Secondary: Key Stage 4 l.academy

 HistorySecondary: Key Stage 468531255023350Curriculum plan 2020-2190000081324001. Curriculum PrinciplesCoherence and flexibilityOur history curriculum will use enquiry questions to build substantive knowledge across a series of lessons and develop pupils’ disciplinary thinking. We have provided a recommended sequence for the enquiries so that they build on each other. However, in order to provide schools with the flexibility to use some Oak resources in the way that is most useful to them, we aim to design our enquiries to be relatively short (4-6 lessons) and to be self-contained. Unavoidably, certain enquiries will rely on some prior knowledge. Where this is the case, we will flag this up so that teachers can either direct their pupils to more than one enquiry or be confident the enquiry will be accessible because of previously learnt content in school.?Knowledge organisationThe enquiries are organised around the substantive concepts, such as empire, trade, tax and rebellion. Broadly, the enquiries will use a narrative to help pupils make sense of the substantive concepts. Each enquiry will have a disciplinary focus of at least one second order concept, such as causation or change and continuity. This disciplinary focus is made explicit for each enquiry. Within each enquiry, pupils will encounter substantive concepts which will be illustrated through concrete examples. If pupils follow the proposed Oak sequence of enquiries, then they will develop a sophisticated understanding of key substantive concepts by studying them in different contexts. Our proposed sequence of enquiries is broadly chronological, each enquiry is self-contained so that teachers are able to develop their own thematic sequence if they wish.?Knowledge selectionDecisions about what to include in a history curriculum are always difficult and must take into account a number of different curricular aims. In making decisions about what to include and what to omit, we have tried to balance the following aims across the KS4 curriculum.Adoptability – we want to ensure that materials are available for the most commonly-taught topics in UK schools, so that our resources will be useful to all schools.Diversity and representativeness – we want to pay meaningful attention to the diversity of past societies, represent the lived experiences of different groups and explore the interconnectedness of British and wider world history.Overview and coherence – we want pupils to build secure and coherent narratives of the past. We have tried to balance overview and depth.Preparation for future learning – Oak is not about giving pupils something to do, it is about educational continuity. Whether pupils follow the curriculum as a whole, or access individual lessons or units, we have foregrounded knowledge, concepts and ideas which will be most useful for pupils’ learning in future.There can be tension between these principles, and we know that we cannot expect everyone to agree with all of our choices. However, we have applied these principles across the curriculum as a whole and made content selection decisions in good faith. We are confident that our curriculum builds a wide range of important historical knowledge for pupils.Inclusive and ambitiousWe want Oak’s history lessons to support all children. Our lessons are pitched so that all pupils can get an early sense of success. Our enquiries are designed to gradually develop pupil knowledge so that they are able to produce substantial pieces of work. Our worksheets are written in a style which minimises potential barriers to comprehension. Where possible, activities will either be modelled, or sample answers will be given after work is complete so that pupils can develop a conception of good historical writing.Pupil engagementWe want to develop pupil thinking through a sequence of lessons. Each enquiry is designed to be an emergent puzzle and each lesson is designed to promote pupil thought about this emergent puzzle. In order to achieve this, lessons will include mini-activities to try to promote some of the pupil thinking that is fostered through class discussion and skilful teacher questioning.?Motivation through learningThrough careful knowledge selection and crafting engaging narratives our teachers will reveal the intrinsic value in learning about the past without overwhelming pupils. Tasks and activities will be carefully designed so that pupils can get a sense of success, and, therefore, feel motivated to keep learning more. The hope is that pupils feel so motivated that they feel the need to answer the enquiry question for themselves.?How will pupils make progress?Pupils get better at history by building up knowledge of the past, which is increasingly complex and secure. As they study particular periods, events and people from the past, they develop a rich understanding of these places and times. Through studying these topics, pupils also build their chronological knowledge, developing secure chronological frameworks, a sense of period and a coherent narrative of broad developments. Through repeated encounters in different historical contexts pupils also develop their knowledge of important substantive concepts like empire, trade, tax and rebellion. These layers of knowledge, built over time, give pupils the foundation to learn new, and increasingly complex information in history, and the Oak curriculum is designed to build this knowledge effectively and secure it in memory, whether pupils access single lessons or whole units.With secure knowledge of the past, pupils are also able to learn about the discipline of history. Through these units, pupils will use their knowledge to engage with valid historical questions and learn how historians make sense of the past.Exam board alignmentThe planning of Oak’s KS4 examined units of work has evolved using a range of exam specifications across several boards, which cover a large amount of central content. The teachers planning and presenting these lessons deliver GCSE history with Edexcel, AQA, OCR and Eduqas, so