Year 9 Scheme of Work Humanities - History
Lesson Key
Question
Objectives
G&T
Key
Themes
Extended Learning
SEN
Resources / Suggested Strategies
What was
life like in
America in
the 1920’s?
Describe the impact of WWI on USA
Quiz – prior
knowledge...
USA
society
Create a poster
advertising a
Hollywood film from
the 1920’s
Website outline with
some ideas for
students to attach
Spider diagram of information
Explain the development of
Hollywood
Evaluate how life changed for the
ordinary people of America
Why was
this era
nicknamed
the
booming
20’s?
Did the Jazz
Age create a
whole new
culture in
the USA?
Describe the key features of this
period
More
developed
sources.
Analyse the impact of consumer
orientated economy
Create a Hollywood website
USA
society
Research the life of a
Jazz musician from
the 1920s
Define ‘culture’
– discuss
Explain how radio and broadcasting
affected American culture
Refer to the
Gifted and
Talented
techniques
sheet
Identify reasons for the introduction
of prohibition
Explain why the government thought
Easier sources and
some annotations
given to help
students
What other
nicknames
would you give
this period and
why?
Identify the key features of the Jazz
Age
Debate –
‘Prohibition was
a brave and
necessary social
www.digitalhistory.uh.edu
Design a 1920’s life like the SIMS game.
Explain the changing social climate
Analyse the extent Jazz created a
cultural shift
Why was
prohibition
introduced?
Link back to
Year 8 and
slavery module,
what can the
students
remember
about life in the
USA
www.historylearningsite.co.uk_1920s_America.h
tm
Images for the key features of this period –
SOURCE work
Develop 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 creates
USA
society
Create a playlist for a
jazz radio station
Easier sources and
perhaps some key
questions to answer
to focus their
attention
Listen to Jazz Music
www.jimmiejazzarchive.com
source work to define cultural shifts / changes
Debate – did jazz change America?
USA
society
Research the
Women’s
Temperance League.
3 -5 Facts
Newspaper article
outline and structure
given with key
questions to answer
Interview a politician / write a political speech on
the benefits of prohibition
Newspaper article on Prohibition
Year 9 Scheme of Work Humanities - History
prohibition would help the USA
experiment’
Discuss
Analyse the immediate impact of this
decision
What
impact did
prohibition
have on
society?
Identify who was affected by
prohibition
Explain the various ways prohibition
was enforced
Political, social,
economic
categories as an
impact
USA
society
Design a poster for
the Women’s
Temperance League
Card sort social
groups as a category,
which social group
was most affected
and why
Evaluate the effects / consequences
of prohibition
How did
fashion redefine
women in
the 1920’s?
Describe the new look / styles of the
1920’s
Explain how women formed a major
part of the consumer market
Analyse how fashion re-defined
womanhood in the 1920’s
Card sort impact into categories which factor was
largely affected by prohibition
Explain the development of the women’s
temperance league
Untouchables DVD
Explore men’s
fashion – did
this see the
same kind of
development?
What reasons
are there for
this?
USA
society
Design a look for a
1920’s woman / man
Cut and stick out the
items of clothing and
accessories to design
a new look
www.1920-30.com/fashion/
Before and after photographs of women – label
changes
How did women develop consumer markets?....
look at accessorising, the image of Hollywood
Discover what new woman developed …
smoking, drinking, dances, work, make-up, vote –
Hello magazine spread
What
influenced
the rise of
the
gangsters
throughout
the 1920’s?
Why was Al
Capone
such a
significant
Describe the role of gangsters in
1920’s America
Explain how gangsters considered
themselves public servicemen
Come up with
own factors and
write evidence
to explain them
USA
society
Research famous
gangsters and write a
profile on one. They
must be from the
1920s
Give the interview
questions to students
for the activity so
they only have to fill
out answers
PPT
Discussion of the objective – how gangsters were
public servicemen
Interview a gangster – questions and answers
Analyse what factors influenced the
rise of gangsters
Describe the life of Al Capone
Explain his influence in Chicago
card sort
Refer to the
Gifted and
Talented
Techniques
USA
society
Create a Facebook
page for Al Capone
Newspaper article
outline and structure
given with key
questions to answer
PPT
Timeline of Al Capone’s life – highlight key events
Year 9 Scheme of Work Humanities - History
figure of the
1920’s?
