67720 Unit f964 the German Reformation 1517 to 1555 Scheme of Work and Lesson Plan Booklet

8/12/2019 67720 Unit f964 the German Reformation 1517 to 1555 Scheme of Work and Lesson Plan Booklet

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Support Material

GCE History AOCR Advanced Subsidiary GCE in History A: H106

Unit: !6"

#$is Support Material boo%let is desi&ned to acco'pany t$e OCR Advanced SubsidiaryGCE speci(ication in History A (or teac$in& (ro' Septe'ber )00*+

, OCR )00-


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Contents

Contents 2Introduction 4

GCE HISTORY A: H106. F64 T!e Ger"#n Re$or"#tion 1%1&'1%%% 6

GCE HISTORY A: H106. F64 T!e Ger"#n Re$or"#tion 1%1&'1%%% 1(

GCE HISTORY A: H106. F64 T!e Ger"#n Re$or"#tion 1%1&'1%%% 1&

GCE HISTORY A: H106. F64 T!e Ger"#n Re$or"#tion 1%1&'1%%% 2

GCE HISTORY A: H106. F64 T!e )ni$ic#tion o$ It#*y 1+1%'1+&0 (4

GCE HISTORY A: H106. F64,T!e )ni$ic#tion o$ It#*y 1+1%'1+&0 40

GCE HISTORY A: H106. F64,T!e )ni$ic#tion o$ It#*y 1+1%'1+&0 4(

GCE HISTORY A: H106. F64,T!e )ni$ic#tion o$ It#*y 1+1%'1+&0 4

GCE HISTORY A: H106. F64 -ict#tors!i #nd -e"ocr#cy in Ger"#ny 1(('16( %%

GCE HISTORY A: H106. F64, -ict#tors!i #nd -e"ocr#cy in Ger"#ny 1(('16( +0

GCE HISTORY A: H106. F64, -ict#tors!i #nd -e"ocr#cy in Ger"#ny 1(('16( +

GCE HISTORY A: H106. F64, -ict#tors!i #nd -e"ocr#cy in Ger"#ny 1(('16(

S#"*e GCE /esson *#n 10+

GCE History A: H106, F64. Euroe#n History Enuiry: T!e Ger"#n Re$or"#tion1%1&'1%46 10+

S#"*e GCE /esson *#n 110

GCE History A: H106, F64. Euroe#n History Enuiry: T!e Ger"#n Re$or"#tion1%1&'1%46 110

S#"*e GCE /esson *#n 112

GCE History A: H106, F64. Euroe#n History Enuiry: T!e Ger"#n Re$or"#tion1%1&'1%46 112

S#"*e GCE /esson *#nGCE History A: H106, F64.T!e )ni$ic#tion o$ It#*y 1+1%'1+&0 114

S#"*e GCE /esson *#nGCE History A: H106, F64.T!e )ni$ic#tion o$ It#*y 1+1%'1+&0 116

S#"*e GCE /esson *#nGCE History A: H106, F64.T!e )ni$ic#tion o$ It#*y 1+1%'1+&0 11+

S#"*e GCE /esson *#n

GCE History A: H106, F64.T!e )ni$ic#tion o$ It#*y 1+1%'1+&0 120

S#"*e /esson *#n: 122

GCE History A: H106. F64, -ict#tors!i -e"ocr#cy in Ger"#ny 1(('6( 122

GCE History A 2 o$ 1(2


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S#"*e /esson *#n: 124


S#"*e /esson *#n: 126


S#"*e /esson *#n: 12+

GCE History A: H106. F64, -ict#tors!i -e"ocr#cy in Ger"#ny 1(('6( 12+

Ot!er $or"s o$ Suort 1(0

GCE History A ( o$ 1(2


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. /C# opportunity

/ntroduction

ac%&round

A ne structure o( assess'ent (or A 2evel $as been introduced3 (or (irst teac$in& (ro' Septe'ber

)00*+ So'e o( t$e c$an&es include:

#$e introduction o( stretc$ and c$allen&e 4includin& t$e ne A5 &rade at A) 7 to ensure t$at

every youn& person $as t$e opportunity to reac$ t$eir (ull potential

#$e reduction or re'oval o( courseor% co'ponents (or 'any 8uali(ications 7 to lessen t$e

volu'e o( 'ar%in& (or teac$ers

A reduction in t$e nu'ber o( units (or 'any 8uali(ications 7 to lessen t$e a'ount o(

assess'ent (or learners

A'end'ents to t$e content o( speci(ications 7 to ensure t$at content is up9to9date and

relevant+

OCR $as produced an overvie docu'ent3 $ic$ su''arises t$e c$an&es to History A+ #$is can

be (ound at 333.ocr.or.u5,alon& it$ t$e ne speci(ication+

/n order to $elp you plan e((ectively (or t$e i'ple'entation o( t$e ne speci(ication e $aveproduced t$is Sc$e'e o( or% and sa'ple 2esson ;lans (or History A+ #$ese Support Materials

are desi&ned (or &uidance only and play a secondary role to t$e Speci(ication+

Our Et$os

All our Support Materials ere produced (or'at 7 (or i''ediate use

ord (or'at 7 so t$at you can use it as a (oundation to build upon and a'end t$e content to

suit your teac$in& style and students= needs

http://www.ocr.org.uk/http://www.ocr.org.uk/http://www.ocr.org.uk/


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. /nnovative teac$in& idea . Stretc$ and c$allen&e opportunityidea

. /C# opportunity

GCE H/S#OR A: H106+ !6" #HE GERMAD REORMA#/OD 1?1-9

1???

S)GGESTE-TEACHIGTI7E )0 HOURS

TOIC

1+ $at ere lut$er=s 'ain ideas and $o and to $o' did t$ey spread

TOIC O)T/IES)GGESTE- TEACHIG A-HO7E8OR9 ACTIITIES

S)GGESTE- RESO)RCES OITS TO OTE

/ntroduction Students s$ould be provided it$ t$eessential in(or'ation relevant to t$e unit+

#$is s$ould include a su''ary o( t$e

sc$e'e o( or%3 speci(ication3

assess'ent and $o'eor% re8uire'ents

and a readin& list+

Unit !6" speci(ication

AS OCR History A ;lannin& B >eliverin&

Resources3 Heine'ann

OCR readin& list and e@e'plar e@a'

paper+ Use(ul te@ts include t$e (olloin&

and ill be used (or t$e individual

e@ercises in t$e sc$e'e+

Martin Fones3 Clashof Empires

4Ca'brid&e

Alistair Ar'stron&3 The European

Reformation4Heine'ann

eit$ Randell3 Luther and the German

Reformation 4Hodder and Stou&$tonAccess

Andre Fo$nson3= The Reformation in

Europe4Hodder and Stou&$ton

FA; Fones3Europe 1500-1600 4Delson)

Unit !6" is a docu'ent based paper3

and as suc$ all source s%ills s$ould be

stressed $ro" t!e st#rt.

