In this unit on World War II, students investigate the complex causes and events that led to the outbreak of global conflict, focusing on the role of rising dictatorships and their influence in heightening tensions across Europe. Students examine how aggressive expansionist policies and alliances escalated into full-scale war, reshaping international relations and alliances. A unique aspect of this course is the study of the "Home Front," where students learn how Britain rallied its citizens to support the war effort, maintain morale, and foster unity during times of hardship and uncertainty. Through this exploration, students gain insights into the resilience and resourcefulness of British society during wartime. As a key assessment, students complete an in-depth analysis of the events at Dunkirk, examining historical interpretations to evaluate whether it should be considered a success or failure for the British Army. By critically assessing various perspectives, students build essential skills in historical interpretation and deepen their understanding of the complexities of World War II.
Students are assessed on their understanding of the use of sources and write an evaluation of historical interpretations around Dunkirk's successes and failures
War
when two countries have military conflict that leads to armies fighting.
Blitz
The mass bombings of areas in Britain led by the Luftwaffe (German air force).
Home Front
the civilian population and activities of a nation whose armed forces are engaged in war abroad.
Allied Powers
An alliance during World War II made up of the countries that opposed the aggression of Nazi Germany. Britain, France, the United States, and the Soviet Union were the most prominent members, although many other countries also joined.
Anschluss
Chancellor Adolf Hitler’s doctrine of German political union with Austria, which effectively enabled Germany to annex that nation in March 1938.
Appeasement
The British and French policy of conceding to Adolf Hitler’s territorial demands prior to the outbreak of World War II. Associated primarily with British prime minister Neville Chamberlain, the appeasement policy enabled Hitler to systematically take over
Battle of Britain
An extended campaign from July 1940 to the spring of 1941 in which British Air Forces fought off of German bombers and denied Germany in its quest to attain air superiority over Britain. Although major cities in England sustained heavy damages.
Blitzkreig
Literally “lightning war,” the term for Hitler’s invasion strategy of attacking a nation suddenly and with overwhelming force.
D-Day
June 6, 1944, the day on which the Allied invasion of France via the Normandy coast began.
Luftwaffe
The German air force, which was used heavily in campaigns such as the Battle Of Britain in 1940.
Operation Barbarossa
The code name for the German invasion of the Soviet Union in 1941, which Hitler predicted would take only six months but ended up miring the German armies for more than two years.
V-E Day
May 8, 1945, the day on which the Allied forces declared victory in Europe.
Develop the individual:
Students study how communities came together to support one another during the Blitz. How morale was increased during a period of horrific violence and uncertainty.
Create a supportive community:
Students look at how periods of conflict can unite nations.
In this challenging and important unit, students examine the impacts of Adolf Hitler's pursuit of a so-called "master race" as part of his Aryan vision for Germany. They explore how Nazi ideology promoted racial hierarchy and led to the systematic persecution of Jewish people and other marginalized groups. Students study the ways in which antisemitic attitudes were embedded into German society, including through changes in education, discriminatory legislation, and widespread propaganda. By analyzing these mechanisms, students gain insight into how discrimination and hatred were normalized, affecting all aspects of life for Jewish families and individuals living under the Nazi regime. The unit culminates in a study of the atrocities of the Holocaust, exploring the harrowing realities of mass genocide, ethnic cleansing, and the role of concentration camps. Through careful examination of primary sources, survivor testimonies, and historical interpretations, students confront the devastating consequences of this period, fostering a deep understanding of the ethical implications and the importance of remembrance.
Students are to complete a narrative analysing the road of persecution of Jews and minority groups. They will use a road may created throughout the course to plan their answers.
Einsatzgruppen
German name for the SS killing squads. They rounded up Jews and other “inferior people” in the conquered territories, forced their victims to dig their own graves, into which they were shot and left. At least one million Jews were killed by them.
Bystander
One who is present at an event or who knows about its occurrence and chooses to ignore it. That is, he or she neither participates in, nor responds to it.
