|Term 1||The Cold War: Early Tensions between East and West. Development of the Cold War and its intensification. Berlin 1958-63: Increased Tension and the Impact of the Berlin Wall || |
|Students will uncover the aftermath of the Second World War and see the wake of a new Cold War. Students will study the key conferences; Tehran, Yalta and Potsdam and how international relations changed over time and with new leadership. Students will uncover the Berlin Blockage, the creation of East and West Germany and the significance of the Arms Race in bringing tension to the forefront of foreign policy. Students will study the key events of the Berlin Crisis. These will include Krushchev’s Berlin Ultimatum and the summit meetings of 1959-61. Students will uncover the summit of meetings of 1959-61 along with the building of the wall and analyse the impacts on relations both domestic and foreign.|
|Assessment: End of Unit 1 Exam; one consequence, one narrative account and one importance question - all worth 8 marks each. ||Key Words and Terms|
|Term 2||The Cuban Missile Crisis, Czechoslovakia, 1968-69The End of the Cold War|| |
|Students will go on to uncover the Cuban Revolution, USA’s intervention and the effects of the ‘Bay of Pigs’ incident on international relations.
A study of the events of the Cuban Missile Crisis will take place along with its consequences.
Czechoslovakia, 1968-69 will be studied in depth as students uncover the ‘Prague Spring’ and the Soviet reaction to this event in the form of invasion.
Students will study ‘Détente’ and the SALT agreement and why these were agreed. An understanding of the NATOP and Warsaw Pact will be gained through the Helsinki Accords of 1975 and its impact on SALT 2. Students will look at the Soviet Invasion of Afghanistan 1979 and America’s reaction through invasion and how this led to Olympic boycotts.
Ronald Reagan will be studied along with his policies and eventual collapse of Soviet control in Eastern Europe and Gorbachev’s actions.
Students will then revise their key topics in preparation for their mock. |
|Assessment: End of Unit Exam. GCSE questions, 8 marker consequence, 8 marker narrative account and 1 importance 8 marker will be used to test understanding of this unit.||Key Words and Terms|
|Term 3||Crime and Punishment in Anglo-Saxon and Medieval England|| |
|Students will study the change and continuity of crime and punishment between the Anglo-Saxon and Middle Age period. Students will study how a lack of policing system led to the harsh and brutal punishments of the periods used as a deterrent. Along with this, students will uncover how trials were held and how God’s will had played a vast role in whether or not someone was found guilty/innocent of a crime. Students will link this to a study of Church influence on both Crime and Punishment in the two periods.|
|Assessment: End of Unit Exam: a 12 mark essay along with a 16 marker essay + 4 SPAG marks. ||Key Words and Terms|
|Term 4||Crime and Punishment in Early Modern England 1500-1700|| |
|Students will study the changes in religion in England as a result of the Reformation. Students look at how this creates a newly defined crime of heresy which subsequently looks at the early forms of terrorism, treason. Students will study types of law enforcement in England and how the local community continued to play a significant role in monitoring law and order and apprehending criminals. Students will look at the case study of the Gunpowder plotters and also witchcraft and how this became a comm crime which saw females put on public trials through the infamous hunter Matthew Hopkins. |
|Assessment: End of Unit Test: 16 marker on witchcraft in Early Modern England to include additional 4 marks for SPAG along with a 4 marker comparison question. ||Key Words and Terms|
|Term 5||c1700–c1900: Crime and punishment in eighteenth- and nineteenth-century || |
|● Continuity and change in the nature of crimes against the person, property and authority, including highway robbery, poaching and smuggling.
● Changing definitions of crime exemplified in the ending of witchcraft prosecutions and treatment of the Tolpuddle Martyrs.
● The role of the authorities and local communities in law enforcement, including the work of the Fielding brothers. The development of police forces and the beginning of CID.
● Changing views on the purpose of punishment. The use and ending of transportation, public execution and the Bloody Code. Prison reform, including the influence of John Howard and Elizabeth Fry.
● Pentonville prison in the mid nineteenth century: reasons for its construction; the strengths and weaknesses of the separate system in operation.
● Key individual: Robert Peel – his contribution to penal reform and to the development of the Metropolitan Police Force.|
|Assessment: End of Unit 3 exam: 16 mark essay (+4 SPAG) and 4 mark comparison question.||Key Words and Terms|
|Term 6||Britain c1900–present: Crime and punishment in modern Britain || |
|Students study the changes in social attitudes throughout the period and how they influenced changing definitions of crime eg the decriminalisation of homosexuality in to a hate crime. Students also look at how capital punishment came to an end through the case studies of Derek Bentley, Ruth Ellis and Timothy Evans. Students also look at how technology not only increases types of crimes committed but develops both police units and the way they try to prevent crime. This, along with changing roles of prisons to the new types of criminals put in place in order to reform criminals. |
|Assessment: Unit 4 Exam: A 16 marker essay (+ 4 SPAG) and a 4 mark comparison question.
A mock for the first 36 marks of Paper 1 will be sat. ||Key Words and Terms|