History

Introduction to History

History can be defined as the study of the past as viewed by historians. The academic discipline began in the ancient world and the word ‘History’ comes from a Greek word meaning ‘to enquire’. The study of History has recently been in the headlines (The Times, 26th May 2009) owing to the news that the numbers of students taking the subject has dropped every year since Labour came to power in 1997, and that only one in three students in secondary school now take the subject. Pleasingly this is not the case at City of London Freemen’s School where the subject is frequently the most popular option undertaken by students at GCSE with over half the Lower 5 cohort usually taking on the subject to Key Stage 4. However, it is worthwhile considering for a moment what the study of History brings to an academic curriculum and an individual student.

There are a number of vital reasons for the study of the past, amongst them the fact that History will be used and misused as a weapon in debate and discussion. An understanding of the past is crucial in being able to counter the potential for the past to be distorted for benefit in the present. The 2009 European elections saw the British National Party use images from the past, and in particular the Second World War, to put forward their view that the threat of the European Union is as dangerous as the Nazi danger to Britain in 1940. Hence leaflets have spoken of these elections as being the new ‘Battle of Britain’. With History being used as a tool in this argument, an understanding of the events spoken of is vital if we as citizens are not to be manipulated by those who seek to distort the past for their own benefit.

History is a store of wisdom and knowledge for the present and the future. Again, there is a difficulty that leaders and individuals will perceive the lessons of History in such a way as to support their own views and arguments. Thus a shared knowledge of the past is vital if a community is to understand the potential problems of a course of action and its justification. History is a source of inspiration for the present and the stories of men and women through time who have acted with courage and wisdom can be a source of hope and encouragement in the present.

History also provides a comprehensive intellectual challenge to its students. The attempt to understand the past is made difficult by the nature of the material, the distortions of previous studies, the subjectivity of the reader and the challenge of various interpretations. The Historian must use intelligence and rigour to uncover his answer and have the written and oral skills to communicate their knowledge. Thus History provides so much more than a grade or a study of dry ‘fact’; it is a shifting, challenging discourse vital to any community.  

 

Curriculum

Key Stage 3 (Upper 3, Lower 4 and Upper 4, Years 7-9)

The first three years of the History

Curriculum provide grounding in the subject and the study of Britain’s past. Upper 3 sees pupils undertaking a course concerning Medieval Realms and the Making of the United Kingdom c.1066-1649. Through the study of such vital areas as the Norman Conquest and the Black Death, students are introduced to the academic study of History in its social, military and political dimensions. Though the emphasis is always on the study of the past, the Department also looks to develop the skills of students through essays and the assessment of document material in context.

In Lower 4, pupils investigate Great Britain: Industry, Trade and Expansion 1750-c.1900 and The French Revolution c.1776-1815. Main areas of investigation include Britain’s industrial heritage and development with a focus on conditions in factories, cities and the mines. Political changes brought on by industrialisation are also considered by looking at changes to democracy and the development of an overseas empire. The year finishes with an investigation of the causes and events of the French Revolution investigating the reasons for the divergent histories of the two countries in reaction to the social changes of the era. Skills introduced in Upper 3 continue to be practised and developed along with the introduction of the utility of sources in context.

In Upper 4, students investigate the history of The Black Peoples of America from 1700 to the Present, the First World War 1914-18 and the Search for Stability and Peace in Europe 1918-45. Pupils begin by investigating the Trans-Atlantic Slave Trade, Abolition, the American Civil War and the course of the American Civil Rights movement. After Christmas, pupils move on to an investigation of events in Europe 1914-45 studying the causes and course of the Great War and the attempts to avoid another conflict in the 1930s. The final weeks of the course are spent investigating themes in the Second World War including the Anti-Semitic policies of Nazi Germany and the Holocaust.

 

Key Stage 4 (Lower 5 and Upper 5, Years 10 and 11)

The new format for the GCSE examinations

means that there will be significant changes from previous years in 2009-10. The scheme of work that the department will follow in the new examination will prepare students for the AQA History B GCSE Examination. The particular units we will investigate from Paper 2 are: From Tsardom to Communism: Russia 1914-24, Hitler's Germany, 1929-39, and The USA and Vietnam: Failure Abroad and at Home, 1964-75. The Paper 1 option undertaken is the Cold War 1945-1991, with the coursework being written in controlled conditions concerning British experience of war on the home-front in the First and Second World Wars.

