent did life change during the Home Front? 
6  Why did the Japanese Bomb Pearl Harbor and was it a turning point?  
7 What were the D- Day Landings? 
8 How did the Atomic Bomb change the world?  
9 Revision of modules 1 - 4 Revision  examination technique reading the question   looking at the marks on offer time management
10 End of Year examination  

Key vocabulary.
Appeasement Foreign Policy. Causation. Chamberlain. Anschluss. Lebensraum. Treaty of Versailles. Demilitarised. Plebiscite. Pacifism.  Trend trigger Blitz. Rationing. Gas masks Conscientious objectors Black out. Home Front Evacuation. Propaganda. Change  Extent. Phoney War  Anderson Shelters. Causation. Linking.  Empire Asia Provoked.  Raw materials. League of Nations. Inevitable. Concept map. D-day. Liberation of Paris.  Operation Overlord. Reality Cold evidence. Impact. Statistics. Atom bomb. Invasion. Human Shield. Radiation sickness Learning styles. Visualise information.

Task  
To write an essay, “Why did World War Two start in 1939?”  
Achieving: Outline the main causes of WW2 and explain what the individual causes were
The essay plan will be broken down in to clear paragraphs There will be a conclusion answering the question directly.  
Beyond: All  main causes will be fully explained. It will be clearly shown how they played a part in the start of the war. The causes will be evaluated and prioritised in order of importance. The conclusion will match the essay and clearly answer the question set. The main reason will be made explicit.  
To complete a project on the Home Front  
Achieving: Each of the areas set out on the project sheet have been addressed.
The detail given is strong enough for the project to be specifically about Britain during WW2. The project is well presented and shows good SPG.  
Beyond: There is clear evidence of extensive personal research which has been used to improve the depth and quality of the project. The extent of change to daily life is considered and explained. The project is handed in on time.  
Answer the question, “What was the impact of the Japanese attack on Pearl Harbor?”   
Achieving: You have explained what happened during the attack and what happened as a consequence of the attack.
Beyond: You have to explain: What the situation was like before the attack, What happened during the attack? What were the results of the attack and by how much things had changed.  

How is the module to be assessed overall?  
There will be an end of module assessment. This will test what you have learnt throughout modules 1 - 4

Theme, key questions and Key vocabulary of the lesson. 
1 What is Chronology?  
History    Chronology     Prehistoric Egyptian.  Greeks.  Romans.  Dark Ages. Middle Ages. Tudors Stuarts  Renaissance   19thC   Victorians  20th C
2 What do the terms BC and AD mean?
Century   BC AD  Chronology       Millennium   Importance

3 How can I tell which time period is which?  
Characteristics. Identify. Shakespeare  Prime Minister  Wellington Napoleon. 
4  Who are the famous people from different time periods?  
Presentation. Research  
5 How do Historians reconstruct the past? 
Reconstruct   evidence    Primary   secondary   Trust    attributation   revision
6 Assessment of module.  
Examination

Task What do I need to include?  
You are to make a title page using the word History. Try to include something from each of the different time periods that we have covered. 

This piece of work will be given an effort grade only. This will follow the school policy of 1 – 4. One being excellent and 4 being very poor.
To get the best effort grade you must
 Include the word history as the main title.
 Include other words and pictures from different time period.
The work must be well presented and colourful. 

Presentation.
You are to prepare and give a one minute presentation to the rest of the class on a famous person from History. You decide who you want to do. This piece of work will be given an effort grade only. This will follow the school policy of 1 – 4. One being excellent and 4 being very poor.
To get the best effort grade you must:
 Do your own research.
 Speak to the class in a clear voice.
 Have a picture to illustrate your person.
Speak for about one minute.
   
End of module test. This piece of work will be marked out of 50. There is no pass or fail. Instead you must try to achieve your personal best. To do this you must revise. 
What is the end of module assessment?  This module will be assed by an end of module test and the quality of your work throughout the module. 

Module : The challenges to Monarchy 1066 - 1450  

Link to previous modules Chronology.

Middle Ages.

Where can I find extra information?
http://www.bbc.co.uk/history.   http://www.domesdaybook.co.uk.
“Measly Middle Ages” part of the Horrible History range Terry Deary 
                      .
Theme and key questions and Key vocabulary of the lesson. 
1 How did William become King in 1066?  
Monarchy   Battle of Hastings William of Normandy who becomes W the Conqueror.Harold Godwineson  Harald Hardradda.  Stamford Bridge 
2 How did William control his kingdom?  
Feudal System   Democracy   Peasant  Lord  Knight  overlord  tenants Domesday book Parish Survey
3/4 How did Castle help defend monarchy in the Middle Ages?  
Mottte and Bailey Location   Square keep  Barbican   Round towers   Curtain wall.   Murder Holes   Moat   Drawbridge Portcullis  Dungeon   Constable   Catapults  Trebuchets  Besieging Canon   Scaling ladders
5 Why was it so difficult for the king to control the Church?  
Purgatory  Heaven / Hell  Doom painting  Pardon   Hope  Tithe  Pardon   Monks & Nuns   Holy days
6 Why did King Henry and Becket Quarrel?   
Church   Monarchy   Quarrel   Archbishop   Knight   Flogged   Clergy   Court  
7 Was King John really evil? What skills can Robin Hood teach us? 
Reputation Interpretations  Kingship   Fact   Opinion  Excommunicated  Richard Lionheart Barons  Kings court.  Poaching Chronology  Anachronism Robin Hood
8 What makes a good Medieval Monarch?  
Kingship Categories  Monarch   Length of reign   Church  Warrior

Task 
Question: Why did William of Normandy become King in 1066?
Achieving - You have listed 4 reasons why William became king. Each of this is explained.  Beyond - You have given more than four reasons. These have been group together into: political reason, military reason and luck reason. You have been able to select one reason as being the most important.
Question: Design a castle for a Norman lord. 
Achieving -Work is well presented and coloured. Describes the characteristic features of castles, with some use of specialist terminology.Some links made between the different features of the castle. Details of the costing included.  
Beyond -Has included several people, and positioned them in the correct place. Castle was able to withstand the attack. The castle is well described. In this there is good use of the specialist terms on the module sheet.
Question:Extended writing, “Henry and Becket were once great friends. Why did they end up as enemies?” 
Achieving -You must cover the whole story. From the Henry and Becket being great friends to Henry doing penance for the death of Becket. No anachronisms. Good detail.
Beyond - Rather than just tell the story you have really focused on the question: You have explained why they were great friends.  You have explained why they fought. You have given several reasons. You have then explained why they could not make up as friends.
Answer the question, “Was King John a bad King?”
Achieving - Give examples of both good and bad qualities of king John. Need at least three of each. Reach your own conclusion as to if he was a good or bad King and say why.
Beyond - You have considered the nature of the evidence which gives the good and bad images of King John. You have then based your answer to the question on this. For example, “Why did people say bad things about him? Was it true or biased?

How is the module to be assessed overall?
It will be assessed on the quality of your class work and homework during the module.