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GCSE

For first teaching from September 2017For first assessment in Summer 2018For first award in Summer 2019Subject Code: 4010

CCEA GCSE Specification in

History

Version 2: 15 May 2017

Contents 1 Introduction 3 1.1 Aims 41.2 Keyfeatures 41.3 Priorattainment 41.4 Classificationcodesandsubjectcombinations

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2 Specification at a Glance

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3 Subject Content 8 3.1 Unit1SectionA:ModernWorldStudiesinDepth 83.2 Unit1SectionB:LocalStudy 153.3 Unit2:OutlineStudy

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4 Scheme of Assessment 25 4.1 Assessmentopportunities 254.2 Assessmentobjectives 254.3 Assessmentobjectiveweightings 254.4 Qualityofwrittencommunication 264.5 Reportingandgrading

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5 Grade Descriptions

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6 Curriculum Objectives 30 6.1 Cross-CurricularSkillsatKeyStage4 306.2 ThinkingSkillsandPersonalCapabilitiesatKeyStage4

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7 Links and Support 33 7.1 Support 337.2 Examinationentries 337.3 Equalityandinclusion 337.4 Contactdetails 34 Summary of Changes since First Issue 35

SubjectCodeQAN

4010603/0772/9

ACCEAPublication©2017

Thisspecificationisavailableonlineatwww.ccea.org.uk

CCEAGCSEHistoryfromSeptember2017

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1 Introduction ThisspecificationsetsoutthecontentandassessmentdetailsforourGCSEcourseinHistory.Wehavedesignedthisspecificationtomeettherequirementsof:

• NorthernIrelandGCSEDesignPrinciples;and• NorthernIrelandGCEandGCSEQualificationsCriteria.FirstteachingisfromSeptember2017.WewillmakethefirstawardbasedonthisspecificationinSummer2019.Thisspecificationisaunitisedcourse.Theguidedlearninghours,asforallourGCSEs,are120hours.ThespecificationsupportstheaimoftheNorthernIrelandCurriculumtoempoweryoungpeopletoachievetheirpotentialandtomakeinformedandresponsibledecisionsthroughouttheirlives,aswellasitsobjectives:

• todeveloptheyoungpersonasanindividual;• todeveloptheyoungpersonasacontributortosociety;and• todeveloptheyoungpersonasacontributortotheeconomyandenvironment.Ifthereareanymajorchangestothisspecification,wewillnotifycentresinwriting.Theonlineversionofthespecificationwillalwaysbethemostuptodate;toviewanddownloadthispleasegotowww.ccea.org.uk


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1.1 Aims Thisspecificationaimstoencouragestudentsto:

• beenthusiasticaboutstudyingHistory;• developaseffectiveandindependentlearnerswithenquiringminds;• developtheabilitytoaskrelevantandsignificantquestionsaboutthepast,toinvestigateissuescriticallyandtomakevalidhistoricalclaimsusingarangeofsources;

• developanawarenessofhowthepasthasbeenrepresented,interpretedandgivensignificancefordifferentreasonsandpurposes;and

• developtheabilitytoeffectivelycommunicatehistoricalknowledgeandunderstandinginarangeofways,argueacase,makejudgementsandreachsubstantiatedconclusions.

1.2 Key features Thefollowingareimportantfeaturesofthisspecification.

• ItoffersopportunitiestobuildontheskillsandcapabilitiesdevelopedthroughthedeliveryoftheNorthernIrelandCurriculumatKeyStage3.

• ItisastimulatingandrelevantspecificationthatwillensurestudentsenjoystudyingHistory.

• Popularperiodsofstudyandissuesarecoveredthatenhancestudents’understandingofthemodernworld.

• Itbalancesdepthandrangeoffactualcontentwithdevelopingstudents’conceptualunderstandingandhistoricalskills,includingtheuseofhistoricalsourcesandinterpretations.

• Thenewsingletierexaminationpapersremovetheburdenonteachersofmakingentrychoicesandmeanstudents’resultsarenotcappedbeforetheytaketheirassessment.

• Retainingaunitisedstructureincreasestheflexibilityandchoiceforteachersandstudents.

• Itincludesanappropriatebodyofknowledgethatpromotesunderstandinganddevelopsskillsthatwillprovideabasisforprogressiondirectlyintoemployment,tothefurtherstudyofHistoryatadvancedlevelortovocationaltraining.

1.3 Prior attainment Studentsdonotneedtohavereachedaparticularlevelofattainmentbeforebeginningtostudythisspecification.1.4 Classification codes and subject combinations Everyspecificationhasanationalclassificationcodethatindicatesitssubjectarea.Theclassificationcodeforthisqualificationis4010.


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Pleasenotethatifastudenttakestwoqualificationswiththesameclassificationcode,schools,collegesanduniversitiesthattheyapplytomaytaketheviewthattheyhaveachievedonlyoneofthetwoGCSEs.ThesamemayoccurwithanytwoGCSEqualificationsthathaveasignificantoverlapincontent,eveniftheclassificationcodesaredifferent.Becauseofthis,studentswhohaveanydoubtsabouttheirsubjectcombinationsshouldcheckwiththeschools,collegesanduniversitiesthattheywouldliketoattendbeforebeginningtheirstudies.


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2 Specification at a Glance ThetablebelowsummarisesthestructureofthisGCSEcourse.

Content

Assessment

Weightings

Availability

Unit1SectionA:ModernWorldStudiesinDepthOption1:LifeinNaziGermany,1933–45orOption2:LifeintheUnitedStatesofAmerica,1920–33and

Externalwrittenexamination1hour45minsTherearetwosectionsSectionA:Studentsanswerfivequestions.Thepaperincludesshortresponsequestions,structuredquestionsandanessayquestion.