 

Key Stage 5 (Lower 6 and Upper 6, Years 12 and 13)

The new rubrics for A Level examination were established in 2008-09 with the first cohort finishing their studies in 2010. Students sit courses and examinations set by EdExecel. The investigation of Early Modern Europe forms the focus of work in Lower 6. Unit 1 options include Luther, Lutheranism and the German Reformation 1517-55 as well as The Revolt of the Netherlands, 1559-1609. Unit 2 sees students undertake a study of Henry VIII: Authority, Nation and Religion 1509-40.

The Upper 6 sees a shift to the study of the history of the United States of America with Unit 3 tackling the theme of The United States, 1820-77: A Disunited Nation and the coursework in Unit 4 sees an investigation of The USA: From Reconstruction to Civil Rights c.1877 and 1981.

 

Extra-Curricular Activities

The Department is very keen to show that History is not simply studied in a classroom and that the remnants of the past surround us. Therefore, every opportunity is taken to try and enrich students’ learning and to take them to sites of historical interest.

Junior School students take part in Medieval Day where they sample some of the delights of life in Britain during the middle ages. In just one day pupils learn about lives of monks and knights, look at heraldry as well as having a go at calligraphy and medieval weaving. They have talks on medieval costumes and armour which they try on, including chain mail and plate armour. 

 

Upper 3 pupils go on a field trip to Rochester to investigate aspects of medieval life in the city, including the magnificent cathedral and tall castle that dominates the city centre. Students enhance their understanding of developments in castle building and monastic life, are given a flavour of the life and punishments sometimes suffered by a monk, spend time understanding the development of the castle and the reasons for its construction, and investigate how it had been besieged and captured by King John in his struggles with the Barons. Read about the 2009/10 trip.

 

Lower 4 pupils go to the Black Country Living Museum at Dudley. It tells the story of a fascinating part of history. Students discover the Black Country in interpretive exhibitions and explore the open air site where historic buildings and features have been brought together to vividly recreate a past way of life. Students see the Rolfe Street Baths, Trams and Trolleybuses, the Newcomen Steam Engine, Fairground Attractions,The Toll House, the Chainmaker hard at work, the 1920’s Cinema and Inn, shops as they were, Lime Kilns, and boats. Students also go down the Mine, go back to school, and through the canal tunnel. Guides in costume help to make the museum come to life. Read about the 2010 trip.

 

In the Upper School, students visit the National Army Museum (read about the 2010 trip), the Imperial War Museum (read about the 2010 trip) and, alongside the Modern Language Department, Berlin (read about the 2010 trip). Sixth form enrichment is provided by visits to lecture days that supplement students learning as well as a visit to Hampton Court.

 

The F.U. Batchelor Society

The academic society of the department was established in 2009 and is named after Fred Batchelor, the Head of Department from 1984 to 2008. The aim of the society is to develop the interest of all students at the School in the events of the past. This happens through lectures, seminars, visits, films, debate and discussion at least four times a term mostly during lunchtimes. Students are fully encouraged to get involved in the meetings and become part of the organisation of the Society. The first debate of 2010/11 was held on Tuesday 14th September (see Latest News).

 

Latest News

 

In December 2011, four Freemen's historians were successful in their applications to study at Oxford University. This represents the most successes from a single subject at the School in the last 30 years.

 

Stephanie Anthony won a place at Queen's College to read Modern History with Rebecca Howe successful at Pembroke. Luke Shakerchi achieved a place at Balliol College whilst Laura Koepke was successful in her application for History and Economics at Brasenose. The students earned their success through their hard work in extra reading, participating in seminars to extend their knowledge and achievement in the strenuous Oxford applications process. We are delighted with their success and their achievement sees history for the second year in a row providing the most Oxbridge successes of any discipline at Freemen's. 

 

Record breakers!

The 2011 A2 History students broke all records for success at Freemen's. The 11 students all scored A* and As with eight candidates achieving the top grade. Five of the students in the group are going onto study the subject at university with Sam Dean (Nottingham) Laura Grayling (Sidney-Sussex College, Cambridge), Amelia Harman (Exeter College, Oxford), Francesca Scott (Leeds) and Katie Zinser (Gonville and Caius College, Cambridge) all achieving their required grades. The History teachers at Freemen's congratulate all the students on their success and wish them well, we will miss you!

