Horrible History Scheme of Work Taught over a year, five hour-long lessons per week for those with the skill and passion for the past. The course will be based online, and support materials, homeworks and extra reading will all be accessed online. There will be an expectation that students complete some work online which will be assessed as part of the course. Each module will consist of a total of twenty hours, 18 taught hours and two for assessments and feedback. Some modules will also have several hours deducted for off-site learning on field trips. There are ten Modules over the year There are ten Modules over the year 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. History in film America in the 1920s The Romans Industrial Revolution Civil Civilians: Civil War, Civil Right and Slavery Individual Geniuses Crime & Punishment through time Twentieth Century Conflicts Project on the Home Front Castles # = Depth study of events over a small period of time. * = Study of change over time ^ = Big Picture of the past Assessment The Modules will be assessed by a Module test which will be by both multiple choice questions and extended response questions. There will also be an extended project in the Industrial Revolution module, and several other tasks will be done online for peer critique. Trips Trips to Saltaire, Keighley and several Castles, and the International Slavery Exhibition in Liverpool will be integral parts of this course. Links This course gives you the skills and experiences to link with the GCSE History and Humanities courses for the following year. 1 2 3 4 5 6 Sept-Oct Nov-Dec Jan-Feb Mar-Apr May-June Jun-Jul 7 7 7 6 7 7 Unit 1: History in Film 2 History in Film 1 1 Content Outcome Learning opportunities 1+2 (2 hours x2) a) Introduce course/Give out film letters. b) Where is Rwanda/ - Map activity. c) History of the conflict – Definitions. d) Show Hotel Rwanda DVD. e) Character matching – real people and actors. f) Source extraction – what does the film tell us – Group activity. g) How do we know it is reliable? How can we find out? None. a) Reminder of how to judge source reliability. b) Watch U571 DVD clip with Fact Find sheet. c) What really happened sheet. d) Compare the two – How reliable was the film? None. History in Film – Hotel Rwanda – Source extraction. To be able to extract information from a source. To know what happened during the Rwandan genocide. 1 2 3 4 5 1 2 3 4 5 6 3+4 (2 hours x2) History in Film – U571 – Source Reliability. 2 To have assessed the reliability of a source. To know how the enigma code Assessment opportunities/progress check (including independent study) Film letters. Rwanda Map activity. History of the conflict Definitions cards. Hotel Rwanda DVD. Character matching worksheet. Monitor book work. U571 DVD. Film Fact Find sheet. What really happened sheet. Monitor book work. Level for source work. 2 7 machines were really captured during WWII. 5+6 (2 hours x2) History in Film – Interpretations – Flags of our Fathers. To be able to identify and describe an interpretation. To know what happened during the US attack on Iwo Jima. 3 4 5 1 2 3 4 8 9 10 11 12 13 14 7 (2 hours) History in Film – Interpretations – Letters from Iwo Jima. 3 To have compared two interpretations of the Battle of Iwo Jima. 5 15 a) Japan and USA’s involvement in WWII – Peace + War p. 180 - 181. b) What is an interpretation? c) Show Flags of our Fathers DVD. d) What interpretation of the story does this film tell us? – Film stills worksheet (Identify and Describe an Interpretation). e) Why do we have different interpretations of the same events? None. a) Letters from Iwo Jima DVD clip – Students to note Key Events as they watch. b) What interpretation of the story does this film give us – group work. c) How is it different to Flags of our Fathers? d) Explain how and why this event has been interpreted in different ways. None. Peace and War textbook. Flags of our fathers DVD. Film stills worksheet. Monitor book work. Letters from Iwo Jima DVD. Monitor book work. Level for Interpretations work. 1 2 16 17 4 3 18 4 19 5 20 Homework Unit 2: America in the 1920s America in the 1920s Content Outcome Learning opportunities Starter – students to describe 3 images of American history and say why the event is significant Engaging/Demonstrating – brief overview of American history picking out key events from each decade. Activity - to create a timeline showing the key events in American History from 1776 to present day. Plenary – round robin activity on chronology, including focus on the key events of the 1920s. Starter – discussion about the Statue of Liberty 1 1 To give an overview of American history from 1776 to the present day Be able to describe the key events in American history from 1776 to 2009 2 2 To explain the reasons why people moved to America Be able to explain why people wanted to emigrate to America Be able to explain why America encouraged immigration Be able to give examples of push and pull factors To explain about the “melting pot” of America To be able to identify the various groups of people who make up America Be able to explain the background of the various groups and their status in America 1 3 3 Engaging/Demonstrating – explain about early immigration, compare to immigration/emigration today. Source activity – why people moved to America Explain about push and pull factors – activity on these factors Plenary – students to share examples of push and pull factors of immigration Starter – students to answer questions relating to the image of a slave Engaging/Demonstrating – discus with students the various group who went to America Activity - Students to complete a spider diagram showing the various groups Read through the worksheet and add information to the diagrams Questions on “the melting pot” Plenary – Students to share answers from Assessment opportunities/progress check (including independent study) 3 images of American history (PowerPoint) List of key events in American history Sugar paper for the timeline Coloured pencils/ markers Effort grade for completion of timeline Image of Statue of Liberty (PowerPoint) PowerPoint presentation – coming to America Sources sheet Effort grade for completion of activity Image of slavery PowerPoint presentation on “The Americans” Information sheet on the various groups American West textbook – SHP – pages 112 and 115 E grade for completion of activity the activity 4 4 To explain the American system of Government Be able to describe and explain how the American system of government works Starter – images of President Obama’s election. Students to answer questions on the President. Engaging/Demonstrating – show and discuss the PowerPoint presentation on the American system of Government. Students to complete worksheet during presentation. 