Key Stage 4-5

Transition Pack

Liberals, Conservatives and the Rise of Labour - 1846–1918

The Cold War in Asia - 1945-1993.

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Study and examination skills Differences between GCSE and Sixth Form History

The amount of factual knowledge required for answers to Sixth Form History questions is much more detailed than at GCSE. Factual knowledge in the Sixth Form is used as supporting evidence to help answer historical questions. Knowing the facts is important, but not as important as knowing that factual knowledge supports historical analysis.

Extended writing is more important in Sixth Form History. Students will be

expected to answer either structured questions or essays. Similarities with GCSE

Source analysis and evaluation The skills in handling source historical sources, which were acquired at GCSE, are developed in Sixth Form History. In the Sixth Form, sources have to be analysed in their historical context, so good factual knowledge of the subject is important.

Historical interpretations Skills in historical interpretation at GCSE are also developed in Sixth Form History. The ability to put forward different historical interpretations is important. Students will also be expected to explain why different historical interpretations have occurred. Extended writing: the structured question and the essay When faced with extended writing in Sixth Form History students can improve their performance by following a simple routine that attempts to ensure they achieve their best performance. Answering the question What are the command instructions? Different questions require different types of response. For instance, ‘In what ways’ requires students to point out the various ways something took place in History. ‘Why’ questions expect students to deal with the causes or consequences of an historical event. ‘How far’ and ‘To what extent’ questions require students to produce a balanced, analytical answer. Usually, this will take the form of the case for and the case against an historical question. Are there key words or phrases that require definition or explanation? It is important for students to show that they understand the meaning of the question. To do this, certain historical terms or words require explanation. For instance, if a question asked ‘how far’ a politician was an ‘innovator’, an explanation of the word ‘innovator’ would be required. Does the question have specific dates or issues that require coverage? If the question mentions specific dates, these must be adhered to. For instance, if a question if you are asked to answer a question on Gladstone and the Irish question it

may state clear date limits, such as 1868 to 1886. Also questions may mention a specific aspect such as ‘domestic policy’ or ‘foreign affairs’. Planning your answer Once you have decided on what the question requires, write a brief plan. For structured questions this may be brief. This is a useful procedure to make sure that you have ordered the information you require for your answer in the most effective way. For instance, in a balanced, analytical answer this may take the form of jotting down the main points for and against and historical issue raised in the question. Writing the answer Communication skills The quality of written English is important in Sixth Form History. The way you present your ideas on paper can affect the quality of your answer. Therefore, punctuation, spelling and grammar require close attention. Look at the mark schemes for each unit with show you this. The introduction For structured questions you may wish to dispense with an introduction altogether and begin writing reason to support an answer straight away. However, essay answers should begin with an introduction. These should be both concise and precise. Introductions help ‘concentrate the mind’ on the question you are about to answer. Remember, do not try to write a conclusion as your opening sentence. Instead, outline briefly outline the areas you intend to discuss in your answer. Balancing analysis with factual evidence It is important to remember that factual knowledge should be used to support analysis. Merely ‘telling the story’ of an historical event is not enough. A structured question or essay should contain separate paragraphs, each addressing an analytical point that helps to answer the question. If, for example, the question asks for reasons why the Boer War began in 1899, each paragraph should provide a reason for the outbreak of the Boer War. In order to support and sustain the analysis evidence is required. Therefore, your factual knowledge should be used to substantiate analysis. Good structured question and essay answers integrate analysis and factual knowledge. Seeing connections between reasons In dealing with ‘why’ – type questions it is important to remember that the reasons for an historical event might be interconnected. Therefore, it is important to mention the connections between the reasons. Also, it might be important to identify a hierarchy of reasons – that is, are some reasons more important than others in explaining an historical event? Using quotations and statistical data One aspect of supporting evidence that sustains analysis is the use of quotations. These can be from either a historian or a contemporary. However, unless these quotations are linked with analysis and supporting evidence, they tend to be of little value. It can also be useful to support analysis with statistical data. In questions that

deal with social and economic change, precise statistics that support your arguments can be very persuasive. The conclusion All structured questions and essay require conclusions. If, for example, a question requires a discussion of ‘how far’ you agree with a question, you should offer a judgement in your conclusion. Don’t be afraid of this – say what you think. Students who write analytical answers, ably supported by factual evidence, under-perform because they fail to provide a conclusion that deals directly with the question. Source analysis Source analysis forms an integral part of Sixth Form History. In dealing with sources you should be aware that historical sources must be used in ‘historical context’. How to handle sources in Sixth Form History In dealing with sources, a number of basic hints will allow you to deal effectively with source-based questions and to build on your knowledge and skill in using source at GSCE. Written sources Attribution and date It is important to identify who has written the source and when it was written. This information can be very important. If, for example, a source was written by Benjamin Disraeli during the General Election campaign of 1874, this information will be of considerable importance if you are asked about the usefulness (utility) or reliability of the source as evidence of Conservative election policy in 1874. It is important to note that just because a source is a primary source does not mean it is more useful or less reliable than a secondary source. Both primary and secondary sources need to be analysed to decide how useful and reliable they are. This can be determined by studying other issues. Is the content factual or opinionated? Once you have identified the author and date of the source, it is important to study its content. The content may be factual, stating what has happened or what may happen. On the other hand, it may contain opinions that should be handled with caution. These may contain bias. Even if a source is mainly factual, there might be important and deliberate gaps in factual evidence that can make a source biased and unreliable. Usually, written sources contain elements of both opinion and factual evidence. It is important to judge the balanced between these two parts. Has the source been written for a particular audience? To determine the reliability of a source it is important to know whom it is directed. For instance, a public speech may be made to achieve a particular purpose and may not contain the author’s true beliefs or feelings. In contrast, a private diary entry may be much more reliable in this respect. Corroborative evidence