all lessons have been designed primarily for pupils to develop and strengthen their substantive and contextual knowledge rather than having one exam board in mind. Exam-specific languageAt KS4 some second order concepts are being treated differently from KS3: Similarity and difference between periods is included as an aspect of change and continuity.Significance is used by the exam boards as an evaluation of the consequences within the period of particular issues or development.Interpretations ?are used to focus on where it is specifically asking pupils to examine historians’ accounts, short extracts at least, not just single sentence claims, looking at how and why they differ as well asking pupils to evaluate the claim.2. Subject structure overviewUnit titleLength of unitPrior knowledge required*Unit 1: Medicine through time, c.1250-present day30 lessonsUseful knowledgePeriods of time: medieval, renaissance, industrialThe role of the Church and its influenceUnit 2: Elizabeth I: Meeting the challenge, 1558-158830 lessonsUseful knowledgeThe English Reformation Henry VIII and the Mid-Tudor crisis Unit 3: Weimar and Nazi Germany, 1919-193932 lessonsUseful knowledgeThe formation of GermanyWWI: causes, events, consequencesIndividual: Bismarck and the KaiserUnit 4: The Cold War: Superpower relations from 1941-199130 lessonsUseful knowledge:Russian RevolutionWWII: causes, events, consequencesIdeologies: Communism, Western democracy *Lessons have been planned without assumptions about previous learning at KS3, context lessons have been built in, and substantive concepts will be explained when they are introduced.3. Suggested sequenceUnits have been designed so they can be taught in any sequence. There is a proposed sequence in the grid below that follows a chronological route. Within each unit there is a strongly advisable lesson sequence to support the accumulation of powerful knowledge and chronological pathways, reflecting the overarching history principles. KS4 year groupsUnit 1Unit 2Unit 3Unit 410 and 11Medicine through time, c.1250-presentElizabeth I: Meeting the challenge, 1558-1602Weimar and Nazi Germany, 1919-1939The Cold War: Superpower relations between 1941-19914. Unit specificsUnit 1: Medicine through time, c.1250 to present, KS4 HistoryLesson numberPeriod and enquiry focusLesson contentSubstantive knowledge Disciplinary focus1Sequencing timeline, with explicit introduction of key periodsHow much medical progress did ancient Greece and Rome make?Big picture of the unit:Timeline and sequencing overview of all periodsIntroduce language around ‘change’, ‘turning point’ and ‘continuity’How much medical progress did the ancient Greeks and Romans really make? Broad context: Greeks and RomansHippocrates Aristotle Galen – begin to consider continuity from GreeksSupernatural traditionRational traditionInfluenceClinical observation Four humoursSymptomsPublic healthCauses of diseaseAnatomyPreventionChange and continuity Enquiry: How much medical progress was made during Medieval Britain?2Medieval, causes:What did people think about where disease came from in medieval Britain?The supernatural Religious: the power of the Church in spreading ideasRational explanations (influences) HippocratesGalen – why was he backed by the ChurchThe ChurchThe SupernaturalDoctrine of signaturesChange and continuity 3Medieval, prevention and treatment:How did people in medieval times try to prevent and cure diseases?Understand religious actionBloodletting and purging and use of remediesHome and hospital treatmentsPurgingAnatomyDissectionMonasteries Change and continuity 4Medieval, treatment:Who did people go to for medical help in medieval times? The treatment of wounds The view of pusRoles of physician, apothecary and barber surgeonsSurgeonsPhysicianChange and continuity 5Medieval, case study:What can the Black Death tell us about Medieval medicine?Dealing with the Black Death 1348–49Approaches to treatment Attempts to prevent its spreadEpidemicEndemicLack of scientific thinkingChange and continuity 6Explore the enquiryHow much medical progress was made during medieval Britain?Change and continuity7Renaissance, context:Why was there greater medical progress between 1500-1700?Link to previous enquiry: What limited progress in the medieval period?Matching time frames, review Communication Printing pressScientific approachTechnological advancementsReformation ProtestantismCommunication of ideasTechnology leading to changeChange and continuity Causation How quickly did ideas about what caused disease change?Why did ideas about causes of disease change over time?8Renaissance, causes of disease:Why did ideas about causes of disease change between 1500-1700?A greater scientific approachSydenham The Royal Society ObservationEmpiricism Change and continuity Causation9Renaissance, roles of individuals:How did individuals change medical understanding between 1500-1700?Challenges to GalenVesalius – Fabric of the human body Harvey Limitations Circulation ChallengeAuthority Amphibians Change and continuity 10Industrial, science and technology:How did ideas about the cause of disease change between 1700-1900?Spontaneous GenerationGerm theory Louis Pasteur Robert Koch Bacteria GermsPasteurisationVaccination Experimental approach Change and continuity 11Industrial, factors affecting the understanding of the causes of illness and disease:Why did ideas about causes of disease change between 1700-1900?Why could Pasteur and Koch achieve what they did? Science and technologyAttitudes in societyScientific RevolutionMicroscopePetri dishEnlightenmentReformersChange and continuity Causation 12Modern, science and technology and communication, 20th century causes:How did ideas about causes of disease change after 1900?DNA – James Watson and Francis CrickLifestyle factorsDevelopments in diagnosis, e.g. blood tests and medical scansLifestyleHereditary Genetics Change and continuity 13Explore the enquiryHow quickly did ideas about causes of disease change and why did ideas change over time?Change and continuity CausationHow quickly did ideas about