5 5 To explain how America was changing in the 1920s Be able to give reasons as to why the American economy was booming Be able to explain how people spent their leisure time in the 1920s Starter – What makes a country rich? Discuss answers from students Engaging/Demonstrating – using the PowerPoint, discuss how the economy “boomed” in America in the 1920s Students to construct a spider diagram showing the key features. Students to then link the features and evaluate them. Students to complete matching exercise. Move on to look at how society changed in 1920s. Students to complete diagram of “Roaring Twenties” in their books. Question- Why were the 1920s called the “Roaring Twenties”? Plenary – students to give examples of how life changed for people in 1920s – use miniwhiteboards. PowerPoint presentation on the American system of Government Worksheet on the American system of government PowerPoint presentation on the economic boom in the 1920s Worksheet – matching exercise Information sheets on society in the 1920s E grade for completion of activity E grade for completion of activity 2 1 6 To explain the fear of Communism in the 1920s Be able to give reasons why people were scared of Communism in the 1920s 2 7 To explain why Sacco and Vanzetti were executed To be able to assess the evidence for/against the prosecution of Sacco and Vanzetti To be able to reach a judgement on the evidence Starter – Show video clip of the Russian Revolution. Discuss the definition of Communism. Why might people be afraid of Communism? Engaging/Demonstrating – Split the students into groups. Each group to focus on the Palmer Raids and the strikes in the 1920s. They are to produce an information sheet for the rest of the class focusing on the following questions: Why were Americans frightened of the new immigrants? Plenary – students to present their work to the rest of the class. Discuss – are people afraid of new immigrants arriving in Britain today? Starter – Read out the background to the trial. Questions – who were Sacco and Vanzetti? When did the trial take place? What happened at the trial? Engaging/Demonstrating – spilt the students into 2 groups. One set to look at the prosecution evidence, one group to look at the defence. Act out the trial – Sacco and Vanzetti, the judge, the lawyers for the prosecution and the defence. Discuss with the students – what were the main differences between the evidence for the defence/prosecution? Judge to read out his statement – discuss – can he be trusted to judge the two men? Vanzetti to read out his final statement. Students to look at list of options and decide the real reason why they were executed. Activity – students to write a present-day report on the trial and the execution. Plenary – students to share their reports with the rest of the group. Discuss – do you Video clip of the Russian Revolution Access to the internet Information sheets on the Palmer Raids and strikes in the 1920s Cartoon E grade for completion of leaflet in class Starter – teacher notes on the background to the trial 2 sets of evidence for the prosecution and defence Source about Judge Thayer Statement read out by Vanzetti List of options – why were they executed? E grade for completion of report in class 3 8 To explain the rise and fall of the Klu Klux Klan To be able to explain why people joined and supported the Klan To be able to explain how they intimidated their enemies 4 9 To explain why Prohibition did not work To be able to explain why Prohibition was introduced To be able to explain why Prohibition failed 5 10 To explain the role of Al Capone in prohibition Be able to explain Al Capone’s involvement in prohibition Be able to assess whether prohibition think they would have been executed today? Starter – show picture of lynching piece by piece. What are the people looking at? What questions do you want to ask? How does this picture make you feel? Engaging/Demonstrating – Teacher led discussion on the role of the Klan – its aims, its popularity in the 1920s, its membership. Students to complete source activity on the Klan. Plenary – students to share their answers on the sources activity Starter – students to study a source on Prohibition. What message is the author trying to get across? Engaging/Demonstrating – Students are to copy a definition of prohibition into their books. Also explain the terms of the Volstead Act. Discuss with students – why would the government stop the sale and manufacture of alcohol? Link to why they might do this today? Using a number of sources, students are to complete a diagram of all the reasons. Move on to discuss whether Prohibition was able to work. Using a carousel of sources, students are to research the various reasons as to why it failed. Students to write a speech explaining why prohibition should be ended. Plenary – students can share their speeches with the rest of the group. Discuss – which was the most important reasons as to why it failed? Starter – show image of Al Capone on the whiteboard. Engaging/Demonstrating - Using their research get students to compile a diagram around the image to show his involvement in prohibition Teacher notes on the Klan Sources sheet Information sheets on the NAACP and the UNIA Starter activity E grade for completion of speech Source for starter activity Teacher Notes on