$erever possible teac$in& o( t$e content

o( t$is unit s$ould be done t$rou&$ t$e

use o( sources and docu'ents+

#$e 'ar% sc$e'e s$ould be used to

$i&$li&$t t$e re8uired source s%ills+ #$ese

s$ould be practiced (re8uently+

#$ere is $elp and &uidance (or tutors in

recent e@a'iner reports it$ detailed

co''ents and su&&estions on

approac$es to teac$in& docu'ent

studies+



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#$e Ro'an Cat$olic C$urc$on t$e eve o( t$e Ger'anRe(or'ation+

Or&anisation and belie(s

Students could brainstor' ideas about

Cat$olicis' and t$e Cat$olic C$urc$

today+

;ost9its could be used to create a

discussion board and could t$en be

rearran&ed under t$e to $eadin&s

4or&anisation and belie(s+

A true(alse e@ercise it$ state'ents

about t$e sixteenth entury Cat$olic

C$urc$ could t$en (ollo as a

co"#rison and su""#ry e@ercise+

Ho'eor% could be to produce a dia&ra'

su''ary o( t$is introduction+

So'e students ill bene(it (ro' %eepin& a

dictionary o( %ey ter's in t$eir (ile+ #$is

could also (or' part o( a all display+

#$e nature o( t$e ay in $ic$ t$e

si@teent$ century Cat$olic C$urc$ as

or&anised 'ust be e'p$asised $ere so

t$at 2ut$er=s opposition can be

understood+

#$e Ro'an Cat$olic C$urc$on t$e eve o( t$e Ger'anRe(or'ation

#$e ;rotestant Iie o(e@istin& abuses+

#utors could create an JArt GalleryK in t$e

classroo' usin& enlar&ed copies o(

oodcuts+ Students al% around loo%in&

at eac$ picture3 notin& don ideas and

8ueries about t$e i'a&es+

#utors t$en allocate a oodcut to pairs o(

students and &ive &uidance on

understandin& t$e i'a&es+

E@a'ples o( si@teent$ century oodcuts3

$ic$ can be (ound in= Clash of Empires!

Martin Fones 4Ca'brid&e or The

Reformation3 Andre Fo$nston 4Hodder

and Stou&$ton

;rovide clip boards and s$eet it$ t$e

titledate o( eac$ oodcut and space to

ta%e notes

S%ills (ocus is on co"#rison 4o( t$e

;rotestant vie it$ t$e Cat$olic structure

previously covered+

#$e idea t$at 'any o( t$e oodcuts ere

e@a&&erated 4as propa&anda s$ould

e'er&e (ro' t$e discussions+

Anot$er discussion topic could be t$e

GCE History A & o$ 1(2


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TOIC




;airs t$en Jteac$K t$e rest o( t$e class+

ey (ocus s$ould be t$e role o( t$e ;ope

and t$e Ro'an Cat$olic C$urc$

Hierarc$y+

#utor needs to 'a%e t$e lin% beteen t$is

in(or'ation3 and 2ut$er=s re(or'3 $ic$

ill be covered ne@t+ A list o( %ey abuses

can be 'ade and %ept on a discussion

board so t$at students can loo% bac% to

see $ic$ abuses 2ut$er (ocused on and

$en+

#$ere is a use(ul picture o( an indul&ence

in Clash of Empiresby Martin Fones

4Ca'brid&e

4See points to note (or e'p$asis on

s%ills+

intended #udienceo( t$e oodcuts+

A clear e@planation o( an Jindul&enceK

s$ould be &iven at t$is point+

Martin 2ut$er: #$e 'an Students co'plete a co'ic strip styledia&ra' o( 2ut$er=s li(e3 or%in& (ro' an

outline c$ronolo&y+

+pbs+or& $as a ran&e o( relevant

'aterial includin& a video and trivia

section+

+nes+bbc+co+u% $as &ood lin%s+

+'artin lut$er+de $as in(or'ation on

various 2ut$er related sites in Ger'any

and interactive &a'es 4in Ger'an+


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early li(e and can be used t$rou&$out to

introduce relevant events+As a revision

topic t$is (il' could be evaluated at t$e

end o( t$e unit+

2ut$er=s 'ain ideas:

#$e !? #$eses

#$is topic s$ould be tau&$t usin& source

'aterial and a variety o( $istorical

docu'ents+

Students could or% it$ a si'pli(ied

version o( t$e !? #$eses to identi(y:

o 2ut$er=s vie o( t$e ;ope

o 2ut$er=s vies on ait$

o 2ut$er=s vies on /ndul&ences

E@a' s%ills practice (or $o'eor% and(ollo up lesson+

;ractise part A 4co'parison by providin&

to di((erent ;rotestant vies o(

/ndul&ences 4one 2ut$er=s vie (ro' t$e !?

#$eses3 and one a oodcut

Si'pli(ied copy o( t$e !? #$eses

Clash of Empires3 Martin Fones $as &ood

e@a'ples o( sources to use (or

co'parisons+ #$is provides a &ood

c$ance to co'pare sources as an initial

introduction to source s%ills+

#$is topic could be introduced usin& a copy

o( t$e oodcut s$oin& #etel it$ $is

stron&9bo@+ #$e r$y'e s$ould be noted+ A

copy o( t$is is available in "Luther and the

German Reformationby eit$ Randall

4Hodder and Stou&$ton

#utor to provide su''ary $andout+

GCE History A o$ 1(2


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#$e abylonian Captivity o(t$e C$urc$



docu'ents+

Students could or% it$ a si'pli(ied

version o( JOn t$e abylonian Captivity o(

t$e C$urc$K to identi(y:

o 2ut$er=s vie o( t$e

sacra'ents

o 2ut$er=s vie o( t$e

Euc$arist

Martin Fones Clash of Empires $as &ood

e@a'ples o( sources to use (or

co'parison+

#utor to provide su''ary $andout+

/t ould be use(ul to introduce ele'ents o(

co'parison by provenance $ere e+&+

Contentnatureaut$orpurposedate etc+

E@a' s%ills practice (or $o'eor% and

(ollo9up lesson+ ;ractise part

A4co'parison by providin& to di((erent

sources 4one ta%en (ro' #n the

$a%ylonian Capti&ity) s$oin& t$at 2ut$er=svies ere developin& by 1?)0



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An appeal to t$e C$ristianDobility o( t$e Ger'an Dation



docu'ents+ A su&&estion is t$at students

could or% it$ a si'pli(ied version o( JAn

appealNK to identi(y:

o 2ut$er=s vie o( t$e ;ope

o 2ut$er=s vie o( t$e role o( t$e ;rinces

o 2ut$er=s vie o( t$e role o( t$e laity

4priest$ood o( all believers

E@a' s%ills practise (or $o'eor% and

(ollo up lesson+ ;ractise part A

4co'parison by providin& to sources

s$oin& 2ut$er=s developin& vies+

Re9e'p$asise co'parison by provenance

and content+

/t ould be use(ul (or t$e tutor to introduce

de(initive criteria (or anserin& part 4A at

t$is point

#utor to provide a su''ary $andout+

2ut$er=s 'ain ideas: Su''ary Su''ary activity could be to produce ac$art s$oin& 2ut$er=s vies ;y 1%20.

#$ere s$ould be (our $eadin&s: t$e

C$urc$3 t$e ;apacy3 reli&ious belie( and

reli&ious practice+

Martin Fones


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TOIC




#enty point test to (ollo sources to a proposition+

Ho did 2ut$er=s ideasspread

Students could brainstor' t$e 8uestion


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S)GGESTE-REA-IGTI7E 10 $ours

TOIC

)+ Ho did t$e aut$orities react to lut$er (ro' 1?1-91?)1



#$e reaction to 2ut$er by t$eecclesiastical aut$orities:

/n Ger'any

#$e ;apacy

#utor introduces t$is topic it$ a narrative

4poer9point3 or $and9out to e@plain t$e

reaction o( #etel and $is >o'inican order3

and 2ut$er=s Au&ustinian order+

#$e rest o( t$e topic s$ould be tau&$t

t$rou&$ source 'aterial it$ use 'ade o(

t$e ori&inal c$ronolo&y+

Students s$ould be provided it$ a ran&e o(

source 'aterial and as%ed to identi(y t$e

(olloin&:

o #$e ;apal vie o( 2ut$er

o Ec%=s vie o( 2ut$er

o 2ut$er=s on vie o( $is stand9point on

t$e !? t$eses

#$e video J2ut$erK 4)00L provides an

interestin& i'a&e o( #etel as a sales'an

and opponent o( 2ut$er+

Clash of Empires pa'es 1(-1(6 or a past

e@a' 8uestion ill provide e@a'ples o(

sources to use (or t$e e@ercise listed under

su&&estions+

/( a Jro&ues= &alleryK $as been created in t$e

classroo'3 it ill be a use(ul re(erence point in

t$is topic (or students $o need re'indin& $o

t$e ne c$aracters are+ or e((ect3 A" portraits

could be $un& (ro' t$e classroo' ceilin& as

ellNN+

#utors s$ould point out on t$e ti"e sc#*e and

t$e vie o( so'e t$at t$e ;apal response as

slo+

#$e o*itic#*concerns o( t$e ;ope s$ould also

be $i&$li&$ted3 includin& t$e e((ect t$at $is

desire not to cross rederic% t$e ise $ad on

$is reaction to 2ut$er+ #$is lin% provides a

&ood lead into t$e ne@t topic+

Students s$ould record t$ese points in t$eir

GCE History A 1( o$ 1(2


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o 2ut$er=s vie o( $is debate it$ Ec% at

