Year 9 Scheme of Work Humanities - History



Lesson Key QuestionObjectivesG&TKey ThemesExtended LearningSENResources / Suggested StrategiesWhat was life like in America in the 1920’s?Describe the impact of WWI on USAExplain the development of HollywoodEvaluate how life changed for the ordinary people of AmericaQuiz – prior knowledge...Link back to Year 8 and slavery module, what can the students remember about life in the USAUSA societyCreate a poster advertising a Hollywood film from the 1920’sWebsite outline with some ideas for students to attachSpider diagram of informationdigitalhistory.uh.eduDesign a 1920’s life like the SIMS game. Create a Hollywood websiteWhy was this era nicknamed the booming 20’s?Describe the key features of this periodExplain the changing social climateAnalyse the impact of consumer orientated economyMore developed sources.What other nicknames would you give this period and why?USA societyResearch the life of a Jazz musician from the 1920sEasier sources and some annotations given to help studentshistorylearningsite.co.uk_1920s_America.htmImages for the key features of this period – SOURCE workDevelop SIMS game and include everything a consumer family would want. Give students a budget – how will they choose to spend their money? Analyse the environment this createsDid the Jazz Age create a whole new culture in the USA?Identify the key features of the Jazz AgeExplain how radio and broadcasting affected American cultureAnalyse the extent Jazz created a cultural shiftDefine ‘culture’ – discussRefer to the Gifted and Talented techniques sheetUSA societyCreate a playlist for a jazz radio stationEasier sources and perhaps some key questions to answer to focus their attentionListen to Jazz Musicsource work to define cultural shifts / changesDebate – did jazz change America?Why was prohibition introduced?Identify reasons for the introduction of prohibitionExplain why the government thought prohibition would help the USAAnalyse the immediate impact of this decisionDebate – ‘Prohibition was a brave and necessary social experiment’ DiscussUSA societyResearch the Women’s Temperance League. 3 -5 FactsNewspaper article outline and structure given with key questions to answerInterview a politician / write a political speech on the benefits of prohibitionNewspaper article on ProhibitionWhat impact did prohibition have on society?Identify who was affected by prohibitionExplain the various ways prohibition was enforcedEvaluate the effects / consequences of prohibitionPolitical, social, economic categories as an impact USA societyDesign a poster for the Women’s Temperance LeagueCard sort social groups as a category, which social group was most affected and whyCard sort impact into categories which factor was largely affected by prohibitionExplain the development of the women’s temperance league Untouchables DVDHow did fashion re-define women in the 1920’s?Describe the new look / styles of the 1920’sExplain how women formed a major part of the consumer marketAnalyse how fashion re-defined womanhood in the 1920’sExplore men’s fashion – did this see the same kind of development? What reasons are there for this?USA societyDesign a look for a 1920’s woman / manCut and stick out the items of clothing and accessories to design a new lookfashion/Before and after photographs of women – label changesHow did women develop consumer markets?.... look at accessorising, the image of HollywoodDiscover what new woman developed … smoking, drinking, dances, work, make-up, vote – Hello magazine spreadWhat influenced the rise of the gangsters throughout the 1920’s?Describe the role of gangsters in 1920’s AmericaExplain how gangsters considered themselves public servicemenAnalyse what factors influenced the rise of gangstersCome up with own factors and write evidence to explain themUSA societyResearch famous gangsters and write a profile on one. They must be from the 1920sGive the interview questions to students for the activity so they only have to fill out answersPPTDiscussion of the objective – how gangsters were public servicemenInterview a gangster – questions and answers card sortWhy was Al Capone such a significant figure of the 1920’s?Describe the life of Al CaponeExplain his influence in ChicagoEvaluate the extent to which Al Capone was a significant figureRefer to the Gifted and Talented Techniques sheetUSA societyCreate a Facebook page for Al CaponeNewspaper article outline and structure given with key questions to answerPPTTimeline of Al Capone’s life – highlight key eventsSource WorkNewspaper article on Al CaponeDid 1929 signal a new American