prevention and treatment change over time?Why did ideas about prevention and treatment change over time?14Renaissance, prevention, and treatment:Did ideas about prevention and treatment change between 1500-1700?Continuity in approaches to prevention, review medieval period P&TTreatment and care in community and hospitals,Changes in training VesaliusDissection Rebirth- classicalSurgeonAnatomistChange and continuityCausation 15Renaissance, case study:How did approaches differ in dealing with the Great Plague compared to the Black Death?Dealing with the Great Plague in London, 1665: approaches to treatment and attempts to prevent its spreadComparison with Black DeathEpidemic QuackeryPlagueQuarantine Change and continuity 16Industrial, prevention and treatment:When did vaccination really start to make a difference to health in Britain?Development of vaccinesJenner and smallpox Discovery, reactions and impactRole of government in enforcing vaccinationVaccinationInoculateCowpoxPublic vaccinatorsChange and continuity 17Industrial, prevention and treatment:How far did John Snow change ideas about the prevention of disease?Cholera in London – John SnowDiscovery, reactions and impactRole of government in preventing cholera BacteriaSlumsDehydrated Role of the government v role of the individual Change and continuity 18Industrial, Social, and political reforms:How did ideas about responsibility for public health change?The Great Stink, BazalgetteGovernment intervention including the Public Health Act 1875How were laissez faire attitudes overcome?Public HealthMalnourish-mentSlumsWelfare stateChange and continuity 19Industrial, treatment and improvements in hospitals:How did hospitals change over time and improve prevention and treatment of illness and disease?Recap of hospitals; Medieval/RenaissanceHospitals in 18th centuryImprovements in hospitalsNightingaleHospitals by 1900InfectiousPavilion styleHygiene Change and continuity 20Industrial, treatment and Improvements in surgery:Why were there improvements in surgery?Surgery impact of anaesthetics, Simpson Surgery impact of antiseptics, ListerAnaestheticAntisepticCarbolicOperationsAsepsis - SterilisationHygiene Change and continuity Causation 21Modern, prevention:Did the NHS transform medicine in Britain?Impact of NHS, access to careGovernment lifestyle campaignsNHSWelfare stateLifestyle Change and continuity 22Modern, advances in treatment, and the discovery:How far did treatment advance in the 20th century? Magic bullets and antibioticsHigh tech treatments (medical and surgical) in hospitalsMagic bulletsHereditary Change and continuity 23The discovery and development of penicillin:How important was the role of chance in the discovery and development of penicillin? Penicillin and antibioticFleming and WWIIAntibioticsWorld WarChange and continuity 24Modern, prevention:How has the use of science and technology changed ideas around prevention of lung cancer?Case study:Government action in preventionLung cancerWelfare stateNHSEthics Change and continuity 25Explore the enquiryHow quickly did ideas about prevention and treatment change over time? Why did ideas about prevention and treatment change over time?Change and continuity CausationEnquiry: What impact did the Western Front have on medical development?26WWI, Trench warfare:How were trenches designed and why did battles on the Western Front lead to medical advancement?Trench design and organisationBattles: Arras, Somme, Ypres, CambraiWarfareMilitary strategyTrenches Campaigns Change and continuity 27WWI, Wounds and injuries:What medical conditions were there on the Western Front?Bad conditions in the trenches Gas attacks, tear, chlorine, phosgene, mustardEmotional trauma, shell shockGunfire and shell explosion woundsWound infection, tetanus, gas gangreneWhat sources from the time tell us about conditions and injuries in the trenchesTechnologyArtillery Biological warfareInfection Change and continuity Evidence28WWI, Development in surgery:How did war on the Western Front give rise to new techniques in medical treatment? Dealing with infection Carrel Dakin method Development of X-raysPlastic and brain surgeryThomas SplintBlood transfusionsWhat sources from the time tell us about the development of surgery in the trenchesTechnologyWarfare Reconstructive surgery SplintTransfusion Evidence29WWI, The work of the RAMC and FANY:How were wounded soldiers helped on the Western Front?Chain of Evacuation The role of RAMC The role of FANYWhat sources from the time tell us about medical aid on the Western FrontRAMCFANYEvidence30Explore the EnquiryHow far did WW1 accelerate medicine and treatment in the 20th century?Change and continuityUnit 2, Elizabeth I: Meeting the challenge, 1558-1588, KS4 HistoryLesson numberPeriod & Enquiry focusLesson content/ideasSubstantive knowledge Disciplinary focusTo what extent were Elizabeth’s early years as monarch challenging?What was the biggest challenge Elizabeth faced between 1558-1569? 1Why did Elizabeth’s background and character impact on her early reign?Outline the background of Elizabeth, her birth to Anne Boleyn and the influence this had on her governanceHow did this influence her policy towards:MinistersGovernmentReligionMarriageProtestantHeirLegitimacySuccession Chronology Cause and Consequence2How did society help and hinder Elizabeth?Outline key groups in society and governmentOutline Elizabeth’s aims, in relation to society, and compare those to the role/aims of the social groups consideredConsider how each group could challenge Elizabeth and ways in which they could help herNobilityGentryYeomanTenantsLandless or labouring poorMerchantsCourtiersCausation and ConsequenceUse of Evidence3How did the Elizabethan government help and hinder Elizabeth?A consideration of different areas of governmentOutline Elizabeth’s aims as monarch in relation to her structures of governmentWhat was the purpose of each group in government? An assessment of areas of government and where they could challenge the aims of the monarchProfiles of her key advisors: Lord Burghley, Walsingham, Dudley, and