The Cheadle Academy

SUBJECT INTENT

History

The core intent of History at KS3 is to underpin the world around us and our position within it. Through studying history students understand how events in the past have helped to shape our local, national and international identity. Furthermore, History helps students 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 identity and the challenges of their time. History is relevant today because it develops a student’s ability to understand the causes and consequences of current political, economic and social events as they develop, ensuring they have the ability to engage with people of all ages in having balanced discussions. Finally, History inspires curiosity to know more about the past, and students recognise the importance of developing the skills associated with history as well as the relevance of the topics we study and how they fit into the world we live in today.

Our curriculum goes far beyond what is taught in lessons, with a diverse range of extra-curricular opportunities on offer that include visits to the National Holocaust Centre and the First World War Battlefields, to name but a few. Students cover the period 1066 to the present day. They study it chronologically to help them understand change and continuity. A large range of breath and depth topics are covered which allow students to evaluate evidence and reach informed conclusions. The ability to assess significance is a key skill as students develop many historical skills, such as continuity and change and cause and consequence. Through this approach students are increasingly able to make connections, draw contrasts, analyse trends, frame valid questions and create their own structured accounts. These are skills which are important in their future career and so important for their personal development.

Our history curriculum contains both British history as well as international history. We recognise the importance of students not only knowing the history of the British people but also the history of other nations who have helped change the world. There is a strong emphasis on literacy and vocabulary in history lessons, which can be seen in the delivery and assessment of the subject.

For many students Cheadle, a market town in Staffordshire in a semi-rural setting, is all they know. We aim to expand the students’ horizons through not only teaching about geographical and historical changes but also encouraging students to visit new places. In year 9 and 10 we organise a visit to the First World War Battlefields in Belgium and France. We have also previously offered a visit to Poland at this stage. Closer to home, we visit RAF Cosford in Year 8 and The Thackeray Medical Museum in Year 11. These visits allow students to further their knowledge of the world in which we live but also their own place within it. The visits we offer are very motivational for our students.

Our teaching concentrates on equipping pupils to ask questions, think critically, weigh evidence, develop arguments and reach well informed conclusions. We encourage students to develop methods of historical enquiry, including how evidence is used rigorously to make claims, and discern how and why contrasting arguments and interpretations have been constructed. By incorporating these skills into lessons we can ensure all students across the year groups are receiving the same experience of history, an important aspect of continuity within the department.

Students complete their education equipped with the skills set to research, analyse and evaluate as well as a breadth and depth of knowledge which they can apply to discussions on events around the world. These skills will also equip students with the skills needed for their future preparation. The transferable skills developed through studying History will assist students in critical reasoning and analytical skills, including the capacity for solving problems and thinking creatively, intellectual rigour and independence.

HISTORY LONG TERM PLAN

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Year 7

The Norman Conquest

The Role of the Church in Medieval England

The Problems of Medieval Monarchs

Medieval Life

Migration

Migration

- How is history investigated?

- Why was England a battlefield in 1066?

- How did William take control of England?

- Why was the church so important?

- What was the significance of the Archbishop of Canterbury’s murder?

- How important were medieval Queen’s?

- How powerful were England’s Monarchs?

-Was 1348 the end of the world?

- What was it like to live in the shadow of the Black Death?

- What were the causes of consequences of the Peasants Revolt?

- Who were the first English people?

- What drove people to migrate?

 Year 8

Challenges to Catholic Church

The English Civil War

The Transatlantic Slave Trade

The British Empire

The Industrial Revolution

The Suffragettes

-Why did Henry break with Rome?

- What were the consequences of the break with Rome?

- Why did England descend into a Civil War?

- What was the impact of the execution of Charles I?

- What was it like to be involved in the slave trade?

- Why was the slave trade abolished?

- How did the British Empire benefit Britain?

- How did it develop and decline?

- What was it?

- Did it bring progress or improvement?

- Why was Jack the Ripper never caught?

- What was the role of women prior to 1900?

- What different methods were used?

- What was the impact of WW1?

Year 9

The Causes and course of the First World War

The Causes and course of the First World War

The Interwar Years

Turning Points of WWII

The Holocaust

Ancient Medicine

-- Why did the First World War break out?

- How was WWI fought?

-- Why did the First World War break out?

- How was WWI fought?

- Why did WWI end and what was its impact?

