Students will study the culture of African Society, the beginnings of and development of the Slave Trade. Students will also look at what life was like for slaves.
Inference, source analysis and follow up.
Significance
The quality of being worthy of attention; significance.
Impact
A marked effect or influence.
Emancipation
President Abraham Lincoln issued the Emancipation Proclamation on January 1, 1863, as the nation approached its third year of bloody civil war. The proclamation declared "that all persons held as slaves" within the rebellious states "are, and henceforward
Middle Passage
The Middle Passage was the stage of the triangular trade in which millions of Africans were forcibly transported to the New World as part of the Atlantic slave trade.
Slaver
A person dealt in or owned slaves.
Social Reform
A reform movement that aims to make gradual change, or change in certain aspects of society, rather than rapid or fundamental changes.
Legislation
Laws considered collectively.
Influence
The capacity to have an effect on character, development or behaviour of someone or something, or the effect itself.
overseer
A slaver who supervises the work of other slaves on plantations.
Plantation
an estate (area of land) on which crops such as coffee, sugar, and tobacco are grown.
Develop the individual:
Students look at the moral undertone of the Trans-Atlantic Slave Trade. They develop a wider understanding of the origins of what would be significant transitions in international societies.
Create a supportive community:
Students look at empathy and emotion.
Students will explore the abolition of slavery in 19th century Britain and the Civil Rights Movement in the Americas.
Students will study life in America in the 1950s and the early protests for change during the Little Rock Nine event. Students also study the Montgomery Bus Boycotts and their impact of the Civil Rights Movement.
Students then continue their studies by looking at peaceful protests, Malcolm X, the height of the Civil Rights Movement and the assassination of Martin Luther King Junior.
Comparison of protest methods in the Civil Rights Movement – graph looking at impact of different methods/individuals. Students to use graph to answer, ‘Which method of protest was the most significant and why?’
Segregation
Separating groups of people usually by race or religion.
Discrimination
the unjust or prejudicial treatment of different categories of people, especially on the grounds of race, age, or sex.
Jim Crow Laws
Jim Crow laws were state and local laws that enforced racial segregation in the Southern United States.
Ku Klux Klan (KKK)
The Ku Klux Klan, commonly called the KKK or the Klan, is an American white supremacist hate group. The Klan has existed in three distinct eras at different points in time during the history of the United States.
Cold War
The Cold War was a period of tension between the Soviet Union with its satellite states, and the United States with its allies after World War II.
Civil Rights Activist
A civil rights activist is one who is actively or non-actively involved or participates in various rights of civil movements in a nation in order to facilitate equal opportunity to all the members in the society.
Integration
The action or process of integrating African Americans in t every day society. The removal of segregation.
Boycotts
Refuse to cooperate with or participate in (a policy or event).
Sit In
Sitting down somewhere and refusing to move eg a black man sitting in a white only seating area eg a diner in the US.
Fill buster
A tactic used by US politicians in debates to stop bills being voted in as law. They force debates until after the deadline to vote on the bill has passed.
Propaganda
A way of controlling public attitudes. Propaganda is in the forms of posters, newspapers, radio and film which sends messages that aim to sway a person's view/opinion.
Black Nationalism
Support for unity and political rights for black people, especially in the form of a separate black nation.
Develop the individual:
Students look at how people had to struggle and campaign to persuade a world to believe that racial equality is humanely right and just.
Create a supportive community:
Students learn that individuals should not be treated differently based on their race, religion, sexuality, job role.
Students will be looking at the causes of WWI, some of the key battles, the impact it had on Britain and the world. Study will also focus on the interim period between WWI and WWII.
causation extended writing and interpretation question/inference.
Conscription
legally required to fight in the war, to be conscripted in to the army.
Recruitment
The method of getting men to sign up/volunteer to fight in World War One.
Lord Kitchener
The minister of defence whom was responsible for a propaganda campaign which gaind over 250,000 volunteers for World War One.
