Weeks 35–38 Enquiry question: How can music change minds? Week 35 * The USA, Evidence Evidence Step 8: Evidence Step 9: Evidence Step 9: Music as wartime propaganda: Target Step 8 Learners can support Judgement of Learners are confident * World War One: patriotic Stretch to Step their comments on provenance is in asking historical songs, music hall 9 sources by using becoming more of a source questions of * World War Two: Vera Lynn source content and feature of their own and can learners’ sometimes by understanding, so describe the types of referencing the that ideas of nature, sources which would Week 36 Evidence provenance of a origin and purpose be useful. Music and race relations: Target Step 8 source, although they are sometimes Analytical narrative * Jazz and the Harlem Stretch to Step struggle to draw reflected in their Step 9: Learners are Renaissance e.g. Duke Ellington 9 conclusions from ideas answers. able to organise their * Caribbean music in 1960s of nature, origin and Analytical narrative account so that it Britain: Calypso purpose. Step 9: Learners can shows some logic and Week 37 * The USA, Analytical (Reinforced) construct a narrative an ability to plan, but Music as protest: narrative Evidence Step 8: account which shows there is no overall * Anti-war songs e.g. Dylan, Target Step 8 Learners can formulate some sound analysis coherence. Learners War songs Stretch to Step Seeger’s anti-Vietnam their own historical and a basic are able to select * Punk in the 80s e.g. Sex Pistols 9 questions but struggle understanding of relevant knowledge to plan a line of how the relevant that has some links enquiry or select historical concept with the topic and the sources to use. should be linked to question. Week 38 Interpretations Analytical narrative the narrative. * To what extent does music still Target Step 8 Step 8: Interpretations Step Learners’ affect politics and society? Stretch to Step narrative accounts 9: Learners can make * Hip Hop social commentary? 9 – attempt analysis and a case for or against * Pussy Riot protest and – show some an interpretation and imprisonment appreciation of the use some relevant relevant historical contextual concept (e.g. knowledge to support constructing a their evaluation, but narrative of a cause) they tend to make but are not clearly only assertive focused. They are able judgements of to plan an answer that interpretations that builds an account, but lack clear it lacks internal logic. justification. Learners are able to select mostly relevant
Weeks 35–38 Enquiry question: How can music change minds? Week 35 Music as wartime propaganda: * World War One: patriotic songs, music hall * World War Two: Vera Lynn * The USA, Evidence Target Step 8 Stretch to Step 9 Evidence Step 8: Learners can support their comments on sources by using source content and sometimes by referencing the provenance of a source, although they struggle to draw conclusions from ideas of nature, origin and purpose. (Reinforced) Evidence Step 8: Learners can formulate their own historical questions but struggle to plan a line of enquiry or select sources to use. Analytical narrative Step 8: Learners’ narrative accounts attempt analysis and show some appreciation of the relevant historical concept (e.g. constructing a narrative of a cause) but are not clearly focused. They are able to plan an answer that builds an account, but it lacks internal logic. Learners are able to select mostly relevant Evidence Step 9: Judgement of provenance is becoming more of a feature of learners’ understanding, so that ideas of nature, origin and purpose are sometimes reflected in their answers. Analytical narrative Step 9: Learners can construct a narrative account which shows some sound analysis and a basic understanding of how the relevant historical concept should be linked to the narrative. Interpretations Step 9: Learners can make a case for or against an interpretation and use some relevant contextual knowledge to support their evaluation, but they tend to make only assertive judgements of interpretations that lack clear justification. Evidence Step 9: Learners are confident in asking historical source questions of their own and can describe the types of sources which would be useful. Analytical narrative Step 9: Learners are able to organise their account so that it shows some logic and an ability to plan, but there is no overall coherence. Learners are able to select relevant knowledge that has some links with the topic and the question. Week 36 Music and race relations: * Jazz and the Harlem Renaissance e.g. Duke Ellington * Caribbean music in 1960s Britain: Calypso Evidence Target Step 8 Stretch to Step 9 Week 37 Music as protest: * Anti-war songs e.g. Dylan, Seeger’s anti-Vietnam War songs * Punk in the 80s e.g. Sex Pistols * The USA, Analytical narrative Target Step 8 Stretch to Step 9 Week 38 * To what extent does music still affect politics and society? * Hip Hop – social commentary? * Pussy Riot – protest and imprisonment Interpretations Target Step 8 Stretch to Step 9
history-y9-3y-sow-summer2-musicinhistory.docx