- Was appeasement the cause of the Second World War?

-How did the course of the Second World War change course?

- Were the Jews persecuted before the Holocaust?

- How was the Final Solution implemented?

-Why was progress limited during the medieval period?

Year 10

GCSE Medicine

GCSE Medicine

GCSE Medicine

GCSE Early Elizabethan England

GCSE Early Elizabethan England

GCSE Early Elizabethan England

-Why was progress limited during the medieval period?

- Was there really so little progress in medicine 1500 – 1700?

- Why were there so many medical breakthroughs in the 19^th century?

-What were the key developments of the twentieth century?

- How did surgery and treatment develop over the course of the First World War?

-What was the situation like on Elizabeth’s ascension?

- How successful was Elizabeth at settling the problem of religion?

- How much of a threat did Mary Queen of Scots pose?

- How did the relationship with Spain develop?

- What was Elizabethan society like?

- What impact did the voyages of discovery have?

Year 11

GCSE Weimar and Nazi Germany

GCSE Weimar and Nazi Germany

GCSE Weimar and Nazi Germany

GCSE American West

GCSE The American West

GCSE The American West

- What problems did the Weimar Republic face?

-How did the Weimar Republic overcome its challenges?

- How did Hitler become Chancellor?

- How did Hitler control Germany?

- What was life like in Nazi Germany?

- How and why did conflict arise between the Plain Indians and the American settlers?

- How did the development of the plains impact on the Indians?

- How were the plains settled?

- How did law and order develop on the plains?

- How did the cattle industry rise and fall?

Year 7 –Medium Term Overview

In Year 7 students will explore a range of fascinating topics. They will learn about historical investigation methods and examine why England became a battleground in 1066. The rise of William the Conqueror and the importance of the church will be explored, along with the significance of the Archbishop of Canterbury's murder. Students will also study the role of medieval queens, the power of England's monarchs, and the impact of the Black Death in 1348. They will investigate life during the plague and the causes and consequences of the Peasants' Revolt. Lastly, students will explore migration and the factors that drove people to leave their homes.

Autumn 1

Autumn 2

Spring Term 1

Spring Term 2

Summer Term 1

Summer Term 2

- How is history investigated?

- Why was England a battlefield in 1066?

- How did William take control of England?

- Why was the church so important?

- What was the significance of the Archbishop of Canterbury’s murder?

- How important were medieval Queen’s?

- How powerful were England’s Monarchs?

-Was 1348 the end of the world?

- What was it like to live in the shadow of the Black Death?

- Why did the peasants revolt?

- What were the consequences of the revolt?

- Who were the first English people?

- What drove people to migrate?

Substantive & Disciplinary Knowledge:

Substantive & Disciplinary Knowledge:

Substantive & Disciplinary Knowledge:

Substantive & Disciplinary Knowledge:

Substantive & Disciplinary Knowledge:

Substantive & Disciplinary Knowledge:

To describe the qualities of a medieval monarch.

To analyse the strengths and weaknesses of each candidate claim to the throne. 

To analyse the effects of the Battle of Stamford Bridge upon Harold Godwinson’s troops and future actions.

To evaluate the strengths and weaknesses of each army and produce an argument to explain who had the strongest army.

To categorise reasons why William won at the Batting of Hastings.

To explain why historians have different interpretations of the past.

To categorise reasons why William won the Battle of Hastings.

To evaluate the different methods of control that William used in England.

To evaluate the impact of the Norman victory on different groups within English society.

To assess what the lives of medieval monks was like.

To explain the importance of religion to medieval people.

To explain the importance of beliefs about the afterlife to medieval people.

Explain why heraldry was important.

To categorise the reasons for Thomas Becket’s murder into long and short term causes.

Analyse the events of Thomas Becket’s murder and the reasons that led to it.

Evaluate the limits to the power of the Church over individuals.

To develop a chronological understanding of the medieval monarchs.

To evaluate the successes and failures of Edward III and Henry VI during their reigns.

To explain the role of different sections of society in the medieval period.

To assess similarities and differences of the lives of woman today to that of medieval women.

To explain why Matilda’s attempt to become queen of England led to a long Civil War and how it ended. 

To explain why both Matilda & Stephen could claim they had a right to the English throne.

To evaluate the strengths and weaknesses of Eleanor of Aquitaine as queen of France and queen of England.

To explain how different interpretations of Eleanor were created.

