Не оставили. Вот отрывок из официального документа
This section outlines the breadth of the subject on which teachers should
draw when teaching the key concepts and key processes.
a The study of history should be taught through a combination of overview,
thematic and depth studies.
b In order to give pupils a secure chronological framework, the choice
of content should ensure that all pupils can identify and understand
the major events, changes and developments in British, European and
world history covering at least the medieval, early modern, industrial and
twentieth-century periods.
c Appropriate links should be made to some of the parallel events, changes
and developments in British, European and world history.
Within these broad parameters, all pupils should be taught aspects of
history, including:
British history
d the development of political power from the Middle Ages to the twentieth
century, including changes in the relationship between rulers and ruled
over time, the changing relationship between the crown and parliament,
and the development of democracy
e the different histories and changing relationships through time of the
peoples of England, Ireland, Scotland and Wales
f the impact through time of the movement and settlement of diverse
peoples to, from and within the British Isles
g the way in which the lives, beliefs, ideas and attitudes of people in Britain
have changed over time and the factors – such as technology, economic
development, war, religion and culture – that have driven these changes
h the development of trade, colonisation, industrialisation and technology,
the British Empire and its impact on different people in Britain and
overseas, pre-colonial civilisations, the nature and effects of the slave
trade, and resistance and decolonisation
European and world history
i the impact of significant political, social, cultural, religious, technological
and/or economic developments and events on past European and
world societies
j the changing nature of conflict and cooperation between countries
and peoples and its lasting impact on national, ethnic, racial, cultural or
religious issues, including the nature and impact of the two world wars
and the Holocaust, and the role of European and international institutions
in resolving conflicts.
Links should be made to some of the parallel events, changes and
developments in British, European and world history: For example, a
study of the political and cultural achievements of the Islamic states from
600 to 1600 could provide a contrasting overview of the medieval period
in Britain; a study of the British Empire could be extended by comparing it
with other empires, such as the Roman Empire; or a study of the changes
in the arts, communications, science and technology in the twentieth
century could focus on their effects on the lives of people in different
parts of the world, including the UK.
The development of political power from the Middle Ages to the
twentieth century: This includes studying power relationships and
systems of government in Britain, and how and why they have changed
over time. Examples should include: the changing relationship between
the crown and parliament; the nature and motives of protest over time;
the historical origins and development of the British constitution; and
the development of democracy. This can be linked with the study in
citizenship of key features of democracy and government in Britain today.
The different histories and changing relationships through time of the
peoples of England, Ireland, Scotland and Wales: This includes studying
the histories of the different parts of the British Isles and their impact on
each other, and developing an understanding of the historical origins of
the UK. Pupils could explore both the separate histories and identities
of Wales, Scotland, Ireland and England and their interrelationships, for
example through English colonisation and/or their economic and political
interdependence. This can be linked with the study in citizenship of recent
constitutional changes in the UK.
The impact through time of the movement and settlement of diverse
peoples to, from and within the British Isles: This includes studying
the wide cultural, social and ethnic diversity of Britain from the Middle
Ages to the twentieth century and how this has helped shape Britain’s
identity; and developing an understanding of the part played by internal
and external migration in Britain’s development, including the experience
of key individuals. Examples should help pupils reach an informed
understanding of, and respect for, their own and each other’s identities.
This can be linked with the study in citizenship of reasons for the recent
migration to, from and within the UK.
The way in which the lives, beliefs, ideas and attitudes of people in
Britain have changed over time: This includes studying the lives, beliefs,
ideas and attitudes of ordinary people at various points in the past,
how these have changed over time, and the factors that have brought
about change and continuity in the local area and the wider world.
These changes should be related to periods and events within a clear
chronological framework.
The development of trade, colonisation, industrialisation and technology,
the British Empire: This includes studying how the development of trade,
colonisation, industrialisation and technology affected the UK. There
should be a focus on the British Empire and its effect both on Britain and
on the regions it colonised, as well as its legacy in the contemporary
world (eg in Africa, the Middle East and India). Recognition should also be
given to the cultures, beliefs and achievements of some of the societies
prior to European colonisation, such as the West African kingdoms. The
study of the slave trade should include resistance, the abolition of slavery
and the work of people such as Olaudah Equiano and William Wilberforce.
Links could be made to emancipation, segregation and the twentiethcentury
civil rights movement in the USA.
The impact of significant political, social, cultural, religious,
technological and/or economic developments and events on past
European and world societies: This could include studying the rise
and fall of the Roman Empire, the impact of the French Revolution and
Napoleonic era on Europe in the late eighteenth and early nineteenth
centuries, or the rise of modern China and its impact on world history.
The changing nature of conflict and cooperation between countries and
peoples and its lasting impact on national, ethnic, racial, cultural or
religious issues: This includes studying the causes and consequences
of various conflicts, including the two world wars, the Holocaust and
other genocides. Pupils should develop an understanding of the changing
nature of conflict over time and attempts to resolve conflict and develop
cooperation, including through international institutions such as the
United Nations and the European Union. The selection of conflicts should
take into account their significance in terms of scale, characteristic
and unique features, and immediate and longer-term impact, including
on civilians. This can be linked with the study in citizenship of the UK’s
interconnections with the world as a global community.
Как я понимаю, в старом варианте аналогичного документа прямо упоминались имена исторических деятелей, сейчас не упоминаются. А как реально будут претворять в жизнь -- посмотрим
"Бій відлунав. Жовто-сині знамена затріпотіли на станції знов"
