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HISTORY BRIDGING
UNIT
History A-‐Level Bridging Unit
Welcome to History at A-‐Level! You are about to embark on a learning journey involving many different aspects of History from the Russian Revolution to the English Civil War! Studying at A-‐Level is a challenge, but it also gives you the opportunity to develop really important independent learning skills. You have chosen your subjects and at this level, you can really start to take charge of your own learning.
This induction pack is designed to help you do just that. The History bridging unit is designed to help you investigate some key areas of study and to test your own skills in A-‐level style assessment. This unit is an opportunity for you to find out what you can do and we hope you enjoy it. You should be ready to hand in your project when you start your course in September.
In this pack you should find:-‐
• The seven principles of learning at Sixth Form level • An outline of the new A-‐Level-‐ content and assessment
objectives • Guidance sheets about your tasks setting out what to do.
Norbury Manor’s Learning Principles
You learn best when you…….. � Use your initiative, have a go and clarify later; it’s your ideas that matter.
� Take a risk and be creative.
� Talk about what you are learning and what you know.
� Work together to explore how you would solve a problem.
� Reflect on your needs and how you learn best in terms of interests, abilities and styles of learning. Make changes if necessary.
� Respond positively to feedback from your teachers and your peers.
� Take responsibility for your own learning.
The New History A-‐Level Assessment at A-‐Level has changed. To achieve the full A-‐Level you no longer take AS exams contributing to half of the course. For you to achieve the full A-‐Level, you now take all exams at the end of Year 13. Your assessment objectives are:-‐ Assessment Objective
What you have to do…..
AO1 Demonstrate, organise and communicate knowledge and understanding to analyse and evaluate key features related to the periods studied. You need to use your own knowledge to make substantiated judgements, explore concepts relating to change, continuity, similarity, difference and significance.
AO2 Analyse and evaluate appropriate source material (primary and/or contemporary to the period) within its historical context.
AO3 Analyse and evaluate, in relation to the historical context, different ways in which the past have been interpreted.
This is how assessment at A-‐Level will work from 2015:-‐ New paper and assessment objectives
Questions Content
Paper 1 (30% of A-‐Level) Breath study with interpretations (sources) testing AO1 and AO3. Two breath essay questions and one interpretations question.
Section A-‐ one ‘own knowledge’ essay from a choice of two covering at least a decade. Section B-‐ one ‘own knowledge’ essay from a choice of two covering at least a decade. Section C-‐ One compulsory question based on two interpretations
Students will learn about key features of monarchical and republican rule in Britain in the seventeenth century, set within the context of broader social, economic and religious change. The events of this period saw a decisive shift in the balance of power between crown and parliament.
The focus of study is on developments and changes over a broad timescale and so the content is presented as themes spanning a significant duration: 1625–88. This option also contains a study in depth of historical interpretations on a broad question that is contextualised by, and runs on from, the themes: how revolutionary, in the years to 1701, was the Glorious Revolution of 1688–89?
Paper 2 (20% of A-‐Level) Depth study testing AO1 and AO2. One source-‐based question and one depth essay.
Section A-‐ one compulsory question based on two sources. You have to analyse and evaluate how far the two sources can be used for a specific enquiry. Section B-‐ one essay from a choice of two (own knowledge based and the question can relate to a single year or wider period)
This option comprises a study in depth of the causes, course and consolidation of the Russian Revolution of 1917, which had a momentous effect on twentieth-century Russia and throughout the modern world.
Students will gain an in-depth understanding of revolutionary activity in Russia in the years 1894 to 1917, the response of successive governments to opposition to their rule, and the reasons for the successful consolidation of the revolution of October 1917 under Lenin and the Bolsheviks.
Paper 3 (30% of A-‐Level) Themes in breath with aspects in depth testing AO1 and AO2.
Section A One compulsory question based on a source Section B One ‘own knowledge’ essay from a choice of two targeting analysis and evaluation. Focus: an aspect in depth Section C One essay from a choice of two targeting long term change (breadth).
This option comprises two parts: the Aspects in breadth focus on long-term changes and contextualise the Aspects in depth, which focus in detail on key episodes.
