THE WAR OF THE WORLD

CURRICULUM

SERIES AIMS

• To realise how nations become powerful and the consequences this can have
• To describe the role of key individuals in 20th-century history
• To explain the level of violence and involvement of civilians in 20th-century conflict
• To illustrate that race plays such a significant role in conflict
• To understand the major conflicts of the 20th century
• To assess the impact of globalisation on society
• To use a range of historical sources, especially film footage and oral accounts.

CURRICULUM RELEVANCE

England, Wales, Scotland and Northern Ireland

History is not statutory all over the UK after age 14, but this series will be useful to those studying GCSE/Standard Grade or A/S and A Level/Higher Grade History.

The content of History qualifications varies across awarding bodies and, of course, will depend on the actual modules chosen. However, the following themes are commonly included and relate well to this series:

• Germany, 1918–1941
• Russia, 1916–1941
• United States of America, 1918–1939
• Superpower rivalry
• The use of evidence to investigate events
• Understanding chronological timescales
• Looking at changing political power
• Understanding cause and effect in historical events
• Using historical vocabulary
• Understanding how historians and other experts come to conclusions.

For details of the actual curriculum requirements in each country, use the curriculum guidance links provided below.

Explanatory notes

Historical enquiry: This includes structured enquiries into different kinds of historical questions and issues. Pupils should begin to devise and refine their own questions to structure an investigation, developing their own hypotheses and selecting and deploying evidence to reach and justify their own conclusions. Pupils can either use their acquired knowledge and understanding to suggest hypotheses, or can suggest hypotheses at the start of the topic based on their own assumptions and values, which they then test against the evidence.

Using evidence: Knowledge of the past is based on evidence derived from sources and depends on the questions asked and the sources available rather than making prior assumptions about the validity and reliability of the historical sources used. This includes evaluating the value and reliability of evidence by studying the provenance, purposes and language of sources.

Communicating about the past: Pupils develop writing, speaking and listening skills as they recall, select, classify and organise historical information, use historical terminology and language appropriately and accurately, and provide well-structured narratives, explanations and descriptions of the past. Pupils should use existing and emerging technologies where appropriate.

Find out more

Curriculum authorities:

• England
  www.qca.org.uk/default.aspx
• Northern Ireland
  www.ccea.org.uk/
• Wales
  http://wales.gov.uk/splash?orig=/about/departments/dcells/
• Scotland
  www.sqa.org.uk/sqa/CCC_FirstPage.jsp

For details of the actual curriculum requirements in each country, use the following curriculum guidance sites:

History education
www.history.org.uk
Information and resources for teachers and other professionals involved in History education in primary and secondary schools and in higher education.

England and Northern Ireland
http://curriculum.qca.org.uk/key-stages-3-and-4/
subjects/history/index.aspx
Outlines what schools should provide in terms of History education.

Wales
http://new.wales.gov.uk
Outlines what should be included in History in schools.

Scotland
www.ltscotland.org.uk/5to14/curricularareas
Information on what schools should teach as part of History in Scotland.