History

medieval-tower“Study the past if you wish to define the future!”

The world is complex and our place in it unique. We cannot fully understand the world around us if we don’t study the past and understand the choices and decisions of our predecessors. Why do societies change and develop? Why does conflict play such a central role? What is the role of power? How does the past turn on chance events and moments? Answers to these questions are what lie at the heart of our modern world as it was shaped and formed by the past.

History is fundamentally the study of people and what drives them, inspires them and causes them to make decisions which we may now find astonishing. We are, in effect, studying ourselves. We are looking to analyse the past to help us understand the development of human society so far. Is it cyclical or linear? What do we have in common with past eras? Anything? What drives progress? Are we progressing? Why is the world so unequal?

History gets you to think in depth. It gets you to analyse and form opinions, consider complex ideas and form your own opinion based on solid evidence. It develops the skills of reasoning and evaluation. It poses counter-factual hypotheses and forces you to defend an opinion. It is not just about knowing the story of the past but analysing its component parts looking for causes, effects and consequences and looking at the relative importance of different factors. No other subject expects you to think in such an analytical way.

At Lowton C of E High School, History results in 2014 were fantastic!

52% achieved an A or an A* and this was 24% above the national figure

A*-C pass rate was 84% (national = 68%)

Subject Key Aims

To develop curiosity and fire students’ imaginations about how the past directly influences and shapes the present

To encourage an enjoyment of thinking about complex events and the importance of forming and supporting opinions

To improve written and verbal communication skills of explanation and analysis

To be open to having your ideas challenged and being prepared to reformulate them based on evidence

To enable the study of a traditionally academic subject that opens doors to a variety of careers

Curriculum Overview

Each year group explores topics through enquiry questions to encourage an investigative approach.

Year 7

Medieval History

Who won the Battle of Hastings and why?

Impact of the Norman Invasion: How did the Normans keep control?

Becket’s murder: Why was there a power struggle?

Peasants’ Revolt: Why were the peasants revolting?

Magna Carta: Why was it significant?

Local Studies:

Liverpool

Lowton

Year 8

Power struggles: How and why have people fought for power and democracy?

Charles I and English Civil Wars

Revolutionary ideas: Ranters, Diggers, Levellers and Quakers

Cromwell: War criminal?

Glorious Revolution and the Bill of Rights

Chartists

Trade Unions

Suffrage Movement

Comparison of Medieval, Tudor and Industrial Lives: When would you have preferred to live and why?

Exploration of life in the three time periods

Year 9

What was the Transatlantic Slave Trade and why did it last so long?

Origins

Experience of the Middle Passage

Life in the Americas

Historical approaches: Cliometric Historians and Micro-Historians

Abolishment

Interpretations: Whigs, Marxists and Black Revisionists

Life for black African-Americans post-slavery

Should Britain apologise for its role in the Slave Trade?

Has Martin Luther King’s dream been achieved?

Why did the Great War become the First World war so quickly?

Causes of the First World War

Life as a soldier

The role of commemoration

Peace Treaties

Rise of the Nazis

Outbreak of the Second World War and its key moments

Cold War

Coal and Northern Soul

An investigation of local history

Year 10

Germany 1919-1939

End of the First World War and its impact on Germany

Treaty of Versailles

Creation of Weimar Constitution

Early problems: Rebellions and putsches and hyperinflation

Role of Stresemann

Wall Street Crash

Rise of the Nazis

Destroying democracy

Establishing totalitarian control

Cold War 1943-1992

The end of the Grand Alliance (Tehran, Yalta and Potsdam Conferences)

Berlin Blockade and Airlift

Arms Race

NATO and Warsaw Pact

Three crises: Berlin, Cuba and Czechoslovakia

Détente

Invasion of Afghanistan

Reagan and Gorbachev

Perestroika and Glasnost

SDI

Fall of the Berlin Wall

End of the USSR

Year 11

Vietnam Conflict

Origins

Nature of the fighting

Role of the American Public

Reasons for its end

This is currently the Controlled Assessment unit.

Britain 1929-1952

Impact of the Depression

The government’s approach to dealing with the unemployed

Jarrow March

World War Two

Blitzkrieg

Dunkirk

Battle of Britain

D Day

Reasons for German defeat

Ministry of Information

Evacuation

Blitz

Rationing

Role of Women

Labour landslide victory 1945

Beveridge Report

Creation of the NHS

This is a source analysis paper.

Translate »