History

Welcome to the History curriculum page.

History at Hyde High School is taught as a discrete subject within the Humanities faculty. The purpose of our KS3 curriculum is to give students (mostly chronological) knowledge and understanding of the significant people, events and developments and their impact. Within this there will be depth studies with a thematic focus on power, beliefs and ordinary lives.

We aim to inspire a love of History and want to develop passionate historians and independent learners who seek further knowledge, value hard work and education and want to ask questions. Our KS3 curriculum also aims to provide a good foundation and smooth transition for those who opt for GCSE with a focus on significance, explanation of causes, change and continuity, and consequences and main factors as well as developing the skills and understanding of sources and interpretations. We want our students to be able to communicate enthusiastically and knowledgeably about the past and aim to develop high levels of written and verbal communication, as well as the confidence to argue their points convincingly.

KS3 History

Year 7

Year 7 History

During Year 7 pupils learn:

Introduction to History
Did the historian Simon Schama get it right about the significance of the Norman Conquest?
Medieval Beliefs: How important was the Church in medieval England?
Medieval Power: Why was the power of Monarch challenged in the Medieval period?
Medieval Ordinary Lives: Did the Peasants Revolt Change life for ordinary people?
Thematic study: Why have people migrated to Britain over time?

Introduction to History

This is a short, introductory unit to introduce History; including what History is, what historians do, using evidence, the power/danger of History, chronology, time periods and key vocabulary.

Did the historian Simon Schama get it right about the significance of the Norman Conquest?

Students will learn about the Norman invasion of England, focusing on the question: Does Simon Schama get it right about the significance of the Norman Conquest? It begins with the death of Edward the Confessor in January 1066 without an heir before moving through the events of 1066 including the Battle of Hastings before culminating in examining the significance of the Norman Conquest for England.

Medieval Beliefs: How important was the Church in medieval England?

Students will learn about; our first key theme of KS3: Beliefs. Students will look at how we can identify the importance of religion at this time via key topics such as Doom Paintings, pilgrimages and the Crusades. It allows the students to learn the importance of religion at this time, but also analyse the fact that it may not have been central to all lives. Students will develop their use of understanding historical interpretations and arguing how far they agree with these.

Medieval Power: Why was the power of Monarch challenged in the Medieval period?

Students will learn about; our second key theme of KS3: Power. In this unit, students are introduced to the concept of Medieval Power, how well it is exercised and historical concepts such as change and continuity and cause and consequence. The unit also has a heavy focus on historical interpretations and allows students to understand how interpretations are constructed and indeed invites students to challenge established historians’ claims.

Medieval Ordinary Lives: Did the Peasants Revolt Change life for ordinary people?

Students will learn about; our third key theme of KS3: Ordinary Lives. There is a combination of overview and depth learning that helps pupils to understand where each lesson fits into the big picture of the curriculum. This unit tells the chronological story of the lives of ordinary people in the Medieval period. It begins with an overview of work, leisure and justice for ordinary people and then moves on to two archaeological enquiries as well an in-depth look at the Peasants Revolt.

Thematic study: Why have people migrated to Britain over time?

Students will learn about; an overview of migration to Britain over time. Students will look at selected case studies, varying from the Romans, Vikings, Huguenots and Windrush migrants, which allow students to gain a deeper understanding of the experiences and positive impact of migrants to Britain. Through looking at Asian and Windrush migration in the 20th century, students also learn about the reaction to these events at the time, gaining an understanding of racism.

Year 8

Year 8 History

During Year 8 the following topics are covered:

Early Modern Beliefs: To what extent were ordinary people impacted by the Reformation?
Early Modern Power: How did Political Power shift in the Early Modern Period?
Early Modern Ordinary Lives: To what extent did ordinary lives get better in the period 1500-1700?
Industrial Period Overview and Beliefs: Did people lose their faith in the Industrial Period?
Industrial Power: Was there a shift in power during the Industrial Period?
Industrial Ordinary Lives: Did ordinary lives improve in the Industrial Period?

Early Modern Beliefs: To what extent were ordinary people impacted by the Reformation?

As in Year 7, this unit focuses on one of our central themes for KS3 History: Beliefs. It looks at how we can see the changes in belief in this time due to the impact of the Reformation, case studies of individuals and places within England that have been affected by this event, and the overall impact that the Reformation would have had on a larger variety of ordinary people within this Period. These case studies include Martin Luther and his 95 Theses, the execution of Richard Whiting and the vandalisation of St. Winifred’s Church.

Early Modern Power: How did Political Power shift in the Early Modern Period?