Era?Identify what key events took place in 1929Explain the impact of the Wall Street CrashAnalyse the changes to AmericaAsk students to colour code timeline into categories, political, social and economic events / changes USA societyDesign a leaflet advertising life in the 1920’s for a time machine. What does a time traveler need to know before they go back?Cut and stick activity for timeline1929 timelineDiagram of changes with imagesRole play – wall street crashUSA 1920’s AssessmentWhat were the long term causes of World War Two?Explain the impact of the Treaty of VersaillesDescribe the situation in Germany after WWIAnalyse the impact of this on German nationalismLook at the different categories of the treaty... Political, territorial etc.. Which is the most important to each country and why?ConflictA bias creative piece of work showing what Germany thought about the Treaty of VersaillesGive the French, German and British interviews to students and ask them to complete the second part of the activityInterview a French, British and German war veteran. What do they think about the situation in Europe and who do they think is to blame? Can these feelings be resolved or are they already leading to war?What impact did Appeasement have on the start of the war?Consider why Chamberlain pursued the policy of appeasementAssess whether or not war inevitableAnalyse whether allied powers could have stopped the Nazis before Poland.Explain maps in detail, where could Hitler have been stopped?Conflict3 Maps1936, 1938, 1939…. Show changing face of EuropeGive maps to students with specific countries and dates to colour / labelTimeline of events – draw out from timeline a description of events and ask students to highlight where they think:Hitler could have been easily stoppedWhere they think Hitler began to become aggressiveWhere war was inevitableWhy did America not want to become involved in WWII?Explain the policy of isolationismAssess the importance of this decisionAnalyse America’s reasons for not joining the war in 1939Refer to the Gifted and Talented Techniques sheetConflictUSAWrite a letter as President of the USA to the Prime Minister of Britain stating your reasons for not joining the warOnly explain the table showing the USA’s decision, analysis can be shown through teacher directionTable – give reasons for USA’s decision – students to then explain / analyse themSpeech / paragraph on isolationismWhat is the Home Front?Explain what the home front is and who it involves.Evaluate whether the home front was strong or not, (Dads Army)Analyse ways in which Britain could protect herself from invasion.Quiz with new and prior knowledge. Q- Why was it essential for Britain to have a strong Navy and Home Front?ConflictSocietyCensor a letterGive students some images to help jog their ideas / memories of the home frontIdea graph – what do students ALREADY know about the home front? Build this out as the lesson goes on.Break a spy code to reveal a secret message about the home frontWhat was the impact of the Blitz on Britain?Explain what the Blitz wasAnalyse who it affectedEvaluate the different ways in which people reacted to the BlitzDraw and label shelters Explain the key featuresConflictSocietyDesign a blackout posterMake Anderson ShelterW/SBlackout rules and situationsGas masks – why were they issued? What were the rules? Different masks for different people.... posters on how to put them onWhat happened during the Blitz? How did people feel? (diary)Hope and Glory DVDWhat was evacuation and how successful was it?Describe who was evacuated and whyAnalyse the pros and cons of evacuationEvaluate evacuation was like for young children and those who took in evacueesEvacuation Drama group who come in to do specific work and structured tasks on evacuationDavid and Pauline Scott 01621782003ConflictSocietyEvacuation diaryGoodnight Mr Tom – Write the diary of the main characterPPTQuestions on Evacuation – W/S what would you take as an evacueeEvacuation dramaLine upChoose evacuees – how make you feel?How did people cope with rationing?Describe what was rationed and whyConsider the impact of rationing on the mood of the publicEvaluate the impact of rationing on different groups in societyDesign a rationing campaign for the government and focus it on a specific social groupConflictSocietyRecipe for a ration cake or ration mealMake ration cardsCard sort how rationing affected different social groupsBring in ration ingredients to highlight to students what they would have to live off during WWIIDesign a victory gardenHow did life change for women during World War