In order to make sense of current affairs, it is important to study the past. Everything that happens around us has been influenced by, and is the result of, the past. In History, we study the historical patterns that tend to repeat themselves while studying the role of charismatic dictators like Caesar and Hitler, or the significance of religion in human conflict.
It is the job of GA history students to identify where we have been going wrong, comment on it, and attempt to avoid it in the future. History helps us understand people and societies and contributes to our moral understanding. We challenge students to test their own moral compass and to hone it against some of the real complexities individuals have faced in difficult settings.
Select year group
Cycle 1: Norman Conquest: Why did William win the Battle of Hastings? How did William gain control in England?
Cycle 2: Medieval Britain: What was it like to live in medieval Britain? Why was there discontent in medieval BritaIn?
Cycle 3: Tudors: What impact did Henry Tudor have in Britain? How successful were the Tudor heirs in controlling Britain?
Cycle 4: Stuarts: How effective was Charles I as a leader? How did Britain develop under the Stuarts?
Cycle 5: American War of Independence: What caused the American War of Independence? How did American economy and society change?
Cycle 1: French Revolution: What were the causes of the French Revolution? What was the impact of the French Revolution?
Cycle 2: British Empire: How has the British Empire been presented? To what extent was the impact of the Empire positive?
Cycle 3: Slavery: What was the significance of the Middle Passage? What was the most significant factor in abolition?
Cycle 4: Women and the Vote: Who were the suffragettes? Why and how did women gain the vote?
Cycle 5: World War One: Was Haig the Butcher of the Somme? How effective was new technology during the war?
Cycle 1: 1920s USA: To what extent was the Boom really a boom? How did events in America affect people in the USA and abroad?
Cycle 2: Nazi Germany: To what extent was life difficult in Nazi Germany? What was the impact of the Holocaust in Germany?
Cycle 3: World War Two: To what extent was Dunkirk a triumph or defeat? What was the impact of WW2 on Britain?
Cycle 4: Civil Rights: How effective was the civil rights movement pre-1960? How effective was the civil rights movement pre-1970?
Cycle 5: Cold War/JFK: How did key events cause tension between the superpowers? Why was JFK assassinated?
Students at GA will study the following three units and are challenged to consider the answers to the following questions:
Crime and Punishment
What were the main causes and types of crime, 1530-1700? (Poverty, heresy, vagabonds, treason, religious change)
How did types of crime and their causes change, 1700-1900? (Smuggling, highway robbery, popular protest)
Why have there been new causes and types of crime from 1900 to today? (Rise of transport crime, computer crime, terrorism, hooliganism)
How were criminals punished, 1530-1700? (Corporal punishment, imprisonment, public execution)
What were the main turning points in methods of punishment, 1700-1900? (Transportation, changes in public execution, separate system, silent system)
How successful have methods of punishment been from 1900 to today? (Changing attitudes to punishment, changes to imprisonment, young offenders' institutions)
How did developments in Germany from 1919-1929 affect the rise of the Nazis? (Weimar Republic, Munich Putsch, development of early Nazi Party)
How and why did Hitler get appointed Chancellor in January 1933? (Wall Street Crash, coalitions of von Papen and von Schleicher)
How did the Nazis consolidate their power, 1933-1934? (Reichstag Fire, Enabling Act, Night of the Long Knives, death of Hindenburg)
How did Nazi economic and social policy affect life in Germany? (National Labour Service, policies towards women, control of education, control of youth)
How did Nazi political policy affect life in Germany? (Nazi police state, control of legal system, control of central and regional government, propaganda)
How did Nazi racial and religious policy affect life in Germany? (Master race, anti-Semitism, treatment of church)
How was life affected during the war years? (Early war years, later war years, treatment of Jews during this time)
How much opposition was there to the Nazis within Germany during the war years? (Edelweiss Pirates, Swing Youth, White Rose Group, religious groups)
How difficult were conditions in Germany following total defeat in the war? (Eastern Front, Western Front, death of Hitler, Yalta, Potsdam, Denazification)
Sport, Leisure, and Tourism
What were the main characteristics of sport up to 1945? (Amateur and professional sport, growth of spectator sport)
How important was the contribution of sporting heroes during this period? (Newspapers, radio, TV, cinema, male and female sporting stars)
How has sport in Wales and England been affected by changes in society since 1950? (Growth participation in sport, impact of TV/sponsorship, controversy)
What kinds of entertainment were influential in people’s lives up to 1945? (Cinema, theatres, radio, radio during WW2)
What were the major developments in the 1950s and 60s? (Growth of TV, impact of TV, decline in cinema, rock ‘n’ roll, swinging sixties)
How has mass entertainment developed in recent times? (Pop music, concerts for good causes, developments in technology)
What opportunities did people have for holidays up to 1950? (Traditional holiday resorts, new holiday patterns)
How much did tourism and holiday patterns change in the 1950s and 1960s? (Growth in caravans, impact of motor car, National Parks)
How far have tourism and holiday patterns changed since the 1960s? (Air travel, holiday fight back, new tourist attractions)
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