Evaluate the extent to which Al
Capone was a significant figure
sheet
Source Work
Newspaper article on Al Capone
Did 1929
signal a new
American
Era?
Identify what key events took place
in 1929
Explain the impact of the Wall Street
Crash
Analyse the changes to America
Ask students to
colour code
timeline into
categories,
political, social
and economic
events /
changes
USA
society
Design 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 timeline
1929 timeline
Diagram of changes with images
Role play – wall street crash
USA 1920’s Assessment
Explain the impact of the Treaty of
Versailles
What were
the long term
causes of
World War
Two?
What impact
did
Appeasement
have on the
start of the
war?
Describe the situation in Germany
after WWI
Analyse the impact of this on
German nationalism
Consider why Chamberlain pursued
the policy of appeasement
Assess whether or not war
inevitable
Look at the
different
categories of
the treaty...
Political,
territorial etc..
Which is the
most important
to each country
and why?
Explain maps in
detail, where
could Hitler
have been
stopped?
Conflict
Conflict
A bias creative piece
of work showing
what Germany
thought about the
Treaty of Versailles
Give the French,
German and British
interviews to
students and ask
them to complete
the second part of
the activity
Interview 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?
3 Maps
1936, 1938, 1939….
Show changing face
of Europe
Give maps to
students with specific
countries and dates
to colour / label
Timeline of events – draw out from timeline a
description of events and ask students to
highlight where they think:
a)
Analyse whether allied powers
could have stopped the Nazis
before Poland.
Hitler could have been easily stopped
b) Where they think Hitler began to
become aggressive
c)
Why did
America not
Explain the policy of isolationism
Refer to the
Gifted and
Conflict
USA
Write a letter as
President of the USA
Only explain the
table showing the
Where war was inevitable
Table – give reasons for USA’s decision –
students to then explain / analyse them
Year 9 Scheme of Work Humanities - History
want to
become
involved in
WWII?
What is the
Home Front?
Assess the importance of this
decision
Analyse America’s reasons for not
joining the war in 1939
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.
What was the
impact of the
Blitz on
Britain?
Talented
Techniques
sheet
Explain what the Blitz was
Quiz with new
and prior
knowledge.
Conflict
Society
to the Prime Minister
of Britain stating your
reasons for not
joining the war
USA’s decision,
analysis can be
shown through
teacher direction
Censor a letter
Give students some
images to help jog
their ideas / memories
of the home front
Idea graph – what do students ALREADY know
about the home front? Build this out as the
lesson goes on.
Q- Why was it
essential for
Britain to have a
strong Navy and
Home Front?
Draw and label
shelters
Break a spy code to reveal a secret message
about the home front
Conflict
Society
Design a blackout
poster
Make Anderson
Shelter
Analyse who it affected
Evaluate the different ways in
which people reacted to the Blitz
Speech / paragraph on isolationism
Explain the key
features
W/S
Blackout rules and situations
Gas masks – why were they issued? What were
the rules? Different masks for different people....
posters on how to put them on
What happened during the Blitz? How did people
feel? (diary)
Hope and Glory DVD
What was
evacuation
and how
successful
was it?
Describe who was evacuated and
why
Analyse the pros and cons of
evacuation
Evaluate evacuation was like for
young children and those who took
in evacuees
How did
Describe what was rationed and
Evacuation
Drama group
who come in to
do specific work
and structured
tasks on
evacuation
Conflict
Society
Evacuation diary
Goodnight Mr Tom –
Write the diary of the
main character
PPT
Questions on Evacuation – W/S what would you
take as an evacuee


Evacuation drama
Line up
Choose evacuees – how make you feel?