Two?Describe the role of women before WWIIExplain how the war impacted upon their livesEvaluate to what extent life changed permanently for womenLong and short term impactRefer to the Gifted and Talented Techniques sheetConflictSocietyWrite a diary entry of either a woman in the armed services or a mother coping with evacuation and rationingMake a women’s recruitment posterPPTDrama of a World War Two nurseMake a care package (essentials for men off to war, children off to the countryside, young girls off to the armed services, women on the home front)Home Front AssessmentWhat was Blitzkrieg and how did it affect France during WWII?Explain the term Blitzkrieg.Analyse why blitzkrieg was so effectiveEvaluate the successes and failures of blitzkriegWhat factors could have influenced the success of Blitzkrieg?Why did it fail to some extent?ConflictFind a picture of the effects of Blitzkrieg and using that picture explain how it affected FranceEasier ideas in the card sort to help students make a well explained judgmentCard sort success and failures –why blitzkrieg was successful…Key words spider diagramNote making on BlitzkriegWhat was the Eastern Front?State the reasons why Hitler invaded the USSRDescribe the siege of LeningradAnalyse the importance of Russian determinationRefer to the Gifted and Talented Techniques sheetConflictDiary entry of someone living in LeningradEasier sources and perhaps some key questions to answer to focus their attentionPPTSource Work – and questionsQuizSiege of Leningrad DVDHow did the Russians change the course of the war?Describe the events of Stalingrad and KurskAnalyse the role of the USSR in the end of the warExplain the key features of the map drawnConflictWatch Enemy at the GatesGive students an outline of the map and key features to labelDraw and label a map showing how the USSR changed the course of the warWhy did the Americans enter the war?Describe American involvement before 1941Explain why Japan attacked Pearl HarborAnalyse different reactions for the attackQ - Why did Japan attack Pearl Harbour?Answer in DETAILConflictDraw a Japanese map showing the planned phased attack on Pearl HarbourGap fill with information and differentiated W/SPPTW/S to make notes and fill informationPearl Harbor DVDWhat was the war like in the Pacific?Describe the fighting in the PacificExplain conditions in POW campsRefer to the Gifted and Talented Techniques sheetConflictResearch the use of Submarines in the Pacific WarEasier sources and perhaps some key questions to answer to focus their attentionSource work Creative work – songs, diary entry etc… on life in campsWhy did the Americans drop the atomic bomb?Describe the effects and consequences of the bombsAnalyse the reasons for the decision to drop the bomb and then investigate whether or not this event was an American war crimeStart to discuss how the world should police / punish countries for war crimes of the past and present Events that changed the worldConflictA-bomb for/against speech h/wGive students information to kick start the war crime debateImages of the consequences of the Atomic Bomb - - this might help pupils think about whether the dropping of the bomb was an American war crime or notUse this information to in groups debate the idea was this an American war crime or not? Groups MUST come up with both sides of the argumentHow were Jews treated in Germany up to 1938?Describe Nazi ideas on ‘purity’Explain impact of Nuremburg LawsAnalyse why persecution increased graduallyRead an autobiography of a Holocaust survivorConflictDraw and label the Nazi idea of the perfect GermanSheet of information and images for students to cut out and create a timelineTimeline of events include images onto this Use the PPT as an overview and choose 5 – 7 key events showing changing treatment of the JewsWhere did Jews have to live?Descibe ‘ghettoisation’ and historical pastExplain conditions in ghettosAnalyse role of ‘Judenrat’ (jewish ghetto leaders)Q – What was the role of ‘Judenrat’?ConflictSource work – what can you learn about the Ghetto by looking at sourcesGive a Ghetto outline and a series of items to put onThe PianistDraw a plan for a Ghetto, label the organisation of itLook at the roles / jobs in the GhettoWhat happened in 1942?Describe the events and decision of the Wansee ConferenceExplain how this new policy was to be carried outAnalyse the changing nature of the Nazi treatment of the JewsHighlight key points from a large section of textConflictQ- In your opinion why did Nazi policy towards the Jews change in 1942?Gap fill W/S asking students to write only Key Words or