To test whether or not a source is reliable, the use of other evidence to support or corroborate the information it contains is important. Cross-referencing with other sources is a way of achieving this; so is cross-referencing with historical information contained within a chapter. Visual sources Cartoons Cartoons are a popular form of source used at both GCSE and A Level. However, analysing cartoons can be a demanding exercise. Not only will you be expected to understand the content of the cartoon, you may also have to explain a written caption – which appears usually at the bottom of the cartoon. In addition, cartoons will need placing in historical context. Therefore, a good knowledge of the subject matter of the topic of the cartoon will be important. Photographs ‘The camera never lies’! This phrase is not always true. When analysing photographs, study the attribution and date. Photographs can be changed so they are not always an accurate visual representation of events. Also, to test whether or not a photograph is a good representation of events you will need corroborative evidence. Maps Maps are predominately secondary sources. These are used to support factual overage in the text by providing information in a different medium. Therefore, to assess whether or not information contained in maps is accurate or useful, reference should be made to other information. It is also important with line written sources to check the attribution and date. These could be significant. Statistical data and graphs It is important when dealing with this type of source to check carefully the nature of the information contained in data or in a graph. It might state that the information is in tons (tonnes) or in another measurement. Be careful to check if the information is in index numbers. These are a statistical device where a base year is chosen and given the figure 100. All other figures are based on a percentage difference from that base year. For instance, if 1850 is taken as a base year for iron production it is given the figure of 100. If the index number for iron production in 1860 is 117 it means that iron production has increased by 17% above the 1850 figure. An important point to remember when dealing with data and graphs over a period of time is to identify trends and patterns in the information. Merely describing the information in written form is not enough. Historical interpretation An important feature of both GCSE and A Level is the issue of historical interpretation. In Sixth Form History it is important for students to be able to explain why historians differ, or have differed, in their interpretation of the past. Availability of evidence

An important reason is the availability of evidence on which to base historical judgements. As new evidence comes to light, an historian today may have more information on which to base a judgement than historians in the past. For instance, a major source of information about 19th – Century political history is the National Archive in Kew, London. Some of the information here has remained confidential, in some cases for 50 to 100 years. Therefore, it is only recently that historians have been able to analyse and assess the evidence. ‘A philosophy of history?’ Many historians have a specific view of history that will affect the way they make their historical judgements. For instance, Marxist historians – who take the view from their writings of Karl Marx the founder of modern socialism – believe that society has been made up of competing economic and social classes. They also place considerable importance on economic reasons in human decision making. Therefore, a Marxist historian of Chartism may take a completely different viewpoint to a non-Marxist historian. The role of the individual Some historians have seen past history as being moulded by the acts of specific individuals who have changed history. Gladstone, Disraeli and Lord Palmerston are seen as individuals whose personality and belief changed the course of 19th – century British history. Other historians have tended to ‘downplay’ the role of the individuals; instead, they highlight the importance of more general social, economic and political change. Rather than seeing Joseph Chamberlain as an individual who changed the course of political history, these historians tend to see him as representing the views of a broader group of individuals, such as the industrial middle class of late Victorian Britain. Placing different emphasis on the same historical evidence Even if historians do not possess different philosophies of history or place different emphasis on the role of the individual, it is still possible form them to disagree because they place different emphases on aspects of the same factual evidence. As a result, A Level history should be seen as a subject that encourages debate about the past based on historical evidence. Progression in Sixth Form History The ability to achieve high standards in Sixth Form History involves the acquisition of a number of skills:

Good written communication skills Acquiring a sound factual knowledge Evaluation factual evidence and making historical conclusions based on the

evidence Source analysis Understanding the nature of historical interpretation Understanding the causes and consequences of historical events

Understanding themes in history which will involve a study of a specific topic over a long period of time

Understand the ideas of change and continuity associated with themes. Students should be aware that the acquisition of these skills will take place gradually over time. At the beginning of the course, the main emphasis may be on the acquisition of factual knowledge, particularly when the body of knowledge studied at GCSE was different. When dealing with causation, students will have to build on their skills from GCSE. They will not only be expected to identify reasons for an historical event but also to provide a hierarchy of cases. They should identify the main causes and less important causes. They may also identify that causes may be interconnected and linked. Examination technique The ultimate challenge for any Sixth Form historian is the ability to produce quality work under examination conditions. Below is some advice on how to improve your performance in an examination.