Auschwitz
Usually refers to Auschwitz-Birkenau, the largest Nazi concentration camp, located 37 miles west of Kracow, Poland. Established in 1940, it became a huge camp complex that included a killing centre and slave labor camps.
Dehumanisation
Dehumanisation reduces the target group to objects therefore no longer human and worthy of human rights or dignity. This was done by identifying people by numbers.
Aryan
Nazis used it to mean “superior race,” described as white, tall, athletic, with blond hair and blue eyes.
Antisemitism
Prejudice towards, or discrimination against, Jews.
Death Camps
Also called “extermination camps,” these were concentration camps created for the sole purpose of killing people. Victims were murdered in assembly-line fashion oftentimes in gas chambers, and their bodies burned in open fields or crematorium.
Conflict
A serious disagreement or argument, typically a protracted one.
Final Solution
Euphemism adopted at Wannsee Conference (January 1942), refers to “the final solution to the Jewish question in Europe.” This was the Nazi code for the murder of all European Jews.
Gestapo
The Nazi Secret State Police, who had absolute power and could arrest without a warrant.
Wannsee Conference
A gathering of top Nazi officials held on January 20, 1942 at Lake Wannsee
(vahn zey) in Berlin where “The Final Solution” and other steps were approved which would lead to the total annihilation of European Jews.
Swastika
An ancient Eastern symbol adopted by the Nazis as their emblem.
Totalitarianism
A government or doctrine in which one political party or political group maintains complete control of a population even to the intimate, private details of an individual’s life such as one’s friendships
Third Reich
“Reich” is German for “empire.” The Third Reich is the official name of the Nazi regime.
Survivor
One who experienced a devastating event, like the Holocaust, and lived.
Develop the individual:
Students are able to establish empathy through living History of survivors. They are able to immerse themselves in a variety of primary sources to enable them to use historical events to contextualise life events.
Create a supportive community:
Students come together to discover religious and societal persecution through prejudice. They look at how it is important to understand and learn from previous events in order to ensure a better living environment.
In this in-depth study of 20th century Britain, students explore the transformative social changes of the 1960s, a period marked by shifts in cultural norms and values. They begin with an examination of immigration from the Caribbean under the Windrush generation, considering both the contributions of migrants and the social attitudes they encountered upon arrival. Through this lens, students gain an understanding of the challenges and impact of multiculturalism on British society. Students also explore changing attitudes toward personal relationships and the advent of birth control, analyzing how these developments influenced societal norms and individual freedoms. Additionally, the course covers the movement to end capital punishment, highlighting how evolving views on justice and human rights spurred public protests and legislative reform. This depth study not only offers students a window into the pivotal changes of 1960s Britain but also provides a foundation for their upcoming Year 10 course on Crime and Punishment, enhancing their understanding of societal shifts in justice and morality.
How far have social attitudes changed after 1945?
Women
Immigration
Law and order
activist
a person who fights for political or social change
bill
a proposed new law
AIDS
Aquired Immune Deficiency Syndrome; a collection of related illnesses that a person cannot fight off when they have HIV
boycott
when you stop using a service or product as a form of protest
'coloured'
a term used to describe African, Caribbean and Asian heritage (collectively referred to as coloured at the time) were denied opportunities available to white people, including access to jobs, restaurants, leisure facilities and housing
decriminalised
No longer treated as illegal
Develop the individual:
Students look at how the rights they have today, were largely shaped by post war attitudes
Create a supportive community:
Students are to gain a better understanding of choice and equality.
In this foundational unit, students explore the significant challenges faced by Elizabeth I upon her ascension to the throne in 1558. They begin by examining the political, religious, and social obstacles Elizabeth inherited, including doubts about her legitimacy as a female ruler and concerns over her Protestant faith in a divided country. The unit delves into the external threats posed by powerful foreign nations, such as France and Spain, which fueled fears of invasion and influenced Elizabeth's policies. A key focus is the complex relationship between Elizabeth and her cousin, Mary, Queen of Scots. Students analyze how Mary’s claim to the English throne intensified questions of legitimacy, creating a political and religious crisis that would haunt Elizabeth’s reign. Additionally, students study the structure of Elizabethan society and government, gaining insight into the roles and power dynamics within the monarchy, the nobility, and Parliament. The unit culminates with Mary’s arrival in England, where students explore how her presence heightened tensions and influenced Elizabeth’s decisions in navigating the threats to her rule. Through this unit, students develop a comprehensive understanding of the early challenges that shaped Elizabethan England and Elizabeth’s strategies for maintaining her authority.