To analyse what King John did to make himself so unpopular that the barons rebelled against him.

To explain the short & long term significance of Magna Carta.

To analyse the spread of the Black Death.

To prioritise the different explanations for the Black Death from a medieval point of view.

To explain how historians use evidence to find out about the Black Death.

To describe the different methods medieval people used to prevent and cure the Black Death.

To construct a narrative account of the peasant’s revolt.

To explain the long and short term impact of the Peasants Revolt.

To explain what is meant by migration in the context of a study of Thematic History.

To analyse key features of Celtic and Roman Britain.

To explain why Boudicca revolted against Roman rule and why she was defeated.

To analyse the overall impact of the Romans on Britain.

To evaluate the claim that the Anglo-Saxons were the founders of England.

To evaluate the extent Britain was changed by interactions with the Vikings.

Create and analyse an interpretation of the Vikings.

Explain why different groups, such as Jews, Huguenots and Puritans, migrated.

Assess the role of religion in their migration.

Analyse the different reasons why Irish and West Indian people want to migrate to Britain.

Assess how far migrants were accepted by British people, and to explain the political reaction to migration.

Evaluate how migrants have changed Britain and assess the short-term and long-term impacts of migration on Britain.

To explain why different groups, such as Jews, Huguenots and Puritans, migrated.

Assess the role of religion in their migration.

Analyse the different reasons why Irish and West Indian people want to migrate to Britain.

Assess how far migrants were accepted by British people, and to explain the political reaction to migration.

Evaluate how migrants have changed Britain and assess the short-term and long-term impacts of migration on Britain.

Assessment:  Do Now activities, AP1-AP3

Year 8 –Medium Term Overview

In Year 8 students will delve into a wide range of intriguing topics. They will start by exploring the reasons behind Henry VIII's break with Rome and the consequences that followed. The focus then shifts to the English Civil War and the impact of Charles I's execution. Students will examine the experience of individuals involved in the slave trade and investigate the factors that led to its abolition. The British Empire's development, decline, and its benefits to Britain will be analysed. The industrial revolution's effects will be explored, questioning whether it brought progress or improvement. The enigma of Jack the Ripper's identity will be examined, along with the role of women prior to 1900. Students will explore the various methods employed to achieve the right to vote. Lastly, the impact of World War I will be studied, shedding light on its far-reaching consequences.

Autumn 1

Autumn 2

Spring Term 1

Spring Term 2

Summer Term 1

Summer Term 2

-Why did Henry break with Rome?

- What were the consequences of the break with Rome?

- Why did England descend into a Civil War?

- What was the impact of the execution of Charles I?

- What was it like to be involved in the slave trade?

- Why was the slave trade abolished?

- How did the British Empire benefit Britain?

- How did it develop and decline?

- Did the industrial revolution bring progress or improvement?

- Why was Jack the Ripper never caught?

- What was the role of women prior to 1900?

- What different methods were used toa achieve the vote?

- What was the impact of WW1?

Substantive & Disciplinary Knowledge:

Substantive & Disciplinary Knowledge:

Substantive & Disciplinary Knowledge:

Substantive & Disciplinary Knowledge:

Substantive & Disciplinary Knowledge:

Substantive & Disciplinary Knowledge:

To describe the qualities of a medieval monarch.

To analyse the strengths and weaknesses of each

candidates claim to the throne. 

To analyse the effects of the Battle of Stamford Bridge upon Harold Godwinson’s troops and future actions.

To evaluate the strengths and weaknesses of each army and produce an argument to explain who had the strongest army.

To categorise reasons why William won at the Batting of Hastings.

To explain why historians have different interpretations of the past.

To categorise reasons why William won the Battle of Hastings.

To evaluate the different methods of control that William used in England.

To evaluate the impact of the Norman victory on different groups within English society.

To explain why tensions increased between Charles I and Parliament in the years 1625- 1637.

To evaluate the political, religious and economic causes of the English Civil War.

To categorise the reasons why the Parliamentarians won the English Civil War.

To reach a judgement on whether or not Charles I was guilty of treason.

To make inferences from sources about Oliver Cromwell.

To reach a judgement on Oliver Cromwell’s character.

To explain why the monarchy was restored.

To investigate Britain’s role in the transatlantic slave trade.

To investigate what life was like in West Africa before the transatlantic slave trade.

