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Inspiring Young People

Year 8

We will begin the year by considering the Civil War, including the role of women in the Civil War, the growing power of Parliament and the Levellers, building on our theme of power through time. We will then examine the huge societal shift that came with the Industrial Revolution, also linking this to an investigation into transatlantic slavery, with an emphasis on Liverpool’s links to slavery. This enables pupils to see how the enquiries are relevant for them. Slavery will be linked to globalisation and empire, in order to provide the link with World War I. Following this, an investigation into the inter-war years will provide the pupils with background information which is highly relevant to their later study of Weimar and Nazi Germany, whilst also giving insight into economic history, and the history of protest and change in the 20th century. Again, so that our pupils can see themselves reflected in our curriculum, the changing role of women will be examined, including women who led resistance to slavery, as well as women’s changing position both in the USA and Britain.
History

 

Content to be studied

Method of assessment

Autumn 1

 

 

Autumn 2

How did the balance of power change in the 17th century?

The English Civil War. Introduction and causes. Was there a revolution for women? Was there a revolution for the poor? Who had the power after the English Civil War?

When did the UK become the UK?

Acts of Union. Should the UK government apologise the Irish famine?

Introduction to the Industrial Revolution.

Impact on jobs, environment and living conditions

What has slavery got to do with us?

  • Introduction to the Industrial Revolution. Impact on jobs, environment and living conditions
  • What has slavery got to do with us? Study of transatlantic slavery, including a study of West African societies before slavery and Liverpool’s connections to slavery.
  • How did abolition change America? Jim Crow laws and the Civil Rights movement.
  • How did Britain build an Empire and what impact did it have on the world?

 
  • Year 8 begins with a timeline task and review of prior learning from Year 7.
  • Assessment by regular retrieval practice, short-answer knowledge tests and longer pieces of writing.
  • Pupils read challenging texts, particularly when considering the Civil Rights movement.
  • Meanwhile, Elsewhere online homework task on Sara Forbes Bonetta helps personalise slavery and the Bristol Bus Boycott helps ensure understanding that racism and the Civil Rights movement are relevant themes in Britain
  • Creative abolition of slavery project, group presentation, individual extended written work.

Spring 1

 

Spring 2
  • Why was World War I described as ‘the war to end all wars’? Enquiry including an investigation of the causes of World War I, life in the trenches and the usefulness of Wilfred Owen as a source. Propaganda and conscientious objectors.
  • How did World War I end? Was the Treaty of Versailles fair?

 

 

 
  • Short-answer knowledge tests and regular retrieval practice understanding. These include testing of tier 3 vocabulary.
  • Assessment continues by retrieval practice, short-answer knowledge tests and modelled longer pieces of writing.
  • Meanwhile, Elsewhere homework on Gertrude Bell helps pupils to reflect on the position and status of women during World War I, foreshadowing later study of the campaign for women’s suffrage.

Summer 1

 

Summer 2

What was life like after World War I?

  • Campaign for women’s suffrage in the UK.
  • The changing life of women in America.

 
  • Summer exam, testing cumulative knowledge since the beginning of the year, including short-answer questions and longer source analysis questions.

 

     
   

How will I know if my daughter is achieving this?

Work will be assessed through regular short-answer tests, with supported re-sits where ‘secure’ level of understanding has not been reached. Pupils will undertake structured reading of historians’ work in class and comprehension questions will assess their understanding of this.

Feedback will be given regularly through marking of exercise books, guided self-assessment, peer assessment and verbal feedback. Pupils will be guided to reflect on their work, make corrections and set targets to assist their progress.

 
 

How can I support my daughter?

There are a number of video and other resources for World War I and on transatlantic slavery https://www.bbc.com/bitesize/topics/z4crd2p

https://www.bbc.com/bitesize/topics/z2qj6sg

If it is possible to visit the International Slavery Museum in Liverpool, this would greatly enhance your daughter’s learning about transatlantic slavery.

In addition, the History Honours Programme encourages pupils to do extension work on ‘Herstory,’ conducting research and producing an artefact relating to the contribution of women to history. 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  1. KS3 History Curriculum Map_Year 8
    JPG File

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