GCSE style questions - 4 mark feature and 12 mark essay question.
Sacraments
Special Church ceremonies.
Queen regnant
'Regnant' is a Latin word and means reigning. Elizabeth was a queen 'regnant' because she ruled in her own right, like her sister, Mary.
Clergy
Religious leaders, such as bishops and priests.
Crown
With a capital 'C', the Crown refers to the monarch and their government.
Divine Right
The belief that monarchs were chosen by God to rule.
Succession
The issue of who was going to succeed the throne after the existing monarch died.
The Reformation
A challenge to the teachings and power of the Roman Catholic church. This movement is said to have begun in Europe in 1517 and be supported by Henry VIII (Elizabeth's father).
Roman Catholic
The form of Christianity followed throughout the whole of Western Europe until the 16th Century. A feature includes allegiance to the Pope, the head of the Roman Catholic Church.
Patron
Someone who gives encouragement or financial support to an individual or a cause. For example, Elizabeth I was a patron of many explorers during her reign. She funded their voyages and publicly praised their efforts.
Holy Communion
Another name for mass, often used in Protestant churches.
Mass
Roman Catholic service at which Catholics are given bread and wine. Catholics believe that this involves a miracle: the bread and wine is turned in to the body and blood of Christ.
Diocese
An area looked after by a bishop.
German States
Germany did not exist in the 16th century. There are, however, many (usually small) states where German was spoken but they were independent of each other. These states formed part of the Holy Roman Empire.
Alters
The table in a church where mass is performed.
Royal Supremacy
This is when the monarch is the head of the church.
Papacy
The system of church government ruled by the pope.
Heretics
People who have controversial opinions and beliefs at odds with those held by the rest of society, but especially those who deny the teachings of the Catholic church.
Martyr
Someone who is killed for his or her beliefs, especially religious beliefs.
Excommunicated
A very severe punishment, imposed by the pope, expelling people from the Catholic Church.
Abdicate
A king or queen giving up their throne.
Develop the individual:
Students look at the problem of legitimacy and gender equality in England during the time of Elizabeth's reign and how many women were forced in to marriage.
Create a supportive community:
Students look at how rulers solve problems and debate and support one another's viewpoints on making judgements about cause and consequence.
Students will continue their study of Elizabeth's reign. They begin by looking at 3 keys plots against Elizabeth along with analysing the significance of the events of the Revolt of the Northern Earls. Students then chronologically look at the deteriorating relations between Spain and the causes of war between England and the Spanish Armada. Students will be expected to chronologically explain and analyse causes, events and reasons for the Armada's failure.
End of Unit exam. a 16 marker and a feature question. Exam is worth 24 marks, 4 of which are awarded for SPAG.
Treaty
A formally concluded and ratified agreement between states.
Conflict
A serious disagreement or argument, typically a protracted one.
Foreign policy
The aims and objectives that guide a nation's relations with other countries. The general aim is to benefit the nation. These can includes aims for; trade, expanding in to more territory and/or gaining more economic resources and building alliances.
Civil War
A war between people of the same country.
Hanged, Drawn and Quartered
A type of punishment used when the accused was found guilty of high treason. The accused would be hanged until near dead, dragged by horse and then cut open with their intestines removed until finally chopped in to four pieces.
Conspiracy
A secret plan with the aim of doing something against the law.
Agents Provocateurs
A french term referring to agents who become a part of groups suspected of wrongdoing, and encourage other members to break the law so that potential threats can be identified and arrested.