prohibition Sources on prohibition E grade for completion of task in lesson Image of Al Capone for starter Sources activity for homework task E grade for completion of homework 1 11 2 3 4 5 1 2 12 13 14 15 16 17 3 4 3 18 4 19 5 20 Homework To complete the assessment on the 1920s succeeded or failed Discuss – how significant was Al Capone in the 1920s? Students to write a short essay – How far was prohibition “a noble experiment or a national disaster”? Plenary – Did prohibition work? Be able to assess whether the 1920s was a good time for the USA Starter – students to compile a list of 6 different types of people we have studied from the 1920s. Spilt them into 2 groups – those who had a good time? Those who had a bad time? Engaging/Demonstrating – students to prepare a written piece of work on “What was good about living in America in the 1920s? What was bad? Plenary – collect in assessments and obtain feedback from the students about the assessment. task – sources sheet on prohibition Images of the different people we have studied form the 1920s Material for the assessment E grade for completion of assessment Unit 3: The Romans 3 The Romans 1 Outcome From Village to Empire To find out how the Roman Empire was formed 1 2 2 Building Rome: The Great Engineers Explain what Rome looked like, and how the Empire worked. Aqueducts, bridges, arches, 3 4 3 4 A Journey Through Rome Life in Rome: Patrician and Pleb, Slaves and Savages 5 5 To discover the culture of Rome To examine was living in Rome was like To assess the Roman’ military power 1 6 2 7 3 8 1 2 3 Content 4 5 9 10 1 2 3 4 5 11 12 13 14 15 Organising the Empire How Civilised were the Romans? How Tolerant were the Romans? Roman Empire Assessment Pompeii & Vesuvius Roman Britain: Roads & Hadrians Wall Roman Warfare Roman soldiers Roman wars Gladiator Boudicca Learning opportunities Assessment opportunities/progress check (including independent study) Map work; comprehension; create a storyboard Summarising information and reasoning skills Peer assessment and evaluation. Mock Assessment To analyse Roman society To decide whether the Romans were harsh or fair To assess learning 4 1 2 16 17 3 4 18 19 5 20 Homework Boudicca The Decline of the Roman Empire Legacy of the Roman Empire Revision & Review Assessment & Review, Target setting Assessment & Review, Target setting To analyse how and why the Roman Empire fell Unit 4: Industrial Revolution and Local History Project 4 Industrial Revolution and Local History Project Content 1 2 3 4 1 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 3 18 4 19 5 20 Homework Outcome Learning opportunities Assessment opportunities/progress check (including independent study) Civil Civilians? (Slavery, Civil War and Civil Rights) Civil Civilians? (Slavery, Civil War and Civil Rights) 1 1 Content Outcome Learning opportunities To provide an overview of the Course To introduce students to the concept of America – “the land of the free” – links to America in the 1920s module Starter – What do you already know about civil rights? (Linkage chart) PowerPoints from History Upgrade on America in the 1920s Peer Assessment sheets To decide how far the story of Jesse Owens is typical of how black people were treated in the USA in the 1930s To decide how far the story of Jesse Owens is typical of how black people were treated in the USA in the 1930s 2 2 3 4 3 4 Strange Fruit song To research the history of the Civil Rights Movement from the 1950s to the early 1970s 5 5 To explain and assess the role and significance of Martin Luther King in the Civil Rights Movement 1 6 To analyse why the assassination of Martin Luther King had such a 1 2 Paired activity – Interview with a black person about their experiences in the 1920s Plenary – What can you now add to your linkage chart? What new things have you learnt about civil rights? Activities in SHP book Paired activity – Interview with a black person about their experiences in the 1920s SKILLS – RE=CAP ON INFERENCES/CROSS-REFERENCING Group activity – using PowerPoint or Moviemaker, students to give a presentation on the Civil Rights Movement. Each group to focus on a different period. Peer Assessment mark for presentation of interview Peer Assessment mark for presentation of interview SHP textbook Research on the internet Research on the internet Starter – Activity – SHP book page 163 Assessment opportunities/progress check (including independent study) DVD – Days that shook the World 2 7 3 8 4 9 5 10 1 11 2 12 3 4 5 1 2 13 14 15 16 17 3 4 3 18 4 19 5 20 Homework powerful impact Activity – to complete a newspaper front page the day after the assassination Plenary How should the story of the campaign for civil rights be told today? Assessment – hypothesis question Obama’s speech after winning the Presidency in 2008 Activity – SHP book – page 170 Other protest movements in the 1960s – students protests Other protest movements in the 1960s – women’s protests Other protest movements in the 1960s To decide which famous historical figures should be honoured with a national holiday in the UK in the 21st century END OF UNIT ASSESSMENT – HYPOTHESIS QUESTION Starter – To create a booklet of key people in Britain in modern history Individual research Individual Geniuses Individual Geniuses Content 1 2 3 1 1 2 3 2 3 4 4 5 1 2 3 4 5 1 2 3 4 5 1 2 5 6 7 8 9 10 11 12 13 14 15 16 17 3 4 18 19 4 Why are certain people famous? History Mystery individual The role played by the individual Interpretations of the individuals General George Custer Shakespeare The Curies Einstein Da Vinci Brunel Noor Inayat Khan Winston Churchill George Washington Vladimir Lenin Bronte Sisters Anne Frank Rosa Parks Florence Nightingale Mother Theresa Nelson Mandela Outcome Learning opportunities Assessment opportunities/progress check (including independent study) 5 20 Homework Project Presentation Vasco Da Gama, Michaelangelo, Archimides, Newton, Socrates, Confucius, Caesar, Thatcher, Crime & Punishment through time* Crime & Punishment through time 1 1 2 2 Content Outcome Learning opportunities Assessment