History

Aims of the Department

 

The History department wants boys to understand the world that we live in today. We value skills, achievement and the desire for knowledge along with application and effort. The History curriculum is geared towards boys and builds on knowledge and skills from Year 7 through to Year 11 developing in the boys the skills required to be successful not only in GCSE History but also in further study and as inquisitive men of character throughout their lives. 

We also believe in real life experiential learning opportunities for all our boys; this includes a trip to Warwick castle in Year 7, Belgium in Year 8, the Imperial War Museum in year 9, as well as a residential trip to Berlin in Year 10 and Year 12. The department aims for all boys to leave the Fulham Boys School with a developed understanding of today’s society and be able to express opinions in an articulate manner.

 

Department staff

  • Yasmin Kenssous - Head of History - y.kenssous@fulhamboysschool.org.uk

  • James Freeman - History Teacher and Enterprise Assistant

  • Angharad Davies - History and Politics Teacher and Head of Year 12

  • Sam Johnson - Deputy Head Teacher, History Teacher

Our approach to lessons

All lessons in History are engaging and allow the boys to demonstrate their inquisitive nature by investigating the past. Boys are able to explore historical interpretations and use their evaluative skills to judge significance and evaluate utility of sources.

Curriculum


Curriculum

Year 7 curriculum

The Norman Conquest

Enquiry question: What is History?

  • Different types of sources

  • The skeleton of the Cheddar man

Enquiry question: Was it lucky to win the Battle of Hastings?

  • Accession crisis of 1066

  • Candidates for the throne 

  • Battles including Stamford Bridge and Hastings 

  • William’s tactics and Harold’s failings 

 

Enquiry question: Just how much did William the Conqueror change England?

 

  • The use of Motte and Bailey castles

  • The Harrying of the North 

  • The Domesday Book 

  • The Feudal system

 

The Crusades  

Enquiry question: Just how holy were the Crusades?

  • Differences and similarities between Christianity and Islam

  • Significance of Jerusalem

  • Religious reasons for the Crusades

  • Economic reasons for the Crusades

  • The success and failures of the Crusades

  • Significance and impact of the Crusades 

 

Black Death

Enquiry question: What were the consequences of the Black Death?

  • What people thought caused the Black Death

  • Short term consequences of the Black Death

  • Long term consequences of the Black Death including the Peasants’ Revolt

 

African Kingdoms before 1600

Enquiry question: How great were the African Kingdoms?

  • Mali Empire

  • Ghana Empire

  • Songhai Empire

 

How the boys will be assessed in Year 7 

  • In class assessment including the analysis of sources and extended writing at least every 6 weeks 

  • Exams in Autumn and Summer Term including the analysis of sources and extended writing

Year 8 curriculum

The Slave Trade

Enquiry question: How could people own other people?

  • African Kingdoms before 1600

  • Slavery before the Slave Trade

  • Reasons for the Slave Trade

  • Conditions of the Middle Passage

  • Experiences of enslaved Africans in the Americas

  • Reasons for the abolition of the Slave Trade in Britain

  • Significance of European abolitionists

  • Significance of enslaved Africans in abolishing the Slave Trade

 

The English Civil War 

 

Enquiry question: Why were the English fighting each other?

  • Why people were angry in 1600 England

  • Political grievances with King Charles I

  • Economic grievances with King Charles I

  • Religious grievances with King Charles I

  • Outbreak of English Civil War

  • Death of the King 

 

The British Empire

Enquiry question: Rule Britannia or cruel Britannia- Is the Empire something to be proud of? 

  • Reasons for the Empire

  • The Empire in Africa

  • The Empire in India 

  • Impact of the Empire

  • How should the Empire be remembered?  

 

First World War

Enquiry question: How did two bullets cause the deaths of over 20 million people? 

  • Europe in 1914

  • MAIN Long term causes of WWI

  • Trigger cause of WWI

 

The extension of the franchise  

Enquiry question: Why did people protest against the government? 

  • Life in 19th century England

  • The Chartist movement 

  • The Suffrage movement 

  • Freedom fighter or terrorist? 

How the boys will be assessed in Year 8 

  • In class assessment including the analysis of sources and extended writing at least every 6 weeks 

  • Exams in Autumn and Summer Term including the analysis of sources and extended writing

Year 9 curriculum

The impact of WW1

Enquiry question: Why wasn’t there lasting peace after WWI? 

  • The Treaty of Versailles

  • The world in the 1930s

  • The development of dictatorships: reasons for support of extremist leaders

  • Failures of the League of Nations

  • Peace in modern day society

 

The Holocaust

Enquiry question: What can we learn from the Holocaust? 

  • History of Anti-Semitism

  • Dehumanising of Jewish people in Nazi Germany

  • Oppression of Jewish people in Nazi Germany

  • The Final Solution 

  • Jewish Resistance 

Britain after 1945 

Enquiry question: How far did British society change after WWII? 