informationPPTW/S Making notes skills to learnHow did some Jews resist oppression?Describe Jewish resistanceAnalyse effectiveness of resistanceRefer to the Gifted and Talented Techniques sheetConflictUnderground information with coding telling prisoners about a rebellionGive a list of resistance options and problems, cut and stick activityEscape from SorbiborDraw up a 3 part resistance plan showing all the potential problemsWhat was discovered on the liberation of BelsenDescribe the liberation of the campExplain the reactions of the publicExplain what had happened to the inmatesRead the memoir or life story of a soldier who liberated BelsenConflictPrepare for Nuremburg trials in class (next lesson activity)Newspaper article outline and structure given with key questions to answerSource WorkBand of Brother Ep 9 (1/2 hr) will help with the Empathy HmwkNewspaper article on the liberation – include public reactionsWho was to blame for the Holocaust?Identify key players or groups involved in the HolocaustExplain their role in this eventEvaluate the level of blame by each group Choose the group most responsible and explain why... make a judgementConflictEmpathy Homework – creative piece of work choosing either a solider or an inmateGive the SEN students the easiest group to argue in the debate with some key points to help focus their argumentCard sort Have own Nuremburg Trials in class – groups have 10 mins to prepare their defence and then present findings to the class, the class as a jury then vote for who was to blameWhat have been the consequences of the Holocaust?Analyse the long-term impact of the HolocaustEvaluate the lessons of the HolocaustRead memoir of a survivorConflictSource work annotateGive a list of suggestions to prevent another Holocaust, what problems can students see with these?Card sort – short and long term impactsSummary of Holocaust and some final overview / thoughts about the topicHow could we prevent this from happening again?Who was JFK and why was he famous?Recall prior knowledge on JFKAnalyse his background and family and introduce key issues of scandal, assassination etc...Refer to the Gifted and Talented Techniques sheetUSA societyWrite a speech for a historical group about JFKJFK BookletPPTImages sheet / note makingPyramid of information – why was JFK famousWas the election of JFK fair?Explain what makes a fair or unfair electionAnalyse the roles of Jackie, Joseph and the MafiaEvaluate whether he won fairlyCreate an opposition campaign about JFKUSA societyJFK election poster highlighting some of his key qualitiesJFK BookletPPTBrainstorm ideas – What makes a fair election – then link ideas to JFK election posterQuestion – silent debate, reach a conclusion as a pair on extent of fairnessWhat was the cold war?Describe the key aspects of the Cold WarExplain why America and Russia were at warEvaluate the threat the Cold War posed to the worldGive a piece of text ask students to read and highlight key events that could be used to create timeline instead of a storyboardUSA societyFind out 3 facts about the Vietnam WarGive a sheet with storyboard writing ask students to add imagesStory board – key events of cold warCard sort – Russia/ USADiscussion on Cold War (note making)PPT / w/sHow did America become involved in Vietnam?Explain WHY the USA became involved in VietnamDescribe the role of the Cold War in the Vietnam conflictEvaluate the growing USA involvement in VietnamLook at the differences between Communism and Capitalism in finer detailUSA societyNewspaper article – USA at the start of the Vietnam war, why are they fighting? How do they feel about it?Newspaper article outline and structure given with key questions to answerPPTDomino Theory diagramWhy were people unhappy with the war in Vietnam?Explain why people were unhappy with the Vietnam WarAnalyse the role of the media in changing public opinionUSA societySource work – Kent State UniversitySource work with specific questions or some annotations given to help jump start students ideasSource Work – various protest campaignsDesign protest posterDiscussion – effective means of protestingWhat was the Cuban missile crisis?Describe the key events of the Cold WarAnalyse reasons for fear over CubaEvaluate the decision taken by JFKGive a piece of text ask students to read and highlight key events that could be used to create a storyboardUSA societyFind out 3- 5 facts about protest in the 1960’sGive a sheet with storyboard writing ask students to add imagesPPTStoryboardHow did society protest in the 60’s?Describe various types of protest and know the difference between peaceful