60% Summerfrom2018

Unit1SectionB:LocalStudy

Option1:ChangingRelations:NorthernIrelandanditsNeighbours,1920–49orOption2:ChangingRelations:NorthernIrelandanditsNeighbours,1965–98

SectionB:Studentsanswersixquestions.Thepaperincludessource-basedquestions,shortresponsequestionsandanessayquestion.


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Content

Assessment

Weightings

Availability

Unit2:OutlineStudyInternationalRelations,1945–2003

Externalwrittenexamination1hour15minsStudentsanswersixquestions.Thepaperincludessource-basedquestions,astructuredquestionandanessayquestion.

40% Summerfrom2019

Studentsmusttakeatleast40percentoftheassessment(basedonunitweightings)attheendofthecourseasterminalassessment.


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3 Subject Content Wehavedividedthiscourseintotwounits.Thissectionsetsoutthecontentandelaborationforeachunit.3.1 Unit 1 Section A: Modern World Studies in Depth Inthissection,studentsgainawarenessofthecharacteristics,beliefs,valuesandattitudesofthepeoplefromtheperiodstudied.Thisin-depthstudyaimstoenhancestudents’understandingofasociety’scomplexities,itshistoricalsituationandtheinterplayofkeyaspectswithinit.Thisstudyprovidestheopportunityforstudentstofocusonacoherentshorttimeperiodofhistory.Theassessmentenablesstudentstodemonstratetheirknowledgeandunderstandingandtheirabilitytocreatestructuredanalyticalaccountsofkeyevents.ThefollowingAssessmentObjectivesaregenericandsetouttheskillsstudentsdevelopusingthecontentasthecontext.Studentsshouldbeableto:

AO1 demonstrateknowledgeandunderstandingofthekeyfeaturesandcharacteristicsoftheperiodstudied;and

AO2 explainandanalysehistoricaleventsandperiodsstudiedusingsecond-orderhistoricalconceptsincludingcontinuity,change,cause,consequence,significance,similarityanddifference.

Therearetwostudiestochoosefrom:

• Option1:LifeinNaziGermany,1933–45;or• Option2:LifeintheUnitedStatesofAmerica,1920–33.


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Option 1: Life in Nazi Germany, 1933–45 Inthisoption,studentsfocusontheimpactoftheNazidictatorshiponpeople’slivesinGermany.Studentsexploretheinterplayofpolitical,economic,socialandracialforcesinGermanyatthistime.

Content

ElaborationofContent

Hitlertakespoliticalcontrol,1933–34

• TheremovalofoppositionbyHitler andthesignificanceofthefollowingfortheGermanpeople:- theReichstagfire- theelection,March1933- theEnablingAct- Gleichschaltung- thethreatfromRöhmandtheSturm-Abteilung(SA)- theNightoftheLongKnives- thedeathofvonHindenburg- HitlerbecomesFührer

Controlandopposition

• ThecreationofthePoliceState:- therolesofHimmler,theSchutzstaffel(SS),theGestapo,thelawcourtsandconcentrationcamps

- theimpactofthePoliceStateonthelivesoftheGermanpeople

• Propagandaandcensorship:- theroleofGoebbelsinspreadingNaziideas- theMinistryofPropagandaandthespreadingofNaziideas

- theimpactofpropagandaandcensorshiponthelivesoftheGermanpeople

• Opposition:- theextentofsupportfortheNaziregime- oppositionfromthechurches,includingtheroleofPastorNiemӧller

- oppositionfromyoungpeople,includingSwingYouthandEdelweissPirates

LifeforworkersinNaziGermany

• Naziattemptstoreduceunemployment:- publicworks,conscription,rearmament,autarky,NationalLabourService(RAD)

- theimpactofNaziactionsonthelivesofworkers- theeffectivenessofNaziactionsby1939


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Content


LifeforworkersinNaziGermany(cont.)

• Naziattemptstochangethelivesofworkers:- theGermanLabourFront(DAF),StrengthThroughJoy(KDF),BeautyofLabour(SdA),pricesandwages

- theimpactofNaziactionsonthelivesofworkers- theeffectivenessofNaziactionsby1939

LifeforwomenandthefamilyinNaziGermany

• Naziviewsofwomenandthefamily:- Aryanideals- Kinder,Kϋche,Kirche

• Naziactionsandpoliciestochangethelivesofwomenandthefamily:- marriage,employmentandappearance- familylife- theimpactofNaziactionsandpoliciesonthelivesofwomenandthefamily

- theeffectivenessofNaziactionsandpoliciesby1939

LifeforyoungpeopleinNaziGermany

• Naziactionsandpoliciestochangethelivesofyoungpeople:- education- youthmovements- theimpactofNaziactionsandpoliciesonthelivesofyoungpeopleinGermany


LifefortheJewishcommunityandminoritiesinNaziGermany

• Thepersecutionofminorities:- Naziracialideasandpolicies- thetreatmentofminorities:gypsies,homosexualsandthosewithdisabilities

• NazipersecutionoftheJewishcommunity:- theboycottofJewishshopsandbusinesses- theNurembergLaws- Kristallnacht- theimpactofNaziactionsandpoliciesonthelivesoftheJewishcommunityby1939



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Content


Germanyatwar • LifeinGermanyduringWorldWarII:- theimpactofthewarontheGermanpeople- airraidsandbombing- totalwarandrationing- labourshortagesandtheroleofwomenintheworkplace

• Escalationofracialpersecution:- theEinsatzgruppen,ghettosanddeathcamps- theFinalSolution

• GrowingoppositionandresistanceinGermanytoNaziruleduringthewaryears:- youthgroups- thechurches- thearmy- theeffectivenessofoppositionandresistanceupto1945


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Option 2: Life in the United States of America, 1920–33 Inthisoption,studentsfocusonhowthelivesofAmericanpeoplewereaffectedbythesignificantpolitical,economicandsocialchangesthattookplaceintheUnitedStatesofAmericainthe1920s.TheseincludethebackgroundtoandconsequencesoftheWallStreetCrashandtheimpactoftheGreatDepressionupto1933.

