Year 8 History
Unit 1 Henry VIII and the Reformation: how unusual was the English Reformation? Unit 2 Why have historians described 1492 as a turning point in world history? Unit 3 What was Luther trying to achieve? Unit 4 Why did Henry VIII make the break with Rome? Unit 5 The English Civil War: what can pamphlets tell us about 17th century politics? Unit 6 Why was the world opening up to Elizabeth I and her people? Unit 7 The Glorious Revolution: how do historians' views of it differ? Unit 8 Transatlantic Slavery: how were West African societies impacted? Unit 9 How revolutionary was the Glorious Revolution? Unit 10 The East India Company: when did Mughal authority collapse? Unit 11 Did the Enlightenment fuel the American Revolution? Unit 12 The Enlightenment: what was the Enlightenment? Unit 13 The Haitian Revolution: what was its role in the abolition of the slave trade? Unit 14 How successful were efforts to abolish slavery in the nineteenth century? Unit 15 How far did working conditions improve over the nineteenth century? Unit 16 Why are different stories told about Britain's journey to democracy? Unit 20 The Glorious Revolution: how do historians' views of it differ?
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I can describe how Whig and Revisionist interpretations of the Glorious Revolution differ.
In this lesson, we will compare the three stories we have looked at so far about Britain's journey to democracy and consider why different stories have developed around Britain's journey to democracy.
In this lesson, we will learn a story about how a group of women campaigned for the right to vote. These women were known as the 'suffragettes' and used radical methods to get attention.
In this lesson, we will learn a different story about how Britain became a democracy. This story describes how Britain's workers demanded the vote and then had to keep fighting for it when it was denied.
In this lesson, we will learn about how Britain gradually became a democracy. We will learn how British history is a story of progress where our system of government slowly got better. However, we will also discover that this story may be too simple.
In this lesson, we will learn about the Lancashire Cotton Famine and the Matchgirls strike. We will use these examples and knowledge from previous lessons to answer our enquiry question: how far did working conditions improve during the nineteenth century?
In this lesson, we will learn about popular protests against poor working conditions at the start of the nineteenth century.
In this lesson, we will learn about the ways in which governments tried to improve working conditions during the nineteenth century.
In this lesson, we will learn about how the Industrial Revolution transformed working-conditions in England between 1750-1850.
In this lesson, we will explore how we can judge 'success' in ending slavery. This will be done by considering who benefited from the 1807 and 1833 Acts.