HISTORY - UNIT 1 - CHANGING LIFE IN SCOTLAND AND BRITAIN
/CONTEXT B - 1830-1930s
LEVEL / LEARNING OUTCOMES / GREEN / AMBER / REDUNIT TEST / S3 EXAMS / PRELIM / UNIT TEST / S3 EXAMS / PRELIM / UNIT TEST / S3 EXAMS / PRELIM
POPULATION
Describe how and explain why the population of Scotland and Britain grew between 1830 and 1930. (Refer to, amongst other factors, medical advances, dietary improvements, increase in average life expectancy and better living conditions.)
Describe in what ways and why the population distribution of Scotland changed between 1830 and 1930Explain why so many people were leaving the Highlands during the period 1830-1930
Explain why large numbers of people were leaving the Lowlands of Scotland during this period
Describe and explain both the “push” and “pull” factors which encouraged many Scots to emigrate abroad between 1830 and 1930
Account for the migration of many Irish people to Scotland during the period 1830-1930
Describe the effects and explain the impact of this Irish immigration on Scotland and its people
HISTORY - UNIT 1 - CHANGING LIFE IN SCOTLAND AND BRITAIN
/CONTEXT B - 1830-1930s
LEVEL / LEARNING OUTCOMES / GREEN / AMBER / REDUNIT TEST / S3 EXAMS / PRELIM / UNIT TEST / S3 EXAMS / PRELIM / UNIT TEST / S3 EXAMS / PRELIM
COAL MINING
Explain why, in the 1830s, coal mining was a difficult and dangerous job. (Refer to the different jobs done within collier families and the problems of digging deeper, bigger mines.)
Explain why, during the 19th century, demand for coal increased greatlyDescribe the developments and improvements made in both mining technology and the job itself. (Refer to laws passed by the government and the new inventions and technology.)
Describe and explain to what extent the living conditions of miners improved during the period 1830-1930
Account for the decline in demand for coal in the last two decades of this period
HISTORY - UNIT 1 - CHANGING LIFE IN SCOTLAND AND BRITAIN
/CONTEXT B - 1830-1930s
LEVEL / LEARNING OUTCOMES / GREEN / AMBER / REDUNIT TEST / S3 EXAMS / PRELIM / UNIT TEST / S3 EXAMS / PRELIM / UNIT TEST / S3 EXAMS / PRELIM
FARMING
Explain the importance of farming in 1830
Describe and explain the effects of new methods and machinery on farming between 1830 and 1930. (Refer to cross and selective breeding, crop rotations, seed-drills and the steam traction engine.)Explain why farming experienced
(a) a “Golden Age” between c. 1850 and 1870
(b) a “Great Depression” between c. 1870 and 1914
Describe the poor living and working conditions experienced by farm workers in 1830
Describe and explain the impact that the First World War had on the farming industry
Describe and explain to what extent improvement had taken place in the living and working conditions of farm workers by 1930
HISTORY - UNIT 1 - CHANGING LIFE IN SCOTLAND AND BRITAIN
/CONTEXT B - 1830-1930s
LEVEL / LEARNING OUTCOMES / GREEN / AMBER / REDUNIT TEST / S3 EXAMS / PRELIM / UNIT TEST / S3 EXAMS / PRELIM / UNIT TEST / S3 EXAMS / PRELIM
TRANSPORT
Explain the problems experienced in transport in Scotland and Britain at the turn of the 19th century
Describe the development of(a) “turnpike trusts” and
(b) canals
And explain how these brought improvements
Describe and explain both the supoort for, and the opposition to, the development of the railways in Scotland and Britain
Describe and explain the impact, effects, advantages and disadvantages of the building of Britain’s railways network
Describe the developments which took place in shipping during the period 1830-1930. (Refer to the transition from “sail to steam”.)
Account for the increased use of roads in the early part of the 20th century
HISTORY - UNIT 1 - CHANGING LIFE IN SCOTLAND AND BRITAIN
/CONTEXT B - 1830-1930s
LEVEL / LEARNING OUTCOMES / GREEN / AMBER / REDUNIT TEST / S3 EXAMS / PRELIM / UNIT TEST / S3 EXAMS / PRELIM / UNIT TEST / S3 EXAMS / PRELIM
LIVING CONDITIONS
Describe living conditions for rural workers in the Highlands and Lowlands in the early part of this period
Describe living conditions in Scottish towns and cities in the early part of this periodDescribe in what ways and explain why poor living conditions affected people’s health
Describe in what ways and explain for what reasons living conditions improved in the second half of this period. (Refer to, amongst other factors, better sanitation and council houses.)