Militarism
To relate to the building up of a country’s army
Propaganda
The attempt by government to persuade the thinking of a nation using items such as radio, TV, newspapers, posters, pamphlets to change option views to suit theirs.
Imperialism
The building up of a country’s empire through colonisation and achieving territory.
Alliances
When countries make agreements to protect one another in the event of war. For example the Triple Entente, Britain, France and Russia.
Trench
A long narrow ditch
Duckboard
A board consisting of a number of wooden slats joined together, placed so as to form a path over muddy ground or in a trench.
Sandbag
A bag of sand used in trenches to absorb bullets and water along with reinforcing the trench wall.
Fire step
A step in a trench used for balancing soldiers whilst keeping watch or steadying aim of shot.
Periscope
An look out tool that allows an observer (soldier in a trench) to see things that are otherwise out of sight. Used to keep watch over No Man’s Land.
Rifle
A gun, especially one fired from shoulder level, having a long spirally grooved barrel intended to make a bullet spin and thereby have greater accuracy over a long distance
Pals Battalions
The Pals battalions of World War I were specially constituted battalions of the British Army comprising men who had enlisted together in local recruiting drives, with the promise that they would be able to serve alongside their friends/neighbours.
Frontline
The front of the war lines on the trench battlefields where soldiers are more likely to be wounded/killed.
Develop the individual:
Students are to establish an understanding of the modern world and how it has shaped international relations. It will ensure that students look at cause and consequence along with the ability to show empathy towards casualties of war.
Create a supportive community:
Students will work collectively to look at how war impacts on both the local and the international community.
In this unit on the interwar period, students delve into a time of intense global change, examining the political, social, and economic impacts of World War I. Beginning with the war’s aftermath, students explore how widespread devastation and disillusionment led to significant societal shifts, including economic instability, changes in public attitudes, and a rise in nationalist movements. The Treaty of Versailles is studied as a pivotal legacy of the war. Students analyze its terms, intentions to establish peace, and the resentment it sparked, particularly in Germany, setting the stage for future conflicts. A key focus of the course is the rise of dictators, where students examine how figures like Joseph Stalin, Adolf Hitler, and Benito Mussolini exploited postwar instability to establish totalitarian regimes. By comparing their leadership styles, ideologies, and methods of consolidating power, students gain insight into how each dictator shaped the political landscape of the time. Students engage with a range of historical sources, including political satirical cartoons and varying interpretations of dictatorship consolidations, to understand how these leaders were viewed both by supporters and critics. Through critical source analysis and interpretation, students develop a nuanced understanding of the complex factors that defined the interwar period and set the foundation for World War II.
Essay: What Were the Impacts of The Treaty of Versailles?
Referendum
A nationwide vote on a single issue.
Limited War
A war in which a country supports another by supplying them with materials/goods but not actually sending any of their own troops to join in on any military conflict.
Assassination
the action of assassinating someone. To murder (an important person) for political or religious reasons.
DMZ (Demilitarised Zone)
An area where military activity is forbidden.
interpretation
An explanation or way of explaining a view.
colony
A place controlled by another country politically and economically.
Source
A source of information or evidence e.g. artefact, newspaper, diary.
Guerrillas
Members of a small independent group taking part in irregular fighting, typically against larger regular forces.
Communist
A communist government owns all the businesses and land in the country that it controls. Everyone works for the government, in return the government provides everyone in the country with everything they need such as food, homes, education and health care.
Accord
A formal agreement.
Pacification
Winning over the hearts and minds of the local population so they do not support the guerrillas.
Draft
Compulsory recruitment for men in to the military.
Conscription
Compulsory military service.
Desertion
Leaving the army without permission.
war
A period of armed conflict between nations.
Develop the individual:
Students look at the changing world around them and how countries influence the politics of others.
Create a supportive community:
Students will develop a wider understanding of the British right to free speech and democracy and hopefully gain a respect of this for one another.as they discover that this is not an international right even today.