2eipi&

#utors could provide a (actual su''ary

s$eet+

E@a' 8uestion practice on part A and part

8uestions+

SAMs 'aterials could be used to (acilitate

discussion o( t$is 8uestion(ocussin& on t$e

s%ill o( co'pre$ension o( sources+

Co'parison s%ills can also be developed3

e&+ y co'parin& Ec% and 2ut$er on t$eir

debate at 2eipi&+

(iles3 includin& an anser to t$e 8uestion3


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9 Citiesni&$ts etc+ o Ai's

o Actions

o Outco'es (ro' 1?1-91?)1

#$ere s$ould be a clear (ocus on #$e >iet o(

or's and a past e@a' e@ercise could be

co'pleted $ere+

A su''ary activity ould be to discuss

J$o $elped 2ut$er 'ore: rederic% t$e

ise or C$arles IK #$is could be used to

&enerate a dia&ra' on t$e roles o( rederic%

and C$arles+ A ei&$in& scales could be

used as a visual i'a&e (or students to (ocus

on reac$in& a ud&e'ent+ Alt$ou&$ C$arles

$elped 2ut$er by de(ault3 $is


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supported $i'+



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S)GGESTE-TEACHIGTI7E 1? $ours

TOIC

L+ $at as t$e i'pact o( 2ut$eranis' in Ger'any (ro' 1?1- to 1?L0



#$e e((ects o( 2ut$eranis'on Ger'an princes3 %ni&$ts3tons and peasants 1?1-91?L0+

#$e nature o( t$e HolyRo'an E'pire

A brie( ;oer;oint presentation o( t$is topic

could be used to illustrate t$e nature o( t$e

Holy Ro'an E'pire+

Students could be provided it$ an outline

'ap to annotate+

A %ey discussion topic ould be t$e e@tent to

$ic$ t$e nature o( t$e Holy Ro'an E'pire

$elped 2ut$eranis' spread+

#$ose (actors s$ould be e@pressed as a

dia&ra'3 $ic$ s$os priority+

Charles *! Ruler +ynast and +efender ofthe

,aith3 Steart Mc>onald 4Hodder and

Stou&$ton $as detail on C$arles= rule and

position in t$e Holy Ro'an E'pire+

Students ill bene(it (ro' a brie( study o(

t$e nature o( t$e Holy Ro'an E'pire in

ter's o(:

o Social structure

o ;olitical structure

o Geo&rap$ical (eatures

A %ey (ocus s$ould be t$e status o( t$e

Holy Ro'an E'peror C$arles3 co'pared

to t$at o( t$e ;rinces+

GCE History A 1& o$ 1(2


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#$e e((ects o( 2ut$eranis'on Ger'an princes3 %ni&$ts3tons and peasants 1?1-91?L0+

/ntroduction

Students could build a narrative o( t$is period

(ro' a c$ronolo&y $ic$ is divided into t$ree

colu'ns: ;rinces3 ni&$ts and #ons+

#$ere is potential $ere (or &roup or% in t$rees

4actin& li%e a i&sa or as a class activity

divided into t$ree+

;lenary discussion s$ould (ocus on $ere

'ost $elp ca'e (ro' (or 2ut$er durin& t$is

period+

Students can t$en produce (urt$er notes on

%ey eventsindividuals3 $ic$ s$ould include:

o #$e >iets at Speyer

o #$e >iet at Au&sbur& 1?L0+

o

;$illip o( Hesseo Albrec$t o( Ho$enollen

o #$e %ni&$ts ar

o Ulric$ Ion Hutten

o Dotes on eac$ eventindividual s$ould

relate to $o 2ut$eranis' as &roin&

and t$e role o( t$e eventindividual in t$is+

A $and9out s$ould be providedproduced (or

#utors need to e@plain t$e i'portance o(

urban support (or 2ut$eranis' as

opposed to ;rincely support at t$e ti'e

41?1- 7 1?L0+

GCE History A 1+ o$ 1(2


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#$e e((ects o( 2ut$eranis'on t$e ;rinces 1?1-91?L0

#$is part o( t$e topic s$ould be tau&$t usin&

pri'ary source 'aterial+

Students could be &iven a variety o( sources

$ic$ re(lect t$e vies o( a leadin& Ger'an

prince $o supported 2ut$er3 rederic% t$e

ise+

Students could be directed to identi(y:

o #$e ;rince=s vies o( t$e ;apacy

o #$e ;rince=s interpretation o( 2ut$er=s

'essa&e

o Any lin%s it$ 2ut$er

o 2ut$er=s vie o( t$e role o( t$e ;rinces

#utors could (acilitate a discussion about $y

so'e ot$er ;rinces ere attracted to2ut$eranis'

E@a' s%ills can be practised $ere usin& t$e

sources (or co'parison e&+ ;apal and ;rincly

vies o( 2ut$er3 and to test a $ypot$esis 4part

b+3

Students could produce a dia&ra' o( L

colu'ns3 to s$o t$ese reasons3 $i&$li&$tin&

Clash of Empires $as so'e &ood e@a'ples o(

sources relatin& to rederic% t$e ise3 and a

detailed section on t$e ot$er reasons $y

;rinces supported 2ut$er+

#utors need to 'a%e students aare t$at

;rincely support o( 2ut$er ;e$ore 1%(0

as sli&$t+ Albrec$t o( Ho$enollern and

;$ilip o( Hesse s$ould be $i&$li&$ted as

e@a'ples o( so'e o( t$e (irst ;rinces to

beco'e 2ut$eran3 Students could

produce brie( bio&rap$ical detail $ere+



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#$e e((ects o( 2ut$eranis'on t$e ni&$ts 41?1-91?L0

#$is part o( t$e topic s$ould be tau&$t usin&

pri'ary source 'aterial+

Students s$ould be &iven a variety o( sources

$ic$ re(lect t$e vies o( a leadin& Ger'annationalist 4Ulric$ Ion Hutten and directed toidenti(y:

o His vie o( t$e papacy

o His interpretation o( 2ut$er=s 'essa&e

o His lin%s it$ 2ut$er

E@a' practice and peer 'ar%in& o( past e@a'

8uestion s$ould be &iven+

Clash of Empires$as so'e e@a'ples o(

sources by Ulric$ Ion Hutten

#utors s$ould ensure t$at students

understand t$e role o( Ger'an

nationalis' as a political 'otive (or anti9

clericalis'beco'in& 2ut$eran

#$e e((ects o( 2ut$eranis'on t$e #ons 41?1-91?L0

ey issue: $at did it 'ean (or a ton to

beco'e 2ut$eran

Students could be provided it$ a variety o(pri'ary and secondary source 'aterial+ ro't$is t$ey s$ould be able to:

o ;roduce a dia&ra' s$oin& t$e step9by9

step c$an&es involved in beco'in& a2ut$eran ton

o Hi&$li&$t %ey individuals involved in t$e

#$ere is an e@tract (ro' 2++ Spit J#$e

;rotestant Re(or'ationK in Europe 1500-1600by F+A+;+ Fones 4Delson $ic$ (ocuses onHa'bur&+

ey (ocus $ere is on t$e i'portance o(

tons in t$e early part o( t$e 2ut$eran

re(or'ation+ #$ere is scope $ere (or role play3 i( ti'e+

Students could be &iven c$aracter cards

and as%ed to 'a%e c$oicesdecisions it$

re&ard to t$e (uture reli&ious or&anisation

o(= t$eir=


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c$an&es

o ocus on $o 2ut$eranis' spread

o Su''arie t$e di((erences beteen a

2ut$eran and a Cat$olic ton

E@a' practice 8uestion set (or $o'eor% it$

tutor (eedbac%+ ocus s$ould be onco'parison s%ill practised by a co'parison o(cityton and princely support+

