History

2020-2021 Programme of Study

The focus of History at Royds Hall is to ignite student’s curiosity about the past in Huddersfield, Britain and the wider world. Through finding out about how and why communities have developed over time, our students are able to gain and understanding of how the past shapes the present. The study of history allows our students to engage with current affairs by developing a chronological framework for significant events in the past. In doing so, Royds historians devlop knowledge, skills and understanding of the communities in which they live which enables our students to devlop a context for their growing sense of identities and to make decisions about their personal choices, atitudes and values. In line with the National Curriculum Royds Hall School aims to ensure that all pupils: Gain a coherent knowledge and understanding of Britain’s past and that of the wider world which helps to stimulat e pupils’ curiosity to know more about the past; Are encouraged to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement; Begin to understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups, as well as their own ide ntity and the challenges of their time.

Year Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 group

7 Introduction to Historical Invasion, Conquest and The Black Death The Tudor Age of Exploration The Changing Face of Skills. Castles: Norman England. Britain: 1750-1900 2024/2 Link to Prior Learning: Link to Prior Learning: 5 Link to Prior Learning: Local History Study: Links to Prior Learning: Castle Hill, Almondbury Draws on understandings of Chronological sequencing reinforces knowledge of Understanding where the role of the church and chronology and different historic time periods. Developments in changing commonly studied historical Link to Prior Learning: feudalism from HT2. State and Society in the periods at KS2 come within Links to Princes in the Tower and Elizabeth I from HT1. Norman Coquest HT2 and the broader historical Link to Monarchy and Key Historical The Tudors HT4/5. context. (Ancient Rulers in HT1 and draws on Knowledge: Draws on understandings of how a range of factors Egyptians, Ancient Greeks, understanding of contribute to changes in society e.g. the decline of Key Historical Romans, Anglo-Saxons, chronology as this is the Origin and spread of the Feudalism (introduced in HT1( due to The Black Death and Knowledge: Victorians, WW2 first of four chronologically disease- link to Covid-19 The Peasants Revolt (HT2). sequenced units in Y7. epidemic. Changing systems of The difference between Key Historical Knowledge: production, Domestic to historical sources and Key Historical Symptoms and the Factory and the Rise of Engaging with scholarship such as ‘What the Tudors & interpretations by looking at Knowledge: difference between Capitalism. Stuarts did for us’ Adam Hart-Davis and ‘The Time an interpretation of the bubonic, pneumonic and Traveller’s Guide to Elizabethan England’ Ian Mortimer. Roman era and historical To examine what life was septicemic plagues. Urbanisation, living like in England for the conditions and workhouses. Anglo-Saxons. Medieval understandings of The War of the Roses and the start of the Tudor Dynasty. the causes of the disease,

sources about the An understanding of who examining the influence of Henry VII, his wives and the Church of England and the New technology e.g. Victorians. Edward the Confessor was religion, astrology and impact on England. technology and how it and why his death caused a medieval science. Link to paved the way for Key Historical crisis for England. Covid-19 and contemporary Changes that influenced how the Tudor people saw the technological Knowledge: conspiracy theories about world, pencils and portraits, the ‘discovery’ of mainland advancements today. The three main contenders 5G and government. America, first atlas, Roanoke. How to assess source for the English crown. Jobs and child labour reliability. Building on KS2 Treatments of the Black Changes that shaped science, literature and education, knowledge of Romans and Changes to England under Death, including the role of printing press, English bible, State education, first detailed Rise in materialism and historical sources. the Normans focussing on the Church and drawings of human anatomy, observational science and consumerism the statutory requirements Monasteries. observational science and telescopes. Looking at Monarchy and of the development of the Links to future learning: Rulers, King John and Church, State and Society Social and Economic Changes to domestic life for Tudor Society. Nobility and interpretations, Elizabeth I e.g. the introduction of the impact of the Black Death interior design, the flushing toilet,leisure activities for rich The and and source analysis. Feudal System and the and how it contributed to and poor. Trade Y8 HT1, the Magna Carta. the Peasants’ Revolt. Transatlantic Slave Trade History enquiry- The Links to future learning: Y8 HT2/3, What makes Princes in the Tower. The strategic and militaristic Similarities and Differences Great Britain ‘Great’? Y8 Making use of historical advantages for building a to the social and economic GCSE Unit Early Elizabethan England HT5 evidence to make historical Norman castle on Castle impact of Covid-19. Looking at factors contributing to the development of the claims. Hill, Almondbury. Assessment: Evaluating Links to future Learning: Church, State and Society in The Changing Face of Britain the significance of the Links to future learning: Evalutation of how far this 1750-1900 HT6, What Makes Great Brtain ‘Great’? Y8 HT5 Industrial Revolution in castle reflects changes GCSE Unit Medicine shaping Britain today. Assessment: Link to the Tudor Dynasty made to Norman England Through Time. HT4/5. nationally. Peasant’s Revolt links to The differences and reasons for differences between two historical interpretations. Establishes a broad Links to future learning: other examples of political chronological change such as The Civil Using historical evidence to write persuasive arguments. understanding as a basis Knowledge of the Feudal Rights Movement Y8 HT4 for understanding the System and changes to and The Suffragette context of future topics. society links to the impact Movement Y9 Ht 2/3. of the Black Death and The Assessment: Peasant’s Revolt in HT3. Assessment:

Benchmark Assessment to Assessment: Evaluative essay- to what be completed at mid-point. extent. Low-stakes quiz and

extended writing task with How useful is this source The differences and literacy focus. for learning about changes reasons for differences made in Norman England? between two historical interpretations.

8 The British Empire The Transatlantic Slave Trade US Civil Rights Movement Thematic Unit: What Crime and Punishment: makes Great Britain Whitechapel and Jack the 2023/2 Links to prior learning: Links to prior learning: Links to prior learning: ‘Great’? Focus on Ripper

4 Justification of slavery and the slave trade links to ideas of migration and the racial superiority HT1 and the rise in consumerism and The Transatlantic Slave The rise of capitalism contribution to Britain. Links to prior learning: during the Industrial materialism Y7 HT6. Trade HT2/3

Revolution Y7 HT6 and Treatment of migrants in Key Historical Knowledge: Key Historical Links to prior learning: Elizabethan Exploration Y7 Knowledge: Britain HT5 HT 4/5 What is slavery and examples of slavery across history. Norman Conquest Y7 HT2, Continued racism after British Empire Y8 HT1 Key Historical knowledge: Key Historical Early African Slave Trade and the origins of the slavery ended, KKK, voting Knowledge: Transatlantic Slave Trade. rights, school segregation. Key Historical Engaging with scholarship Knowledge: such as ‘The Five’ by Hallie Gain an understanding of Slave ships and auctions- An examination of the Difference between the Rubenhold key terms such as Empire, representation of slavery and slaves as passive victims in North and South- The case A chronological study of historical sources e.g. children’s books, films and images. of Emmett Till. Colony, Coloniser. Migration to Britain from the Examining living conditions

in Whitechapel in 1888. Emperor. Evaluating how and why portrayals of black African slaves Key Individuals and the role Vikings to the present day. in historical sources throughout the 20th Century is different they played in bringing Examine Empires from portrayals today. about change. Martin Analysis of why the Poverty and the gender pay throughout history and why Luther King, Rosa Parks. migration happens and how and opportunity gap and a country wants to build an Slave resistance and key individuals in leading the the contributions made by how this led to prostitution. Empire. resistance against the Slave Traders. Link to scholarship An evaluation of how far the migrant group has such as ‘In Search of Black History’ by Bonnie Greer. equal rights have been shaped Britain today. Giving agency to the Which countries were achieved today. Link to Ripper’s victims. Plantation life and the Underground Railroad. Key BLM movement. colonised and why. What Local History Focus on individuals involved in resistance. Links to future learning: impact did this have on Links to future learning: Huddersfield and the Textile Religion, State and Society Industry. The end of the slavery and gaining ‘freedom’ in the USA. Links to the Suffragette in the colonised country as Ideas, protest and political Movement in Y9 HT2 well as in Britain? Including Legacy of the Slave Trade- Link to the Black History power links to Suffragette Treatment of BAME migrant Movement and Edward Colston Statue. Movement Y9 HT2 groups in Britain. a depth study on India. Assessment: Advantages and Links to future learning: Treatment of BAME people Links to future learning: links to What makes Britain Source based analysis ‘Great’? HT5