Together, the breadth and depth topics explore developments that have shaped contemporary America and remain a fundamental issue in US society: the changing pattern of race relations between black and white Americans, both in terms of civil rights and also broader social and cultural changes over a period that began with millions of black Americans in slavery and ended with Barack Obama as President.
Coursework (20% of A-‐Level) AO1 and AO3
You will carry out an independently researched enquiry to analyse and evaluate interpretations.
The focus of the enquiry will be on the controversy relating to the outbreak of World War I.
Paper 1: Britain, 1625–1701: conflict, revolution and settlement
Please note that you will need a copy of the first two chapters in the book ‘Regicide and Republic’ (Graham E. Seel). If you are absent on induction day (1st July), this chapter will be emailed to you. In this unit you will study key features of monarchical and republican rule in Britain in the seventeenth century, set within the context of broader social, economic and religious change. The events of this period saw a decisive shift in the balance of power between crown and parliament. This is a thematic unit so you will study the period of 1625-‐1688 considering the following different themes:-‐
• The quest for political stability • Religion, conflict and dissent • Social and intellectual challenge • Economy, trade and empire
Bridging Unit Tasks
Before you begin your thematic study of this period, you must gain an understanding of what Britain was like at the beginning of your study period and an idea of the key events of 1625-‐1688. Complete the following tasks and bring them to your first history lesson:-‐
1. Read chapters 1 and 2 from Regicide and Republic, England 1603-‐1660 (Graham. E. Seel) and create a set of notes explaining the key features of England at beginning of your study period. This should also include notes on the reign of James I from chapter 2.
2. You must create a timeline of your study period through your own research. You have been
given a summary of the unit in the content section of the table on p.3 of this booklet and the themes you will study are listed above. Try to colour code your timeline to match these themes.
What are we looking for in this task? Your ability to produce a set of organised, well written notes. Remember making notes shouldn’t be just copying out of a book. You need to summarise the key points, highlight and define key terms and organise notes into sections using sub-‐headings. Note-‐taking is a key skill in A-‐Level History so get into good habits now! Key tip-‐ create a glossary of key terms that you add to across the year.
What are we looking for in this task? Your ability to conduct your own research. Remember that the internet is an amazing research tool, but it must be used properly. Copying and pasting material from websites and claiming it as your own is plagiarism. Your timeline should focus on the key events from 1625-‐1688. You should include a brief explanation of any people or events and colour code them according to theme. Recommended websites include:-‐ www.bbc.co.uk www.historyonthenet.com www.oxfordreference.com
Paper 2: Option 2C.2 Russia in Revolution 1894-‐1924
This paper is a study in depth of the causes, course and consolidation of the Russian Revolution of 1917, which had a momentous effect on twentieth-‐century Russia and throughout the modern world. You will gain an in-‐depth understanding of revolutionary activity in Russia in the years 1894 to 1917, the response of successive governments to opposition to their rule, and the reasons for the successful consolidation of the revolution of October 1917 under Lenin and the Bolsheviks. For this part of the Bridging Unit you are expected to make a glossary of key terms and read the first section of a chapter, making detailed notes and answering some questions. You should use p.2-‐10 from Reaction and Revolution: Russia 1894 – 1924 (Michael Lynch), in the handout provided. Comprehension tasks
1. Why did Russia’s size make it so difficult to rule? 2. Why had there been so little political progress in Russia by 1894? 3. Explain the social structure of Tsarist Russia. 4. What industry existed in Russia in the late 19th Century? 5. Why was it so difficult to have a successful agrarian economy in Russia in the late
19th Century? 6. Make notes on:
a. Peasantry b. Army c. Bureaucracy
7. Make notes on the problem of reform in Russia in the late 19th Century.
Glossary of key terms Key term Definition Tsarism
Romanov dynasty
Fundamental Laws of the Empire
Repression
Russian Orthodox Church
Liberals
Reactionaries
Emancipation of the Serfs
Okhrana
Crimean War
Zemstvos
Mir
Intelligentsia