#$e e((ects o( 2ut$eranis'on ;easants 41?1-91?L0

;easant &rievances

#$is topic could be tau&$t entirely t$rou&$

source 'aterial

Students study t$e J#elve Articles o(


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2ut$er and t$e ;easants 41 Students study t$e


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2ut$er and t$e ;easants 4) Students study a copy o( JA&ainst t$eMurderin& Hordes o( ;easantsK 4April9May

1?)? to $i&$li&$t t$e c!#nes in 2ut$er=s

t$in%in&+

#utors could pose t$e 8uestion J$at

$appened to c$an&e 2ut$er=s point o( vieK

or%in& in pairs3 students place

ansersspeculation on 'ini $ite boards+

;lenary discussion and anser session3 it$

(ocus on t$e e((ect o( t$is on 2ut$er=s support

(ro' t$e peasants+

Students could be provided it$ (our 'odel

ansers to JbK type 8uestions and as%ed to

'ar% t$ese usin& 'ar% sc$e'es

#$ese s$ould relate to t$e relations$ipbeteen 2ut$er=s ideas and t$e support o( $e

peasants+

OCR SAM scripts

OCR e@a'iner reports and 'ar% sc$e'es

E@e'plar e@a' papers

#$ese s$ould $ave been introduced and

e@plained at t$e start o( t$e course and need

e'p$asis no

At t$is point students s$ould be aare o(

$at is e@pected in a &ood 8uality

response+

or part Ja= t$ey s$ould be providin& a

&enuine co'parison o( bot$ content and

provenance3 evaluatin& 8ualities suc$ as:

o Aut$enticity

o Co'pleteness

o Consistency

o #ypicality

o Use(ulness

So'e conte@tual %noled&e ill be

i'portant $ere+

Students s$ould be aare o( t$e need to

co'pare t$e to sources #s e>idence

$ort$e (actor $i&$li&$ted in t$e 8uestion+

or part Jb= students s$ould evaluate t$e

sources usin& t$eir on %noled&e in

order to testt$eir 8uality+



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2ut$er=s vie o( t$e;rotestant radicals:

As an introduction to t$is topic3 students could

recap 2ut$er=s vies so (ar+ #$is could be done

t$rou&$ cards cut (ro' a su''ary s$eet $ic$

need reasse'blin&+ #$e s$eet could t$en be

&iven out as a revision aid+

#$e ittenbur& 'ove'entand Andreas arlstadt

Students could co'plete individual researc$ to

produce a note (or' $and9out about arlstadt

and t$e ittenbur& 'ove'ent3 (ocusin& on

$o 2ut$er=s ideas di((ered+

#$e (olloin& s$ould be covered:

o $o as involved

o $at c$an&es ere 'ade

o #$e ittenbur& Ordinance

o 2ut$er=s reaction

o 2ut$er=s return to ittenbur&

;lenary discussion to clari(y students

%noled&e o( $o t$e ;rotestant radicals

di((ered in t$eir belie(s (ro' 2ut$er+

"The European ReformationAlastair

Ar'stron& 4Heine'ann $as a brie( section

on t$is pa&es L"9L?+

#o t$e'es need e'p$asis $ere:

o 2ut$er=s intolerance toards

radicalis' and t$ere(ore $is

conservative nature+ 2in%s bac% to

$is belie( in t$e role o( princes and

$is belie( in public obedience to

t$e' can be 'ade+

o #$e e'er&ence o( alternative

re(or' 'ove'ents to

2ut$eranis'3 so'e (ro' di((erentori&ins and sources+



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#$e Pican Pic%au;rop$ets

Students could be &iven cards s$oin&

state'ents about t$e prop$ets ideas++ #$ey

could t$en sort t$e' into:

o #$ose it$ $ic$ 2ut$er ould a&ree

o #$ose it$ $ic$ 2ut$er ould not a&ree

o #$ose indicatin& t$e radicalis' o( t$e

prop$ets vies

FA; Fones


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2ut$er=s vie o( t$e radicals and its e((ect on

t$e (ra&'entation o( t$e ;rotestant

Re(or'ation+

#$e Anabaptists

ey issue is 2ut$er=s vie o(t$e radicals+

Students could co'plete a cate&orisin& ter's

e@ercise+ ;rovide ords and p$rases (or sortin&

into related &roups3 so'e covered so (ar3 and

so'e not3 it$ a pile (or Jnot understood yetK

#$is ill provide pro'pts (or t$e or% on

Anabaptists3 $ic$ can t$en be done as pair

or% researc$ and t$e production o( a ;oer

;oint slide$andout+#$is needs to $ave a clear

(ocus on t$e %ey issue in t$e speci(ication+

#$is e@ercise can be done on co'puter or

S'artboard3 by eit$er $i&$li&$tin&3 or cut

and paste+

#$is also 'a%es a &ood recap activity in

t$e or% co'pleted on 2ut$er so (ar+

#$ere is opportunity $ere (or ider

readin& on t$e Anabaptists+#$is ill

(acilitate a ider understandin& o( t$e

ter'+



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Pin&li #$is topic could be tau&$t t$rou&$ docu'entsand source 'aterial+

Students could be provided it$ pri'ary source

'aterial $ic$ s$os t!e di$$erin oinions

o$ /ut!er #nd ?3in*i #;out t!e Euc!#rist.

;lenary discussion could also (ocus on a recap

o( 2ut$er=s vies+

A use(ul revisionrecap ould be to $ave

students $ot9seat J2ut$erK in s'all &roups+ A

JpeasantK3 J%ni&$tK3 JprinceK and Jtons'anK

could as% 2ut$er (or $is vies in relation to t$eir

lives

Si'ilarly3 J2ut$erK could c$allen&e t$e JradicalsK

to e@plain t$eir ideas+ or t$ere could be a

session $ere a panel could be $ot9seated3 e&Pin&li3 Anabaptist etc+

#utor could provide a su''ary $andout it$

t$e (ocus on 2ut$er=s vies o( t$e radicals+

eit$ Randell


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ull e@a' practice 8uestion (or $o'eor%+

GCE History A 2+ o$ 1(2


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"+ $ did 2ut$eranis' survive in Ger'any beteen 1?L0 and 1???



