History

History at Cape involves a wide variety of learning experiences and skills including historical source analysis, role play, discussion and debate. The aim of the history staff is to foster the love of the subject and to develop enquiring minds.

Key Stage 3 History

The following topics are taught in chronological order in the years 7 to 9. They are linked to a series of assessments that cover the key history skills that are required by the National Curriculum. Although self-assessment and peer assessment is an integral part of the History teaching at both Key Stage 3 and 4 all the assessments below are also marked by the subject teacher during the course of the year.

Year 7 and 8

  • Key History skills including using sources and measuring time.
  • The importance of myths and legends in History.
  • Ethnic origins of place names.
  • Contenders to the English throne in 1066.

WHY DID WILLIAM WIN THE BATTLE OF HASTINGS ASSESSMENT?  CAUSE  AND CONSEQUENCE HISTORICAL SKILLS.

  • Weapons of war in 1066. Model making.
  • Motte and Bailey Castles.

WHY WAS IT SO HARD TO CAPTURE A MOTTE AND BAILEY CASTLE ASSESSMENT?  SIGNIFICANCE IN HISTORY SKILLS.

  • How did William gain control of England? The Feudal System, Castles and the Domesday Book.
  • Life in the Middle Ages.

WHAT CAUSED THE BLACK DEATH ASSESSMENT?  CAUSE AND CONSEQUENCE HISTORICAL SKILLS.

  • The Peasants Revolt.

WAS KING JOHN A BAD RULER ASSESSMENT?  HISTORICAL SOURCE SKILLS.

  • The Magna Carta.
  • The power of the Church in the Middle Ages.
  • The power of the King versus the Church and Thomas Becket.
  • The Reformation and  Martin Luther in Germany.

HENRY VIII AND THE DISSOLUTION OF THE MONASTERIES ASSESSMNENT. INTERPRETATION AND REPRESENTATION SKILLS.

  • Mary Tudor. Should she be seen as “ Bloody Mary?”
  • Problems of Elizabeth I and the defeat of the Spanish Armada.

AN INVESTIGATION OF WHAT LIFE WAS LIKE IN RESTORMEL CASTLE IN THE 14th CENTURY ASSESSMENT AND FIELDWORK.

 

The First World War

  • What causes conflict between nations?
  • What historical evidence do we have left from World War One?
  • Causes of the First World War.
  • The role of propaganda in The First World War.
  • The assassination of Archduke Franz Ferdinand.

LIFE IN THE TRENCHES ASSESSMENT.  HISTORICAL SOURCE SKILLS.

  • The Battle of the Somme. Why did the attack fail?
  • The use of secret weapons. Gas and Tanks.

THE ROLE OF WOMEN IN THE FIRST WORLD WAR ASSESSMENT. SIGNIFICANCE IN HISTORY SKILLS.

  • The reliability of poetry as compared to film, paintings and diaries as historical evidence.
  • Conscientious Objectors in the Great War and the White Feather Play.
  • The story of Jack Kipling. How typical was his story?
  • Songs of the First World War as sources of evidence including the use of satire and patriotism.

IMPACT OF THE FIRST WORLD WAR ASSESSMENT. CAUSES AND CONSEQUENCES SKILLS.

The Suffragette Movement

  • Victorian views on women,
  • Why did women demand the vote?
  • What were the arguments for and against women voting in 1914?
  • Suffragettes or Suffragists?
  • How did both sides influence the public through propaganda?
  • What were the legal rights of women in 1914?
  • Did hunger strikes help or hinder the cause?

WHAT HAPPENED TO EMILY WILDING DAVISON ASSESSMENT?  HISTORICAL SOURCE SKILLS.

  • Which of the Suffragette leaders was the greatest threat to the government?

HAD WOMEN`S POSITIONS CHANGED BY 1919? HISTORICAL SKILLS CHANGE AND CONTINUITY.

Cornwall and the Empire

  • What problems did Cornish mining communities face in the 19th century?
  • What did the mining industry collapse?
  • How were children treated in Victorian mines?
  • Where did Cornish miners emigrate to in the 19th century?
  • What was the impact of the Cornish in countries around the world.
  • What caused the Levant Mine Disaster?
  • What were the dangers of Cornish mining? Mine inspection and report.

WAS EMIGRATION A GOOD THING FOR THE PEOPLE INVOLVED ASSESMENT? LOOKING AT CORNISH COMMUNITES IN SOUTH AUSTRALIA, SOUTH AFRICA AND CALIFORNIA. GROUP INVESTIGATION AND STUDY.

The Atlantic Slave Trade

  • What evidence do we have left today of the Slave Trade?
  • Why was it called the Golden Triangle?
  • What were conditions like on the Middle Passage?
  • Happened at Slave Auctions?
  • How were slaves treated on the plantations?