HattonAssess potential ways in which they would be both useful to Elizabeth and problematicExtraordinary taxationLawsPrivy councilJP’s Lord LieutenantsSignificanceCausation and Consequence4How bad were Elizabeth’s financial problems? Sources of income: ordinary and extraordinaryOutline the financial position of the crown in 1558What problems might this cause for Elizabeth in gaining support and keeping England safe?Customs duties subsidies, rents profits of justice and loansRole of ParliamentRoyal Prerogative (Catholics, Protestants and Puritans are outlined as groups to consider in context of Parliament) SignificanceChange and continuityEvidence5What challenges did Elizabeth face from abroad?Outline the challenges from Spain, France, and ScotlandReiterate religious distinctions, prior to a more in depth consideration in the following unitOutline each country’s traditional relationship with England and how this compared to the situation Elizabeth found herself in in 1558Auld AllianceMary Queen of ScotsSignificanceChange and Continuity6Explore the enquiryLink back to the enquiry questionsTo what extent were Elizabeth’s early years as monarch challenging?What was the biggest challenge Elizabeth faced between 1558-1569? Causation and ConsequenceChange and Continuity Significance7Why did the different religious groups concern Elizabeth?Protestant, Puritan and Catholic beliefsConsider different religious groups and why their beliefs made it difficult for Elizabeth to ‘settle religion’Examples of attitudes to consider:Attitudes towards the CommunionChurch organisationPriests’ clothing/vestmentsLanguage of the BibleGeographical divisionsCommunionTransubstantiationBibleLatinVernacularMiraclesVestmentsCausation and ConsequenceChange and Continuity Significance8How did Elizabeth’s settlement try to resolve the religious issue?Outline the key features of the Act of Supremacy, Act of Uniformity, and the Royal Injunctions Consideration of the reactions of the differing religious factions to settlementAct of SupremacyAct of UniformityRoyal InjunctionsEnforcementRecusancy Cause and consequenceChange and Continuity 9How hard was the settlement to enforce?Outline key features of the clergies’ responseThe role of Church CourtsVisitations of churches by bishops and their findingsClergyOutward conformityRecusancy Cause and consequenceChange and Continuity 10To what extent did Catholics and Puritans challenge the settlement in England?Crucifix controversy Vestment controversy The Papacy and the Counter-ReformationOutline each threat and match to a criterion for significancePuritansPapacy Book of AdvertisementsCause and consequence SignificanceEvidence11How did the key foreign powers react to the settlement?Mapping activity to outline the role of each country and to help pupils form a geographical/historical point of viewOutline Elizabeth’s relationship and involvement in France and Spain including the Spanish NetherlandsConsequences of her actions towards France and Spain (with significant focus on the Dutch Revolt)Dutch RevoltTrade embargoSpanish NetherlandsHuguenotsCause and ConsequenceSignificanceEvidence12Why was Mary Queen of Scots a Problem?Mary’s profile and claim to the throneA timeline of Mary’s actions up to her arrival in England in 1568Consider Elizabeth’s options to decide what she ought to have done with Mary Queen of ScotsWhy would some see her as more or less of a threat?What knowledge pupils have used to construct this viewTreaty of EdinburghLegitimacyCause and Consequence. Chronological understanding13Explore the enquiriesJudgement of the enquiries:To what extent were Elizabeth’s early years as monarch challenging?What was the biggest challenge Elizabeth faced between 1558-1569? How was Elizabeth threatened by plots and revolts at home between 1569-1588?At what point was the threat to Elizabeth the most severe between 1569-1588?14What made the Northern Earls revolt in 1569?Profiles of each Earl and why he might rebelCausation exercise on issues from the removal of their political influence and geographical isolation to their religious beliefs and those of the areaNorthern EarlsThe role of the Duke of Norfolk’s Cause and ConsequenceSignificance15How significant a threat did the Revolt of the Northern Earls pose to Elizabeth?Outline events and judge against a significance criterion Pupils encouraged to formulate their own criterion but offered a structured example as supportFocus on their mass at Durham Cathedral and the punishments from Elizabeth1570 Papal Bull of ExcommunicationDurham CathedralPapal BullSignificanceChange and Continuity Evidence16How threatening were Catholic plots after 1570? Outline key individuals and events of each plotRidolfi PlotThrockmorton PlotBabington PlotCiphersAgent provocateursSeminary priestsSignificanceChange and ContinuityEvidence17Why was Mary Queen of Scots executed in 1587?Why 1587 and not in response to an earlier plot?What had changed by this point to make it more likely?The consequences for Elizabeth’s relationship with Spain1585 Act for the Preservation of the Queen’s SafetyCause and ConsequenceChange and ContinuitySignificant18How did developments in the New World contribute to the breakdown of relations between England and Spain?Commercial rivalry and New World explorationResources available in Spanish controlled areasDrake’s circumnavigationAssess the impact of these actions for Anglo-Spanish relationshipsCircumnavigationPrivateerCommercial rivalryNew WorldCause and Consequence.Significance19Why did Elizabeth’s relationship with Spain deteriorate owing to political challenges?Elizabeth’s decision to intervene in the Netherlands and failure to capitalise on Spanish weaknesses The significance of these events for Elizabeth’s relationship with SpainSpanish Fury.Pacification of Ghent. Sacking of AntwerpTreaty of JoinvilleCause and Consequence Change and Continuity20How did Elizabeth’s direct action provoke all-out war with Spain?Elizabeth’s further intervention in the Netherlands and how such direct-action provoked warRole of the Duke of AlbaDrake’s ‘singeing of the King of Spain’s beard’Outline the reasons for the failure of Leicester’s mission to the Netherlands and the consequences for Anglo-Spanish relationshipsTreaty of NonsuchGovernor General of the NetherlandsCause and ConsequencesSignificanceEvidence21Why was the Armada defeated in 1588?Identifying key causes for the defeat: ship design, supplies, leadership on both sides and weatherOutline the key consequences of the war with Spain and the Armada for Elizabeth, both financially and for her relationship with SpainBattle of GravelinesArmadaBeaconsShip designsFireships Cause and Consequence22Explore the enquiriesFinal judgement of the enquiries:How was Elizabeth threatened by plots and revolts at home between 1569-1588?At what point was the threat to Elizabeth the most severe between 1569-1588?Cause and ConsequenceChange and continuityHow did Elizabethan society change during her reign?How successful was Elizabethan exploration during her reign?23How were people educated in Elizabethan Society?Explain how the education system changed from 1558-1588Outline the types of education available and the extent to which education improvedAssessment of the motivations for Elizabeth, and her ministers, in having more education and a protestant educationGrammar schools Petty Schools and schools for girlsEducation for the poor and UniversitiesSignificance Change and continuityCause and Consequence24How did leisure time change during the Elizabethan period?Highlight the key developments within these spheres Assess ways in which a growth in leisure activities occurredAssess the extent to which different groups benefited or otherwiseSports enjoyed, e.g. hunting, hawking, fencing, real tennis, cock fightingPastimes, literature theatre, music and dancing.Significance Change and continuityCause and Consequence25Why did poverty and vagabondage increase in Elizabethan England?Outline the range of different causesAssess or rank the significance of each causeVagabondagePovertyItinerantsEnclosurePopulation increaseRising pricesUrban poor Cause and ConsequenceSignificanceChange and Continuity26How well did Elizabeth deal with the problems of the poor?Outline the key features of the groups who suffered from poverty during the Elizabethan periodOutline the key features of each act designed to relieve povertyOutline the strengths of each act and the limitations that they hadUse these and regional variations to form a judgement on the effectiveness of Elizabethan policies towards the poorImpotent and able-bodied poor.Poor reliefPoor rate1563 Statute of Artificers1572 Vagabonds Act1576 Poor Relief Act Cause and ConsequenceSignificanceChange and Continuity27What drove the Elizabethans to explore the New World?Outline causes of explorationRole of John Hawkins in the Slave TradeOutline the motivations for Drake’s circumnavigation Outline consequences of these voyages being mindful of human consequencesWhat did Drake’s circumnavigation of the globe mean for Elizabeth’s relationship with Spain?Triangular tradeTechnologyTrade opportunitiesRivalry with SpainNavigationNova AlbionCause and ConsequenceChange and Continuity28Why did the English want to colonise Virginia and how did Raleigh organise the project?Profile of key colonistsWhat did colonisation mean for England’s role in the wider world, domestically and the relationship with Spain?Outline the reasons for failureWhat did Drake’s circumnavigation of the globe mean for Elizabeth’s relationship with Spain?Economic benefitsThe role of Manteo and WancheseThe Algonquian Raleigh’s planningCause and ConsequenceChangeSignificance29Why did Raleigh attempt to colonise Virginia?Outline how Raleigh persuaded wealthy people to fund his colonisation projectOutline how he hoped that this would benefit England and ElizabethMake the arguments for and against clearThe voyageUndermining SpainNative American ResistanceRoanoke 1587-1590Cause and consequenceChange and Continuity30Explore the enquiriesHow successful was Elizabethan exploration during her reign?Unit overview:Did Elizabeth meet the challenges she faced? (revisit society enquiry)Roots of the British EmpireUndermining SpainEconomic benefitsAttacks from other settlersThe role of Native AmericansChange and ContinuityUnit 3: Weimar and Nazi Germany, 1918-1939, KS4 History Lesson numberCentral contentLesson enquiry and content focusSubstantive knowledge Disciplinary focusWeimar Republic, 1918-19291Context, pre-period What was the vision of the new Germany?1870-90: The creation of a nationFranco-Prussian war BismarckKaiserEmpireImperialism NationalismAuthoritarianMonarchyCausation 2The origins of the RepublicWhy had Germany worked with communists in 1917?WWI; Russian Revolution and Brest-LitovskGermany’s defeat in WWICommunismLeft wingRight WingRevolutionMilitarism Causation 3The origins of the RepublicHow democratic was the new constitution?The abdication of the Kaiser, the armistice and revolution, 1918–19The setting up of the Weimar Republic The strengths and weaknesses of the new ConstitutionAbdication ArmisticeConstitution Checks and balancesDemocracy Emergency decreesFranchiseProportional Representation Evidence4The impact of WWIWhy did most Germans feel ‘stabbed in the back’?The Treaty of VersaillesSocial and economic impact of war Political impact, review Weimar constitution Unemploy-mentPovertyDepression Constitution DemocracyTreatyReparationsDiktat DolschtossEvidence5The Early challenges to the RepublicWhy was there a rise in political extremism after WWI?Challenges to the Republic from Left and RightHow the Weimar Republic dealt with differentlySpartacistsKapp PutschFreikorpsExtremismPutsch StrikesMercenaries UprisingRevolution-ariesFear of ‘The Left’Causation 6Why was 1923 known as a ‘year of crisis’?The year of crisis 1923: militarism, reparations and strikesThe challenges of 1923HyperinflationThe reasons for, and effects of, the French occupation of the RuhrHyperinflation StrikesSabotage Causation 7The recovery of the Republic 1924-1929How did Germany begin to recover?Reasons for economic recoveryThe work of