/ntroductionRecap o( events so(ar 1?1-91?)! (ocussin& on t$espread o( 2ut$eranis'3 toestablis$ t$e situation by 1?L0

Students could (or' a Jlivin&

c$ronolo&yK in t$e classroo' (ro' date

and event cards re(lectin& %ey events in

t$e spread o( 2ut$eranis' 1?1-91?L0+

Students ta%e it in turns to be %ey

c$aracters and to place t$e'selves in

t$e c$ronolo&y3 e@plainin& t$eir

roleturnin& pointsc$allen&esdi((iculties

at a &iven date+

#utor (acilitates a (ocus on t$e situation

in 1?L0 by e@plainin& t$e role and

$ereabouts o( C$arles I (ro' t$e

Edict o( or's to 1?L03 $i&$li&$tin& t$e

reasons (or C$arles= return to Ger'any

in 1?L0+

Students could participate in a %eystate'ent brainstor'3@8!#t s!ou*d

C!#r*es do #;out /ut!er in 1%(0B

#$e decisions could be plotted on a

S'artboard i( available and re(erred to

later+

#$e c$ronolo&y used at t$e be&innin& o( t$is

topic could be enlar&ed and put onto card $ere+

#$e (ocus $ere is on t$e Jpro&ressK o(

conciliation t$rou&$ t$e >iets3 and t$e %ey

(actor is t$e >iet o( Au&sbur& in 1?L0+

#$e varied political obli&ation o( C$arles I

and $is on9&oin& stru&&les it$ t$e ;apacy

need $i&$li&$tin& $ere+

/( no S'artboard is available3 a discussion

board can be used instead+

#$e role o( C$arles I up to 1?L0 s$ould

e'er&e (ro' t$e livin& c$ronolo&y3 but

s$ould also be $i&$li&$ted by t$e tutor+ His

proble's need care(ul recap prior to

brainstor' activity+



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1?L0 7 #$e >iet o( Au&sbur&

Ho did t$e >iet o( Au&sbur&(acilitate t$e &rot$ o(2ut$eranis'

Usin& ori&inal source 'aterial3 students

co'plete a detailed $and out on t$e

>iet o( Au&sbur&3 s$oin&:

o t$e ;rotestant vie

o t$e role o( Melanc$t$on

o t$e Cat$olic vie

o C$arles=sQ actions

Students s$ould relate t$is to t$e


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o #$e reli&ious truce o( Dure'bur&3

t$e restoration o( Ulric$ von

urttenbur&3 t$e conversion o(

randenbur& and >ucal Sa@ony to

;rotestantis'3 t$e >iet o(

Re&ensbur&3 (orei&n proble's (or

C$arles 1?L*91?"6+

#$e role o( t$e ;rinces and t$eSc$'al%aldic 2ea&ue

Case study on ;$ilip o( Hesse+

Students could produce a 'ini9essay

entitled JAssess t$e 'otives o( ;$ilip o(

Hesse in supportin& t$e 2ut$eran

cause+K

E@a' s%ills $ere too it$ practise on

past e@a' 8uestion on 2ut$er and t$e

;rinces+

#$ere is a pro(ile o( ;$ilip o( Hesse in ears of

Rene.al3 Fo$n 2ot$erin&ton 4Hodder and

Stau&$ton+

#$is ould 'a%e a &ood $o'eor%

assi&n'ent $ic$ s$ould relate to t$e %ey

issue o( t$e spread o( 2ut$eranis' and

;$ilip=s role in t$is+

2ut$er=s leaders$ip Students could co'plete t$is part o( t$etopic entirely by analysis o( docu'ents

and sources+ Students could be

directed to e@a'ine:o Ho (ar t$e evidence su&&ests t$at

2ut$er as personally responsible

(or t$e success o( t$e re(or'ation

Sources available in Martin Fones3=Clas$ o(

E'pires=+

/n c$oosin& docu'ents and sources (or

t$is activity it is i'portant to include

'aterial t$at ar&ues (or and a&ainst a

pivotal role (or 2ut$er+

#$is s$ould enable a prioritisin& and

co'parative approac$ to t$e discussion

GCE History A (1 o$ 1(2


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o Ho (ar t$e evidence su&&ests t$at

2ut$er=s contribution to t$e

Re(or'ation as virtually co'plete

by t$e end o( t$e >iet o( or's in

1?)1

Students to co'plete a (ull e@a'

8uestion in ti'ed conditionsbased on

topics covered so (ar+

4as t$e ;rince=s support 'ore i'portant

t$an 2ut$er=s leaders$ip in t$e spread o(

2ut$eranis'

Consolidation and Revie #o e'p$asise t$e need to practisedocu'ent s%ills3 t$is activity could be&in

t$e revision pro&ra''e (or t$is 'odule+

#$e (olloin& is a revision e@ercise:

Students or% in pairs it$ a pac% o(

sourcese@tractsdocu'ents coverin&

c$osen topics+ #$is could represent t$e

entire topic across t$e class3 in $ic$

case a plenary e@ercise could be

arran&ed3 or it could represent ust one

topic+

Students could co'plete a variety o(

tas%s:

/t is i'portant to practise e@a' s%ills $ere too3

especially co'parison o( content3 analysis and

co'parison o( provenance3 application o(

sources to a proposition+

As a $o'eor%e@tension activity3

students could be as%ed to produce 'ini9

essays on so'e o( t$e (olloin& issues:

o Assess $o (ar Martin 2ut$er as t$e

drivin& (orce o( t$e Ger'an

Re(or'ation

o #o $at e@tent do you a&ree it$ t$e

vie t$at Martin 2ut$er as intolerant

in $is belie(s

o E@a'ine t$e vie t$at t$e 2ut$eran

re(or'ation as lar&ely t$e result o(

Ger'an nationalis'

o Assess t$e role played by C$arles I in

GCE History A (2 o$ 1(2


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o Arran&e sources c$ronolo&ically

o Hi&$li&$t pri'arysecondary

sources

o Group pro92ut$er and anti92ut$er

e@tracts

o Group accordin& to 2ut$er=s belie(s

o Groups into use(ultrustort$y

propa&anda

o Select to sources to

c$allen&esupport it$ t$eir on

%noled&e etc+

t$e spread o( 2ut$eranis'+

o #$ese can be &iven at intervals

t$rou&$out t$e revision period+

Students can be directed to t$eir

source pac% and as%ed to (ind

evidence to support a speci(ic

proposition+

GCE History A (( o$ 1(2


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. /C# opportunity

GCE H/S#OR A: H106+ !6" #$e Uni(ication o( /taly 1*1?91*-0

S)GGESTE-REA-IGTI7E

1?HOURS

TOIC

1+ HO AR >/> #HE E;ER/EDCES O 1*1? #O 1*"- CREA#E SU;;OR# OR /#A2/AD UD/#

Toic out*ineSuested te#c!in #nd!o"e3or5 #cti>ities

Suested resources oints to note

/taly and t$e Iienna

Settle'ent 1*1?

Use sources on /taly in t$e 1* t$century+

Use a 'ap o( Europe 1-!? to e@plain

concepts suc$ as eliverin&Resources3 Heine'ann+

$ttp:+(ord$a'+edu$alsall'od'odsbo

o%+$t'lModern History Sourceboo%+

$ttp:+$istory+ac+u% /nstitute o(

Historical researc$ ebsite+

#$e 'aps could be displayed usin& an OH#

or a data proector+

Centres $o $ave previously tau&$t OCR)?*) ill $ave a ban% o( past e@a' papers3

t$e sources (ro' previous papers can be used

as source 'aterial t$rou&$out t$e course+De

centres can purc$ase past papers (ro' OCR

or oin t$e OCR e9co''unity $ere teac$ers

across t$e country are illin& to s$are past

papers and ot$er resources+

/ntroduce t$e AS level source

evaluation usin& t$e sources on /taly

under Dapoleon+

>iscuss $at tec$ni8ues are

necessary (or source analysis 7 build

on $at students %no (ro' GCSE+

/n pairs or s'all &roups students

analyse t$e sources+ eedbac% ideas

to t$e board+

Usin& t$e sources students rite a

s$ort anser to


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S)GGESTE-REA-IGTI7E

1?HOURS

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/taly and t$e Iienna

Settle'ent 1*1?