David and
Pauline Scott
01621782003
Design a
Conflict
Recipe for a ration
Make ration cards
Card sort how rationing affected different social
Year 9 Scheme of Work Humanities - History
people cope
with
rationing?
why
Consider the impact of rationing on
the mood of the public
Evaluate the impact of rationing on
different groups in society
How did life
change for
women
during World
War Two?
rationing
campaign for
the government
and focus it on a
specific social
group
cake or ration meal
groups
Bring in ration ingredients to highlight to
students what they would have to live off during
WWII
Design a victory garden
Describe the role of women before
WWII
Long and short
term impact
Explain how the war impacted
upon their lives
Refer to the
Gifted and
Talented
Techniques
sheet
Evaluate to what extent life
changed permanently for women
Society
Conflict
Society
Write a diary entry of
either a woman in
the armed services or
a mother coping with
evacuation and
rationing
Make a women’s
recruitment poster
PPT
Drama of a World War Two nurse
Make 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 Assessment
What was
Blitzkrieg and
how did it
affect France
during WWII?
Explain the term Blitzkrieg.
Analyse why blitzkrieg was so
effective
Evaluate the successes and failures
of blitzkrieg
What was the
Eastern
Front?
State the reasons why Hitler
invaded the USSR
Describe the siege of Leningrad
What factors
could have
influenced the
success of
Blitzkrieg?
Conflict
Find a picture of the
effects of Blitzkrieg
and using that
picture explain how it
affected France
Easier ideas in the
card sort to help
students make a well
explained judgment
Describe the events of Stalingrad
and Kursk
Key words spider diagram
Note making on Blitzkrieg
Why did it fail
to some extent?
Refer to the
Gifted and
Talented
Techniques
sheet
Conflict
Diary entry of
someone living in
Leningrad
Easier sources and
perhaps some key
questions to answer
to focus their
attention
Analyse the importance of Russian
determination
How did the
Russians
Card sort success and failures –why blitzkrieg was
successful…
PPT
Source Work – and questions
Quiz
Siege of Leningrad DVD
Explain the key
features of the
Conflict
Watch Enemy at the
Gates
Give students an
outline of the map
Draw and label a map showing how the USSR
changed the course of the war
Year 9 Scheme of Work Humanities - History
change the
course of the
war?
Why did the
Americans
enter the
war?
map drawn
and key features to
label
Analyse the role of the USSR in the
end of the war
Describe American involvement
before 1941
Explain why Japan attacked Pearl
Harbor
Q - Why did
Japan attack
Pearl Harbour?
Conflict
Draw a Japanese map
showing the planned
phased attack on
Pearl Harbour
Gap fill with
information and
differentiated W/S
Answer in
DETAIL
PPT
W/S to make notes and fill information
Pearl Harbor DVD
Analyse different reactions for the
attack
What was the
war like in the
Pacific?
Describe the fighting in the Pacific
Why did the
Americans
drop the
atomic
bomb?
Describe the effects and
consequences of the bombs
How were
Jews treated
in Germany
up to 1938?
Explain conditions in POW camps
Analyse the reasons for the
decision to drop the bomb and
then investigate whether or not
this event was an American war
crime
Describe Nazi ideas on ‘purity’
Explain impact of Nuremburg Laws
Refer to the
Gifted and
Talented
Techniques
sheet
Conflict
Start to discuss
how the world
should police /
punish
countries for
war crimes of
the past and
present
Events
that
changed
the
world
Read an
autobiography
of a Holocaust
survivor
Conflict
Q – What was
the role of
‘Judenrat’?
Conflict
Research the use of
Submarines in the
Pacific War
Easier sources and
perhaps some key
questions to answer
to focus their
attention
A-bomb for/against
speech h/w
Give students
information to kick
start the war crime
debate
Source work
Creative work – songs, diary entry etc… on life in
camps
Images 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 not
Use 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 argument
Conflict
Draw and label the
Nazi idea of the
perfect German
Sheet of information
and images for
students to cut out
and create a timeline
Source work – what
can you learn about
the Ghetto by looking
at sources
Give a Ghetto outline
and a series of items
to put on
Timeline of events include images onto this
Use the PPT as an overview and choose 5 – 7 key
events showing changing treatment of the Jews
Analyse why persecution increased
gradually
Where did
Jews have to
live?
Descibe ‘ghettoisation’ and
historical past
Explain conditions in ghettos
The Pianist
Draw a plan for a Ghetto, label the organisation
of it
Year 9 Scheme of Work Humanities - History
Analyse role of ‘Judenrat’ (jewish
ghetto leaders)
What
happened in
1942?