Read the whole examination paper thoroughly Make sure that the questions you choose are those which you can produce a good answer. Don’t rush – allow time to decide which questions to choose. It is probably too late to change your mind half way through answering a question.

Read the question very carefully Once you have made the decision to answer a specific question, read it very carefully. Make sure you understand the precise demands of the question. Think about what is required in your answer. It is much better to think about this before you start writing, rather than trying to steer your essay in a different direction half way through.

Make a brief plan Sketch out what you intend to include in your answer. Order the points you want to make.

Pace yourself as you write Success in examinations has a lot to do with successful time management. If, for instance, you have to answer an essay question in 45 minutes, then you should be one-third of the way through after 15 minutes. With 30 minutes gone, you should start writing the last third of your answer. Where a question is divided into sub-questions, make sure you look at the mark tariff for each question. Summary

Read the question carefully (Note command instructions, look for key words and phrases.

Prepare a plan (What will you cover (introduction), think about the balance of analysis and evidence, set out your key points, look for the required response – why? how far? Etc (conclusion))

Write your answer

1. Be aware of time 2. Write as accurately and as fluently as you can 3. Leave time at the end to write a conclusion and to read and correct

what you have written.

Course aims & content You will study two units in Year 12. Unit One: Liberals, Conservatives and the Rise of Labour - 1846–1918

and Unit Two: The Cold War in Asia - 1945-1993. Preparation work There are two aspects to the work you need to complete before you start your A Level History course. Completion of this preparation work is a pre-requisite to acceptance on this course. It must be handed in on your first History lesson in September. You will also need to buy the course textbooks for both units. Details below: Unit 1:

Unit 2:

Task One

Liberals, Conservatives and the rise of Labour - 1846–1918 Core Using ‘Britain, 1830-85: Representation & Reform’ (edexcel textbook) & own research.

1. Read Unit 2 (change & continuity after 1832) a. Summarise info into 4 presentation slides (max), in your own words b. What do regard as the most important consequence of the 1832 Reform

Act? (1 xA4 page) (Murphy, p83)

2. Read Unit 5 (triumph of democracy) a. Summarise info into 4 presentation slides (max), in your own words b. What were the main changes brought about by the 1867 Reform Act? (1

xA4 page) (Murphy, p161)

3. Read Unit 6 (Parliament, part and people 1832-67) a. Summarise info into 4 presentation slides (max), in your own words

b. How successful was Lord John Russell as Prime Minister between 1846-1852? (1 xA4 page) (Murphy, p139)

Challenge Attached source question.

Books for reference

1. British History 1760-1914, Peter Lane 2. Britain 1783-1851, Evers & Welbourne 3. 19th Century British History 1800-1914, Michael Lynch 4. Britain 1815-1851 Protest & Reform, Collier & Pedley 5. Extension of the Franchise 1832-1931m Bob Whitfield

Unit Two

a) Glossary ; Find out and write down definitions for the following words Agent Orange Agrovilles Armistice Capitalism Communism Coalition Conscientious objector Containment Coup Guerrilla Ideology Machiavellian Napalm Quagmire theory “Rolling thunder” Self-determination Totalitarian Vietcong Vietminh b) Produce one slide fact files on the following significant individuals:

- Kim Il Sung - Syngman Rhee - Ho Chi Minh - Ngo Dinh Diem

c) Make some notes (at least two sides of A4) or write a review of two

books/educational articles you have looked at, one on the Korean War and one on the Vietnam War. The books can be from the reading list below or any other resource you can find.

Challenge: “The USA decided to withdraw from the Vietman War due to the Tet Offensive” How far do you agree? Explain your opinions Reading List

- Addington L H – America’s War in Vietnam: A Short Narrative History (Indiana University press, 2000) - Ambrose S E and Brinkley D G – Rise to Globalism: American Foreign Policy since 1938 8th revised edition (Penguin, 1998)

- Bragg C – Vietnam, Korea and US Foreign Policy 1945-75 (Heinemann Histories 2006) - Brogan H – The Penguin History of the USA, 2nd edition (Penguin, 2001) - Edwards O – The USA and the Cold War, 1945-63, 2nd edition (Hodder Murray, 2002) - Farmer A and Sanders V – An Introduction to American History 1860-1990 (Hodder and Staughton, 2002) - Jones M A – The Limits of Liberty 2nd edition (Oxford University Press, 1995) - Hall M K – The Vietnam War, 2nd edition (Longman, 2007) - Lee S M – The Korean War (Pearson Education, 2001) - Logevall P – The Origins of the Vietnam War (Pearson Education, 2001) - Ruane K – War and Revolution in Vietnam 1930-1975 (University College London Press, 1998) - Sanders V – The USA and Vietnam 1945-1975 (Hodder and Staughton “Access to History” series, 1998) - Stueck W – Rethinking the Korean War (Princeton University Press, 2002) - Wiest A – The Vietnam War 1956-75 (Osprey, 2002)