KS3 History

Year 7

Rationale: Year 7 History is based around the theme of power. Pupils begin their study of history by investigating How the Normans conquered England, with a focus on the second order concept of causation. Particular emphasis is given to why William of Normandy won the Battle of Hastings and his subsequent control of England. The significance of powerful individuals is explored further in the next topic which looks at What the life of Mansa Musa can reveal about Medieval Mali? which also allows a comparison of European and African societies. Pupils are then introduced to the second order concept of change with their study of how the Black Death affected the balance of power in medieval society. The role of the historian in using evidence to make sense of the past is explored in the enquiry What can we learn about the reign of Henry VIII from what the Tudors left behind? The study of the reign of Henry VIII’s children develops the link between power and religion and allows pupils to explain the causes of the Religious Rollercoaster that took place during the Tudor period. Finally, pupils grapple with why historians have different interpretations of the meaning and significance of various Portraits of Elizabeth I.

Year 8

Rationale: Year 8 History is based around the theme of revolution. Pupils begin their study of Year 8 History by exploring the causes behind the revolution of ideas which transformed understanding and attitudes during the Renaissance. The changing power of the monarch in relation to parliament during the Stuart period is the focus of the second enquiry. Pupils debate and justify how revolutionary this exchange of power was within the context of the 17^th century.  Next, pupils are asked to consider Who benefited most from the Industrial Revolution? recognising that different social classes, men, women and children were affected in different ways by the Industrial Revolution. Changes to public health in the 19^th century are explored in the enquiry How far did the Victorians shape modern Britain? Pupils are asked to evaluate the extent of change and the impact on our own lives today. The interrogation of one piece of evidence is the focus of the next enquiry, What can and can’t a map tell us about the British Empire? Pupils have an opportunity to learn about empire from the perspective of the conquered as well as the conquerors. The study of the Slave Trade allows pupils to focus on a local history study as they use the streets of Liverpool as evidence to reveal the rise and fall of the trade in enslaved Africans. Fern Riddell’s opinion of the suffragettes as terrorists allows pupils to examine a contemporary interpretation of the events leading to women’s suffrage; Pupils are asked to consider how revolutionary you need to be to force meaningful change. Finally, pupils are asked to consider What type of change was the Russian Revolution? This is a useful exercise in understanding that change should not be generalised and can affect people in different ways.

 Year 9

Rationale: Year 9 history is based around the theme of conflict. Pupils begin their study of Year 9 History by examining the Thesis of the German historian Fritz Fischer, that Germany was to blame for World War One. This interpretation is interrogated and pupils make their own judgement on his findings. Next, pupils are asked to consider To what extent World War One was a ‘World War’? recognising that the experience of empire troops was similar and different to those of the British armed forces. The causes behind The rise of Hitler from obscure politician to the leader of Germany is the focus of the next enquiry which provides a link between World War One and World War Two. The key events of World War Two are explored in the enquiry How quickly did the Allies turn the tide against the Nazis in World War Two? Pupils are asked to evaluate the pace of change and the impact each event had on the eventual outcome of the war. The concept of change is developed further during the study of the Cold War, with a particular emphasis on when the Cold War put Berlin in the most danger. Finally, pupils examine evidence to determine How far rebels shaped society after World War Two, focusing on young people and the experience of immigrants in the 1950s and 1960s.