StresemannRentenmarkDawes and Young Plans American loans and investment (horizon knowledge)RecoveryStabilityCurrency Investment LoansDiplomacyTrade dealsEvidence8What was the ‘spirit of Locarno’?The impact on domestic policies of Stresemann’s achievements abroad: Locarno PactJoining the League of Nations Kellogg-Briand PactInternational diplomacyEasing of tensionsLeague of NationsDomestic policiesEvidence9Changes in societyWere the twenties a ‘golden age’ for Germans?Changes in the standard of living, including wages, housing, unemployment insurance Changes in the position of women in work, politics, and leisureCultural changes: developments in architecture, art, and the cinema LiberalismEmploymentStandard of livingBauhaus cultureInsuranceLeisureJazzEvidence10How far had the Weimar Republic recovered by 1929?Unemployment statistics Urban/ rural divideStabilityEmploymentLiving conditionsUrbanRural FragileEvidence11Economic crisisWhy was 1929 a significant turning point for Germany?Wall Street CrashGerman unemployment increases, fear of a return to 1923The rise in support for extremists (Right and Left)Depression Inflation LoansInterestDebtReparationsExtremismFear of hyperinflationMiddle classChange and continuity Causation The growth and key features of the Nazi Party12Early develop-ment of the Nazi Party, 1920–22Revisit timeline as we are ‘going back’ to post WWI review key learning: ToV, DolschtossWhat did Hitler believe in?Hitler’s early career: joining the German Workers’ PartySetting up the Nazi Party, 1919–20DolschtossIdeologyNationalismEstablishment Monarchists Chronology13Who were the SA and what was their role?The early growth and features of the PartyThe Twenty-Five Point ProgrammeThe role of the SA (set up horizon learning SA)Political partiesTraditionalism Family valuesRole of gendersIdeologyLebensraum Racial stereotypingAntisemitism Reich 14The Munich Putsch and the lean years, 1923–29What was the Munich Putsch?Understand the causes of the Munich PutschExamine the reasons for its failurePutsch FailureBeer HallCause and Consequence15What were the consequences of the Munich Putsch?The consequences of the Munich PutschImpact of restructuring partyPutschRebellionKangaroo courtOratorCharismaCause16Rallies and radio: what were the Nazi party strategies during the lean years of 1924-28?Review existing knowledge 1924-28 – parallel, why were they ‘lean’ for Hitler and the Nazis?Reasons for limited support for the Nazi Party, 1924–28Party reorganisation and Mein KampfThe Bamberg Conference of 1926PropagandaRegional differencesUrbanRuralElectorate Cause17The growth in support for the Nazis, 1929–32Why were the Nazis so successful after 1929? The reasons for growth of support for the Nazi PartyThe appeal of Hitler and the NazisThe effects of propagandaThe work of the SAThe fear of the left and the increase support of the KPDPropagandaIndoctrination Slogans Bully-boy tacticsIntimidation Mass appeal SocialismFear of the left Extremism Cause18How Hitler became Chancellor, 1932–33What do the 1932 elections tell us?Political developments in 1932, electionsThe roles of Hindenburg, Brüning, von Papen and von SchleicherBackstairs intrigue Proportional representationCoalition Evidence19Why was Hitler ‘invited’ into power?The part played by Hindenburg and von Papen in Hitler becoming Chancellor in 1933CoalitionPresidentChancellorDecreeCauseNazi control and dictatorship20The creation of a dictatorship, 1933-34How did the Nazis remove political opposition? The Reichstag fireThe Enabling ActTrade unions Banning other political partiesCensorshipScapegoat CommunistsConcentration campsPersecution Conformity Consequence21How did Hitler consolidate power by 1934?The threat of Rohm and the SA, the Night of the Long KnivesThe death of von HindenburgHitler becomes Fuhrer The army and oath of allegianceFuhrer DictatorshipTotalitarian stateMilitary stateAuthoritarian stateEmergency powersDecree Coercion Consequence22The police stateHow far did the Nazi party create an authoritarian state?The role of the Gestapo, the SS, the SD and concentration campsNazi control of the legal system, judges and law courtsNazi policies towards the Catholic and Protestant Churches including the Reich Church and the ConcordatAuthoritarian stateTotalitarian statePolice StateConcentration campsLaw courtsJudgesOathAllegianceLoyaltyThe role of the PopeEvidence 23Controlling and influencing attitudesHow did the Nazi Party control the state through propaganda? Goebbels and the Ministry of Propaganda: censorship. Nazi use of media, rallies and sportBerlin Olympics of 1936Nazi control of culture and the arts art, architecture, literature, and filmBurning of the books (horizon knowledge minorities)PropagandaCensorship Traditionalism Free PressFreedom of speechCoercion RalliesCultureEvidence24Opposition, resistance, and conformityHow much resistance existed in Nazi Germany before 1939?The extent of support for the Nazi regimeOpposition from the Churches, including the role of Pastor Niem?llerOpposition from the young, including the Swing Youth and the Edelweiss piratesStateOppositionEvidenceLife in Nazi Germany, 1933-193925Nazi policies towards womenWhat were the Nazi policies towards women?Review roles of women in Weimar knowledgeNazi views on women and the family ‘mother role’ as central Nazi policies towards women, including Marriage and familyEmployment AppearanceTraditional LiberalConservativeIncentivesRewardsPropaganda Reproduction Evidence26How successful were the policies towards women?Nazi policies towards women, including Marriage and familyEmployment AppearanceConnect to oppositionConsider the range of responses by different individuals/ groups of womenCause and consequence27Nazi policies towards the youngWhy were young people so important to the Nazi Party?Nazi aims and policies towards the youngThe Hitler Youth The League of MaidensYouth movementsEducationCurriculum Indoctrination EugenicsCause and consequence28Why was controlling education so important to the Nazi party?Nazi control of the young through education The curriculum and teachersConnect