Describe the impact of these improvements on people’s health
Recognise and understand that, even with these changes, living conditions in the 1930s were still poor for many Scots
HISTORY - UNIT 1 - CHANGING LIFE IN SCOTLAND AND BRITAIN
/CONTEXT B - 1830-1930s
LEVEL / LEARNING OUTCOMES / GREEN / AMBER / REDUNIT TEST / S3 EXAMS / PRELIM / UNIT TEST / S3 EXAMS / PRELIM / UNIT TEST / S3 EXAMS / PRELIM
PARLIAMENTARY REFORM IN ENGLAND AND SCOTLAND
Explain the criticisms that could be made of the British political system in 1860
Describe the stages and explain the reasons for the giving of the vote to adult men by 1918Describe the development of the movements for women’s suffrage and explain the reasons for their lack of success in achieving their main aim by 1914
Describe the stages and explain the reasons why all adult women had been given the vote by 1928. (Refer, in particular, to the contribution made by women to the war effort 1914-1918.)
HISTORY - UNIT 2 - INTERNATIONAL COOPERATION & CONFLICT
/CONTEXT B - 1890s - 1920s
LEVEL / LEARNING OUTCOMES / GREEN / AMBER / REDUNIT TEST / S3 EXAMS / PRELIM / UNIT TEST / S3 EXAMS / PRELIM / UNIT TEST / S3 EXAMS / PRELIM
BEFORE THE OUTBREAK OF WAR
Describe the relative strengths and weaknesses of the major European powers in the early years of the 20th century. (Refer to army and navy size, empires, population, wealth and industry.)
Describe the development of the Anglo-German naval race and explain how this increased tension in Europe before 1914Describe the development of the two main groups of alliances and explain how this increased tension in Europe before 1914. (Refer to militarism, arms races, the Second Moroccan Crisis.)
Describe the problems and tensions in the Balkan area of Europe before 1914 and explain how these contributed to the outbreak of war in 1914. (Refer to rivalry between Austria-Hungary and Russia, the annexation of Bosnia in 1908 and the expansion of Serbia.)
Describe and explain the stages by which war broke out in 1914. (Refer to the assassination at Sarajevo, the Austrian ultimatum to Serbia and the Schlieffen Plan.)
HISTORY - UNIT 2 - INTERNATIONAL COOPERATION & CONFLICT
/CONTEXT B - 1890s - 1920s
LEVEL / LEARNING OUTCOMES / GREEN / AMBER / REDUNIT TEST / S3 EXAMS / PRELIM / UNIT TEST / S3 EXAMS / PRELIM / UNIT TEST / S3 EXAMS / PRELIM
THE EXPERIENCE OF WAR
Describe how and why trench warfare and a war of attrition developed on the Western Front. (Refer to the failure of the Schlieffen Plan and “The Race to the Sea”)
Describe what everyday life for soldiers in the trenches was likeDescribe the methods and tactics used in trench warfare and explain how these led to such high casualties
Investigate and describe in detail the Battle of the Somme, June-November 1916
Describe and explain the impact of the Great War on the British Home Front. (Refer to the Defence of the Realm Act; volunteers, conscription and conscientious objectors; the German U-boat campaign; shortages and rationing; work; the contribution and changing role of women; propaganda.)
Describe the impact of and explain the effects of the war on the German Home Front. (Refer to the British naval blockade, food shortages and political unrest.)
