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CURRICULUM OVERVIEW

HISTORY 8

Week 1 HISTORY SKILLS OLIVER CROMWELL


Discuss importance of studying History Analyse events that led Britain to turn
All: will be able to hare personal experiences that into a Republic (Commonwealth)
proves studying the past is important to one’s life. CHARLES II AND JAMES I
Most: will be able to discuss concerns about studying Evaluate strategies of Monarchs in
history. retaining power.
Some: will be able to highlight the importance of MARY AND ANNE
Curiosity in learning history. Describe challenges of female monarchs
GEORGE I AND GEORGE II
Week 2 CHANGING MINDS IN 1500-1750 HENRY VIII Show an understanding of issues
Demonstrate an understanding of the historical context Describe leadership qualities of Henry VIII between Monarchs and the Parliament
of Britain 1500-1750 CRITICISM, PERSUASION AND
All: will be able to Identify areas of changes in the UK PERSECUTION
1500-1750 Evaluate ways the church strenghten its
Most: will be able to suggest reasons for the changes in influence
the past. THE REFORMATION
Some: will be able to explain importance of historical Show an understanding of the rise of the
inquiry on changes. Reformation
PURITANS AND CATHOLICS
Week 3 GROUPS OF PEOPLE CHURCH CRISIS Analyse arguments on religious conflicts
Compare people’s life in different social groups Describe causes of the conflict between THE NEW WORLD
All: will be able to describe the life and role of different the Church and Henry III Describe factors for exploration of more
social groups of people (1500-1750) lands
Most: will be able to Examine historical evidence about THE COLONIES
people in different social groups. Show an understanding of methods used
Some: will be able to discuss issues about relationship to control colonies
of people coming from different social groups. WITCHCRAFT
Evaluate methods used by governments
Week 4 REMAINS FROM THE PAST to stop the spread of unwanted ideas
Use artifacts to describe life in the past ELIZABETH I
All: will be able to list down the inventory of people Describe leadership qualities of Elizabeth I
living in the past by looking at their houses.
Most: will be able to collect the clues that parish
register gave us about the people in medieval times.
Some: will be examining the court records assess the
lives of different criminals
CURRICULUM OVERVIEW
HISTORY 8

Week 5 LOVELY LONDON ELIZABETH AS A STRATEGIST


Describe features of places that made them important Show an understanding of countries
in the past relations in the past
All: will be able to name cities that were famous in the
16th century.
Most: will be able to describe common features of
these places.
Some: will be able to explain that there are
consequences if places are famous.

LONDON DAILY:1600 THE JESUITS


Week 6 Show an understanding of the daily life of people in the Evaluate justice system under Elizabeth I
past
All: will be able to give simple statements about city life
in the past.
Most: will be able to explain reasons for daily
occurrences in London.
Some: will be able to Discuss benefits and problems of
living in cities.

Week 7 LAWS FOR THE POOR


Express views on laws implemented by governments in CHARLES I AND THE PARLIAMENT
the past Show an understanding of how Monarchy
All: will be able to describe the life change for the and the Parliament work together
beggars of Bristol.
Most: will be able to summarize the role of mayors and
burgesses towards poor people of Bristol.
Some: will be able to highlight the pros and cons of the
Poor law of 1601.

Week 8 PROBLEMS THAT PERSIST THE ENGLISH CIVIL WAR


Investigate common social problems in the past Describe causes of the English Civil War
All: will be able to list down social problems faced by
poor people in Bristol during later 17th century.
Most: will be able to outline and explain the changes
made in the Poor Law of 1601.
CURRICULUM OVERVIEW
HISTORY 8

Some: will be able to give their opinions to describe the


treatment of poor people in 16th & 17th century Bristol.

Week 9 WOMEN IN THE 16TH CENTURY


Compare role of women in the past to the present THE LESSON FROM THE CIVIL WAR
All: will be able to explain the role of married women Investigate effects of the Civil War
between 1500 and 1750.
Most: will be able to interpret the Domestic conduct
books and Advice manuals to tell husband & wives how
they should behave.
Some: will be able to analyze the front page of 17th
century pamphlet written by a woman.
https://prezi.com/naothbggqoqk/role-of-women-in-
the-16th-century/

https://www.tes.com/articles/womens-history-
month-teaching-resources
FOR AND AGAINST THE KING
Week INTERPRETING HISTORICAL SOURCES Analyse reasons of people in supporting or
10 Analyze historical evidence going against the Monarchy
All: will be able to describe & explain the role of women
in 16th century by looking at the pictures and
descriptions
Most: will be able to identify the role of married women
by looking at diaries, written by two different men in
17th century.
Some: will be able to analyze some research findings to
support each interpretation.
Week NEW IDEAS AFTER THE KING'S DEATH
11 THE ANGLO-SCOTTISH BORDER Describe the impact of Charles I’s
Explain how geographical borders can be a reason for execution to the mindset of British people
conflicts.
All: will be able to list down the main features of Anglo-
Saxon borders.
CURRICULUM OVERVIEW
HISTORY 8

Most: will be able to highlight the importance of


surname groups that became so strong by the 16th
century.
Some: will be able to differentiate the role of marches
and wardens & give their opinion about the Scottish
side of the border.

Week CONTROLLING VIOLENCE


12 Evaluate effectiveness of laws in controlling violence
All: will be able to identify the reasons why life was wild
in the Anglo-Scottish borders.
Most; will be able to choose any 1 of the 3 given choices
to make their own decisions to control the violence of
the borderers.
Some: will be able to assume themselves as the Scottish
king to choose a new warden by analyzing the given 3
options.

Key stage 3 (Year 7, 8, 9): Subject Content and Skill Aims

History students extend and deepen their chronologically secure knowledge and understanding of British, local and world history, so that it provides a well-
informed context for wider learning. They should identify significant events, make connections, draw contrasts, and analyse trends within periods and over
long arcs of time. They should use historical terms and concepts in increasingly sophisticated ways. They should pursue historically valid enquiries including
some they have framed themselves, and create relevant, structured and evidentially supported accounts in response. They should understand how different
types of historical sources are used rigorously to make historical claims and discern how and why contrasting arguments and interpretations of the past have
been constructed.