Describe the events and decision of
the Wansee Conference
Explain how this new policy was to
be carried out
Look at the roles / jobs in the Ghetto
Highlight key
points from a
large section of
text
Conflict
Refer to the
Gifted and
Talented
Techniques
sheet
Conflict
Read the
memoir or life
story of a
soldier who
liberated Belsen
Conflict
Q- 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
information
Underground
information with
coding telling
prisoners about a
rebellion
Give a list of
resistance options
and problems, cut
and stick activity
Prepare for
Nuremburg trials in
class (next lesson
activity)
Newspaper article
outline and structure
given with key
questions to answer
PPT
W/S Making notes skills to learn
Analyse the changing nature of the
Nazi treatment of the Jews
Describe Jewish resistance
How did some
Jews resist
oppression?
What was
discovered on
the liberation
of Belsen
Analyse effectiveness of resistance
Describe the liberation of the camp
Explain the reactions of the public
Explain what had happened to the
inmates
Who was to
blame for the
Holocaust?
Identify key players or groups
involved in the Holocaust
Explain their role in this event
Evaluate the level of blame by each
group
What have
been the
consequences
of the
Analyse the long-term impact of
the Holocaust
Evaluate the lessons of the
Escape from Sorbibor
Draw up a 3 part resistance plan showing all the
potential problems
Source Work
Band of Brother Ep 9 (1/2 hr) will help with the
Empathy Hmwk
Newspaper article on the liberation – include
public reactions
Choose the
group most
responsible and
explain why...
make a
judgement
Conflict
Read memoir of
a survivor
Conflict
Empathy Homework
– creative piece of
work choosing either
a solider or an
inmate
Give the SEN
students the easiest
group to argue in the
debate with some
key points to help
focus their argument
Source work
annotate
Give a list of
suggestions to
prevent another
Holocaust, what
Card 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 blame
Card sort – short and long term impacts
Summary of Holocaust and some final overview /
thoughts about the topic
Year 9 Scheme of Work Humanities - History
Holocaust?
Who was JFK
and why was
he famous?
Was the
election of
JFK fair?
Holocaust
Recall prior knowledge on JFK
Analyse his background and family
and introduce key issues of
scandal, assassination etc...
Explain what makes a fair or unfair
election
Analyse the roles of Jackie, Joseph
and the Mafia
Refer to the
Gifted and
Talented
Techniques
sheet
USA
society
Create an
opposition
campaign about
JFK
USA
society
Write a speech for a
historical group
about JFK
problems can
students see with
these?
How could we prevent this from happening
again?
JFK Booklet
PPT
Images sheet / note making
Pyramid of information – why was JFK famous
JFK election poster
highlighting some of
his key qualities
JFK Booklet
Brainstorm ideas – What makes a fair election –
then link ideas to JFK election poster
Question – silent debate, reach a conclusion as a
pair on extent of fairness
Evaluate whether he won fairly
What was the
cold war?
Describe the key aspects of the
Cold War
Explain why America and Russia
were at war
Evaluate the threat the Cold War
posed to the world
How did
America
become
involved in
Vietnam?
Explain WHY the USA became
involved in Vietnam
Describe the role of the Cold War
in the Vietnam conflict
PPT
Give a piece of
text ask
students to read
and highlight
key events that
could be used
to create
timeline instead
of a storyboard
USA
society
Look at the
differences
between
Communism
and Capitalism
in finer detail
USA
society
Find out 3 facts
about the Vietnam
War
Give a sheet with
storyboard writing
ask students to add
images
Story board – key events of cold war
Card sort – Russia/ USA
Discussion on Cold War (note making)
PPT / w/s
Newspaper 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 answer
Source work – Kent
Source work with
PPT
Domino Theory diagram
Evaluate the growing USA
involvement in Vietnam
Why were
Explain why people were unhappy
USA
Source Work – various protest campaigns
Year 9 Scheme of Work Humanities - History
people
unhappy with
the war in
Vietnam?