 

Departments come together to visit Berlin

The Modern Languages and History, Politics and Sociology Departments took 30 Lower 5 pupils to Berlin from 1st to 6th July. The group looked at sites relating to their historical studies of Nazi Germany and the Cold War whilst also practising their linguistic skills and experiencing life in the German capital. Highlights included a guided visit of the Reichstag and a sombre trip to the concentration camp at Sachsenhausen. For the first time the trip was extended by a day and this was used to visit Potsdam and Wansee including tours of Frederick the Great’s summer palace of Sansoucci and the house that saw the discussions that began the direct planning of the Final Solution in 1943. Mr Wright, Head of History, Politics and Sociology, said: "The group was superb in their interest for the sites and enjoyment of each other’s company. They will have returned more knowledgeable about German history and culture and hopefully have a desire to go back to Berlin again in the future."

 

Top Marx for the Batchelor Society

 

Great Trip to Learn About Great War

The Upper 4 went to the National Army Museum in Chelsea to investigate aspects of the First World War on Wednesday 16th March 2011. The day began with an introduction to all aspects of the fighting illustrated with some of the Museum's vast collection of photographs from the era. The pupils then broke down into House groups and were involved in three seperate activities. These included a look at the Museum's standing exhibits concerning World War I and a handling session where students could see, touch and even try on pieces of equipment such as rifles and uniform from the conflict. The highlight of the visit was an interview with a member of the museum staff taking on the role of a First World War Soldier and fielding questions from the pupils on all aspects of the fighting. Mr Wright, Head of History, Politics and Sociology, said: "The trip will have given the Upper 4 a much better understanding of life as a soldier and the fighting in the Great War. We are grateful to the excellent staff of the National Army museum for hosting us for such a superb day."

 

A Stark Reminder of Tudor Times

Historians from Lower 6 attended a series of lectures focused on Henry VIII on Friday 11th March 2011. The four lectures were useful to the students undertaking the AS option concerning Tudor England’s most important monarch. The visit also gave students a sense of what it is like to study the subject at university and provide inspiration for further research. The main highlights of the day were Ronald Hutton’s discussion of Henrician foreign policy and Diarmaid MacCulloch’s lecture on the popularity of the Reformation. MacCulloch told the audience that there is more evidence for grassroots support for the Evangelical cause in the 1530s than has previously been suggested. However, the greatest excitement was reserved for the appearance of David Starkey who found his audience more receptive than others he has recently instructed. Starkey’s lecture - 'What were Henry VIII's most significant mistakes or failures?' was the usual mixture of scholarship, wit and entertainment. Challengingly, he stated that we should be less critical of Henry VIII for his conflicts because struggle and war are part of the human condition, referring to events in Libya with the comment that 'freedom is not won by being politely asked for'. Mr Wright, Head of History, Politics and Sociology, said: "These lectures are a brief view of the intellectually vibrant and exciting world of historical discussion concerning Henry VIII given by authorities in the field. The day was enormously valuable and the students were entertained and enlightened throughout."

 

Et Tu, Mr Chadwick?

 

 

 

Did the Empire Strike Back in the

Return of the Society?

The Batchelor Society met for the first time in 2010/11 on Tuesday 14th September. A well-attended debate in the Haywood Centre foyer centred around the motion 'This House believes that we should be proud of Britain's Imperial Past' with Mr Wright proposing and Mrs Edwards in oppoisiton. The proposition stance revolved around the British Empire being based on cooperation with native peoples, a positive force in the world in terms of aid, trade and development as well as a benign influence compared to the rival imperialisms of nations such as Japan. Mrs Edwards in opposition focused on the importance of slavery to the early Empire as well as the expolitative nature of relations between Britain and its subject nations. The argument also highlighted racism and negative legacies of Empire on both the British and its former colonies. The audience were then invited to contribute their points of view and questions to both sides before these views and questions and incorporated in the proposition and opposition's concluding remarks. A final vote was then overseen by the Chair of the Debate and one of this year's Society Presidents Laura Grayling.