opportunities/progress check (including independent study) Introduction. How have crimes and punishments changed from c1350 to the present day? To understand how crimes and punishments have sometimes changed and sometimes stayed the same over time. Student debate on how types of crimes and forms of punishment have/have not changed from c1350 to the present day. Students brainstorm why people commit crimes and how they think should be punished. To understand that there is a range of attitudes towards crimes and punishments. Students devise a questionnaire and a sampling technique to discuss contemporary attitudes to crime and punishment. Students survey a number of newspapers and or TV news for coverage and treatment of crime and punishment. Students research the main political parties and their attitudes to crime and punishment. Teacher sets card sorting activity where students place key events on a timeline and check their answers against the timeline on pages 2–3 of Edexcel GCSE History (SHP) Crime and Protest Student Book. Teacher sets card sorting activity on: i reasons for the growth of poverty in the 16th century; and ii reasons why poverty became to be seen as a crime. In pairs students write: i a speech defending the vagrancy laws; How do peoples’ attitudes towards crime and punishment differ? 1 3 3 What were the main types of crime in the period c1450-c1750? The nature of and attitudes towards theft, violence, smuggling and poaching. Why was begging seen as a crime in the 16th century? The increase in population; To understand the historical context of the period c1350– c1750 and how this affected the nature of crimes and the forms of punishment. Edexcel GCSE History (SHP) Crime and Protest Student Book pages 2–3 has an activity showing various attitudes towards crime and punishment. There are interactive teaching and learning activities on Turning Points in Law and Order on: www.schoolhistory.co.uk/ revision/crime.shtml Edexcel GCSE History (SHP) Crime and Protest Teacher Guide has a useful activity (1a) which asks students to categorise types of crime. It also provides a useful introduction describing how types of crime have changed over time. See Edexcel GCSE History (SHP) Crime and Protest Student Book pages 4-9 and pages 12–19. A summary of the Hawkhurst gang of smugglers in south-east England in the mid-18th century is at: www.villagenet.co.uk/history/1735-hawkhurstgang.html There is a writing frame to support students to produce an extended writing task on the reasons for the authorities beliefs towards crime and punishment on page 14 of the Teacher’s Guide. 4 4 5 5 1 6 2 7 2 3 8 growth of towns; rising unemployment; growth of in the number of beggars in Elizabethan England; the response of authorities and reasons for the criminalisation of vagrancy (Vagrancy Acts 1494 and 1547). What forms did punishment take in the period c1450-c1750? Royal Courts and Manor Courts; ‘houses of correction’; role of the local community (tithings, Trial by Jury, JPs); use of stocks and pillory; public hanging; the ‘Bloody Code’. Why did the authorities feel threatened in the 16th and 17th centuries? Treason, traitors; the use of hanging drawing and quartering; the significance of Guy Fawkes and the Gunpowder Plot. and ii a speech attacking the vagrancy laws. To understand attitudes towards crime in the period c1450-c1750 and the various punishments that were used. Students role play medieval villagers and their responses to crimes and those committing crimes. To understand why the authorities felt so threatened in the 16th and 17th centuries and how they responded. A case study of an 18th century criminal — Jonathan Wild. Why was transportation used as a punishment from the 17th century until the early 19th century? Transportation to North America; colonisation of Australia; end of transportation. What impact did To identify the social and economic changes To conduct an historical enquiry into the life of Jonathon Wild. To understand the reasons for the rise and fall of transportation as a form of punishment. See Edexcel GCSE History (SHP) Crime and Protest Student Book pages 5–9 and 14–15. Teacher’s Guide Resource Sheet 1.6a and 1.6b deal with the Bloody Code and its impact. Students write a contemporary news report about the discovery of the Gunpowder Plot or an obituary for Guy Fawkes. Students assess a number of sources on Jonathon Wild in terms of their reliability and utility for an historian enquiring into the life of Jonathon Wild. Teacher sets card sorting activity or students produce their own sets of statements for: i reasons for the use of transportation; and ii reasons for the end of transportation. Students use graphs to show population changes in Britain in See Edexcel GCSE History (SHP) Crime and Protest Student Book pages 10–11. There is a detailed account of the Gunpowder Plot and of Guy Fawkes’ part in it on: www.britannia.com/history/ g-fawkes.html Teacher’s Guide Resource Sheet 1.4a helps students to give a detailed analysis of Vischer’s painting on Guy Fawkes’ execution. Work of the Historian: activity in Edexcel GCSE History (SHP) Crime and Protest Student Book pages 16-17. Teacher’s Guide Resource Sheet 1.7a looks at contemporary attitudes to Jonathon Wild. See Edexcel GCSE History (SHP) Crime and Protest Student Book pages 15 and 26–27. There is information about transportation on: www.bbc.co.uk/radio4/history/empire/episodes/episode_34. shtm A very detailed account of transportation to Australia is also available on: www.convictcentral.com Teacher’s Guide Resource Sheet 2.5a looks at arguments for and against the use of transportation and Resource Sheet 2.5b looks at conditions on the ships used for transportation. See Edexcel GCSE History (SHP) Crime and Protest Student c1750 to c1900 and how this affected crime and punishment. the years c1750-1900. 4 9 Smugglers: criminals or popular heroes? The nature of smuggled goods, the organisation of smuggling activities, the punishments used, the reasons for many local communities in supporting smugglers. To understand the range of contemporary opinion on how serious smuggling was as a crime. In pairs students write speeches to argue that smugglers were a) criminals and b) heroes. 