Content


Lifeforminoritygroups

• ProblemsfacedbyblackAmericans:- JimCrowlawsandcivilrightsinthesouthernstates- theriseoftheKuKluxKlananditsactions- theexperienceofblackAmericansinthenorthernstates- politicalandculturalresponsesofblackAmericans

• Problemsfacedbyimmigrants:- attitudestowardsimmigration- restrictionsonimmigrationinthe1920s- hostilitytowardsimmigrants:theRedScare,PalmerRaids,SaccoandVanzetticaseandtheimpactonthelivesofimmigrants

• ProblemsfacedbyNativeAmericans:- thepolicyofallotmentandtheimpactonNativeAmericans

- educationandtheexperienceofNativeAmericans

Prohibition • TheintroductionofProhibition:- thereasonsfortheintroductionofProhibitionanditsaims

- differingattitudestowardsProhibition- thegrowthandimpactoforganisedcrime,corruptionandviolence,especiallytheMafia

- thereasonsforthefailureofProhibition

Socialchangeandpopularentertainment

• ThechangingroleofwomeninAmericansociety:- thesignificanceofvotingrightsforwomen- theincreasingroleofwomenintheworkplace- theinfluenceoftheflappers- continuityintheroleofwomen,includingwomeninruralareas,workingclasswomenandwomenlivingintheBibleBelt

- theextenttowhichthelivesofwomenchangedintheUSAinthe1920s


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Content


Socialchangeandpopularentertainment(cont.)

• Changesinpopularentertainment:- themainfeaturesandpopularityofjazzmusic,danceandradio

- theriseofHollywoodandmoviestars- theimpactofcinemaandjazzmusiconpeople’slives- thegrowingroleofspectatorsportinpeople’slives,includingboxingandbaseball

- differingattitudestowardssocialchangeandpopularentertainmentandtheimpactonpeople’slives

The‘RoaringTwenties’

• Theboomyears:- reasonsfortherapideconomicgrowthinthe1920s- newmethodsofmassproductionandtheirimpactonindustriesandpeople’slives

- thefeaturesoftheboom,includingthedevelopmentofconsumergoods,cars,chemicalsandtheconstructionindustry,andtheirimpactonpeople’slives

- theimpactofmassmarketingandcreditonthelivesofAmericans

- thesignificanceofthepoliciesoftheRepublicanpresidentsintheboomyears

Economicproblemsinthe1920s

• Problemsbehindtheprosperity:- unequaldistributionofwealthandgroupsinsocietythatdidnotprosper

- overproductionandunderconsumption- agricultureandproblemsfacedbyfarmersandsharecroppers

- declineofolderindustries,suchascoalandtextiles- thesignificanceoftheeconomicpoliciesoftheRepublicanpresidents

TheWallStreetCrash,1929

• TheWallStreetCrashofOctober1929:- thecausesoftheWallStreetCrash,October1929- theshort-termandthelonger-termeffectsoftheWallStreetCrash


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Content


TheGreatDepression,1929–33

• TheGreatDepressionanditseffectsonindustryandthelivesofworkers:- theeconomiccycleofclosureoffirmsandincreasedunemployment

- thefallindemandforcarsandconsumergoods- theBonusArmyandHoovervilles- theimpactoftheGreatDepressiononindustryandthelivesofworkers

• TheGreatDepressionanditseffectsonagricultureandthelivesoffarmers:- effectsoftariffsandoverproduction- hardshipsoffarmersandsharecroppers- theDustBowlandtheeffectsintheMidwest- theimpactoftheGreatDepressiononagricultureandthelivesoffarmers

• PresidentHooverandtheGreatDepression:- Republicanbeliefsinlaissez-faireandruggedindividualism

- voluntarism,workschemes,President’sOrganizationonUnemploymentRelief(POUR),Hawley–SmootAct1930,ReconstructionFinanceCorporation(RFC)1932,FarmBoard

- theimpactofHoover’spoliciesonthelivesofAmericansandtheroleofstategovernmentsuptoMarch1933

- theeffectivenessofHoover’spoliciesandactionstodealwiththeGreatDepressionuptoMarch1933

- Hoover’sunpopularity,thepresidentialelectionof1932includingHoover’scampaignandRoosevelt’spersonalityandcampaign


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3.2 Unit 1 Section B: Local Study Inthissection,studentsenhancetheirunderstandingoftheunfoldingnarrativeofsignificanthistoricaldevelopments,eventsandpersonalitiesinaparticularperiodinNorthernIreland’spast.TheyalsoexaminetheinterplayofthecomplexrelationshipsbetweenNorthernIrelandanditsneighbours.Thislocalstudyprovidestheopportunityforstudentstofocusonacoherentmediumtimeperiodofhistory.Theassessmentenablesstudentstodemonstratetheirknowledgeandunderstanding,createstructuredanalyticalaccountsofkeyeventsandanalyseandevaluatecontemporarysourcematerial.ThefollowingAssessmentObjectivesaregenericandsetouttheskillsstudentsdevelopusingthecontentasthecontext.Studentsshouldbeableto:

AO1 demonstrateknowledgeandunderstandingofthekeyfeaturesandcharacteristicsoftheperiodstudied;

AO2 explainandanalysehistoricaleventsandperiodsstudiedusingsecond-orderhistoricalconceptsincludingcontinuity,change,cause,consequence,significance,similarityanddifference;and

AO3 analyse,evaluateandusesources(contemporarytotheperiod)tomakesubstantiatedjudgements,inthecontextofhistoricaleventsstudied.