 

Academic Results

In 2011:

A Level: The 11 students all scored A* and As with eight candidates achieving the top grade. Five of the students in the group are going on to study the subject at university with Sam Dean (Nottingham) Laura Grayling (Sidney-Sussex College, Cambridge), Amelia Harman (Exeter College, Oxford), Francesca Scott (Leeds) and Katie Zinser (Gonville and Caius College, Cambridge) all achieving their required grades.

AS Level: 15 pupils were entered. 11 attained grade A, three attained grade B and one attained a grade D.

GCSE Level: 57 pupils were entered. 33 attained grade A*, 16 attained grade A, six attained a grade B, one attained a grade C and one attained a grade D. 86% of GCSE candidates gained an A* or an A.

 

In 2010:

A Level: 21 pupils were entered. Four attained a grade A*, eight attained a grade A, seven attained grade B, and two attained a grade C. Therefore 91% of students gained an A*, A or B.

Three of our Historians have gone on to university to continue studying History: Zinzan Dean at Sheffield, Claire McCarthy at Aberdeen, and Duncan Wanell at Leicester.

AS Level: 14 pupils were entered. 12 attained grade A, and two attained grade B.

GCSE Level: 56 pupils were entered. 18 attained grade A*, 22 attained grade A, 12 attained a grade B, and four attained a grade C.

71% of GCSE candidates gained an A* or an A.

 

Staff within the Department

There are five members of staff teaching in the Department.

Alexander Wright. I am the Head of History, Politics and Sociology, and I teach History throughout the School and Politics in the Sixth Form. I attended Berkhamsted School in Hertfordshire and took a degree in Modern History at Mansfield College, Oxford. After my PGCE at Bristol University, I spent five years at the Royal Grammar School, Guildford where I taught History and Politics, whilst coaching Rugby, Cricket and most remarkably Hockey. I arrived at CLFS in 2008 as Head of History and took on the role of Head of Politics and Sociology in 2009. Between 2007 and 2009 I took an MA in Imperialism and Postcolonial Studies part-time at Birkbeck College, University of London. My interests include walking, reading and, to my wife’s continuing despair, pretty much any sport on television.

 

James Brooke. I teach Politics, Sociology, and History throughout the Senior School. I am also involved with rugby and cricket in the respective seasons. In addition to this I work in the boys’ boarding house. I attended the Royal Grammar School, Newcastle where I developed my interest in social science. This led me onto Newcastle University where I specialised in Politics. With the promise of a warmer climate I eventually began the move south via Staffordshire and a PGCE in Social Science where I specialised in the teaching of Politics, Sociology, and History. I arrived at CLFS in 2009 and have thoroughly enjoyed my first year here. My main academic interests are in the history of political ideologies and cultural investigations. Other areas of interest include any sporting related activities and in particular Newcastle United and the England cricket team.

 

Katherine Edwards. I am responsible for the teaching of History from Upper 4 through to Upper 6 as well as delivering part of Critical Thinking element of the AQA Baccalaureate. I studied history at New College, Oxford and after a spell in Italy I taught at Sutton High School for five years. I came to CLFS in 2006. My main academic interests are the Reformation, Darwinism, the history of ideas in general and nineteenth century American history. I live in Ashtead with my husband and two children and when I have time I like playing chamber music, mountain walking and attempting various amateur artistic ventures such as making mosaics.

 

Liz Joss. I teach History from Upper 3 to Upper 6 and the Critical Thinking element of the AQA Baccalaureate. I studied History at Bristol University and I taught in Derbyshire, London and at Rosebery School in Epsom before joining CLFS in 2004. Both my children went to CLFS and both are studying Geography at university. I think I took them to too many castles when they were young. I love Tudor and American History. My proudest moment recently was finishing the Moonwalk-26 miles through London at night.

 

Bryan Lewis. I teach History to Upper 3, Lower 4 and Upper 4 as well as delivering Politics at AS level. I am also the master in charge of Boys Boarding and Fencing. I joined the School in September 1998 to run the Boys Boarding House and teach Politics, History and Games. I have been in teaching for 35 years after graduating from Jesus College, Oxford, where I also won a full Blue. I have taught at Millfield, Brentwood, Hurtwood House as well as at CLFS. I have fenced internationally for 20 years at the highest levels and in addition I played cricket at county junior and premier league levels and also some very competitive golf.  

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