to youth opposition, different responsesCause and Consequence29Employment and living standardsHow successful were Nazis policies at reducing unemployment?Nazi policies to reduce unemploymentThe labour serviceAutobahnsRearmamentInvisible unemploymentRearmament Unemployment schemesIncentives Labour Coercion Cause and consequence30How far did the lives of German workers improve after 1933?Changes in the standard of living, especially of German workersThe Labour FrontStrength Through JoyBeauty of LabourChange and continuity 31The persecution of minoritiesHow did the Nazi party view and portray minorities in society? Nazi racial beliefs and policiesThe treatment of minorities: Slavs, ‘gypsies’, homosexuals and those with disabilities.Persecution Boycott LawsPogromConcentration camps AntisemitismMinorities Roma Slavs DisabilitiesGenocide Evidence 32How did the persecution of the Jews escalate after 1933?Recap Hitler’s antisemitic views and how the mechanisms of dictatorship had magnified this sentiment in GermanyThe persecution of the Jews, The boycott of Jewish shops and businesses (1933)The Nuremberg LawsKristallnachtPlans for the Final SolutionEnd with an overview of key moments over time, sequencing Change and continuity Unit 4, The Cold War: Superpower relations between 1941-1991, KS4 HistoryLesson numberPeriod & Enquiry focusLesson contentSubstantive knowledgeDisciplinary focusHow did early tensions develop between the Soviet Union and the United States between 1943- 1947?When were early tensions between the Allies at their worst?1Grand Alliance- 1941- 1945:Why were they unlikely allies?Context of the Grand AllianceOutline of key countries/leadersOutline of communist and capitalist beliefsIdentifying key differencesGrand AllianceSoviet Union/USSRUnited StatesCapitalismCommunismDemocracyAutocracyLibertiesChronologyCause and ConsequenceChange and Continuity 2Why did tension develop at the wartime conferences? Wartime Conferences 1943-1945Outline key leaders at each conference and their aimsOutline events- comparison with their key aimsHow much had the relationships changed by the end of the wartime conferences?TehranYaltaPotsdam Change and ContinuityCause and Consequence3Why did the atomic bombs damage US-Soviet relations?Atomic bombs- 1945 Outline the physical consequences of the bomb, and the Soviets’ response to itThe consequential strain on US-Soviet relations. Source activity to evidenceAtomic bombNuclear policyArms RaceChange and ContinuityCause and ConsequenceEvidence4Why did the 1946 telegrams increase the tension?Long and Novikov Telegrams.Outline the contents of the telegrams and their chronologyConsider the impact of the different telegrams on the US-Soviet relationshipTelegramsAmbassadors Cause and ConsequenceSignificance5Did Churchill officially announce the beginning of the Cold War? Iron Curtain SpeechOutline the role Churchill played in the post war/1945 election WorldChurchillIron Curtain Evidence6What were the consequences of Soviet Expansion into Eastern Europe? Soviet expansion into Eastern EuropeShow a map of the different areas of expansionConsider the effects on the aims of America (containment) and the Soviet Union (expansion)Consider source material to assess the reactions to this expansionSatellite statesContainmentExpansionismCause and ConsequenceSignificanceevidenceUse of Evidence7Explore the enquiries How far did early tension begin to show in the breakdown of the Grand Alliance?Explain task/narrative account question of the build-up of tension: How did early tensions develop between the Soviet Union and the United States between 1943- 1948?When were early tensions between the Allies at their worst? Cause and Consequence Change and continuityWhy did early tensions become more severe between 1947-1950? When were tensions at their worst between 1947- 1950?8 Why did the Truman Doctrine increase the tension between the Superpowers?Truman’s Doctrine.What was the reasoning behind itSource material from Truman to explain his positionConsider opposition to the doctrine, using source material to draw out ideasDescriptions of the consequences for American-Soviet relationsTruman DoctrineMarshall PlanCongress Cause and ConsequenceSignificanceUse of Evidence 9Why was the Soviet response to the Truman Doctrine significant?Truman Doctrine and Soviet ResponseOutline the formation of Cominform 1947 and Comecon 1949Significance exercise relating to the impact of these actions in increasing tensionsCominformComecon Cause and ConsequenceChange and Continuity10 What was the Berlin Blockade?The Berlin Blockade and Western responseWhy Berlin?Provide context of the four western zones. Opportunities for interleaving back to conferencesQuestioning relating to map: how could the Soviets cause problems for the other zones?Zones of occupationACC (Allied Control Commission)Bizonia TrizoniaBlockadeCause and ConsequenceSignificance 11What were the consequences of the Berlin blockade?Formation of the two GermanysOutline the events leading to the creation of two different countriesSignificance exerciseHow does this compare to previous turning points?GDRFRGWarsaw PactPropaganda victoryArms Race Cause and ConsequenceSignificanceChange and continuityUse of evidenceWhy did the Cold War intensify between 1950-1958?When was the Cold War at its most intense between 1950-1958?12How significant were events in Asia for superpower relations?Growth of communism and the Korean War: China’s move to communism 1949Korean WarConsequence and significance of these changesKorean WarNorth KoreaTreaty of Friendship 1950 SignificanceCause and Consequence13How did the Arms Race increase tensions?Arms Race between the SuperpowersComparison of the pace of the creation of nuclear weaponsConsider how this increased tensionICBMsHydrogen bombs‘Missile Gap’ SignificanceChange and ContinuityCause and Consequence14Why did the Space Race make US-Soviet relations worse?Space Race between the SuperpowersEstablish key aims of the Superpowers in the Space RaceComparison of the actions of both sides in the Space RaceSource discussion