History - Year 8

History Overview

Term 1 and 2: The Tudors

Students will study the beginning of the Tudors, brief overview of the War of the Roses and the problems facing Henry VIII. Was he a good/bad King and the reasons behind the Reformation. look at the consequences of the reformation including the Dissolution of the Monasteries. Students will also examine the reign of Elizabeth I, concentrating on Elizabethan society, the problem with her suitors, the danger of the Armada and the threat posed by Mary Queen of Scots. In preparation for the GCSE

  1. Baseline assessment on the Tudors

    Narrative essay on the Spanish Armada

Reformation

To change the Church in England from Roman Catholic to the church of England.

Dissolution

To dissolve/end the monasteries and nunneries.

Monarch

A sovereign head of state, especially a king, queen, or emperor

Protestant

Believers who separated from the Roman Catholic church during the Reformation.

Monasteries

A building or buildings occupied by a community of monks living under religious vows

Annulment

An announcement that a marriage no longer exists.

Pope

Head of the Roman Catholic church

Armada

A Fleet of Spanish ships sent to invade England

Excommunication

Excluding someone from the Roman Catholic church

  • Spiritual
  • Moral
  • Social
  • Cultural
Develop the individual:

Students will think about the control that one individual exerted on a country. They will consider what it is to have such control and how it should be used.

Create a supportive community:

Students will think about the development of the religious community and how these changes impacted on society going forward.

Term 3: The Stuarts - English Civil War

Students will study the origins, the causes (political, religious and economic), the battles, weaponry and the experiences of war. Students will also examine what life was like after the Civil War without a king and the subsequent changes with a Commonwealth under Oliver Cromwell. They will consider the restoration of the Monarchy in 1660, the Glorious Revolution 1688 and the Bill of Rights 1689.).

  1. Essay on the causes of the English Civil War
Divine right of Kings

When a King believes they God made them King and they are little God on earth.

Economic

Organisation of money, industry and trade.

Political

Relating to Government or public affairs of a country.

Religious

Believing in a religion.

Roundheads

People who fought on the side of Parliament.

Cavaliers

People who fought on the side of the Royals and Charles I.

New Model Army

Parliament Army set up as a disciplined army by Oliver Cromwell

Civil War

A war that is fought between different groups in one country

  • Spiritual
  • Moral
  • Social
  • Cultural
Develop the individual:

Students will consider the powers and responsibilities of the ruling class and think about what having this power means in reality.

Create a supportive community:

Students will think about how communities and their power systems are created and/or evolve including the British system of democracy.

Term 4 : Transatlantic slave trade and the Abolition of Slavery

Students will explore the culture of African Society, the events of the Slave Trade, together with the conditions of slavery and the reasons for its eventual abolition in 1865. To put the slave trade in context with world history.

  1. Students will complete a knowledge and skills based assessment
Triangular trade

The trade of goods and slaves between Europe, Africa and America.

Plantation

An estate that grows crops of Tobacco, sugar and coffee.

Slave

A person who is legal property of another and forced to obey them

Abolition

To end the slave trade

Rebellion

Armed resistance against a government or leader.

Lynching

To kill someone without trial

Civil Rights

The rights of people to equality and social freedom.

Pacifist

A person who believes that war and violence are unjust.

  • Spiritual
  • Moral
  • Social
  • Cultural
Develop the individual:

Students will think about what it is to have basic human rights removed.

Create a supportive community:

Students will think about the slave trade and how it has impacted on the world today. They will consider the moral obligations of communities.

Term 5: ‘Race relations in the USA 1945-68 - To what extent did racial inequality exist in the USA after the Second World War?

Students will study the situation for black people after slavery was abolished. They will begin by assessing the situation for black people after WWII. They will also learn about the KKK and the brutal murder of Emmett Till. This will be followed by the birth of the civil rights movement, (including the story of Rosa Parks), comparing their tactics to the more violent methods of groups such as the Black Panthers

  1. Students will complete a knowledge and skills based assessment.
Civil Rights

The rights of citizens to political and social freedom and equality.

Segregation

The action of setting someone or something apart from others.

Discrimination

The unjust or prejudicial treatment of different categories of people

Racism

A prejudice, discrimination, or antagonism by an individual or community against a person

NAACP

National Association for the Advancement of Colored People

Non-violent protest

A form of protest that is non-violent, for example boycotts and marches.

WASP

White Anglo-Saxon Protestants

  • Spiritual
  • Moral
  • Social
  • Cultural
Develop the individual:

Students will consider the living conditions of individuals at the time and thik about what life might have been like.

Create a supportive community:

Students will think about the Civil Rights movement and significant events and how they have impacted on the world today. They will consider the moral obligations of communities.

Term 6: The Victorians and the Industrial Revolution.

Students will look at the changes in agriculture, manufacturing, mining, transportation and technology. They will examine the growth of towns and cities (urbanisation), the impact on living conditions, public health and protest (including the fight for universal suffrage). This unit will include a study of London in the late 1800s and Jack the Ripper.

  1. Students will complete the End of Year assessment
Industry

Economic activity concerned with the processing of raw materials and manufacture of goods in factories.

Reform

Make changes to improve something

Factory

A building or group of buildings where goods are manufactured or assembled chiefly by machine.

Workhouse

An institution that was intended to provide work and shelter for poverty stricken people who had no means to support themselves.

Overcrowding

More people in a space than is is comfortable or safe.

Cholera

A Water borne disease that causes vomiting and Diarrhoea

Public Health

When the government involves itself in the general health of the population

Urbanisation

The movement of people from the countryside to the towns.

  • Spiritual
  • Moral
  • Social
  • Cultural
Develop the individual:

Students will think about the control that one individual exerted on a country. They will consider what it is to have such control and how it should be used.

Create a supportive community:

Students will understand Elizabeths changes to the Church and the development of the Church of England.