HISTORY - UNIT 2 - INTERNATIONAL COOPERATION & CONFLICT
/CONTEXT B - 1890s - 1920s
LEVEL / LEARNING OUTCOMES / GREEN / AMBER / REDUNIT TEST / S3 EXAMS / PRELIM / UNIT TEST / S3 EXAMS / PRELIM / UNIT TEST / S3 EXAMS / PRELIM
NEW TECHNOLOGY
Describe the development, use and effectiveness of gas as a weapon during the Great War
Describe the development, use and effectiveness of tanks as a weapon during the Great WarDescribe the development and use of military aircraft, including airships, and their impact on the conduct of the war
HISTORY - UNIT 2 - INTERNATIONAL COOPERATION & CONFLICT
/CONTEXT B - 1890s - 1920s
LEVEL / LEARNING OUTCOMES / GREEN / AMBER / REDUNIT TEST / S3 EXAMS / PRELIM / UNIT TEST / S3 EXAMS / PRELIM / UNIT TEST / S3 EXAMS / PRELIM
THE DEFEAT OF GERMANY
Explain why the United States of America joined the war on the Allied side in April 1917, and describe the impact this had on the war for both the Allies and the Central Powers
Explain why Germany was defeatedDescribe, and explain the reasons for, the differing views and attitudes of the Big Three (leaders of the main victorious powers) at the Paris Peace Talks about how Germany should be treated
Describe the terms of the Treaty of Versailles, 28th June, 1919
Describe and explain the attitudes of the victorious powers (Great Britain, France and the U.S.A.) and Germany towards the Treaty of Versailles
HISTORY - UNIT 2 - INTERNATIONAL COOPERATION & CONFLICT
/CONTEXT B - 1890s - 1920s
EVEL / LEARNING OUTCOMES / GREEN / AMBER / REDUNIT TEST / S3 EXAMS / PRELIM / UNIT TEST / S3 EXAMS / PRELIM / UNIT TEST / S3 EXAMS / PRELIM
THE LEAGUE OF NATIONS AND COLLECTIVE SECURITY
Explain when and with what aims the League of Nations was set up
Describe the methods by which the League of Nations was expected to prevent wars from taking place in the futureExplain the exclusion or non-participation of certain important countries in the League of Nations and describe the impact of this on the League’s effectiveness
Evaluate the effectiveness of the League during the 1920s in
(a) organising international disarmament
(b) settling disputes between countries
HISTORY - UNIT 3 - CONTEXT D
/PEOPLE AND POWER – GERMANY 1918 - 1939
LEVEL / LEARNING OUTCOMES / GREEN / AMBER / REDUNIT TEST / S3 EXAMS / PRELIM / UNIT TEST / S3 EXAMS / PRELIM / UNIT TEST / S3 EXAMS / PRELIM
THE WEIMAR REPUBLIC - 1918-1924
Explain why Kaiser Wilhelm 11 abdicated in early November 1918
Explain who “The November Criminals” are and why they were so-called. (Refer to the signing of the Armistice and its terms.)Describe the Spartacist Revolt and explain how and by whom it was crushed
Describe the constitution of the Weimar republic and explain in what ways it was more democratic than the previous German government
Give reasons for the widespread hatred amongst Germans for the Treaty of Versailles
Describe the occupation of the Ruhr by the French and Belgians in 1923 and explain the impact it had on the German people and economy
Describe the early life of Adolf Hitler and explain how his beliefs developed. (Refer to the Treaty of Versailles, the theory of Aryan racial superiority, anti-Semitism and lebensraum.)
Describe how Adolf Hitler came to join, and become the leader of the German Workers’ Party (D.A.P.) and how this developed into the N.S.D.A.P. (Nazi Party.)
Explain why Hitler’s Nazi party attempted to seize power in the Munich (“Beerhall”) Putsch of November 1923, describe what happened and account for the putsch’s failure
HISTORY - UNIT 3 - CONTEXT D
/PEOPLE AND POWER – GERMANY 1918 - 1939
LEVEL / LEARNING OUTCOMES / GREEN / AMBER / REDUNIT TEST / S3 EXAMS / PRELIM / UNIT TEST / S3 EXAMS / PRELIM / UNIT TEST / S3 EXAMS / PRELIM
THE “GOLDEN YEARS” OF THE WEIMAR REPUBLIC, 1924-29
Explain why there was a growth in prosperity and improved international relations for Germany during the period 1924-1929. (Refer to Gustav Stresemann, the Ruhr, the Rentenmark, the Dawes Plan, the Treaty of Locarno 1925 and German admission to the League of Nations 1926)
Using appropriate figures from elections to the German Reichstag (parliament), describe levels of support for the Nazi Party during these yearsHISTORY - UNIT 3 - CONTEXT D
/ /PEOPLE AND POWER – GERMANY 1918 - 1939
LEVEL / LEARNING OUTCOMES / GREEN / AMBER / REDUNIT TEST / S3 EXAMS / PRELIM / UNIT TEST / S3 EXAMS / PRELIM / UNIT TEST / S3 EXAMS / PRELIM
THE RISE OF THE NAZIS, 1929-1933
Explain why there was an economic depression in Germany after October, 1929
Describe the impact of the Great Depression of 1929 on the German people, economy and societyDescribe and explain the impact of the Great Depression on the support among the German people for
(a) the government of the Weimar Republic
(b) the N.S.D.A.P.
(c) the Communist Party (K.P.D.)
Explain why so many Germans came to support the Nazi Party, and why they attracted more voters than the other extreme parties. (Refer to Nazi proposals to deal with unemployment, the Treaty of Versailles, anti-Semitism, anti-communism and Hitler himself.)
Explain when and how Adolf Hitler became Chancellor of Germany