To construct a narrative of the possible journey of Olaudah Equiano.

To assess the typicality of his experiences.

To make inferences about what life on a slave plantation was like.

To explain why interpretations differ.

To create an overview of slave revolts.

To describe the reasons why the Abolition of the Slave Trade Act was passed in 1807.

To recognise how historians’ interpretations of abolition have changed over time.

To understand what an empire is.

To identify why countries built empires.

To investigate why the British Empire grew and extended across the globe.

To describe key features of the Mughal Empire.

To understand the causes and methods of British expansion in India.

To explore the benefits and drawbacks of British rule in India.

To investigate who has the strongest claim to the Koh-I-Noor diamond.

To explore the factors that created the Industrial Revolution.

To investigate how canal transport developed during the Industrial Period.

To investigate how rail transport developed during the Industrial period.

To investigate working conditions in the coal mines and mills.

To describe factory conditions before and after the 1833 Factory Act.

To compare different interpretations of factory working conditions during the Victorian era.

To make inferences about life in Victorian England.

To investigate the suspects of the Ripper murders.

To investigate why it was so difficult to catch Jack the Ripper.

To explain the role of women in Victorian Britain.

To produce arguments for and against women’s suffrage.

To compare the actions of the suffragettes vs the suffragists and to evaluate the effectiveness of their respective tactics.

To evaluate interpretations of Emily Davidson’s death.

To evaluate the view that women’s role in WWI helped women to win the vote.

Assessment:  Do Now activities, AP1-AP3

Year 9 –Medium Term Overview

In Year 9 students will explore a variety of compelling topics. They will begin by exploring the causes of the First World War and examining how it was fought. The focus then shifts to the end of WWI, its impact, and the factors that led to its conclusion. Students will also examine whether appeasement was the cause of the Second World War and analyze how the course of the war changed. They will explore the persecution of Jews prior to the Holocaust and study the implementation of the Final Solution. Additionally, students will investigate the limitations of progress during the medieval period, considering the societal, cultural, and political factors that contributed to this phenomenon.

Autumn 1

Autumn 2

Spring Term 1

Spring Term 2

Summer Term 1

Summer Term 2

- Why did the First World War break out?

- How was WWI fought?

- Why did the First World War break out?

- How was WWI fought?

- Why did WWI end and what was its impact?

- Was appeasement the cause of the Second World War?

-How did the course of the Second World War change course?

- Were the Jews persecuted before the Holocaust?

- How was the Final Solution implemented?

-Why was progress limited during the medieval period?

Substantive & Disciplinary Knowledge:

Substantive & Disciplinary Knowledge:

Substantive & Disciplinary Knowledge:

Substantive & Disciplinary Knowledge:

Substantive & Disciplinary Knowledge:

Substantive & Disciplinary Knowledge:

To evaluate how prepared the Great Powers were for war in 1914.

To explain the consequences of the assassination of Archduke Franz Ferdinand.

To explain the purpose of the Schlieffen Plan.

To evaluate interpretations of the causes of the First World War.

To evaluate responsibility for the outbreak of the First World War.

To evaluate the effectiveness of the Trench network.

To analyse how propaganda materials encouraged recruitment.

To consider why some men became ‘conscientious objectors.’

To evaluate a range of interpretations in order to come to a judgement.

To investigate how accurate traditional interpretations of everyday life in the trenches is.

To investigate cases of ‘shell shock’ during the First World War.

To evaluate the extent of success at the Battle of the Somme.

To explain the contribution of British Empire soldiers to the First World War.

To identify the key turning points in the First World War.

To conclude whether Germany was treated fairly in the Treaty of Versailles.

To use historical scholarship to conclude Hitler’s aims in the 1930s.

To evaluate the significance of foreign policy events in moving the world to war.

To evaluate the importance of the policy of appeasement in contributing to the cause of WWII.

To assess the significance of the evacuation of Dunkirk.

To evaluate the significance of the Battle of Britain.

To investigate interpretations of the ‘blitz spirit.’

To create a morale boosting propaganda leaflet about the Blitz.

To assess the significance of Operation Barbarossa for ‘turning the tide’ against the Nazis.

To assess the significance of D Day for ‘turning the tide’ against the Nazis.

To explain the outcomes of the Battle of Pearl Harbour.

To assess arguments for and against dropping the atomic bomb.