Disadvantages of The link of slavery links to Civil Rights Movement in USA Links to war and conflict colonisation. HT4 and Days that Changed the World- Nelson Mandela Days that Changed the and the influence on Y9 HT6. World- Nelson Mandela Y9 migration, WW1 Y9 HT1. Resistance Movements and HT6 Assessment: opposition to Colonisation. Persecution and Genocide, Assessment: Holocaust Y9 HT 4/5 How and why do these interpretations differ? Legacy of the British To what extent were African Assessment: Empire. Evaluative argument supported by historical evidence. Americans free when the Slave Trade ended? Links to future learning: What can you infer from this Assessing source utility and interpretation? Colonial thinking about limitations. racial superiority links to Extended piece of writing Slave Trade HT2/3. analysing the significance of contributions made. Links to theme of British Migration HT5

Links to Days that Changed the World- Mahatma Ghandi and the Dandi March Y9 HT6

Assessment:

How useful is this source for learning about the impact of the British Empire?

9 World War One Votes for Women Thematic Unit: What is a The Holocaust including a Historic Environment Days that changed the terrorist? Study: The Warsaw Ghetto world: a history of 2022/2 Links to prior learning: Links to prior learning: significant events of the th 3 Links to prior learning: Links to prior learning: 20 Century Empire Building and The role of women in WW1- Imperialism Y8 HT1 HT1 Links to prior learning:

What Makes Great Britain US Civil Rights Movement The actions of the Persecution: Y8 HT 4 US Civil Rights Movement and Y9 Key Historical ‘Great’- migration due to Y8 HT4 Suffragettes HT2 HT2, Votes for Women, HT3 What is a Terrorist? Knowledge: war and conflict Y8 HT 5 Key Historical Key Historical Genocide: HT3 What is a Terrorist? Links to future learning: Key Historical Knowledge: Knowledge: Knowledge: The and the Impact on Germany- HT1 Assessment: Arguments for and against What is Islamaphobia and Alliances, imperialism, giving women the vote. why does it exist? Key Historical Knowledge: militarism, nationalism and assassination and how they The strategies and What is radicalisation and How Hitler came to power.  The Atomic Bomb- techniques of the what techniques are used Hiroshima and contributed to the outbreak Nagasaki Suffragists and Suffragettes to radicalise individuals? of WW1.  Apollo 11 and the moonlanding The role of Key Individuals- What factors lead to Links to future learning: Army recruitment and  The Great Emmeline Pankhurst, someone carrying out an source analysis of Assessment: Depression propaganda posters. Christable Pankhurst, act of terror? The role that  The Fall of the Sylvia Pankhurst, Emily oppression and persecution Berlin Wall The features of Trench Davison play.  JFK Assassination Warfare on the Western  Introduction to Hitler’s aims  Nelson Mandela Front. Twentieth Century Legal The difference between  Who were the victims of the Holocaust? President of South Reform Acts of Terror and violence  Early persecution Africa General Haig and the Battle carried out by an individual  Kristallnacht  Dhandi March of Mahatma Gandhi of the Somme. Evaluation How far has equality been with mental health  The Warsaw Ghetto

achieved? Gender Pay  The Warsaw Ghetto Uprising of ‘Lions ’ problems. SF1 SF2 SF3 SF4 Gap, Division of Childcare,  Life in Concentration Camps The contribution that WW! Female CEOs, Veil Debate Short Case Studies of the  Concentration Camp resistance Core Concept: A modern Made to the development of Suffragettes IRA, Israeli-  The end of WW2 and Liberation unit, World history unit new technology and Women’s Rights Palestinian Conflict, 9/11, warfare techniques. Internationally 2011 Norway Attacks Core Knowledge: Significant study in history