This unit takes students through our second key theme – Power – within the Early Modern Period. This unit focuses predominantly on the 17th and 18th centuries by looking at both the causation and significance of the English Civil War. Students then use their understanding of this event to look into the life of Oliver Cromwell and different interpretations of him. Finally, students deliberate the extent of change within the monarchy in the 18th century, as well arguing the believed opinion that change was unlikely in 18th century political elections.

Early Modern Ordinary Lives: To what extent did ordinary lives get better in the period 1500-1700?

This unit takes students through our third key theme – Ordinary Lives – within the Early Modern Period. This unit allows students to look more in depth at how key changes within the Early Modern Period, such as changes to the economy and the belief in witchcraft, affected ordinary lives. Students use a variety of sources to develop an understanding of key aspects of everyday life, Elizabethan poverty and England’s economy in the 16th and 17th centuries, before analysing case studies in witchcraft in both England and Scotland.

Industrial Period Overview and Beliefs: Did people lose their faith in the Industrial Period?

Firstly, this unit works as an introduction for the students to the Industrial Period, highlighting key changes and developments. It then takes students through our first key theme – Beliefs – within the Industrial Period. Students begin this unit by looking at key changes within the Industrial Period, before analysing the representation of this period in the 2012 Olympics Ceremony. Students then take a closer look at belief and religion during this time, analysing whether the 19th century was truly Christianity’s period of ‘great success’ and the impact of the Enlightenment and Darwinism on peoples’ beliefs.

Industrial Power: Was there a shift in power during the Industrial Period?

This unit takes students through our second key theme – Power – within the Industrial Period. This unit takes students through pivotal examples of political shifts and riots that took place in this period. Students will start with an overview of political change in this time, determining its key causes. Then students analyse the Peterloo Massacre and historical interpretations of the event. Students then move onto the Swing Riots and analyse key causes of the riots by looking at a case study of two people involved. Students finish the unit looking at the development of feminism and promoting women’s rights in this period by discussing two key individuals of the time.

Industrial Ordinary Lives: Did ordinary lives improve in the Industrial Period?

This unit takes students through our third key theme – Ordinary Lives – within the Industrial Period. Students will end Year 8 in a similar way they did in Year 7, understanding how key events and changes within the time period affected everyday life. Students will study the Industrial Revolution and its growth of factories and child labour; looking at how workers were affected by these changes and interpretations of how this time in history should be judged. Students will also look at the lives of women in Victorian England and the interpretations of what made an ‘ideal’ 19th century woman. Finally, students look at Richard Arkwright, an individual from the Period, and decide his significance based on his involvement within Industrial factories.

Year 9

Year 9 History

During Year 9 the following topics are covered:

What stories can we tell about the British Empire?
Why did war break out in 1914?
What are the important stories to tell about WW1?
How did the world end up at war again by 1939?
How could the Holocaust have happened?
What were the origins of the Cold war?

What stories can we tell about the British Empire?

Students will learn about; the growth of the British Empire and interactions between the British with Africa, China and India. Students will study the Kingdom of Benin and analyse the reasons for their participation in the trans-Atlantic slave trade and then look into slave narratives; determining their typicality compared to other sources. They will also look into the Benin Bronzes as well as the Benin Massacre. Students will then develop their use of interpretations when looking at the relationships with China and India at this time.

Why did war break out in 1914?

Students will learn about; the long term causes of WW1, the hopes and fears of different countries and how these helped lead to war, the assassination of Archduke Franz Ferdinand and how this triggered the outbreak of war and finally who was to blame for WW1. Pupils will build on their increasing historical skills to analyse sources and make supported judgements.

What are the important stories to tell about WW1?

Students will learn about; Why men signed up to fight in WW1, learning from recruitment campaigns and individual stories, the realities of life in the trenches, the Battle of the Somme, the significance of WW1 for Africa, the role of women and the significance of WW1.

How did the world end up at war again by 1939?

Students will learn about the end of WW1 and the Treaty that Germany agreed to at the end of the war, the German reaction to this treaty, Adolf Hitler’s early life and how Hitler established a dictatorship in Germany. Students then study the cause and key events of WW2, providing a foundation of knowledge to support the final unit about the origins of the Cold War.

How could the Holocaust have happened?

Students will learn an overview of Jewish persecution through time, Changes in Nazi policy towards Jews, Life in the Warsaw Ghetto, Who killed Abraham Bauman enquiry and was the Holocaust inevitable.

What were the origins of the Cold War?

Students will end Year 9 by learning about the Cold War as a depth study, this is one of the most significant and enduring episodes of the 20th century. The unit focuses on the Cold War’s origins and the change in relationship between America and the USSR from 1945-1956. Students will analyse the change in relationship by looking at the end of WW2, the impact of the atomic bomb and political ideologies.

Useful links to resources

Year 7:

The Norman Conquest – KS3 History