Ho'eor%: &lossary creation3students continue to add to t$eir

&lossary it$ ords suc$ as

nationalis'3 liberalis'3 autocracy3

aut$oritarian ords t$at t$ey $ave

encountered $en loo%in& at t$e

bac%&round: /taly 1-!?91*1?+

#eac$ers could provide students it$

a list o( ords t$at t$ey ill need to

%no (or t$e course etc+ #$is could be

tested t$rou&$out t$e course+

O@(ord En&lis$ >ictionary /nternet >ictionarycould be used+

$ttp:+$istoryont$enet+co' History on

t$e Det $as various resources+

A 'ap could be displayed usin& OH# or a

data proector or $anded out+

$ttp:+$istory$o'e+co+u%c9

ei&$t(rance'ap1*10+$t'+

#$e students add to t$is &lossary t$rou&$outt$e course+

Iienna Settle'ent 1*1? /ntroduce t$e ienn# Sett*e"ent: itspurpose3 %ey personalities and

decisions+

Usin& a blan% 'ap o( /taly 1*1?3

students annotate t$e 'ap it$ rulers3

na'es o( states3 &eo&rap$ical

locations+ #$is could be tested later+

/n &roups students discuss $et$er

t$e peace'a%ers at Iienna &ot it ri&$t

in /taly and $at c$an&es t$ey ould

$ave 'ade+

Ho'eor%: students researc$ /taly in

1*1?: &eo&rap$ical3 social and political

situation3 to prepare (or a discussion

A $andout3 OH#3 ;oer;oint could be used+

#$e (olloin& boo%s could all be used to

provide (actual in(or'ation3 be used to create

$andouts and (or student readin&+ #$ey could

be used as class readers or available in t$e

library and can be used t$rou&$out t$e

course:

o #$e Uni(ication o( /taly 1*1?91*-0 by A+

Stiles

o #$e /talian Risor&i'ento by M Clar%

o /talian Uni(ication 1*)091*-1 by M Collier

o /talian Uni(ication by G >arby

Create a &uidance s$eet it$ 8uestions or

/t is i'portant t$at students $ave a clear

understandin& o( t$e &eo&rap$y o( /taly 1*1?9

1*-0+

#$e su&&ested boo%s could be used

t$rou&$out t$e unit (or e@tracts etc+ Students

could be &iven t$e Stiles boo% as a


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. /C# opportunity


S)GGESTE-REA-IGTI7E

1?HOURS

TOIC




on $et$er t$ere as support (or t$eidea o( unity+

$eadin&s to $elp structure note ta%in&+

$ttp:pates$istory+co+u%contenti talian9

uni(icationitaly91*1?+ppt;oer;oint on /taly

a(ter 1*1?+

Students clearly need to $ave a body o(

notes (or revision and so t$at t$ey can brin&

in(or'ation to class to use in discussions and

ot$er or%3 #$e idea o( t$e 8uestions is to

&uide students by si&npostin& t$e areas t$ey

need to 'a%e notes on+ #$ese notes could

be c$ec%ed by t$e teac$er as part o( an early

assess'ent+

Restoration /taly Usin& t$e 'ap o( /taly3 studentspresent t$eir researc$ into /taly 1*1?

and t$eir ideas on $o (ar /taly as a


37/132


. /C# opportunity


S)GGESTE-REA-IGTI7E

1?HOURS

TOIC




unity+ Students could ta%e a (actor t$att$ey $ave researc$ed suc$ as t$e

position o( Austria3 t$e e@perience o(

unity under Dapoleon3 t$e re&ional

divisions3 t$e li'ited 'iddle class3 t$e

econo'ic division beteen Dort$ and

Sout$+

Revolutions 1*)091 and

1*L091

Handout sources on early revolutions

and students co'plete a table o(

events and reasons (or (ailure+ #$e

sources s$ould (or' t$e basis o(

%noled&e (or t$e students+ #$e

student read and analyse t$e' loo%in&

(or t$e %ey (eatures o( Uni(ication so

t$at t$ey can co'pare t$e revolutions

and consider t$e reasons (or (ailure+

#$ere s$ould be at least one source

(ro' a boo% on eac$ o( t$e

Revolutions in eac$ state+ Students use t$e table t$ey $ave

created to discuss in s'all &roups


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S)GGESTE-REA-IGTI7E

1?HOURS

TOIC




co'e to an overall conclusion on $yt$e Revolutions (ailed and created a

$ierarc$y o( reasons+

#$e /ntellectuals and t$eirdi((erent attitudes to /taly and t$ee@tent o( support (or t$ese+

/ntroduce 7#iniand oun& /taly $is

revolutionary ideas and i'pact on t$e

Risor&i'ento+

/n s'all &roups students read and

su''arise t$e ideas o( D#*;oand

Gio;ertiand C#tt#neoand t$en

i&sa t$e' it$ ot$er &roups+

/ntroduce a source e@ercise on


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. /C# opportunity


S)GGESTE-REA-IGTI7E

1?HOURS

TOIC




created a co'parison o( content+

/ntroduce t$e 1*"0s C!#r*es A*;ert

and ius I. Students discuss $o

liberal t$ese 'en really ere+

Su''arise t$e period 1*1?91*"- 7

students could rite t$is up as a s$ort

su''ary o( t$e situation in /taly by

1*"- and co''ent on $et$er

c$an&e see'ed li%ely+

Iideo aric% University /talian Uni(ication+

OH# or ;oer;oint slides includin& pictures

o( ;ius and C$arles Albert to introduce and

&ive basic in(or'ation on ;ius and C$arles

Albert+

More able students could iden t$eir su''ary

to analyse $o 'uc$ continuity and c$an&e

t$ere as in t$e period+

1*1?91*"-+

GCE History A ( o$ 1(2


40/132


. /C# opportunity

GCE H/S#OR A: H106+ !6"3#$e Uni(ication o( /taly 1*1?91*-0

S)GGESTE-TEACHIGTI7E

1)

HOURS

TOIC

)+ H >/> #HE REIO2U#/ODS O 1*"*! A/2 #O UD/#E /#A2

Toic out*ine Suested te#c!in #nd!o"e3or5 #cti>ities


#$e Revolutions o( 1*"*9!: Main(eatures and outco'es+

$y did t$e Revolutions $appen

/ntroductory overvie o( t$e Revolutions

o( 1*"*9! $i&$li&$tin& %ey t$e'es+

Students create a ti'eline o( events (or

eac$ state+

Students start or%in& t$rou&$ a

or%boo% on t$e Revolutions 1*"*!3

readin& narrative3 analysin& sources3

and anserin& 8uestions+ #$is can be

co'pleted (or $o'eor%+

#$e or%boo% s$ould include ra out t$e %ey reasons 7 particularly

Austrian stren&t$ and t$e a'bi&uity o(

;ied'ont=s intentions+

or%boo% available on sc$oolcolle&e I2E

or /ntranet 7 students could or% on t$e

or%boo% on t$e /ntranet and e'ail to ot$er

students+

Events in rance and t$e Ger'an

Con(ederation could also be included 'ore

able students could be &iven t$e tas% o(

readin&su''arisin& in(or'ation on t$is+

$ttp:users+o@+ac+u%c$ri)0?-1!!!'ai

ni+$t'#$e Rise and all o( Mainian

Dationalis'

http://www.ohiou.edu/~chastain/index.htmhttp://www.ohiou.edu/~chastain/index.htmhttp://users.ox.ac.uk/~chri2057/z1999mazzini.htmhttp://users.ox.ac.uk/~chri2057/z1999mazzini.htmhttp://users.ox.ac.uk/~chri2057/z1999mazzini.htmhttp://users.ox.ac.uk/~chri2057/z1999mazzini.htmhttp://www.ohiou.edu/~chastain/index.htmhttp://www.ohiou.edu/~chastain/index.htmhttp://users.ox.ac.uk/~chri2057/z1999mazzini.htmhttp://users.ox.ac.uk/~chri2057/z1999mazzini.htm


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. /C# opportunity



1)