  • The impact of WWII on Britain

  • Reasons for immigration from the West Indies, Pakistan and Africa

  • Contributions of immigrants to rebuilding Britain

  • Experiences of immigrants in Britain

  • Race Relations Act

  • Significance of Stephen Lawrence’s murder

The Cold War 

Enquiry question: Why was the World divided into two? David vs Goliath case study

  • Capitalism vs Communism

  • Why there was a Cold War

  • The Vietnam War 

  • The Cuban Missile Crisis 

 

Civil Rights Movement

 

Enquiry question: How did African-Americans protest against discrimination?

  • Peaceful vs violent protests in the Civil Rights Movement

  • Actions and Significance of MLK

  • Actions and significance of Malcolm X

  •  

How the boys will be assessed in Year 9 

  • In class assessment including the analysis of sources and extended writing at least every 6 weeks 

  • Exams in Autumn and Summer Term including the analysis of sources and extended writing

 

GCSE

The History GCSE is comprised of 4 units:

Paper 1 - 2 hours:

  • Germany 1890-1945: From Democracy to Dictatorship

  • Conflict & Tension 1918-1939: Inter war years

 

Paper 2 - 2 hours

  • The Normans 1066-1100

  • Power and the People 1170-the present day 

 

The course gives boys the opportunity to explore both depth and breadth. The Germany and Norman units explore short periods of history in great depth allowing boys to delve into critical analysis using primary sources to gain insight into social, political and economic changes. The Conflict & Tension unit and Power and the People are breadth studies that afford the opportunity to explore causation, change and consequence over time, comparing factors and making insightful, sustained judgements about significance. 

Year 10 curriculum

Germany 1890-1945

  • Kaiser Wilhelm II and the difficulties of ruling Germany up till 1914

  • The impact of WWI on Germany 

  • The new Weimar Democracy 

  • The Depression and the rise of the Nazis

  • The failure of Weimar Democracy 

  • The establishment of Hitler’s dictatorship

  • Economic changes in Nazi Germany 

  • Social policy and practice in Nazi Germany 

  • Control and resistance in Nazi Germany 

Conflict and Tension 1918-1939

  • The armistice: aims of the peacemakers 

  • The Versailles settlement 

  • Impact of the treaty and wider settlement 

  • The League of Nations 

  • Diplomacy outside of the League 

  • The collapse of the League 

  • The development of tension 

  • The escalation of tension 

  • The outbreak of war 

How the boys will be assessed in Year 10

  • In class exam practice every other week 

  • Autumn exam (Germany unit) 

  • Summer exam (full paper 1) 

Year 11 curriculum

Normans

  • Causes of the Norman conquest 

  • Military aspects 

  • Establishing and maintaining control 

  • Feudalism and government 

  • Economic and social changes 

  • The church 

  • Monasticism  

Power and the People 1170-Present Day 

  • Constraints on Kingship 

  • The origins of parliament 

  • Medieval revolt and royal authority 

  • Popular uprisings against the crown 

  • Divine right and parliamentary authority 

  • Royal authority and the right of representation 

  • The extension of the franchise 

  • Protest and change 

  • Workers’ movements

  • Women’s rights

  • Workers’ rights 

  • Minority rights 

How the boys will be assessed in Year 11

  • Academic Fitness test (full paper 1) in September 

  • Full mock exam in January 

  • In class exam practice every other week

Year 12 curriculum

 

Unit 1: Non-British Study- The Cold War in Europe 1941-1995

  • The Origins of the Cold War to 1945

  • The Development of the Cold War 1946-1955

  • The Cold War 1956-1984

  • The end of the Cold War 1984-1995

 

Unit 2: From Colonialism to Independence: The British Empire

  • The governance and administration of the Empire

  • Opposition to British Rule

  • Impact of imperial power on the periphery and Britain

  • The British Empire and its impact on international relations

How the boys will be assessed in Year 12

  • Paper 2: The Cold War in Europe 1941- 1995

1 hour

30 marks

  • Paper 3: The British Empire

2h 30m

80 marks

Year 13 curriculum

 

Unit 1: Elizabethan England: Late Tudors

  • Elizabeth and religion

  • Nature of Elizabethan Monarch, Government and Parliament

  • Elizabeth’s management of financial, economic and social affairs

  • Elizabethan later years: 1588-1603

 

Unit 2: Coursework- Topic Based Essay

  • 3,000- 4,000 work essay

  • Based on your son’s chosen topic

 

How the boys will be assessed in Year 13

  •  Paper 1: Elizabethan England

1h 30m

50 marks

  • Paper 2: The Cold War in Europe 1941- 1995

1 hour

30 marks

  • Paper 3: The British Empire

2h 30m

80 marks

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