To examine whether Anti-Semitism existed prior to the Holocaust.

To know what the main ideas of the Nazi Party were and how these translated into the persecution of minorities. 

To assess factors that may have influenced choices during the Kristallnacht.

To explain how the persecution of the Jews increased following the outbreak of the Second World War.

To begin to consider how to explain why ordinary people participated in the mass murder of millions.

To explore thoughts on who is responsible for the Holocaust.

To explain medieval beliefs about the cause of disease and illness.

To evaluate influential ideas about the causes of disease in the Middle Ages.

To assess the effectiveness of medieval healers.

To describe medieval treatments.

To explain the care offered by medieval hospitals.

To assess the extent of progress or regression with public health in the Middle Ages.

To evaluate what the Black Death reveals about Medieval understanding of medicine.

Assessment:  Do Now activities, AP1-AP3

Year 10 –Medium Term Overview

In Year 10 students will study the "Medicine through time" topic, the year group will explore the historical progress of medicine across different periods. They will investigate the limitations faced during the medieval period, including the influence of religious and supernatural beliefs, lack of scientific understanding, and limited resources. The students will critically evaluate the advancements made between 1500 and 1700, considering developments in anatomy, medical theories, and the contributions of key figures. They will also examine the reasons behind the numerous medical breakthroughs in the 19th century, such as improved scientific knowledge, experimental methods, and influential individuals. Furthermore, the key developments of the twentieth century will be explored, including antibiotics, vaccines, surgical techniques, and genetic research. Finally, the students will focus on the advancements in surgery and treatment during the First World War, considering the challenges faced by medical professionals and the lasting impact on civilian healthcare. Throughout this topic, students will engage in historical analysis, contextual discussions, and evaluation of the societal implications of medical progress.

In the "Early Elizabethan England" topic, the year group will explore various aspects of Queen Elizabeth I's early reign. They will start by examining the situation during Elizabeth's ascension to the throne, considering the challenges she faced and the state of the kingdom at the time. Students will also evaluate Elizabeth's success in addressing the religious conflicts of the period, including the establishment of the Church of England and the efforts to find a religious settlement. The topic will also cover the perceived threat posed by Mary Queen of Scots and the impact she had on Elizabeth's rule. The students will then study the evolving relationship between England and Spain, analysing the political, economic, and military dynamics during this period of tension. They will also explore the society of Elizabethan England, considering the social structure, cultural developments, and the roles of men and women in society. Lastly, the topic will examine the significance of the voyages of discovery undertaken during this era, focusing on the impact of exploration and trade on England's economy, global influence, and intellectual developments. Throughout the topic, students will engage with primary and secondary sources to gain a comprehensive understanding of the early Elizabethan era.

Autumn 1

Autumn 2

Spring Term 1

Spring Term 2

Summer Term 1

Summer Term 2

-Why was progress limited during the medieval period?

- Was there really so little progress in medicine 1500 – 1700?

- Why were there so many medical breakthroughs in the 19^th century?

-What were the key developments of the twentieth century?

- How did surgery and treatment develop over the course of the First World War?

-What was the situation like on Elizabeth’s ascension?

- How successful was Elizabeth at settling the problem of religion?

- How much of a threat did Mary Queen of Scots pose?

- How did the relationship with Spain develop?

- What was Elizabethan society like?

- What impact did the voyages of discovery have?

Substantive & Disciplinary Knowledge:

Substantive & Disciplinary Knowledge:

Substantive & Disciplinary Knowledge:

Substantive & Disciplinary Knowledge:

Substantive & Disciplinary Knowledge:

Substantive & Disciplinary Knowledge:

To explain medieval beliefs about the cause of disease and illness.

To evaluate influential ideas about the causes of disease in the Middle Ages.

To assess the effectiveness of medieval healers.

To describe medieval treatments.

To explain the care offered by medieval hospitals.

To assess the extent of progress or regression with public health in the Middle Ages.

To evaluate what the Black Death reveals about Medieval understanding of medicine.

To evaluate changes in explanations for the cause of disease.

To explain the significance of technological developments in progressing medicine.

To evaluate the extent of change and continuity in the treatment and prevention of disease.

To evaluate the significance of Vesalius in bringing about change during the Renaissance period.

To evaluate the significance of Harvey in bringing about change during the Renaissance period.

To compare reactions to the Black Death and the Great Plague.

cause of disease and illness.