Therearetwostudiestochoosefrom:

• Option1:ChangingRelations:NorthernIrelandanditsNeighbours,1920–49;or• Option2:ChangingRelations:NorthernIrelandanditsNeighbours,1965–98.


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Option 1: Changing Relations: Northern Ireland and its Neighbours, 1920–49

Inthisoption,studentsfocusonthechangingrelationshipsbetweenthenorthandsouthofIrelandandBritainfollowingthepartitionoftheislandofIreland.Studentsexaminethechangingrelationshipsagainstthebackdropofpeace,warandneutrality.TheyalsoexplorethesignificantimpactofWorldWarIIonrelationsbetweenNorthernIrelandanditsneighbours.

Content


ThepartitioningofIreland

• KeytermsoftheGovernmentofIrelandAct,1920

• ReactionstotheGovernmentofIrelandActinthenorthandsouthofIreland

• ThesettingupoftheIrishFreeStateundertheAnglo-IrishTreaty;theBoundaryCommission,1924–25

FromIrishFreeStatetoÉire

• deValeraandhisroleinthedismantlingoftheAnglo-IrishTreatyby1937

• Thereasonsforandtermsofthe1937Constitution• Theimpactofthe1937ConstitutiononrelationsbetweenÉire,NorthernIrelandandBritain

TheEconomicWar

• ThecausesoftheEconomicWaranditseffectsonBritain,NorthernIrelandandtheIrishFreeState

• TheendoftheEconomicWar• ThetermsoftheAnglo-IrishAgreementsof1938andtheirsignificanceforrelationsbetweenBritain,NorthernIrelandandÉire

NorthernIrelandandWorldWarII

• ThereactionofNorthernIreland’sgovernmenttotheoutbreakofwar

• Differingattitudestowardsconscription• ThewareffortinNorthernIreland• NorthernIreland’sindustrial,agricultural,militaryandstrategiccontributionstothewar


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Content


Éire'sneutralityanditsimpactonrelationshipsduringthewar

• ThereasonsfordeValera’spolicyofneutrality

• AttitudeofthepeopleofÉiretowardsneutrality• TheresponseofNorthernIrelandandBritaintoÉire’sneutrality

• BenevolentneutralityinpracticeandattemptstopersuadeÉiretoenterthewar

• ReactiontoBritain’soffertoendpartitioninNorthernIrelandandÉire

GermanattacksandtheirimpactonBritain,NorthernIrelandandÉire

• TheeventsandsignificanceoftheBattleofBritain• TheBlitzonNorthernIreland:eventsandsignificance,includingtheexposureofpoverty,poorhousingandpoorhealth

• TheimpactoftheLuftwafferaidsonthelivesofpeopleinNorthernIreland

• ÉireandtheBlitz:theStateofEmergency,banningoftheIrishRepublicanArmy(IRA)andtheeffectsofWorldWarIIonthelivesofthepeopleinÉire

Lifeinpost-warNorthernIrelandandÉire,1945–49

• ThereactionatStormonttotheelectionofaLabourgovernmentatWestminster

• ThereasonsfortheestablishmentoftheWelfareStateinBritainandNorthernIreland

• ThereasonsforthedifferingattitudesinNorthernIrelandtotheintroductionoftheWelfareState

• TheimpactoftheWelfareStateinNorthernIreland:familyallowances,unemploymentbenefit,nationalassistance,housingandtheNationalHealthService

• The1947(NorthernIreland)EducationActanditssocialimpact

• SocialandeconomicdevelopmentsinÉireafter1945


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Content


Constitutionalchangesandeffectsonrelationships

• Éire’sannouncementofitsintentiontobecomeaRepublic

• ReactionamongthepeopleofNorthernIrelandtoÉire’sintention

• ThesignificanceoftheAnti-PartitionLeagueandthe‘chapelgateelection’

• DeclarationoftheRepublicofIreland,1949:effectsonrelationshipsbetweenBritain,NorthernIrelandandtheIrishRepublic

• TheIrelandAct,1949:reactionsinNorthernIrelandandtheIrishRepublic,theimmediateeffectsontherelationshipbetweentheRepublicofIreland,NorthernIrelandandBritain.


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Option 2: Changing Relations: Northern Ireland and its Neighbours, 1965–98

Inthisoption,studentsfocusonthechangingrelationshipsbetweenNorthernIreland,BritainandtheRepublicofIreland,andamongthedifferentcommunitiesinNorthernIreland,againstthebackdropofpoliticalandcivilunrest.Studentsalsoexploretheintroductionofdirectrule,theincreaseinparamilitaryviolence,theattemptstofindapoliticalsolutionandtheimpactonNorthernIrelandanditsneighbours.

Content


TheO’Neillyears

• O’Neill’spoliciesandactionstoimprovetheeconomy:successesandfailures

• O’Neill’sattemptstoimprovecommunityrelationsinNorthernIrelandandthedifferingresponsestohisefforts

• O’Neill’sattemptstoimproverelationswiththeRepublicofIrelandandthedifferingresponsesinNorthernIrelandtohisefforts

Thecampaignforcivilrights

• TheinfluenceofthecivilrightsmovementintheUnitedStatesofAmericaonNorthernIreland

• ReasonsfortheemergenceoftheNorthernIrelandCivilRightsAssociation(NICRA),itsdemandsandmethodsandthedifferingattitudestowardsit

• Earlycivilrightsmarches,includingBritishgovernmentandpoliceresponses,O’Neill’sfive-pointreformprogrammeandthedifferingresponsestoit

• TheeffectivenessofNICRA• ReasonsfortheemergenceofthePeople’sDemocracy:actionsandimpact