5 10 How did authorities enforce law and order in the period c1750–c1900? The introduction of a police force: the Fielding brothers; Bow Street Runners; Robert Peel as Home Secretary; 1829 Metropolitan Police Act; the public’s reaction to the creation of a police force. To understand the need for a police force and public reactions. To understand how policing developed in the 19th century. Students assess the limitations of the various forms of policing before 1829. In pairs students write two speeches to show a) support for the setting up of the Metropolitan Police force and b) showing opposition to the setting up of the Metropolitan Police Force. Why was imprisonment used more from the late 18th century onwards? The various ideas on punishment such as: retribution; restitution; deterrence removal and To understand the reasons for the increase in the use of imprisonment in the 18th and 19th centuries. Students research the history of a local prison from Victorian times. In groups students write obituaries for Fry, Howard and Peel and their work on prison reform. 1 11 3 Book pages 18–21. The Nottingham Courts of Justice have a website with Case Studies, Teacher’s Notes, and have educational visits. www.galleriesofjusticeguide.co.uk/ A website with relevant pictures is at: http://gallery.nen.gov.uk/gallery775-e2bn.html There is a range of teaching and learning activities on 19th century crime and punishment in Victorian Britain at: www.hgfl.org/5.cfm?s=5&m=26&p=48,view_info_item&id=470 5 Teacher’s Guide Resource Sheets 2.1a,2.1b and 2.2a look at the impact of industrialisation on crime and punishment. www.victorianvoices.com has examples of individuals convicted during the 19th century. www.oldbaileyonline.org has examples of trials in the period c1750 onwards. See Edexcel GCSE History (SHP) Crime and Protest Student Book pages 22–23. There are interactive activities on smuggling at: http://www.smuggling.co.uk/ Teacher’s Guide Resource Sheet 2.3a helps students to understand the historical context of smuggling from c1650 to c1850. industrialisation have on crime in the years 1750– 1900? Urban growth; population movement; challenges to the government; government repression. See Edexcel GCSE History (SHP) Crime and Protest Student Book pages 24-25 Two concise summaries of Peel and the setting up of a police force can be found at: www.historic-uk.com/HistoryUK/ England-History/SirRobertPeel.htm and www.victorianweb.org/history/pms/peel/peelov.html A detailed chronology of the Metropolitan Police force can be found at: www.met.police.uk/history/index.htm Teacher’s Guide Resource Sheet 2.4a looks at elements of continuity and change with the setting up of the Metropolitan Police in 1829. See Edexcel GCSE History (SHP) Crime and Protest Student Book pages 28–30. There are sources and links on Pentonville prison at: on www.victorianlondon.org/prisons/pentonvilleprison.htm The following website gives details of prisoners held in Pentonville in 1881: www.blacksheepancestors.com/uk/pentonville.shtml 2 12 3 13 reform. What prison reforms were brought about in the 19th century? Conditions in prisons; Howard and 1774 Gaol Act; Elizabeth Fry’s reforms; Peel and 1823 Gaols Act; separate system. To evaluate the extent of success of prison reforms in the years 1750-1900. What is the significance of the Tolpuddle Martyrs? Their formation of a Trade Union, the fears of both local rich farmers and the government, the 1797 naval law, the arrest and transportation of the men, protests demanding their release. To understand the fears of the authorities in their treatment of the Tolpuddle Martyrs and the impact of popular opinion for their release. Was violent crime increasing in Victorian London? The case of Jack the Ripper, the nature of the murders, the public and media response, the reasons for the failure of the police to capture Jack the Ripper. To understand the sensationalism behind the Jack the Ripper cases and the reasons for the failure of the police in capturing Jack the Ripper. Teacher’s Guide Resource Sheet 2.6a encourages students to think about imprisonment as a form of punishment and Teacher’s Guide Resource Sheet 2.6b looks at elements of continuity and change regarding prison conditions. Students re-enact the trial of the Tolpuddle Martyrs (a suggested format is on page 31 of the Teacher’s Guide). See Edexcel GCSE History (SHP) Crime and Protest Student Book page 21. The website for the Tolpuddle Martyrs Museum is: www.tolpuddlemartyrs.org.uk Some accounts from the men about their transportation and treatment are available on: www.tolpuddlemartyrs.online-today.co.uk Students conduct an enquiry into the Jack the Ripper murders and the reasons for the failure of the police in capturing Jack the Ripper. 4 14 How has the nature of crime changed from 1900 to the present day? Government definitions of crime: conscientious objection; traffic offences; race relations; To be able to identify the changing definitions of crime from 1900 to the present day. Students debate whether technology has been a greater benefit to police or to criminal activities. Students examine race relations legislation. See Edexcel GCSE History (SHP) Crime and Protest Student Book pages 30–31 There is a thorough examination of Jack the Ripper on: www.bbc.co.uk/history/historic_figures/ripper_jack_the.sht ml There is also the 1998 film Jack the Ripper. There are full details of cases attributed to Jack the Ripper on: www.casebook.org There is also a section on the Metropolitan Police History website: www.met.police.uk/history/ripper.htm Jack the Ripper walks are arranged by: www.jack-the-ripper-walk.co.uk and www.jack-the-ripper-tour.com Teacher’s Guide Resource Sheet 2.7a looks at media coverage of Jack the Ripper. See Edexcel GCSE History (SHP) Crime and Protest Student Book pages 34–37 and 42–43. Teacher’s Guide Resource Sheets 3.1b and 3.2a look at