The role women played Links to future learning: Links to future learning: and its interconnections Core Concept: A modern unit, World history unit with other world during WW1. Violent actions of the developments The role of persecution Core Knowledge: The Holocaust The end of World War One Suffragettes links to What is links to The Holocaust and the Treaty of Versailles a Terrorist HT3 HT4/5

Links to future learning: Veil Debate links to what is Link to Days that Changed Islamaphobia in HT3 the World HT6

Arguments for giving The role of women in Assessment: women the vote- HT2 Weimar and Nazi Germany- GCSE Paper Three How far do you agree that The Second World War- Acts of Terror are primarily HT4/5 Assessment: movivated by Religion. Two sided argument Medicine on the Western How and why two supported by evidence with Front – GCSE Paper One interpretations about the conclusion. suffrage movement are different. Weimar and Nazi Germany- GCSE Paper Three How is this source useful

for learning about the role Assessment: of ______in the Suffrage Movement. How far do you agree that the ‘Lions led by Donkeys’ quote is an accurate representation of Haig’s leadership during the ? Two sided arguement and conclusion supported by evidence

10 Early Elizabethan Early Elizabethan Medicine through time, Medicine through time, The American West, England: Paper Two England: Paper Two c1250-present: Section B c1250-present: Section B c1835-c1895: Paper Two 2021/2 Section B Edexcel GCSE. Section B Edexcel GCSE. Paper One Edexcel GCSE Paper One Edexcel GCSE Recap and Reactivation Section A Edexcel GCSE 2 British Depth Study British Depth Study Thematic Study Thematic Study Period Study

Key Topic 2: Key Topic 3: Key Topic 1: Key Topic 3: Key Topic 1:

 Plots and revolts  Education and  Ideas about  Ideas about  The Plains against Elizabeth Leisure causes of disease causes of disease Indians: their  Relations with  The problem and illness in and illness in 18th beliefs and way of Spain of the poor Medieval England and 19th Century life  Outbreak of war  Exploration  Approaches to England  Migration and with Spain 1585- and voyages treatment and  Approaches to early settlement 88 of discovery prevention in prevention and  Conflict and  The Armada  Raleigh and Medieval England treatment in 18th Tension Virginia  The Black Death

and 19th Century Key Topic 2: England Key Topic 2:  Cholera  The development of settlement in the  Ideas about Key Topic 4: West causes of disease and illness in  Ideas about the Renaissance causes of diseas England and illness 1900-  Approaches to present prevention and  Approach to treatment in prevention and Renaissance treatment 1900- England present  William Harvey  Fleming, Florey  The Great Plague and Chain’s development of penicillin.  Lung Cancer

11 Recap and Reactivation The American West, Weimar and Nazi Weimar and Nazi Recap and & c1835-c1895: Paper Two Germany, 1918-1939: Germany, 1918-1939: Reactivation 2020/2 Section A Edexcel GCSE Paper Three Edexcel Paper Three Edexcel 1 The American West, GCSE GCSE c1835-c1895: Paper Two Period Study Section A Edexcel GCSE Modern Depth Study Modern Depth Study Key Topic 2 cntd. Period Study Key Topic 1: Key Topic 3:  Ranching and the  The creation of a Key Topic 1: cattle industry  The origins of the dictatorship 1933-  Changes in the Republic 1918-19 34  The Plains way of life of the  Early challenges to  The police state Indians: their Plains Indians the Republic,  Controlling and beliefs and way of 1919-23 influencing life Key Topic 3:  The recovery of attitudes  Migration and the Republic,  Opposition, early settlement  Changes in 1924-29 resistance and  Conflict and farming, the cattle  Changes in society conformity Tension industry and 1924-29 settlement Key Topic 4: Key Topic 2:  Conflict and Key Topic 2: tension

 The development  The destruction of  Early development  Nazi policies of settlement in the the Plains’ Indians of the Nazi Party, towards women West way of life. 1920-22  Nazi policiies  The Munich towards the young Pusche and learn  Employment and years 1923-29 living standards  Growth in Nazi  The persecution of support 1929-32 minorities  How Hitler became Chancellor 1932- 33