Cipher
A secret way of writing in code.
Council of the north
The council of the north was used to implement Elizabeth's laws and authority in the north of England, as it was far from London and Elizabeth's reach. The North was sometimes unstable and often under threat from Scottish raids.
Papal Bull
A written order issued by the Pope.
New World
North and South America. Europeans were only aware of their existence from 1492.
Privateer
Individuals (usually merchants or explorers) with their own armed ships that capture other ships for their cargoes, often with the authorisation or support of their government.
Circumnavigate
To travel all the way around the world.
Sacking
In the Elizabethan period, this was a term used to rob a town or city using violence, causing a lot of damage, usually in wartime.
Mercenary
A soldier who fights for money rather than a nation or cause.
Fireships
Empty ships set on fire and sent in the direction of the enemy to cause damage and confusion.
Propaganda
Biased information used to promote a point of view.
Develop the individual:
Students are able to determine and decide on causation and results through actions of leaders.
Create a supportive community:
Students are able to listen to views of others that are shaped by interpretation of evidence.
Students end their study by looking at life in Elizabethan England. They begin looking at Elizabethan education along with assessing the problem of the poor due to an increased population. Students analyse the aid that Elizabethan government put in to place, for example, the Poor Law to help the 'deserving poor'. Students finish the course by looking at Elizabeth's encouragement of exploration to include Drake's circumnavigation of the globe along with Raleigh's takeover of Virginia.
End of Unit exam along with full end of year mock worth 32 marks.
Subsistence farming
Growing just enough crops to feed the family but not to sell.
Apprentice
Someone learning a skill or trade in Elizabethan times. They were not paid, in fact it cost money to be an apprentice. Once qualified, skilled craftsmen could earn a good living.
Vagabonds
Vagabonds or vagrants were homeless people without jobs who roamed the countryside begging for money, perhaps stealing or committing other crimes in order to survive.
Rhetoric
The art of public speaking and persuasion.
Arable farming
Growing crops on farmland.
Social Mobility
The ability to be able to change your social position in society.
Rural population
When the population of the countryside falls as people move away in search of a better life.
Colonies
Lands under the control or influence of another country, occupied by settlers from that country.
Quadrant
Similar to an astrolabe, it was used by sailors to help with navigation at sea. It was the size of a quarter circle.
Economic recession
When a fall in demand leads to falling prices and businesses losing money. This can lead to businesses failing and unemployment rising.
Monopoly
When one person, or one company, controls the supply of something. This means they can charge whatever price they like for something.
Barter
Exchanging goods for other goods, instead of paying for something outright.
Develop the individual:
Students uncover how exploration led to the development of our multicultural island.
Create a supportive community:
Students learn about the necessity of a cohesive and supportive environment where cultures and beliefs may differ.
Students will be introduced to the increasing demads for female suffrage in the 20th Century. Students will look specifically at the work of the Pankhurst and Suffragettes/Suffragists movements. Students will examine how attitudes towards women changed as they stepped in to the roles of men whilst they were away fighting in both World Wars.
How far question ‘The main reason women were given suffrage was due to their role in WW1’.
War
When two or more opposing countries fight using military means (combat).
Rights
Your ability to legally do something/an action eg right to vote.
Gender equality
The equality of both males and females in their roles in society eg, work, pay, vote.
Violent protest
To oppose something using violence as a means to gain attention for your cause.
Housecarls
Highly trained troops who were a constant body guard to their Lord and travelled with him wherever he went.
Factory
A place where items are mass produced, for example bullets.
Munitions
Items of weaponry eg bullets or rifles (guns).
Suffrage
The right o vote in political elections.
Peaceful Protest
When opposition to something is displayed peacefully. For example, carrying out a petition or marches.
Reform
To change/amend with the intention of improving.
Develop the individual:
Students look at how changes in social attitude and dedicated protest bring about change in legislation (law). They look at how these develops have impacted on what constitutes our modern day British values and law.
Create a supportive community:
Students look at the necessity for gender equality and how prejudice can hold back a nation.