• ReasonsforthedownfallofO’Neill


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Content


Adeterioratingsituation,1969–72

• Increasingtensionsandviolence,summer1969• ThereasonsforandconsequencesoftheinterventionoftheIrishandBritishgovernments

• There-emergenceoftheIrishRepublicanArmy(IRA),thesplitintheIRAandtheobjectivesofthenewlyformedProvisionalIRA

• There-emergenceoftheUlsterVolunteerForce(UVF)anditsobjectives,andthesettingupoftheUlsterDefenceAssociation(UDA)anditsobjectives

• Reasonsforandeffectsofinternment,escalationofviolence,civilrightsprotestsagainstinternment,andBloodySundayandresponsestoit

• ReasonsforthefallofStormontandtheintroductionofdirectrule

• ReactioninNorthernIrelandandintheRepublicofIrelandtotheBritishgovernment’sdecisiontosuspendStormont

Thesearchforapoliticalsolution–attemptatpower-sharing,1973–74

• Thereasonsforandresponsestotheintroductionofapower-sharingExecutivetoNorthernIrelandandaCouncilofIreland;theeffectsoftheUlsterWorkers’Councilstrikeontheattemptatpower-sharinginNorthernIreland;thereintroductionofdirectrule

ChangingRepublicanstrategy

• Thereasonsforthehungerstrikes,1980–81;theimpactofthehungerstrikes,includingchangeinRepublicanstrategy;theeffectofSinnFéin’selectoralsuccessontheSDLP

Changingrelations–towardscloserco-operation

• Reasonsforcloserco-operationbetweentheIrishandBritishgovernmentsinthe1980s;thetermsoftheAnglo-IrishAgreement:itssignificanceforrelationsbetweenBritain,NorthernIrelandandtheRepublicofIrelandandforhowNorthernIrelandwouldbegoverned


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Content


TheDowningStreetDeclaration,1993

• TheHume–Adamsinitiative;theDowningStreetDeclaration:thekeytermsandresponsestotheDeclarationinNorthernIrelandanditssignificanceforpavingthewayfortheceasefires

TheGoodFridayAgreement,1998

• ThekeytermsandresponsestotheAgreement,includingthereferendum;thesignificanceoftheAgreementforrelationsbetweenBritain,NorthernIrelandandtheRepublicofIreland


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3.3 Unit 2: Outline Study Inthisunit,studentsdevelopoutlineknowledgeofthesignificanteventsanddevelopmentsintegraltothestudyofinternationalrelationsintheperiod1945–2003.Studentslearnaboutthecausesandconsequencesofhistoricaleventsanddevelopments,identifypatterns,continuityandchange,trendsandturningpoints,andassessthehistoricalsignificanceofpeople,eventsanddevelopments.Thisoutlinestudyprovidestheopportunityforstudentstofocusonacoherentlongertimeperiodofhistory.Theassessmentenablesstudentstodemonstratetheirknowledgeandunderstanding,createstructuredanalyticalaccountsofkeyevents,usecontemporarysourcematerialandanalyseandevaluatelaterinterpretations.ThefollowingAssessmentObjectivesaregenericandsetouttheskillsstudentsdevelopusingthecontentasthecontext.Studentsshouldbeableto:


AO2 explainandanalysehistoricaleventsandperiodsstudiedusingsecond-orderhistoricalconceptsincludingcontinuity,change,cause,consequence,significance,similarityanddifference;

AO3 analyse,evaluateandusesources(contemporarytotheperiod)tomakesubstantiatedjudgements,inthecontextofhistoricaleventsstudied;and

AO4 analyse,evaluateandmakesubstantiatedjudgementsaboutinterpretations(includinghowandwhyinterpretationsmaydiffer)inthecontextofhistoricaleventsstudied.


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International Relations, 1945–2003 Inthisunit,studentsfocusonthesignificanteventsanddevelopmentsassociatedwiththeColdWarandthenew‘waronterror’.Studentslearnabouthowandwhyconflictoccurred,attemptsatresolvingtensionsandhowinternationalrelationshavebeenaffectedbytheColdWarandthe‘waronterror’.

Content


Co-operationendsandtheColdWarbegins

• BreakdownofthewartimealliancebetweentheUSAandUSSRin1945:- Yalta- Potsdam- Hiroshima,NagasakiandthestartoftheColdWar- theideologicaldifferencesbetweentheUSAandtheUSSR:thesuperpowers

Emergingsuperpowerrivalryanditsconsequences,1945–49

• TheSoviettakeoverofEasternEurope:- actionsoftheUSSRinEasternEurope,1945–49- theresponseoftheUSAanditsallies

• TheemergenceoftheColdWarandtheimpactonrelations,1946–47:- IronCurtainspeech- TrumanDoctrineandMarshallPlan

FlashpointsinEuropeandtheimpactoninternationalrelations

• TheactionsoftheUSSRinEasternEuropeandtheimpactoninternationalrelations:- theBerlinBlockadeandAirlift,1948–49:causes,events,andtheconsequencesandimpactonrelations

- Hungary,1956:causesoftheuprising,crushingofdissentbytheUSSR,theresponseoftheWest,andtheconsequencesandimpactonrelations

- Berlin,1959–61:reasonsforgrowingtensionoverBerlin,theresponseoftheWest,thebuildingoftheBerlinWall,andtheconsequencesandimpactonrelations

- Czechoslovakia,1968:thecausesofthePragueSpring,theSovietresponse,theresponseoftheWest,andtheconsequencesandimpactonrelations


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Content


FlashpointsoutsideEuropeandtheimpactoninternationalrelations

• TheactionsoftheUSAandUSSRoutsideEuropeandtheimpactoninternationalrelations:- KoreanWar,1950–53:thereasonsforUSAinvolvementintheKoreanWar,theroleofChinaandtheUSSR,thekeyeventsandconsequencesofthewaranditsimpactonrelations

