During Year 8 students study Britain 1500-1750 (the Tudor & Stuart Period), Black Peoples of the Americas, and complete a local history study. |
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| KEY TOPICS | KEY WORDS |
OTHER INFORMATION & LINKS |
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| Britain 1500 - 1750 (Tudors & Stuarts) | |||
| Understand some of the key features, events and changes between 1500 and 1750 | Tudors, Stuarts, Hanoverians, Monarchs, Reigns, Centuries, Plague, Union Flag, Execution, Armada, Protestant, Catholic, Civil War |
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| Use sources to find out about Henry VIII | Henry VIII, usefulness, Catherine of Aragon, Anne Boleyn, Catherine Parr, Anne of Cleeves, Jane Seymour, Katherine Howard, heir |
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| Understand why Henry VIII made the break with Rome, how this led to the dissolution of the monasteries, and the impact of the dissolution | Anne Boleyn, Luther, Reformation, Pope, Catholic, English Catholic, Protestant, dissolution of the monasteries, Fountains Abbey, refectory, Chapter House, Prior, monks, white monks, Thomas Cromwell, vows, lay brothers, Fountains Hall |
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| Tudor Assessment | This assessment is used to assess student progress against target National Curriculum Levels |
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| Understand the differences between Protestant and Roman Catholic ideas | Protestant, Roman Catholic, pope, altar, mass, Bible, Latin, monks, priest |
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| Understand the impact of religious change under different Tudor monarchs | Henry VIII, Edward VI, Mary I, Elizabeth I, Margaret Clitheroe, exile, execution, martyr, heretic, disguise, priest's holes |
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| Understand how Elizabeth wanted to be seen compared to what she was really like | French Ambassador, portraits, Rainbow Portrait, symbols, ermine, serpent, chastity, French Ambassador, Virgin Queen |
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| Understand why Mary Queen of Scots was a threat to Elizabeth | Mary Queen of Scots, Dudley, Scots, cousin, heir, exile, rebellion, plotting, James VI of Scotland, conspiracy |
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| Understand why the Armada sailed for England and its fate | Philip of Spain, execution, Sir Francis Drake, privateers, Netherlands, Dutch Protestants, 'singed the King of Spain's Beard', fire ships, crescent formation, Duke of Parma |
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| Understand what life was like for different groups of people in Tudor England | Social classes, Rogues & Vagabonds, Cut purse, Upright Man, Clapper dudgeons, Counterfeit Crank, arranged marriages, street slang, upper class, middle class, beggars, powerless, landowners |
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| Understand what the Puritans believed | Puritans, Strict, Elizabeth's middle way, Protestant |
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| Year 8 Exam | This exam reviews all Year 8 work covered so far. The Year 8 Revision List includes revision quizzes for students to complete |
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| Use evidence to decide if Guy Fawkes deserved to die | Balanced Answer, Guy Fawkes, treason, conspirators, plotters, Catesby, Gunpowder Plot, Parliament, torture, Cecil, defence, prosecution, accused, execution |
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| Understand the causes and consequences of the English Civil War | Long & short term causes, Civil War, Henrietta Maria, Catholic, Ship Money, Rump Parliament, Parliamentarians, Puritans, Round Heads, Royalists, Prince Rupert, Protectorate, Battle of Naseby, mercenaries, New Model Army, Lord Manchester, pikes, muskets, cavalry, execution |
Student Work : Civil War booklet Student Work : Newspaper front pages based on the death of Charles I Writing frames for newspaper front pages about the death of Charles I from a Parliamentary perspective and a Royalist perspective |
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| Understand some key features of the Restoration Period | Restoration, Pepys, Plague, Fire of London |
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| Tudor & Stuart Assessment | This assessment is used to assess student progress against target National Curriculum Levels |
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| The Black Peoples of the Americas | |||
| Understand why the slave trade began and what the triangular trade was | Native Americans, Columbus, New World, Slavery, Profit, Empire, Triangular Trade, Middle Passage, Raw Materials |
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| Use source material to produce an interpretation of life for a slave | Kidnap, coffle, disease, shackles, leg irons, overcrowding, interpretation |
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| Be able to present a balanced view of what life was like on a plantation | auction, branding, plantation, sugar, cotton, anansi stories, culture |
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| Understand the reasons why slavery ended | rebellion, abolition, abolitionists, Olaudah Equiano, Wilberforce, Parliament, American Civil War, Confederates, Union Side, General Grant, Stonewall Jackson, Lincoln, Assassination |
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| To chart the progress of black civil rights abolition: (a) KKK, (b) MLK | discrimination, KKK, WASPs, civil rights, Rosa Parks, Martin Luther King, Malcolm X, Black Power |
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| Black Peoples of the Americas assessment | This assessment is used to assess student progress against target National Curriculum Levels |
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Local History Project (Victorian) |
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| To research the History of Saltburn using primary and secondary evidence | Smuggling, Ship Inn, Victorian, Pease, Quaker, Zetland Hotel, Vertical Hoists, Cliff Lifts, Iron Stone mining, Census, Jewel Streets, Ha'penny Bridge |
This involves a visit & slide show by Tony & Cathy Lynn. It may also involve a site visit. |
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| Understand how to communicate historical information for an audience e.g. visitors to website, readers of a magazine etc. | As above |
A number of relevant community projects include the Cliff Lift project, and Specialist School Launch Day Activities and History Club projects Links to student work can be seen from the Victorian part of the Local History Section of the Website |
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