HOURS

TOIC




ey Vuestions $y t$e Revolutionsbro%e out in 1*"* Ho t$e Revolutions

di((ered in eac$ state $y t$e

revolutions (ailed+ Students could be

divided into tea's and tables could be

set up it$ di((erent tas%s related to t$e

8uestions+ Groups 'ove around t$e

roo' co'pletin& t$e tas%s usin& t$eir

or%boo% 7 and creatin& posters3

creatin& su''aries or analysin&

sources to anser t$e t$ree %ey

8uestions+

Create a sortin& e@ercise usin& t$e

ti'eline o( t$e revolutions+ Rando'ly

$and out a card to eac$ student as% t$e

students to &et into date order o( t$e

events+ As% eac$ student to e@plain t$eir

event and its si&ni(icancei'pact on t$e

revolutions+ Students su&&est $ic$events are %ey events and 'a%e lin%s

it$ ot$er cards+

#$e reasons (or (ailure: in &roups

students dra up a list o( reasons $y

t$e revolutions (ailed usin& t$eir notes

and sources+

$ttp:+(ord$a'+edu$alsall'od'

odsboo%+$t'lModern History

Sourceboo%: docu'ents on Uni(ication

1*"*91*61+

Materials (ro' pervious e@a' papers3

AL paper and coloured pens (or

posters3 'aps etc+

Sortin& e@ercise on la'inated card+

http://www.fordham.edu/halsall/mod/modsbook.htmlhttp://www.fordham.edu/halsall/mod/modsbook.htmlhttp://www.fordham.edu/halsall/mod/modsbook.htmlhttp://www.fordham.edu/halsall/mod/modsbook.htmlhttp://www.fordham.edu/halsall/mod/modsbook.html


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HOURS

TOIC




/n &roups eac$ student selects a reasonand ar&ues t$e case (or its i'portance in

relation to ot$er (actors usin& sources

and t$eir notes to create an ar&u'ent

c$a'pionin& t$eir reason as t$e 'ain

cause+

Use a past 8uestion 4May )001 on t$e

Revolutions o( 1*"*9! to discuss

reasons (or (ailure+

Use t$e past 8uestion to de'onstrate

t$e s%ills needed (or analysis usin& all

(our sources3 Groups could analyse one

source in relation to t$e 8uestion3

considerin& content and provenance+

#$eir analysis could be s$ared it$ t$e

rest o( t$e class and (eedbac% to t$e

board to create su&&estions (or a

co'plete anser+

Students t$en rite up t$e anser to t$e


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)0

HOURS

TOICL+ HO /M;OR#AD# #O UD//CA#/OD ERE #HE COD#R/U#/ODS O #HE /#A2/AD S#A#ES

AD> O /D>/I/>UA2S

Toic out*ineSuested te#c!in #nd !o"e3or5

#cti>itiesSuested resources oints to note

Ho i'portant to t$e uni(icationo( /taly ere t$e contributions o(t$e /talian states 4especially;ied'ont and its ai's

Recap t$e situation in /taly and ;ied'ont

in 1*"!+ Eac$ student to ta%e a di((erent

role 7 Dationalist3 Austrian3 ;ope3

;easant etc+ and to consider t$eir vie o(

t$e state o( /taly in 1*"! and $at t$e

(uture 'i&$t $old in role+ Eac$ student

ould s$are t$eir vie in role it$ t$e

class+ #$ey s$ould consider t$e political3

social and econo'ic aspects t$at a((ect

t$eir role+ Students consider $et$er t$e

Revolutions present a success or (ailure

to t$eir &roup or individual+

#$e ideas &enerated by t$e students

s$ould be presented as a s$ort

presentation it$ ;oer;oint+

olloin& on (ro' role play3 t$e class

co'es to a decision on t$e situation in/taly in 1*"! and $et$er uni(ication as

a realistic prospect+ Students could

consider: $at ere t$e 'ain stu'blin&

bloc%s to uni(ication $at (actors ould

need to c$an&e (or Uni(ication to be

success(ul+ Ho (orei&n intervention $ad

a((ected t$e Revolutions3 $et$er (uture

;repare role cards $ic$ could be

distributed at rando'+ Role cards

su&&est areas to consider3 and

pro'pts (or t$e student+

Students present usin& ;oer;oint

and t$eir presentation could be

assessed in ter's o( %ey s%ills: $o

t$ey present t$eir ideas3 $o t$ey

deliver t$e in(or'ation3 $et$er t$ey

$ave alloed (or 8uestions+

#$is could be used (or Co''unication ey

S%ills L+1a or L+1b+

Students could be assi&ned di((erent roles+

More able students could be assi&ned

speci(ic roles suc$ as Maini3 Garibaldi3

C$arles Albert3 2ouis Dapoleon3 it$ ot$er

students considerin& ot$er roles3 suc$ as

peasant3 soldier3 and nationalist in s'all

&roups+



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)0

HOURS


AD> O /D>/I/>UA2S

Toic out*ineSuested te#c!in #nd !o"e3or5#cti>ities


intervention ould be needed and $at$ad been &ained+

Students researc$ bio&rap$ical details o(

%ey (i&ures: C#>our3 G#ri;#*di3 ictor

E""#nue*3 #o*eonIIIand ud&e

$et$er3 in t$e early 1*?0s3 t$ese %ey

(i&ures anted a totally united /taly+

;resent to t$e rest o( t$e class+

/ntroduce


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HOURS


AD> O /D>/I/>UA2S



And Austria=s increasin& isolation3 (ro' Use dia&ra's to e@plain t$ec$an&in& alliances in Europe+

Usin& " sources on 'odernisation "

students =Ae&lio3 Iictor E''anuel etc+

Students could as% 8uestions related to

t$e i'pact o( t$e c$an&es 'ade3 $at

t$eir ai's ere and $et$er t$ey t$in%

;ied'ont $ad beco'e a 'ore 'odern

state+

Create a sortin& e@ercise it$ state'ents

about ;ied'ont3 Cavour and

Modernisation3 events and ai's and as%

t$e' to sort t$e' into 'ost9leasti'portant (actors in ;ied'ont=s

'odernisation in relation to beco'in& a

European state+

Students could t$en be as%ed $o (ar

;ied'ont=s 'odernisation could

contribute to Uni(ication+

Use sources (ro' e@a' paper OCR

Fan )00)+

State'ents on la'inated card

includin& 8uotes3 %ey ter's3 (i&ures+

Co'parisons it$ ot$er European

countries could be included in t$e

state'ents+

$ttp:pates$istory+co+u%contentt$e9'ove9

toards9uni(ication9a(ter9t$e91*"*9

revolutions+ppt;oer;oint overvie o(

;ied'ont=s role in 1*?0s+

GCE History A 4% o$ 1(2
http://pateshistory.co.uk/content/the-move-towards-unification-after-the-1848-revolutions.ppthttp://pateshistory.co.uk/content/the-move-towards-unification-after-the-1848-revolutions.ppthttp://pateshistory.co.uk/content/the-move-towards-unification-after-the-1848-revolutions.ppthttp://pateshistory.co.uk/content/the-move-towards-unification-after-the-1848-revolutions.ppthttp://pateshistory.co.uk/content/the-move-towards-unification-after-the-1848-revolutions.ppthttp://pateshistory.co.uk/content/the-move-towards-unification-after-the-1848-revolutions.ppthttp://pateshistory.co.uk/content/the-move-towards-unification-after-the-1848-revolutions.ppt