In this unit, students explore the pivotal movement for female suffrage in the 20th century, beginning with the rising demand for women’s voting rights. They study the influential campaigns led by the Suffragettes, under the leadership of Emmeline Pankhurst, and the contrasting approaches of the Suffragists, analyzing each group’s methods and impact. A key component of the course examines the shifts in societal attitudes as women stepped into traditionally male roles during both World Wars. Students explore how these contributions challenged perceptions and spurred discussions on women’s rights. Through critical analysis, students debate whether it was the efforts of the Suffragettes and Suffragists or the experiences of wartime labor that played a more significant role in accelerating legislative change. This unit emphasizes source analysis and interpretation, encouraging students to form evidence-based conclusions about the forces that drove the historic achievement of female suffrage.
'The main reason women gained the vote was due to their roles in the war' How Far do you agree? Students assess a number of issues faced by immigrants post World War Two
social revolution
When rapid (fast) change is made within society.
Homosexuality
When one person of one gender is attracted to people of the same gender.
Reform
To change with the intention of improving.
Contraception
A way of avoiding falling pregnant.
Capital Punishment
When a person is found guilty they are sentenced to death as punishment for their crime.
Capital Crime
A crime that is committed that has the death penalty as its punishment.
social attitudes
Opinions/views held by large sections of society.
protest
to vocally or publicly speak out against something you do not agree with.
murder
to kill another human.
Immigration
The action of coming to live permanently in a foreign country (a country that is not the one you were born in).
Windrush
Boats of this name that transported Caribbean families to Britain to work. Britain needed to increase its workforce after WW1 due to millions f male casualties.
Develop the individual:
Students look at the change and continuity of immigration through time to shape modern day attitudes.
Create a supportive community:
Students are to gain a better understanding of choice and equality.
In this unit on World War I, students immerse themselves in the study of trench warfare, exploring the harsh realities of daily life for soldiers on the front lines. They examine the extreme conditions within the trenches, considering the physical and psychological impact on those who served. Students also investigate the role of propaganda in shaping public opinion and morale, analyzing how governments used media to influence perspectives on the war. The topic of conscription is studied, providing insight into the pressures on individuals and communities as nations mobilized large armies. A focal point of the course is the Battle of the Somme, where students explore the tactics, outcomes, and controversies surrounding one of the most devastating battles in military history. Alongside this, students study life on the home front, learning how civilians supported the war effort and how society transformed under wartime conditions. Throughout the unit, students engage in source enquiry and interpretation analysis, developing their skills in evaluating primary sources and understanding different historical perspectives. This approach allows them to build a nuanced understanding of the complexities of World War I and its enduring impact on history.
students will complete a source enquiry on trench life along with an interpretations analysis of Haig
Criteria
The reason at which you judge something.
Radiology Department
The hospital department where x-rays are carried out.
Blood Transfusion
Blood taken from a healthy person and given to another.
Universal Blood Group
This blood group can be used for a blood transfusion for any other group.
Provenance
The place of origin - who created the source and why.
Nature
What type of source is it; diary, report, newspaper, census, records.
Origin
Who created the source
Purpose
Why was the source created? eg propaganda, to report on living conditions, to keep a personal record of events.
Usefulness
How much information the source gives you. For example, fact, opinion, suggestions of conditions.
trench
a long dug out ditch used for fighting in WW1 and WW2.
Sailent
An area of a battlefield that goes in to enemy territory so that it is surrounded on three sides by the enemy making them vulnerable.
RAMC
Royal Army Medical Corps. This branch of the army was responsible for medical care founded in 1898.
FANY
First Aid Nursing Yeomanry. This is the first women's voluntary organisation which sent women to the Western Front. It supported medical services on the front line.
Develop the individual:
Students look at medical changes that have developed and shaped modern day care
Create a supportive community:
Students will look at the need to support one another and how Britain's NHS creates a backbone that separates us from other nations.