WHICH FACTORS WERE RESPONSIBLE FOR THE ABOLITION OF THE SLAVE TRADE ASSESSMENT? SIGNIFICANCE. HISTORICAL SKILLS.

Hitler and the Dictators

  • How did the Treaty of Versailles punish Germany?
  • What was the impact of the treaty on Germany?
  • What methods did Hitler use to take control of Germany?
  • Nazis use of propaganda.

HOW DID HITLER COME TO POWER ASSESSMENT? HISTORICAL SKILLS. CAUSE AND CONSEQUENCE.                

OR

DUNKIRK. TRIUMPH OR DISASTER ASSESSMENT? HISTORICAL SKILLS. INTERPRETATION OF SOURCES.

  • The Battle of Britain and the Blitz.
  • Why was the battle so important?
  • How did it happen.
  • Living through the Blitz interviews.
  • What was life like for people in other nations at war? Research and presentation.

WHAT FACTORS LED TO A BRITISH VICTORY IN THE BATTLE OF BRITAIN ASSESSMENT? HISTORICAL SKILLS. LOOKING AT SOURCES.

  • The Holocaust.
  • Why was there anti-Semitism in Europe in the 20th century?
  • Life in a Jewish ghetto.
  • What was the role of the SS in the concentration camps?
  • What was the “Final Solution?”

How reliable is film evidence on the Holocaust? Arek, Schinder`s List and The Boy in Striped Pyjamas.

WHAT CAN BE LEARNT FROM STUDYING THE HOLOCAUST ASSESSMENT? HISTORICAL SIGNIFICANCE SKILLS. GROUP INVESTIGATION AND PRESENTATION.

  • Can the bombing of Dresden be justified?
  • Stalingrad. Why was this seen as a turning point in World War Two?

WHAT WERE THE MOST IMPORTANT FACTORS IN GERMANY`S DEFEAT AT STALINGRAD ASSESSMENT? HISTORICAL SKILLS. CAUSES AND CONSEQUENCES.

  • Why did the Japanese treat their prisoners so brutally?
  • Why was the atomic bomb dropped on Hiroshima?
  • The Cold War and Civil Rights.
  • What was the legacy of the Slave Trade in 1960`s America?
  • What was the Civil Rights Movement?
  • Who were the significant leaders of the Civil Rights Movement?
  • What factors led to the Civil Rights Act?
  • Have black people achieved equality in the USA today?
  • Why was there a Cuban Missile Crisis in 1962?
  • Who was to blame for the Cold War research and group presentation? 

Key Stage 4 History

Years 9, 10 and 11 will study the following for either a two or three year course.

Learners take one component from each of the three component groups to be awarded the OCR GCSE (9–11) in

History B (Schools History Project).

Cape Cornwall School has chosen to select the following options for their students for their GCSE in History:

Thematic Study : The People's Health, c.1250 to present

British Depth Study : The Elizabethans, 1580–1603

History Around Us : Cornish Mining and Emigration

Period Study : The Making of America, 1789–1900

World Depth Study : Living under Nazi Rule, 1933–1945

 

 

Content Overview

Assessment Overview

Thematic Study

One from:

The People’s Health, c.1250 to present

Crime and Punishment, c.1250 to present

Migrants to Britain, c.1250 to present

 

British Depth Study

One from:

The Norman Conquest, 1065–1087

The Elizabethans, 1580–1603

Britain in Peace and War, 1900–1918

Component Group 1

 

British History Thematic study and

Depth study

(11–19)

 

40 marks each

(80 marks total)

 

1 hour 45 minute paper

 

20%

of total

GCSE

 

20% of total GCSE

 

History Around Us

Component Group 2

 

History Around Us

(21)

 

40 marks +

10 marks SPaG*

 

1 hour paper

 

20% of total GCSE

 

Period Study

One from:

Viking Expansion, c.750–c.1050

The Mughal Empire, 1526–1707

The Making of America, 1789–1900

 

World Depth Study

One from:

The First Crusade, c.1070–1100

Aztecs and the Spanish Conquest,

1519–1535

Living under Nazi Rule, 1933–1945

 

Component Group 3

 

World History Period study and

Depth study

(31–39)

 

40 marks each

(80 marks total)

 

1 hour 45 minute paper

20% of total GCSE

20% of total GCSE

 

British and wider world depth studies must be taken from different eras. The three eras are defined as: Medieval (500–1500), Early Modern (1450–1750), Modern (1700–present day).

*These 10 marks for SPaG are in addition to the total 200 marks for the assessment of GCSE (9–1) History B, and are not included in the percentage weightings shown. See Section 3f for more details

 

 

For the specification of each element of the course, please click here 

 

 

For further information contact head of humanities, Mr T Garland - garlandt@cape.cornwall.sch.uk


Tel: 01736 788501