of American publicity regarding the Space Race, and the deteriorating relationship between the Americans and the SovietsV2 rocketsSputnikNASAExplorerVostok rocket SignificanceChange and ContinuityUse of evidence 15Why did the Hungarians challenge communist control?The Hungarian Rising’s impact on Superpower relationsOutline key figures in chronological order owing to the quickly changing relationships in this narrative.Causes and decision-making tasksShortages,reiterating the role of Soviet states in resourcing the Soviet UnionLibertiesKhrushchev ‘Destalinisation’Cause and ConsequenceSignificance16How significant was the Hungarian Rising?Hungarian Rising’s impact on Superpower relations Outline international responseOutline Soviet ResponseFor both options, describe what impact the events had on the Superpower relationships Did it improve the position of the Soviet Union?ThawRebels SignificanceCause and Consequence Change and Continuity17Explore the enquiry Judgement relating back to overarching ‘enquiry questions’ for this section:Why did the Cold War intensify between 1950-1958?When was the Cold War at its most intense between 1950-1958? CausationChange and ContinuitySignificanceTo what extent did the Cold War reach crisis levels between 1958-1970?At what point were Superpower relations at their worst between 1958-1970?18Why was the Berlin Wall built?Events leading to the construction of the Berlin WallEast German concerns regarding refugeesThe Berlin ultimatum and the summit meetings of 1959-1961RefugeesUltimatumSummit Causation and ConsequenceSignificance 19What were the consequences of the building of the Berlin Wall?The Significance of the Berlin WallThe building of the Wall and what this tells us about attitudes towards the superpowersImpact on US-Soviet relations. Select positives and negatives on the relationships between the two superpowersNarrative account question, ideally suited to the Berlin Wall topicBerlin Wall SignificanceCause and ConsequenceChange and ContinuityEvidence20Why did the Cuban Revolution change relationships between the Superpowers?The impact of the Cuban RevolutionBay of Pigs: what the Bay of Pigs meant for Kennedy.Source activity to show consequencesCIAExilesTradeRevolutionBay of PigsChange and ContinuitySignificanceEvidence 21How was the Cuban Missile Crisis resolved and with what significance?Review impact of the Cuban Missile CrisisKennedy’s options and how events unfoldedIdentify key events and assess the outcomes for each countryWhat lessons did the Superpowers learn from this?U2- Spy PlaneBrinkmanshipTest-Ban TreatyNuclear Non-Proliferation Treaty Change and ContinuitySignificance 22What were the cause and consequences of the Prague Spring?The impact of the Prague SpringOutline key figures involved and their attitudes towards the SovietsSoviet response to Czech opposition The Brezhnev Doctrine and the Soviet UnionImpact on the Soviet Union and on Superpower relationsPrague SpringPurgesCensorship‘Socialism with a human face’Brezhnev Doctrine Change and ContinuitySignificanceCause and ConsequenceTo what extent were tensions reduced between 1970 and 1985?Why did tensions increase after 1979?23What was Détente and why did it happen?The impact and breakdown of DétenteOutline key features of Détente Salt 1, Helsinki Accords, and Salt 2Table task to discuss how far tension was decreasing: agreements, positives and limitationsDétenteCivil RightsMADBasketsHuman rightsEuropean bordersCause and ConsequenceSignificanceChange and Continuity 24Why did détente not last? The end of détenteKey figures and ideologies outlined from the beginning owing to the number of personalities involvedKey causes: decision/rankingAfghanistan: politics and warAmerican reaction and the impact on USA-Soviet relations including boycottsMujahideenAfghan WarShahOlympic boycotts Change and ContinuityCause and ConsequenceEvidence25Why did Reagan’s policies increase tension?The impact of Reagan’s policiesOutline Reagan’s policies ‘Evil Empire’ speech to extract views and consider the Soviet reaction as potential source workHow significantly did this damage US-Soviet relations?ReaganEmpireCongress TridentStealth bombersSDISignificanceCause and Consequence Change and ContinuityEvidence26Explore the enquiryAddress the enquiry questions:To what extent were tensions reduced between 1970 and 1985?Why did tensions increase after 1979? SignificanceChange and ContinuityWhy did the Soviet Union lose control of Eastern Europe?Why did the Cold War come to an end?27How did Gorbachev’s ‘new thinking’ reduce tension between the Superpowers?Gorbachev’s new thinkingOutline Gorbachev’s new thinkingDecide what impact this had on communist controlled areas, and superpower relationsIdentify key summit agreementsHow was tension reduced and were there limitations?PerestroikaGlasnostSummit meetings from 1985-1989 SignificanceUse of evidenceCause and Consequence28How did the Soviet Union’s hold on Eastern Europe come to an end?The fall of Soviet controlled territoriesMap of the fall of the Soviet Union Romanian Revolution is a useful example of the pace of this changeFor each country consider what the consequences were for the Soviet Union,Communism and Superpower relations?Revolution (identify different names) Change and ContinuityEvidence 29What did the fall of the Berlin Wall mean for the Cold War?The Fall of the Berlin WallOutline events that led to the wall coming down and link to Gorbachev’s new thinking and occurrences elsewhere (review)Outline key consequences for the Warsaw Pact, Europe and Gorbachev’s demiseHow far was the demise of communist control down to Gorbachev or Reagan’s policies?Warsaw PactIron Curtain Change and ContinuityCause and ConsequenceSignificanceEvidence30Explore the Enquiries Judgement against the key questions:Why did the Soviet Union lose control of Eastern Europe?Why did the Cold War come to an end? Consolidation overview: sequencing and turning point focused on key themes and eventsCause and ConsequenceChange and Continuity ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download