aspects of continuity and change regarding the nature of crime. Teacher’s Guide Resource Sheet 3.5a explores the idea of 5 15 1 16 4 2 17 domestic violence. Are ‘new’ crimes ‘old crimes’ in a new format? Smuggling; computer crime; anti-social behaviour; tax evasion. How has law enforcement changed from c1900 to the present day? Community policing; specialist police units; women police officers; local communities and Neighbourhood Watch. Developments in technology: Fingerprinting; use of information technology; radios; cars and motorbikes; DNA; CCTV. Why has there been a change from an emphasis on punishment to reform and rehabilitation? Changing attitudes to the role of prisons; nature of rehabilitation in prisons. Alternatives to imprisonment: community sentences; community projects; ASBOs. Why was capital punishment abolished in Britain? Controversial executions: Evans, Bentley and Ellis; the reasons for the abolition of the death penalty; the attitudes of authorities and public opinion. Why is terrorism such a whether crimes are ‘new’. To understand why patterns of crime have changed from 1900 to the present day. To identify the extent of ‘new’ crimes in the present day. To understand how policing has changed from 1900 to the present day. To be able to evaluate the effectiveness of these changes on the prevention of crime. To understand the changing role of prisons and alternatives to imprisonment. To understand the reasons used for and against the eventual abolition of the death penalty in Britain in 1969. Students conduct a survey using sampling methods on contemporary attitudes to crime and punishment and present their findings. Students research the current law and order policies of the major political parties in Britain. Students debate use of death penalty. Students research other miscarriages of justice. To understand the Students research media See Edexcel GCSE History (SHP) Crime and Protest Student Book pages 32–33. www.met.police.uk has a detailed chronology of the Metropolitan Police force. Teacher’s Guide Resource Sheet 3.1a looks at the impact of new technology on the work of the police in solving crime. Teacher’s Guide Resource Sheet 3.2b provides a template for students to carry out a survey. See Edexcel GCSE History (SHP) Crime and Protest Student Book pages 40–41. Teacher’s Guide Resource Sheets 3.4a and 3.4b look at arguments surrounding the use of imprisonment as a punishment, rehabilitation and reoffending. See Edexcel GCSE History (SHP) Crime and Protest Student Book pages 38–39. There is an account of the day Bentley was hanged on: http://news.bbc.co.uk/onthisday/hi/dates/stories/january/28/ newsid_3393000/3393807.stm A detailed account of Derek Bentley’s case can be found at: www.capitalpunishmentuk.org/bentley.html Let Him Have It (1991) is a film about Bentley. Teacher’s Guide Resource Sheet 3.3a, 3.3b and 3.3c examine the arguments regarding the execution of Bentley. See Edexcel GCSE History (SHP) Crime and Protest Student Book challenge to the authorities in the 21st century? The London bombings July 2005; the role and responses of the police and the government. 3 18 4 19 5 20 nature of terrorism and its effects on the police and the government. What were the main crimes and punishments used in Roman Britain? How were laws enforced in Roman Britain? The nature of Roman society: religious differences; revolts; Roman law; the use of governors and magistrates; varying punishments for men, women and for citizens and non-citizens. What changes were there to crime and punishment in Anglo-Saxon society? The end of the Roman Empire; the importance of family ties: blood feud; the role of the community: tithings; the role of the monarchy; the role of the church; Trial by Ordeal and Trial by the Community. What impact did the Norman Conquest have on crime and punishment? Threats to Norman control; the Forest Laws; the increased role of the Church; the continued role of the king and the local community in law enforcement; the increasing use of capital punishments; the role of the Church in reducing punishment: Benefit of Clergy, Right of Sanctuary. What developments in law enforcement took place in the later Middle Ages? coverage of the London bombings in 2005. To be able to explain the main crimes in Roman Britain and understand how they were dealt with. To assess the extent of continuity and change between the Roman period and the AngloSaxon period. To understand the ‘new crimes’ introduced by Norman rulers and why punishments became harsher. To understand changes in law enforcement that happened in the later Middle Ages. Students debate how fair the system of law and order was in Roman Britain. Students conduct a role-play based on the Anglo-Saxon court system (various scenarios are suggested in the Teacher’s Guide p60). Students discuss or produce extended writing on the extent of change and continuity between law and order from the Anglo-Saxon the Norman period. pages 44–45 There is an account of the London bombings in 2005 on the BBC website: news.bbc.co.uk/1/hi/in_depth/uk/2005/ london_explosions/default.stm Information about the Metropolitan Police Force’s public antiterrorism campaign can be found at: www.met.police.uk/so/counter_terrorism.htm See Edexcel GCSE History (SHP) Crime and Protest Student Book pages 56–59. Teacher’s Guide Resource Sheet 4.3a gives evidence of Roman Britons using god to help them deal with crime. Teacher’s Guide Resource Sheet 4.4a helps students understand the punishments used for various crimes and individuals in Roman Britain. See Edexcel GCSE History (SHP) Crime and Protest Student Book pages 60–63. Teacher’s Guide Resource Sheet 4.4a is a sorting exercise about Anglo-Saxon law and order. See Edexcel GCSE History (SHP) Crime and Protest Student Book pages 64–73. Teacher’s Guide Resource Sheet 4.7a gives further information on the Norman Forest Law. Teacher’s Guide Resource Sheet 4.9a helps students make comparisons between Roman, Anglo-Saxon and Norman punishments. Teacher’s Guide Resource Sheet 4.9b develops students’ understanding of Norman rule. Teacher’s Guide Resource Sheet 4.10b examines the reasons for Henry II creating the grand jury system. Teacher’s Guide Resource Sheet 4.11a looks at the links between the Church and Crime and Punishment. Teacher’s Guide Resource Sheet 4.12a compares crime between Roman Britain, Anglo-Saxon Britain, Norman Britain and the later Middle Ages. Reforms made by Henry II: the basis of English Common Law; use of juries; further developments in the 14th century. Twentieth Century Conflicts Twentieth Century Conflicts Content 1 2 3 4 1 1 2 3 4 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 Homework Boer War World War One – The Empire at War World War Two in the East Korean War Vietnam War Cold War Falklands War Rwandan Genocide Outcome Learning opportunities Assessment opportunities/progress check (including independent study) Project on the Home Front 9 Home Front 1 1 Content Outcome Learning opportunities 1 (3 hours) Be able to explain why people were evacuated Be able to assess the problems of evacuation To be able to analyse information from sources Starter – Students to reflect on photograph of evacuees on whiteboard Engaging/Demonstrating Discussion on the reasons why people were evacuated Completion of map activity Discussion and activity on essential items taken by evacuees Reflection on the images of evacuees arriving in the country Discussion on the problems faced by the evacuees and the host families Carousel activity – what impression do you get of evacuation? Completion of evidence grids Feedback from students Discussion of sources on pages 156-7. Written activity – letters sent to parents from evacuees. Plenary – stand up/sit down game. To look at the effects of evacuation during WWII 1 Assessment opportunities/ progress check (including independent study) Starter – picture of evacuees on whiteboard Peace and War, pages 152 -157 E grade given for completion of tasks within lesson. Copies of map of Britain Images of evacuees arriving in the country Carousel activity Evidence grid for sources activity Extension Activity G&T Activity 2 3 4 2 3 4 2 (2 hours) To analyse how the Government and the people of Britain responded to the To be able to explain and empathise about how people survived the Blitz. To create a leaflet giving Government advice about air Starter – students to reflect silently on video footage of the Blitz Engaging/Demonstrating – Discuss background to the Blitz Using the sources on pages 164-5 read and discuss the personal accounts of the Blitz. Discuss questions 1 and 2. Video footage of the Blitz Peer assessment of the leaflets. Peace and War textbooks, pages 164-5 E grade given for an information leaflet on air raids Blitz 5 1 2 2 5 6 7 Lesson 3 (3 hours) To analyse the role played by the Government and women during WWII raid shelters To be able to explain why the Government wanted to keep up morale during the Blitz To be able to explain the importance of women in the war effort on the Home Front Students to research and design a leaflet on Anderson Shelters. Brainstorm activity – what makes a good leaflet? Look at exemplar leaflets. Create a mark scheme for the leaflet. Students to complete the activity. Plenary – peer assessment (in pairs) of the leaflets using the mark scheme. Students to complete 2 stars and a wish. Examples of exemplar leaflets Starter – what do they understand by the term “morale”? Why was it important in wartime? Discuss the role of a government censor Peace and War, Pages 166-69 Demonstrating/Engaging - Using the sources on pages 166-7, students to decide which sources would be published in a newspaper. Look at the various Government information posters. Explain the message. Compare to information given out by the Government today. Students to design their own Government information poster for WWII. Plenary - Discuss together the statement about the Blitz on page 167. How true was this view? Discuss the different jobs carried out by women in society today. How have they changed over the years? Read and discuss with students “Working through the Blitz” – page 168 . What was a woman’s role at that time? Show video clip of the role of women. Students are to work through the sources and questions on page 169. Plenary – How important was the role of women in WWII? Materials for the leaflet Copies of peer assessment sheets Access to computers for extension activity Materials for the poster Video clip of women in WWII E grade given for completion of tasks during lessons 3 4 5 8 9 10 Lesson 4 To analyse the role of the Home Guard and the effects of rationing on the public To be able to explain the role of the Home Guard To be able to explain why rationing was introduced and its effect on the British public Starter – Show clip from Dad’s Army TV series. (20 mins). Ask students to write down “What impression do we get of the Home Guard from this TV clip?” Students to read through the worksheet on the Home Guard and the sources on page 170 to complete the activity. Group discussion on the interpretation given of the Home Guard by the TV series. Move on to discuss rationing. Students are to write down their typical weekly diet. Compare to sources 33-36 on pages 170-171. Group discussion on rationing. DVD of Dad’s Army TV series Peace and War, pages 170-171 E grade given for completion of tasks during lessons Worksheet on the Home Guard A3 paper and materials for the posters Extension sheet on rationing. Students to design a poster persuading people how important rationing is. Plenary – students to share posters with rest of group. 