and violent protestExplain the impact of protest in the 1960’sAnalyse the success of protest in the 1960’sWHICH social group has the most to protest about and why?USA societyMake a list of the things people might protest about in 1960’s USAMake a list of things the students would protest and whyLook at various forms of protest and divide into peaceful and violentDraw a comic strip showing a protest and its outcomeDiscuss ways of dealing with protestThe assassination of JFKDescribe the events and the locations of the murder Analyse why it was so important for JFK to be in Dallas and why it was a dangerous place for himExplain why Lee Harvey Oswald was arrested for the murderExplain why the death of Lee Harvey Oswald adds suspicion to the assassination of JFKUSA societyFind out what happened to Lee Harvey OswaldJFK BookletPPTAssassination ClipMagic bullet theory – diagram and discussionSource workWho shot JFK?Describe key groups who might have been behind the assassinationExplain why there are conspiracy theoriesEvaluate the likelihood of various theoriesRefer to the Gifted and Talented Techniques sheetUSA societyChoose one suspect and write a Hello Magazine spread on themJFK BookletLikely suspect list – police style investigation, card sort suspects and evidence as a group come up with the most likely suspect / candidate and present to the classWho shot JFK?Describe key groups who might have been behind the assassinationExplain why there are conspiracy theoriesEvaluate the likelihood of various theoriesRefer to the Gifted and Talented Techniques sheetUSA societyChoose one suspect and write a paragraph explaining why you think they killed JFKJFK BookletEasier sources and perhaps some key questions to answer to focus their attentionWhat really happened once JFK had been shot?Source workHas this new evidence changed students minds?Was it a cover up?Newspaper reportJFK AssessmentHow did music have an impact on the 60’sExplain who Elvis was and why he was significantAnalyse the lasting impact of the Beatles on music and societyAnalyse chosen song, what do the lyrics tell students about 1960’s USAUSA societyFind a 60’s song and print off the lyrics Try and find a photo of family member in the 60s and their outfits for next lesson List things the song tells you about 1960s life... choose the song for SEN students a 60s song and include information about 60s life / key eventsHow did fashion change and develop in the 1960’s?Explain how the post-war baby boom affected fashion trends in the USAAnalyse the role that Barbie and GI Joe played in changing stylesStudents match fashion timeline with 1960’s timeline can they see any connections to events and fashion?USA SocietyDesign a 1960’s Hippie OutfitCut and stick out the items of clothing and accessories to design a new look of fashion and changesSource work looking at various stylesWhat was life like in 1960’s America?Describe Hippy CultureExplain how Woodstock was the pinnacle of hippy cultureAnalyse some of the key features of the 60’sSource work on WoodstockUSA societyDesign a leaflet advertising life in the 1920’s for a time machine. What does a time traveller need to know before they go back?Give a sheet with storyboard writing ask students to add images of life in the 60’s choose a character and write a comic for them including facts and information learnt over the last lessonsThe overarching theme of this year is to look at the development of one country over time (USA) but also to focus on WWII and the changing nature of conflict.Whilst looking at these changes and developments over time the Holocaust has been placed into this scheme as a separate issue. This flows with the chronology and is a subject that is vital for students to study. Analyse the Holocaust as a separate topic within the theme of conflict.This thematic approach follows the SHP plan for KS3 and also allows students to understand chronology. Make sure links to themes are clear as this will prepare students for the History GCSE and A-Level course.Assessments Year 9Assessments should be completed at least once a term.1920’s USAWWII Home FrontJFK AssessmentAll assessments will have a general knowledge section, source work section and thematic section.Homework Year 9All students will complete 6 set pieces of homework throughout Year 9 which will be graded and levelled and given to the students to monitor progress throughout the year.Al Capone Facebook Page1920’s Life Leaflet3 Maps of EuropeAtomic Bomb SpeechEmpathy Piece of Homework - Holocaust1960’s Life Leaflet ................
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