1 CAMBRIDGE SCHEME OF WORK DEPARTMENT HISTORY SEMESTER SCHEME OF TEACHING GROUP WORK SEMESTER 1 Core Content: Option IGCSE Were the peace B - The 20th century: YEAR 10-11 treaties of 1919–23 International Relations fair? since 1919 UNIT OVERVIEW- WRITTEN PAPER 1 AND 2 TOPIC SPECIFIED CONTENT – the roles of individuals PEACE TREATIES such as Wilson, 1919-1923 Clemenceau and Lloyd George in the peacemaking process – the impact of the treaties on the defeated countries – contemporary opinions about the treaties CLASSROOM ACTIVITIES RESOURCES (Formative and summative) http://www.johndclare.net/ peace_treaties1.htm • Poster work or flashcards -word cloud • Exam styled questions / Factual tests • Peer assessment • Presentations: PowerPoint • Speeches • Source skills questions • Newspaper articles -research tasks, home work tasks -group work Differentiation: -Writing framework for extended writing • Group work considerations; mixed abilities. • Online resources on BM intranet • Ben Walsh Textbook • Exam technique & PEE support sheets • PowerPoint creation • Word processing Newspaper article -image: The Big Four, Paris peace conference.jpg LEARNING OUTCOME: Students are supposed to answer the following questions:• What were the motives and aims of the Big Three at Versailles? • Why did all the victors not get everything they wanted? • What was the impact of the peace treaty on Germany up to 1923? • Could the treaties be justified at the time? Learning styles activities -visual and verbal, aural, reading and writing, social, solitary. http://www.learning-stylesonline.com/overview/ 1 2 CAMBRIDGE SCHEME OF WORK DEPARTMENT SCHEME OF TEACHING GROUP WORK SEMESTER 2 Core Content: Option IGCSE THE LEAGUE OF B - The 20th century: YEAR 10-11 NATIONS 1920s International Relations HISTORY since 1919 UNIT OVERVIEW TOPIC LEAGUE OF NATIONS 1920s SEMESTER SPECIFIED CONTENT – Strengths and weaknesses in its structure and organization: work of the League’s agencies/ humanitarian work. – successes and failures in peacekeeping during the 1920s – the impact of the world depression on the work of the League after 1929 – the failures of the League in the 1930s, including Manchuria and Abyssinia CLASSROOM ACTIVITIES RESOURCES AND ICT -Presentations • Tests • Exam styled questions -mind maps -KWL charts • Posters • Creating teaching resources -research tasks, home work tasks -group work -Extension tasks for students who previously studied material Differentiation: • Scaffolding on how to analytical essays • Varied assessments • Key words identified; unanimous decisions; inevitable; depression. -Wiki pages • PowerPoint • Ben Walsh p. 228-254 • http://www.johndclare.net/ league_of_nations1.htm Image : the gap in the bridge.pngpunch magazine, public domain LEARNING OUTCOMES: • The aims of The League • The successes and failures in the 1920ʼs • The structure and organization of The League • America was not a member • Evaluate the impact of the depression against structural weaknesses • Explain why the failure of The League led to the Second World War • Failure of disarmament conferences 2 3 CAMBRIDGE SCHEME OF WORK • The League was not successful in the 1930ʼs Abyssinia and Manchurian DEPARTMENT SCHEME OF WORK SEMESTER 3 Core Content: Option THE COLLAPSE B - The 20th century: OF International HISTORY INTERNATIONAL Relations since 1919 PEACE 1939 UNIT OVERVIEW TOPIC SEMESTER SPECIFIED CONTENT CLASSROOM ACTIVITIES TEACHING GROUP IGCSE YEAR 10-11 RESOURCES AND ICT The collapse of -Presentations -Wiki pages international order in • Tests • PowerPoints the 1930s -discussions • Ben Walsh p. • The increasing -question wall • http://www.johndclare.net/ militarism of -give me five league_of_nations1.htm Germany, Italy