- theconflictinVietnam,1950–73:thereasonsforUSAinvolvement,1950–64,theactionsoftheUSA,1965–73,theroleofChinaandtheUSSR,andthekeyeventsandconsequencesofthewaranditsimpactonrelations

- CubanMissileCrisis,1959–62: thecausesoftheCubanMissileCrisis,theactionsoftheUSAandUSSR,thekeyeventsandconsequencesofthecrisisanditsimpactonrelations

- SovietwarinAfghanistan,1979–89:thereasonsforUSSRinvolvement,theactionsoftheUSSR,the

short-termconsequencesofthewaranditsimpactonrelations

TheendoftheColdWar,1985–91

• TheactionsoftheUSSRandUSAinEuropeandtheimpactoninternationalrelations:- thepoliciesofGorbachev:GlasnostandPerestroika- theroleofPresidentReagan- thecollapseofcommunisminEasternEurope- theColdWarends

Newtensionsemerge,1991–2003

• Thenewageofconflict,the‘waronterror’andtheimpactoninternationalrelations:- consequencesoftheSovietWarinAfghanistan:theriseoftheTalibanandtheoriginsofAl-Qaeda

- reasonsforSeptember11attacks:theresponseoftheUSAanditsallies,andthe‘waronterror’

- reasonsfortheinvasionofAfghanistan,2001anditsimpactoninternationalrelations

- reasonsfortheinvasionofIraq,2003,thedownfallofSaddamHusseinandtheimpactoftheIraqWaroninternationalrelations


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4 Scheme of Assessment 4.1 Assessment opportunities Fortheavailabilityofexaminationsandassessment,seeSection2.Therewillbeoneexaminationserieseachyear,inSummer.Thisisaunitisedspecification;candidatesmustcompleteatleast40percentoftheoverallassessmentrequirementsattheendofthecourse,intheexaminationseriesinwhichtheyrequestafinalsubjectgrade.Thisistheterminalrule.Candidatesmayresitindividualassessmentunitsoncebeforecash-in.ThebetterofthetworesultswillcounttowardstheirfinalGCSEgradeunlessaunitisrequiredtomeetthe40percentterminalrule.Ifitis,themorerecentmarkwillcount(whetherornotitisthebetterresult).ResultsforindividualassessmentunitsremainavailabletocounttowardsaGCSEqualificationuntilwewithdrawthespecification.4.2 Assessment objectives Therearefourassessmentobjectivesforthisspecification.Candidatesmust:


AO2 explainandanalysehistoricaleventsandperiodsstudiedusingsecond-orderhistoricalconceptsincludingcontinuity,change,cause,consequence,significance,similarityanddifference;

AO3 analyse,evaluateandusesources(contemporarytotheperiod)tomakesubstantiatedjudgements,inthecontextofhistoricaleventsstudied;and

AO4 analyse,evaluateandmakesubstantiatedjudgementsaboutinterpretations(includinghowandwhyinterpretationsmaydiffer)inthecontextofhistoricaleventsstudied.

4.3 Assessment objective weightings ThetablebelowsetsouttheassessmentobjectiveweightingsforeachassessmentcomponentandtheoverallGCSEqualification.

AssessmentObjective

UnitWeighting(%) OverallWeighting(%)

Unit1 Unit2

AO1 25 10 35

AO2 22 13 35

AO3 13 2 15

AO4 15 15

TotalWeighting 60 40 100


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4.4 Quality of written communication InGCSEHistory,candidatesmustdemonstratetheirqualityofwrittencommunication.Theyneedto:

• ensurethattextislegibleandthatspelling,punctuationandgrammarareaccuratesothatmeaningisclear;

• selectanduseaformandstyleofwritingthatsuittheirpurposeandcomplexsubjectmatter;and

• organiseinformationclearlyandcoherently,usingspecialistvocabularywhereappropriate.

Qualityofwrittencommunicationisassessedinresponsestoquestionsthatrequireextendedwriting.4.5 Reporting and grading Wereporttheresultsofindividualassessmentunitsonauniformmarkscalethatreflectstheassessmentweightingofeachunit.Wedeterminethegradesawardedbyaggregatingtheuniformmarksthatcandidatesobtaininindividualassessmentunits.WeawardGCSEqualificationsonagradescalefromA*toG,withA*beingthehighest.Theninegradesavailableareasfollows:

Grade A* A B C* C D E F GIfcandidatesfailtoattainagradeGorabove,wereporttheirresultasunclassified(U).


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5 Grade Descriptions Gradedescriptionsareprovidedtogiveageneralindicationofthestandardsofachievementlikelytohavebeenshownbycandidatesawardedparticulargrades.Thedescriptionsmustbeinterpretedinrelationtothecontentinthespecification;theyarenotdesignedtodefinethatcontent.Thegradeawardeddependsinpracticeupontheextenttowhichthecandidatehasmettheassessmentobjectivesoverall.Shortcomingsinsomeaspectsofcandidates’performanceintheassessmentmaybebalancedbybetterperformancesinothers.

Grade

Description

A ForAO1,candidatescharacteristically:

• recall,select,organiseanddeploydetailedhistoricalknowledgeeffectivelyandwithconsistency;

• showthoroughunderstandingofthehistoricalperiods,themesandtopicsstudied;and

• communicateideasusinghistoricaltermspreciselyandappropriately.

ForAO2,candidatescharacteristically:

• demonstrateunderstandingofthepastthroughdeveloped,reasonedandwell-substantiatedexplanations;and

• makeperceptiveanalysisofthekeyconcepts,featuresandcharacteristicsoftheperiodsstudied,andtheinterrelationshipsbetweenthem.