To evaluate influential ideas about the causes of disease in the Middle Ages.

To assess the effectiveness of medieval healers.

To describe medieval treatments.

To explain the care offered by medieval hospitals.

To assess the extent of progress or regression with public health in the Middle Ages.

To evaluate what the Black Death reveals about Medieval understanding of medicine.

To sequence the development of vaccination.

To understand how vaccination became an effective method of preventing disease.

To explain the significance of germ theory to medical understanding and treatment.

To explain developments in hospital care.

To explain the development of surgery during the nineteenth century.

To evaluate the long and short term impacts of John Snow’s work.

To explain the reasons for and the measures introduced by the 1875 Public Health Act.

To describe the development of chemical based cures.

To assess the impact of the NHS on access to care.

To explain the role of the government in the prevention of disease in the 20^th century. 

To explain the significance of DNA for the development of our understanding of the cause of disease.

To explain how lifestyle choices can lead to disease.

To assess how successful approaches to the treatment of lung cancer have been in the twentieth century.

To assess how the terrain of the Western Front effected fighting conditions.

To describe key battles of the First World War, in the context of medical problems and treatments.

To describe the main developments in the transport of the wounded from the Western Front.

To describe the main developments in the ‘chain of evacuation.’

To produce detailed descriptions of trench illnesses.

To describe the nature of wounds during the First World War.

To develop an understanding of new techniques in the treatment of infection and wounds.

To create an overview of early Tudor England.

To understand the structure of Elizabethan society and government.

To explain the situation regarding Elizabeth’s legitimacy.

To evaluate the seriousness of threats to Elizabeth’s position as Queen.

To describe features of Elizabeth’s Religious Settlement.

To evaluate the nature and extent of the Catholic threat.

To explain the significance of Mary’s arrival in England in 1569.

To evaluate how significant the Northern Rebellion 1569 was.

To evaluate how significant threats between 1571-1586 were.

To explain how commercial rivalry contributed to war with Spain.

To explain how direct English involvement in the Netherlands contributed to war with Spain.

To explain why Phillip II launched the Spanish Armada.

To evaluate the consequences of the Spanish Armada.

To describe the key features of Elizabethan education.

To describe the key features of Elizabethan education and leisure.

To explain changing attitudes towards poverty in Elizabethan England.

To explore the reasons for the voyages of discovery.

To evaluate the extent to which Drake succeeded in his objectives of circumnavigating the globe.

To explain preparations for the colonisation of Virginia.

Assessment:  Do Now activities, AP1-AP3

Year 11 –Medium Term Overview

In Year 11 students will study the "Weimar and Nazi Germany, 1918-1939" topic, students will explore the historical period of the Weimar Republic and the rise of Nazi Germany. They will examine the problems faced by the Weimar Republic following Germany's defeat in World War I, including political instability, economic crises, and social unrest. The topic will also delve into how the Weimar Republic sought to overcome these challenges through various measures, such as implementing democratic reforms, negotiating international agreements, and stabilizing the economy. Furthermore, students will study the ascent of Adolf Hitler and the Nazi Party to power. They will analyse the political strategies, propaganda, and societal conditions that facilitated Hitler's appointment as Chancellor in 1933. The topic will also focus on how Hitler consolidated his control over Germany by establishing a totalitarian regime, suppressing opposition through propaganda, censorship, and the Gestapo, and implementing discriminatory policies targeting various groups. The students will gain insights into life in Nazi Germany, examining the impact of Nazi ideology on society, the persecution of minorities, restrictions on personal freedoms, and the propagandistic glorification of Hitler and the Nazi Party. Additionally, the topic will explore the reasons behind conflicts and tensions that emerged between different groups within Nazi Germany.