and • Exam styled questions Japan • Posters • Hitler’s foreign • Creating teaching policy to 1939: resources – the Saar -research tasks, – remilitarization of homework tasks the Rhineland -group work – involvement in the -reflection Spanish Civil War Differentiation – Anschluss with -Scaffolding on how to Austria write analytical essays – appeasement -Varied assessments – crises over -Key terms; Czechoslovakia and appeasement; Poland aggression; re– the outbreak of war armament LEARNING OUTCOMES: • The collapse of international order in the 1930s • The increasing militarism of Germany, Italy and Japan • Hitlerʼs foreign policy to 1939: the Saar; remilitarisation of the Rhineland; involvement in the Spanish Civil War ; Anschluss with Austria; crisis over Czechoslovakia and Poland THE COLLAPSE OF INTERNATIONAL PEACE 1939 3 4 CAMBRIDGE SCHEME OF WORK • The Munich Agreement and Nazi-Soviet Pact • The impact of the Depression, Versailles and fear of Communism on Britain • Why Britain Appeased Hitler • Appeasement was controversial at the time • Stalin’s reaction to Appeasement • Why the Nazi-Soviet Pact was signed and its importance Students to be able to Do • Interpret historical cartoons • Analyze sources • Evaluate the range of causes for the Second World War • Explain the causes and consequences to justify or reject Appeasement using factual support DEPARTMENT SEMESTER IGCSE YEAR 11 HISTORY SCHEME OF WORK DEPTH STUDIES: GERMANY 19181945 TEACHING GROUP IGCSE YEAR 10-11 UNIT OVERVIEW TOPIC GERMANY 1918-1945 SPECIFIED CONTENT Was the Weimar Republic doomed from the start? Why was Hitler able to dominate Germany by 1934? The Nazi regime CLASSROOM ACTIVITIES RESOURCES AND ICT -class activities as mentioned above, Assessment will be a combination of formative and summative, including knowledge-based quizzes, short and full past papers and constant recall in class time. https://www.youtube.com/channel/ UC4CElakhMM6vStpKdtZbYjw Cambridge IGCSE and o level history Option B:20th century by Ben Walsh Cartoons of Kaiser, photographs and historical accounts from the Kaiser and members of the Reichstag. For a detailed account: W.Carr, ‘A History of Germany 1815-1990’ (Hodder Arnold) Chapter 7. Also see Christopher Clark’s biography ‘Kaiser Wilhelm II: A life in Power’, Penguin, June 2009, ISBN-13: 978-0141039930 LEARNING OUTCOMES SEMESTER 1:- THE WEIMAR REPUBLIC How did Germany emerge from defeat at the end of the First World War? • What was the impact of the Treaty of Versailles on the Republic? • To what extent did the Republic recover after 1923? • What were the achievements of the Weimar period? SEMESTER 2:What did the Nazi Party stand for in the 1920s? 4 5 CAMBRIDGE SCHEME OF WORK • Why did the Nazis have little success before 1930? • Why was Hitler able to become Chancellor by 1933? • How did Hitler consolidate his power in 1933–34? SEMESTER 3:- THE NAZI REPUBLIC (a) How effectively did the Nazis control Germany, 1933–45? • How much opposition was there to the Nazi regime? • How effectively did the Nazis deal with their political opponents? • How did the Nazis use culture and the mass media to control the people? • Why did the Nazis persecute many groups in German society? • Was Nazi Germany a totalitarian state? (b) What was it like to live in Nazi Germany? • How did young people react to the Nazi regime? • How successful were Nazi policies towards women and the family? • Did most people in Germany benefit from Nazi rule? • How did the coming of war change life in Nazi Germany? COURSEWORK ( internally assessed and externally moderated ) Candidates will produce one piece of extended writing, up to 2000 words in length on the INDEPENDENCE OF CAMEROON. 5 6 CAMBRIDGE SCHEME OF WORK 6