• evaluateandusecriticallyawiderangeofsourcesofinformationinahistoricalcontexttoinvestigatehistoricalquestions,problemsorissuestomakereasonedandsubstantiatedconclusionsandjudgements.


• recogniseandprovidereasonedcommentsonhowandwhyevents,peopleandissueshavebeeninterpretedandrepresentedindifferentways,andprovideawell-developedconsiderationoftheirvalueinrelationtotheirhistoricalcontext.


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Grade

Description

C ForAO1,candidatescharacteristically:• recall,select,organiseanddeployhistoricalknowledgewithaccuracyandrelevance;

• showsoundunderstandingofthehistoricalperiods,themesandtopicsstudied;and

• communicateideasusinghistoricaltermsaccuratelyandappropriately.


• demonstrateunderstandingofthepastthroughstructureddescriptionsandexplanationsofthekeyconcepts,featuresandcharacteristicsoftheperiodsstudied;and

• describeandexplainaccurately,demonstratingunderstandingofrelevantcauses,consequencesandchanges.


• evaluateandusearangeofsourcesofinformationinahistoricalcontexttoinvestigatehistoricalquestions,problemsorissuesandreachreasonedconclusionsandjudgements.


• recogniseandcommentonhowandwhyevents,peopleandissueshavebeeninterpretedindifferentwaysandprovideanappropriateconsiderationoftheirvalueinrelationtotheirhistoricalcontext.


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Grade

Description

F ForAO1,candidatescharacteristically:

• recall,selectandorganisesomerelevanthistoricalknowledgetoshowsomebasicunderstandingofhistoricalperiods,themesandtopicsstudied;and

• communicateideasusingeverydaylanguage.


• demonstrateunderstandingofthepastthroughdescriptionofreasons,resultsandchangesinrelationtotheevents,peopleandissuesstudied;and

• providelimiteddescriptionsofevents,issuesorperiods.ForAO3,candidatescharacteristically:

• understandsourcesofinformationand,takingthematfacevalue,begintoconsidertheirusefulnessforinvestigatinghistoricalissuesanddrawsimpleconclusions.


• identifysomedifferencesbetweenwaysinwhichevents,peopleorissueshavebeeninterpretedandrepresented,andmayidentifysomeofthereasonsforthese.


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6 Curriculum Objectives ThisspecificationbuildsonthelearningexperiencesfromKeyStage3asrequiredforthestatutoryNorthernIrelandCurriculum.ItalsooffersopportunitiesforstudentstocontributetotheaimandobjectivesoftheCurriculumatKeyStage4,andtocontinuetodeveloptheCross-CurricularSkillsandtheThinkingSkillsandPersonalCapabilities.Theextentofthedevelopmentoftheseskillsandcapabilitieswillbedependentontheteachingandlearningmethodologyused. 6.1 Cross-Curricular Skills at Key Stage 4

Communication

Studentsshouldbeableto:

• communicatemeaning,feelingsandviewpointsinalogicalandcoherentmanner,forexampleexploringandcommunicatingtheperspectivesofthelivesofminoritygroupsinGermanyunderNazirule;

• makeoralandwrittensummaries,reportsandpresentations,takingaccountofaudienceandpurpose,forexamplegiveashorttalkinclassabouttheNorthernIrelandcivilrightscampaign,detailingtacticsemployedinawaythatsuitstheaudienceandpurpose;

• participateindiscussions,debatesandinterviews,forexampleclassdiscussionontheimpactoftheHolocaustorahot-seatingactivitytoexplorethevariousresponsestothesigningoftheAnglo-IrishAgreement;

• interpret,analyseandpresentinformationinoral,writtenandICTformats,forexampleconductahistoricalinvestigationandpresentfindingstotheclassusingpresentationsoftware;and

• exploreandrespond,bothimaginativelyandcritically,toavarietyoftexts,forexamplewrittenandvisualsources,artefacts,music,oralaccountsandfilm.

UsingMathematics


• usementalcomputationtocalculate,estimateandmakepredictionsinarangeofsimulatedandreal-lifecontexts,forexampleestimateandmakeimpactpredictionsrelatedtotheemploymentdatafromtheGreatDepressionintheUnitedStatesofAmerica;and

• interpretandanalyseawiderangeofmathematicaldata,forexampleinterrogatingdatatofindoutthenumberofmaleandfemalemembersofHitlerYouth;analysingdatatoassesstheimpactoftheEconomicWarinNorthernIreland,ÉireorBritain.


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UsingICT

Studentsshouldbeabletomakeeffectiveuseofinformationandcommunicationstechnologyinawiderangeofcontextstoaccess,manage,selectandpresentinformation,includingmathematicalinformation,forexampleexploreattemptsatfindingapoliticalsolutioninNorthernIrelandthrougharchiveimages,audioandvideomaterials;useICTtopresentinformationbothinclassandvirtually.

6.2 Thinking Skills and Personal Capabilities at

Key Stage 4

Self-Management


• planwork,forexampledevelopaplantocarryoutindependentresearchandproduceareportonasignificanthistoricalevent;

• setpersonallearninggoalsandtargetstomeetdeadlines,forexampleuseself-assessmenttaskstobecomeawareofstrengthsandweaknessesusingaskillswalloragivensetofcriteria,setrealistictargetsforwhattheywanttoachieveanddevelopapersonalisedactionplanfortargetswithdeadlines;

• monitor,reviewandevaluatetheirprogressandimprovetheirlearning,forexampleuseAssessmentforLearningstrategiestocontinuallyreviewandmonitorprogress,choosewaysoflearningtoimprovetheirperformanceandbuildonstrengthsandidentifywhensupportisneeded;and

• effectivelymanagetheirtime,forexamplecompletesettaskswithingiventimeframesanddesignatimetableforendoftopicreviewtests.