In the “American West” topic, students will explore the historical dynamics that led to conflict between the Plains Indians and American settlers. They will examine the factors behind the conflicts, including westward expansion, competition for land and resources, cultural clashes, and broken treaties. Students will analyse the impact of the development of the plains on the Plains Indians, considering the loss of traditional territories, disruptions to their way of life, and the decline of buffalo populations which were central to their culture and sustenance. The settlement of the plains will be a focus of study, and students will explore the various waves of settlers, including homesteaders, ranchers, and miners. They will examine the motivations and challenges faced by these settlers, such as the acquisition of land, establishment of communities, and conflicts with indigenous populations. The development of law and order on the plains will also be explored. Students will learn about the efforts to establish governance structures, including the role of federal agencies, the Indian Wars, and the assimilation policies enforced on Native American tribes. Furthermore, the rise and fall of the cattle industry on the plains will be studied. Students will analyse the factors that contributed to the growth of the industry, such as the expansion of railroads, demand for beef, and the development of ranching practices. They will also explore the challenges faced by the industry, such as overgrazing, harsh weather conditions, and economic fluctuations. Throughout the topic, students will examine primary and secondary sources, analyse historical events from multiple perspectives, and consider the long-term consequences of the conflicts and developments on the Plains Indians and American settlers.

Autumn 1

Autumn 2

Spring Term 1

Spring Term 2

Summer Term 1

Summer Term 2

- What problems did the Weimar Republic face?

-How did the Weimar Republic overcome its challenges?

- How did Hitler become Chancellor?

- How did Hitler control Germany?

- What was life like in Nazi Germany?

- How and why did conflict arise between the Plain Indians and the American settlers?

- How did the development of the plains impact on the Indians?

- How were the plains settled?

- How did law and order develop on the plains?

- How did the cattle industry rise and fall?

Substantive & Disciplinary Knowledge:

Substantive & Disciplinary Knowledge:

Substantive & Disciplinary Knowledge:

Substantive & Disciplinary Knowledge:

Substantive & Disciplinary Knowledge:

Substantive & Disciplinary Knowledge:

To examine the problems Germany faced at the end of the First World War.

To evaluate the strengths and weaknesses of the Weimar Constitution.

To assess why the Treaty of Versailles was unpopular with the German people.

To evaluate threats to stability that faced the Weimar Republic faced between 1919-1920.

To explain the causes and effects of hyperinflation.

To evaluate the effectiveness of Stresemann’s policies.

To explain why the Weimar Republic recovered under the leadership of Stresemann.

To investigate the early actions of the Nazi Party.

To identify the aims and actions of the Munich Putsch.

To evaluate how successful the Munich Putsch was.

To explain how the Nazi Party changed between 1924-1929.

To describe the effects of the Great Depression on Germany.

To explain how the Great Depression weakened the Weimar government.

To explain the impact of unemployment on Germany 1929-1932.

To explain how Hitler became Chancellor of Germany in 1933.

To construct an overview of the creation of Hitler’s dictatorship.

To create an explanation on how Hitler increased his power between January 1933 and August 1934.

To evaluate the effectiveness of terror in the control of Nazi Germany.

To explain the methods of control used over the church.

To investigate how the Nazi’s used propaganda to control Germany.

To evaluate why opposition to National Socialism was so weak.

To investigate how far the lives of women changed living in Nazi Germany.

To investigate how far the lives of the young changed living in Nazi Germany.

To produce an overview of how the lives of the workers changed.

To explain how the Nazis persecuted the Jews 1933-1938.

To examine how the Native Americans used buffalo and horses to help them survive on the plains.

To explain Plain Indian attitudes to warfare.

To examine the belief system of the Plain Indians.

To explain why the Native Americans were able to live so successfully on the Great Plains. 

To understand how conflict between the Plain Indians and whites developed.

To understand the significance of the Fort Laramie Treaty.

To understand the reasons for open conflict between the Indians and the settlers.

To evaluate the significance of the Battle of the Little Big Horn.

To describe the outcome of Battle of Wounded Knee.

To build a narrative of early settlers journey west.

To evaluate the impact of the discovery of gold in the west.

To explain why the Mormons were forced to move west.

To explain why the Mormons were able to settle so successfully at Great Salt Lake City.

To develop an understanding of how the Mormons created the independent state of Utah.

To examine the role of the US government in the development of the Great Plains.

To explain the impact the transcontinental railroad on the development of the American west.

To categorise the different types of crimes committed in the West.

To describe approaches to policing in the American West.

To compare the causes and outcomes of a range of conflicts in the wild west.

To explain the causes of the Johnson County War.

To evaluate the consequences of the Johnson County War.

To understand how and why the cattle industry developed.

To know the reasons why the ranchers moved onto the Great Plains.

To explain how the cowboy was equipped for life on the Great Plains.

To assess how adventurous the life of a cowboy really was.

To evaluate the reasons for the end of the open range.

Assessment:  Do Now activities, AP1-AP3