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.