In Term 1, the students continue their Paper 3 course on Weimar and Nazi Germany. After studying Weimar Germany in Year 10, the students learn about the following topics in relation to Hitler's Germany: the creation of a dictatorship, 1933–34, the police state. controlling and influencing attitudes, opposition, resistance and conformity to the Nazi regime, the Nazi policies towards women, Nazi policies towards the young, employment and living standards, and the persecution of minorities. Within the course, the students will explore the following second-order concepts alongside the historical context: change and continuity, cause and consequence, significance, and similarities and differences.
GCSE Style-assessment under exam conditions on:
Life in Nazi Germany, 1933–39.
Nazi control and dictatorship, 1933–39.
The period between 1929-1939 where there was worldwide economic recession.
German parliament.
Hitler's interpretation of fascism.
The event where key Nazi opponents were purged from the party and killed, most notably Ernst Rohm.
The German word for 'leader' or 'guide'. Hitler was proclaimed Fuhrer after the death of President Hindenburg.
The secret police of Nazi Germany.
The event where thousands of Jewish homes are businesses were destroyed.
A programme where aryan children were bred by blond men (usually SS Officers) and women.
The Nazi idea of a German Empire in Eastern Europe and European Russia.
The students learn the integral skills of understanding, evaluating and comparing historical interpretations as well as inference of sources and analysing source utility.
The students learn about the importance of the manipulation of the democracy and anti-semitism in Germany and the consequences that can be manifested due to the cause of it.
In Term 2 the students begin their second part of Paper 2 - The Cold War. The students learn about the Tehran, Yalta and Potsdam Conferences and the development of atomic weapons and the arms race. Second order concepts: cause and consequence, importance
GCSE Style-assessment under exam conditions on:
The origins of the Cold War, 1941–58.
A political organisation where wealth is divided and the state is highly in control.
When the state has limited control and wealth is maintained by a minority of businessmen and elites.
The Alliance between the USA, UK and the USSR during WWII.
The treaties where the future of Europe and Germany was decided after WWII.
The policy where communism was to be contained.
Where resources and technology within the Iron Certain were to be shared with USSR led countries.
The Western 'North Atlantic Treaty Organisation' against the threat of the USSR and communism.
The treaty signed by the countries within the Iron Certain against NATO aggression.
Where country's nuclear policy is to accept a nuclear exchange with the belligerent with the full knowledge of both sides being totally destroyed.
An extremely powerful nuclear weapon. It works by fusing (combining) two hydrogen atoms to form a helium atom with immense heat.
The students learn how to place historian substantive content into historical narrative accounts and well as understand the second order concepts of significance and cause and consequence.
The students are assessing different political ideologies which broaden the political horizons of the students. Furthermore, they learn about the devastations of war and political extremisms.
The Students will continue with their Cold War course studying: The Marshall Plan, The Berlin Blockade, NATO and the Warsaw Pact and the Berlin Ultimatum and Berlin Wall.
Students' classwork and homework will be assessed by teachers and students given feedback on their work.
The rebellion against USSR style communism and the suppression of Hungarian culture.
The Soviet demand that all Warsaw Pact countries have the same variation of communism as the USSR.
The liberation of rights provided in Czechoslovakia that resulted in an invasion by the USSR.
The near-nuclear war event that took place over the Soviet deployment of nuclear weapons in Cuba.
The wall built in Berlin to ensure that key workers were not leaving East Germany for the West.
A period of relative peace.
Some elements of capitalism introduced to the Soviet Union.
Freedom of speech within the Soviet Union.
The American policy to protect the Persian Gulf from Soviet expansionism.
"Strategic Defense Initiative". A space based defence against nuclear weapons planned but not completed by the Ronald Reagan administration.
The students learn how to place historian substantive content into historical narrative accounts and well as understand the second order concepts of significance and cause and consequence.
The students are assessing different political ideologies which broaden the political horizons of the students. Furthermore, they learn about the devastations of war and political extremisms.
The students will finish off the Cold War: the events surrounding the Cuban Missile Crisis, the Prague Spring, the Soviet invasion of Afghanistan and the Fall of the Soviet Union. The students will then revise Medicine Through Time and Anglo-Saxon
Mock 2 examination on the Cold War and Weimar Germany papers.
nature, origin, purpose.
biased, opinionated
unbiased, factual
an attitude to a particular issue
The student learns valuable analytical skills required to answer high level questioning demanding the evaluation of substantive knowledge and assessing change and continuity. The students gain a strong development of key skills involving source inference, essay structure, analysis of source utility and evaluation of historical interpretations.
Students revise in groups and pairs, using peer assessment. This reinforces resilience and a caring supportive community.
The students revise the exam technique and subject knowledge for Paper 1, 2 and 3.
The students will be assessed with subject knowledge test and exam questions each week.
A three paragraph account where an event is outlined in chronological order.
A piece of information (e.g. diary, photograph) taken at the time of the specific period.
A historian's take on something that has happened in the past.
a conclusion reached on the basis of evidence and reasoning.
The students learn the integral skills of understanding, evaluating and comparing historical interpretations as well as inference of sources and analysing source utility. The students learn how to place historian substantive content into historical narrative accounts and well as understand the second order concepts of significance and cause and consequence.
Students revise in groups and pairs, using peer assessment. This reinforces resilience and a caring supportive community.