What was the
Cuban missile
crisis?
with the Vietnam War
State University
Analyse the role of the media in
changing public opinion
Describe the key events of the Cold
War
Analyse reasons for fear over Cuba
Evaluate the decision taken by JFK
How did
society
protest in the
60’s?
society
Describe various types of protest
and know the difference between
peaceful and violent protest
Give a piece of
text ask
students to read
and highlight
key events that
could be used
to create a
storyboard
USA
society
WHICH social
group has the
most to protest
about and why?
USA
society
specific questions or
some annotations
given to help jump
start students ideas
Find out 3- 5 facts
about protest in the
1960’s
Give a sheet with
storyboard writing
ask students to add
images
Make a list of the
things people might
protest about in
1960’s USA
Make a list of things
the students would
protest and why
Design protest poster
Discussion – effective means of protesting
PPT
Storyboard
Look at various forms of protest and divide into
peaceful and violent
Draw a comic strip showing a protest and its
outcome
Explain the impact of protest in the
1960’s
Discuss ways of dealing with protest
Analyse the success of protest in
the 1960’s
The
assassination
of JFK
Describe 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 him
Explain why the
death of Lee
Harvey Oswald
adds suspicion
to the
assassination of
JFK
USA
society
Refer to the
Gifted and
Talented
Techniques
sheet
USA
society
Find out what
happened to Lee
Harvey Oswald
JFK Booklet
PPT
Assassination Clip
Magic bullet theory – diagram and discussion
Source work
Explain why Lee Harvey Oswald
was arrested for the murder
Who shot
JFK?
Describe key groups who might
have been behind the assassination
Explain why there are conspiracy
theories
Choose one suspect
and write a Hello
Magazine spread on
them
JFK Booklet
Likely 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 class
Year 9 Scheme of Work Humanities - History
Evaluate the likelihood of various
theories
Who shot
JFK?
Describe key groups who might
have been behind the assassination
Explain why there are conspiracy
theories
Refer to the
Gifted and
Talented
Techniques
sheet
USA
society
Choose one suspect
and write a
paragraph explaining
why you think they
killed JFK
Evaluate the likelihood of various
theories
JFK Booklet
What really happened once JFK had been shot?
Easier sources and
perhaps some key
questions to answer
to focus their
attention
Source work
Has this new evidence changed students minds?
Was it a cover up?
Newspaper report
JFK Assessment
How did
music have an
impact on the
60’s
Explain who Elvis was and why he
was significant
How did
fashion
change and
develop in the
1960’s?
Explain how the post-war baby
boom affected fashion trends in
the USA
What was life
like in 1960’s
America?
Analyse the lasting impact of the
Beatles on music and society
Analyse the role that Barbie and GI
Joe played in changing styles
Describe Hippy Culture
Explain how Woodstock was the
pinnacle of hippy culture
Analyse chosen
song, what do
the lyrics tell
students about
1960’s USA
USA
society
Students match
fashion timeline
with 1960’s
timeline can
they see any
connections to
events and
fashion?
USA
Society
Source work on
Woodstock
USA
society
Find 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
Design a 1960’s
Hippie Outfit
List things the song
tells you about 1960s
life... choose the
song for SEN
students
Cut and stick out the
items of clothing and
accessories to design
a new look
http://kclibrary.lonestar.edu/decade60.html
Write a 60s song and include information about
60s life / key events
http://kclibrary.lonestar.edu/decade60.html
Timeline of fashion and changes
Source work looking at various styles
Design a leaflet
advertising life in the
1920’s for a time
machine. What does
a time traveller need
Give a sheet with
storyboard writing
ask students to add
images
http://kclibrary.lonestar.edu/decade60.html
storyboard of life in the 60’s choose a character
and write a comic for them including facts and
information learnt over the last lessons
Year 9 Scheme of Work Humanities - History
Analyse some of the key features
of the 60’s
to know before they
go back?
The 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 9
Assessments should be completed at least once a term.
1) 1920’s USA
2) WWII Home Front
3) JFK Assessment
All assessments will have a general knowledge section, source work section and thematic section.
Homework Year 9
All 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 Page
Atomic Bomb Speech
1920’s Life Leaflet
Empathy Piece of Homework - Holocaust
3 Maps of Europe
1960’s Life Leaflet