WorkingwithOthers


• learnwithandfromothersthroughco-operation,forexampledemonstrateanawarenessofthediversedynamicsintheclasswhendiscussingsensitiveandemotiveissuesinhistory,suchastheHolocaustortheattemptstoachievepeaceinNorthernIreland;

• participateineffectiveteamsandacceptresponsibilityforachievingcollectivegoals,forexampledevelopnegotiationskillsandworkconstructivelyasagrouptoattainendgoals;and

• listenactivelytoothersandinfluencegroupthinkinganddecision-making,takingaccountofothers’opinions,forexampleworkingroupstoinvestigatethedecisiontoinvadeIraqin2003;explorethevariousopinionswithinthegroupbyaskingappropriatequestions;discusshowtorespondtodifferencesofopinioninasensitiveandappropriatemanner.


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ProblemSolving


• identifyandanalyserelationshipsandpatterns,forexampleanalysetherelationshipbetweenthesuperpowerstoidentify‘hot’and‘cold’points;makelinksbetweencauseandconsequence;short-termandlonger-termtrends;

• proposejustifiedexplanations,forexampleuseevidencetojustifyadecision,suchastheworkoftheBoundaryCommission;

• reason,formopinionsandjustifytheirviews,forexampleformulatetheirownviewsonkeyhistoricalissues,justifiedwithsubstantiatedknowledgeandevidence;

• analysecriticallyandassessevidencetounderstandhowinformationorevidencecanbeusedtoservedifferentpurposesoragendas,forexampleexploredifferenthistoricalinterpretationsofevents;

• analyseandevaluatemultipleperspectives,forexampleunderstandthedifferentviewsrelatedtothecreationoftheNorthernIrelandstate;understandthedifferentperspectivesinexplainingthebreakdowninthewartimeallianceandtheemergenceoftheColdWar;

• exploreunfamiliarviewswithoutprejudice,forexampleexploretheemergenceofthenewtensionsintheworldandthereasonsfortensionintheMiddleEastandAfghanistan;and

• weighupoptionsandjustifydecisions,forexampleinvestigatethedecisionbytheUSAandtheUKtoinvadeIraqin2003.

AlthoughnotreferredtoseparatelyasastatutoryrequirementatKeyStage4intheNorthernIrelandCurriculum,ManagingInformationandBeingCreativemayalsoremainrelevanttolearning.


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7 Links and Support 7.1 Support Thefollowingresourcesareavailabletosupportthisspecification:

• ourHistorymicrositeatwww.ccea.org.ukand• specimenassessmentmaterials.

Wealsointendtoprovide:

• pastpapers;• markschemes;• ChiefExaminer’sreports;• planningframeworks;• centresupportvisits;• supportdaysforteachers;and• exemplificationofexaminationperformance.

7.2 Examination entries EntrycodesforthissubjectanddetailsonhowtomakeentriesareavailableonourQualificationsAdministrationHandbookmicrosite,whichyoucanaccessatwww.ccea.org.ukAlternatively,youcantelephoneourExaminationEntries,ResultsandCertificationteamusingthecontactdetailsprovided.7.3 Equality and inclusion Wehaveconsideredtherequirementsofequalitylegislationindevelopingthisspecificationanddesignedittobeasfreeaspossiblefromethnic,gender,religious,politicalandotherformsofbias.GCSEqualificationsoftenrequiretheassessmentofabroadrangeofcompetences.Thisisbecausetheyaregeneralqualificationsthatpreparestudentsforawiderangeofoccupationsandhigherlevelcourses.Duringthedevelopmentprocess,anexternalequalitypanelreviewedthespecificationtoidentifyanypotentialbarrierstoequalityandinclusion.Whereappropriate,wehaveconsideredmeasurestosupportaccessandmitigatebarriers.Wecanmakereasonableadjustmentsforstudentswithdisabilitiestoreducebarrierstoaccessingassessments.Forthisreason,veryfewstudentswillhaveacompletebarriertoanypartoftheassessment.


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Itisimportanttonotethatwhereaccessarrangementsarepermitted,theymustnotbeusedinanywaythatunderminestheintegrityoftheassessment.YoucanfindinformationonreasonableadjustmentsintheJointCouncilforQualificationsdocumentAccessArrangementsandReasonableAdjustments,availableatwww.jcq.org.uk7.4 Contact details Ifyouhaveanyqueriesaboutthisspecification,pleasecontacttherelevantCCEAstaffmemberordepartment:

• SpecificationSupportOfficer:ArleneAshfield(telephone:(028)90261200,extension2291,email:[email protected])

• SubjectOfficer:ClareMcAuley(telephone:(028)90261200,extension2906,email:[email protected])

• ExaminationEntries,ResultsandCertification(telephone:(028)90261262,email:[email protected])

• ExaminerRecruitment(telephone:(028)90261243,email:[email protected])

• Distribution(telephone:(028)90261242,email:[email protected])

• SupportEventsAdministration(telephone:(028)90261401,email:[email protected])

• Moderation(telephone:(028)90261200,extension2236,email:[email protected])

• BusinessAssurance(ComplaintsandAppeals)(telephone:(028)90261244,email:[email protected]@ccea.org.uk).


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Summary of Changes since First Issue (Mostrecentchangesareindicatedinredonthelatestversion)

RevisionHistoryNumber

DateofChange PageNumber ChangeMade

Version1 N/A N/A FirstissueVersion2 15May2017 19 ‘1969’amendedto

‘1969–72’andpointmovedontopage20

20 Threetitlesremovedfrom‘Content’listinleftcolumn

gcse history specification designedversion v2 › downloads › docs › specifications ›...

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