1 2 3 11 12 13 3 4 14 Lesson 5 (3 hours) To begin to prepare presentations on the Home Front To be able to explain what makes a good presentation To be able to begin preparing your own presentation Starter – discuss with the students “What makes a good presentation?” Engaging/Demonstrating Discuss what information will be required in the presentation Discuss the positive and negative aspects of working in a group Students to begin work on their presentations. Plenary – Students are to reflect on their presentations and decide what still needs to be completed. Paper and materials for the presentations. Moving towards completion of presentation (E grade to be given for presentation) 5 1 2 15 16 17 4 3 18 4 19 5 20 Homework Lesson 6 (2 hours) To give a group presentation on the Home Front To be able to present your presentation confidently to the rest of the group Starter – Discuss with the students the format for the presentations. Engaging/Demonstrating Students to give their group presentations on the Home Front. Plenary – teacher feedback to be given on the presentations. E grade to be given to each member of the group for their presentations. Unit 10: Castles 10 Castles 1 1 Content Outcome Learning opportunities 1 (3 hours) a) Introduction to course/Give out books/Trip information. b) Square keep castle describe and draw activity in pairs. c) Mind map – What can students remember about the events of 1066 and their aftermath – Discussion (lollipop sticks to draw students names). d) Battlefield Britain – Hastings DVD. Students to add details to their mind map. Can they divide it into sub – groups? e) Why did William need to build castles? In pairs bullet point any reasons you can think of. f) Use the internet to research where castles came from. g) Castle features definitions cut + stick. h) What is the best way to attack a castle? Have images of weapons for students to rank. Which image is missing – the best one? Motte and Bailey castle homework sheet. a) Castles Reminder quiz – Features, Types, Attacking and Defending. b) Siting a castle Activity sheet. c) National map on IWB – Why build a castle at Pontefract? d) Google maps on IWB – Why build a None. To have reviewed the History of the Norman Conquest. To be able to identify castle features. 1 2 3 4 5 1 2 2 3 4 5 6 2 (3 hours) To have identified reasons why there is a castle at Pontefract. To have extracted information and Assessment opportunities/progress check (including independent study) Trip letters. Exercise books. Battlefield Britain Hastings DVD. SHP Y7 Textbook. Castle features definitions cut + stick. Attacking a castle images. Effort grade for mind map. Castles reminder quiz. National map on IWB. Source Power Point. Source Grid. Castle Trip pack. Mark for Castles Reminder Quiz. Assess student’s level inferences from sources. 2 7 3 (3 hours) To have explored the sites of Pontefract and Conisbrough Castles. castle at Pontefract? e) Students to draw a two – column table – Why build a castle in the aftermath of the Battle of Hastings? And Why build a castle at Pontefract? f) What do we need to know about Pontefract Castle? Preparation for the site visit – Site + Situation, Size, Important Owners and Great Events. Was Pontefract a great castle? g) Sources showing Pontefract Castle on IWB – What do they show? What do they suggest about its greatness? Students can work in pairs/groups to examine the sources and present their findings. Use source grids with sources stuck in the middle. h) Give out and go through Castle trip packs to familiarise students with what they will be doing. a) Students on field trip to Pontefract Castle, Pontefract Museum and Conisbrough Castle. with working with sources. None. Pontefract Castle trip pack. Conisbrough Castle trip pack. Monitor students work on the field trip. Great Events at Pontefract Castle sheet. The Tudors Series 3 DVD. Conisbrough Castle Great Events sheet. The Tudors stills source. Effort grade for students work on great events at Pontefract Castle. To have identified corroborating evidence at Pontefract Museum. 3 4 5 1 8 9 10 11 4 (3 hours) To have investigated the great events connected with Pontefract Castle. 3 a) Give out the notes from the field trip. b) Give time for students to organise/collate their notes into sections (Site + situation, Size, Great Events and Important Owners). Students will be comparing Pontefract to Sandal, Conisbrough and Peveril Castles. c) Great Events at Pontefract Castle sheet – Compare to Great Events at Conisbrough. d) Students can use the internet and Students to research Peveril Castle. Any information they can find out about the 4 categories. departmental resources to research events Pontefract Castle is connected with further e.g. Pilgrimage of Grace, Civil War and Death of Richard II. e) Watch Episode 2 – Series 3 of the Tudors. Can you spot the film stills in the source and annotate what is going on. f) Discussion of the Episode and its connection to Pontefract Castle. 2 3 4 12 13 14 5 (3 hours) To have examined the History of Sandal Castle. 5 15 6 (3 hours) To have compared the greatness of a) In pairs explain to each other what you have learnt from your homework. b) Sandal Castle – Changing castle diagrams sheet. Analyse how Sandal Castle has changed – Label any features and changes on your sheet. c) History of Sandal Castle chronology card sort. d) Battle of Wakefield story – Why does it make Sandal Castle great? e) Examine Sandal Castle photos on P Drive – What is Sandal Castle like today? What can you tell about its past? f) Work on what evidence you have on Sandal Castle in the 4 categories (Site and Situation, Size, Great Events and Important Owners). g) Which castle do you think is the greatest in each category? You must have evidence to back up your decision. h) Explain the task students will be completing. Create a booklet on northern castles that answers the question ‘Was Pontefract a great castle?’ Must be split into the 4 categories and cover at least the 4 northern castles studied. a) Work on your booklet using all your work done so far to help you. Can include pictures and diagrams as well as reaching a written conclusion on the None. None. Sandal Castle changing castle diagrams sheet. History of Sandal Castle chronology card sort. Battle of Wakefield story. Sandal Castle photos. Effort grade for work done in lesson. All resources used so far. Effort grade and level (1, 2, 3 or 4) for Pontefract northern castles. 1 2 greatness of Pontefract Castle. 16 17 4 3 18 4 19 5 20 Homework END OF UNITS Castle booklet.