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HOURS


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#$e (irst p$ase o( Uni(ication1*?*91*60

irst p$ase o( Uni(ication+ 1*?*91*60+Orsinio'b ;lot3 ;lo'bieres, 8#r o$

1+%3 i**#$r#nc#3 Centr#*-uc!ies3

?uric!+

Create a or%boo% o( events3 'aps3

ti'eline3 sources interspersed it$ %ey

8uestions+ Students or% t$rou&$ t$e

boo%let analysin& events and anserin&

8uestions suc$ as


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HOURS


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discussed in class it$ t$e teac$erclari(yin& areas t$e students (ind di((icult+

actual test on events 1*?*91*60 so

teac$ers can assess $et$er t$e

students %no $at $appened and t$e

order o( events3 particularly in central

/taly+ A clear understandin& o( $at

$appened is vital (or sound source

analysis and so students can place

sources in conte@t+

G#ri;#*diand Sici*y: Overvie o(

Garibaldi=s ca'pai&n in Sicily+ Causes

and outco'es+

Garibaldi and Sicily docu'ent or% on

Garibaldi=s 'otives relations$ip beteen

Cavour and Garibaldi and $o /taly as

united by 1*60+

#$e docu'ent or% ould rein(orce t$es%ills o( co'parison3 use o( provenance

and t$e analysis o( sources+ More able

students could be assi&ned to assess a

&roup o( sources a&ainst a %ey 8uestion

it$ ea%er students or%in& on

co'parison o( content and provenance+

OH# or ;oer;oint+ Students could

be &iven copy o( slides+

aric% University Iideo /talian

Uni(ication+

E@a' paper Fan )006+

Su&&est ar&u'ents (or students+

Could create a te'plate (or students

to prepare a clear ar&u'ent+

>ebate could be videoed or recorded

(or use in %ey s%ills Co''unication

L+1a or L+1b it$ t$e (ocus on

presentin& an ar&u'ent3 'ovin& an

ar&u'ent (orard and incorporatin&

t$e vies o( ot$ers3 en&a&in& it$

More able students could be assi&ned

speci(ic roles or ar&u'ents to prepare to

develop debatin& s%ills+

GCE History A 4& o$ 1(2


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HOURS


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Students consider $o (ar3 by Marc$1*603 /talians united Dort$ern /taly+ /n

&roups students prepare (or a debate on

t$e contribution o( /talians and /talian

states to t$e (irst p$ase o( uni(ication+ A

'ore speci(ic debate on t$e contribution

o( speci(ic individuals could be $eld

toards t$e end o( t$e course once t$e

topic o( uni(ication is co'plete and

Garibaldi and Iictor E''anuel=s and

Dapoleon ///=s contributions can be

considered 'ore (ully+

ot$er spea%ers+ #$e video could beused in class to assess t$ese s%ills+

#i'ed docu'ent in class on Garibaldi

and Sicily )00)+

;eer 'ar%ed by students and t$en

$anded in (or teac$er c$ec%in&+ ;eer

'ar%in& builds on t$e peer 'ar%in& done

earlier in t$e /talian #$in%ers e@ercise

usin& t$e &eneric 'ar% sc$e'e and t$e'ar% s$eet used to 'ar% previous

docu'ents+ Students s$ould 'a%e

su&&estions (or i'prove'ent as ell as

positive points about t$e or% 'ar%ed+

A buddy syste' (or peer 'ar%in& could

be used $ere 'ore able students are

E@a' paper )00)

Mar% s$eet (or students and

&uidance on 'ar%in&+ A list o( %ey

criteria could be created usin& t$e

'ar% sc$e'e3 it$ students

c$ec%in& t$at t$e %ey points $ave

been included in t$e anser+ #$iscould be done as a tic% bo@ s$eet+

Students ould need a copy o( t$e

'ar% sc$e'e and t$e &eneric 'ar%

sc$e'e+

A su&&ested anser could be used

(or t$e


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)0

HOURS


AD> O /D>/I/>UA2S



paired it$ ea%er students+ could ud&e t$e 8uality o( t$e ansert$ey $ave been &iven to 'ar%+



TOIC "+ HO /M;OR#AD# /D #HE ;ROCESS O UD//CA#/OD ERE ORE/GD HE2; AD> ORE/GD

C/RCUMS#ADCES



Ho i'portant in t$e process o(Uni(ication ere (orei&n $elp and(orei&n circu'stance

Recap (irst p$ase o( Uni(ication and

consider t$e role o( (orei&n poers:

rance3 ritain3 ;russia3 Austria+

Students (eedbac% ideas to t$e $ole

class+ Groups assi&ned to loo% at t$e

Students could present t$eir recap as

a ;oer;oint+

Map o( /taly 1*60 and 1*-0 create a

ti'eline+

$ttp:+$istory9

E@tension 'aterial: students could use Clar%

or ot$er te@ts to add to t$eir basic notes+

#i'eline and ;oer;oint could be 'ade

http://www.history-ontheweb.co.uk/noticeboard/noticeb_qac72_cavour.htmhttp://www.history-ontheweb.co.uk/noticeboard/noticeb_qac72_cavour.htm


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role o( di((erent countries+

Second p$ase o( Uni(ication+ rainstor'

position o( /taly 1*60+ /ntroduce 1*60=s

it$ 'aps and ti'eline overvie o(

events+ Students consider $at stu'blin&

bloc%s to uni(ication still e@isted and

$et$er /taly needed (orei&n intervention

a(ter 1*60 to ac$ieve uni(ication+

Ho'eor%: Students 'a%e notes on t$e

events o( 1*60s and t$e (inal uni(ication

o( /taly so t$at students $ave a or%in&

%noled&e o( t$e events o( t$e 1*60s

$ic$ t$ey can use to consider t$e %ey

8uestion o( t$e necessity and i'pact o(

(orei&n intervention and $et$er /taly as

really united by 1*-0+

Recap and &o over events 1*60s

Vuestion and Anser usin& students=

prepared or%+ Students could use t$eir

prepared or% to as% eac$ ot$er

8uestions

ont$eeb+co+u%noticeboardnoticeb8ac-)cavour+$t'Anser to a

8uestions on proble's (acin& /taly

1*6191*-0+

Dote ta%in& &uidance s$eet it$

$eadin&s and sub $eadin&s and

directed 8uestions+

OH# or ;oer;oint Maps+

$ttp:+u'+de$%'lare&ionital

yituni(+$t'l'aps o( /talian

Uni(ication+

$ttp:+victorianeb+or&$istoryri

sor&i'ento"+$t'lArticle on t$e #$ird

ar o( /ndependence+

Source e@tracts (ro' e@a' papers

Fan )001 Role o( rance Fune )00?

Austria3 could be used+

$ttp:+$istoryillustrated+co'cart

oons$ncpc1!t$century political

cartoons+

available on sc$oolcolle&e I2E or /ntranet(or revision+

#$ird ar o( /ndependence 1*66

ranco9;russian ar 1*-0 and Iictor

E'anuel=s ta%e over o( Ro'e+ E@plain

and elaborate on European

OH# or ;oer;oint+

E@tracts (ro' te@ts and sources 7

use )00" Ro'e and )00? 1*60s

Use t$is opportunity to recap docu'ent

s%ills+

Dote ta%in& s$eets could be 'ade available

GCE History A %0 o$ 1(2
http://www.history-ontheweb.co.uk/noticeboard/noticeb_qac72_cavour.htmhttp://www.history-ontheweb.co.uk/noticeboard/noticeb_qac72_cavour.htmhttp://www.history-ontheweb.co.uk/noticeboard/noticeb_qac72_cavour.htmhttp://www.zum.de/whkmla/region/italy/itunif.htmlhttp://www.zum.de/whkmla/region/italy/itunif.htmlhttp://www.zum.de/whkmla/region/italy/itunif.htmlhttp://www.victorianweb.org/history/risorgimento/4.htmlhttp://www.victorianweb.org/history/risorgimento/4.htmlhttp://www.victorianweb.org/history/risorgimento/4.htmlhttp://www.historyillustrated.com/cartoons/hncpc/http://www.historyillustrated.com/cartoons/hncpc/http://www.historyillustrated.com/cartoons/hncpc/http://www.history-ontheweb.co.uk/noticeboard/noticeb_qac72_cavour.htmhttp://www.history-ontheweb.co.uk/noticeboard/noticeb_qac72_cavour.htmhttp://www.zum.de/whkmla/region/italy/itunif.htmlhttp://www.zum.de/whkmla/region/italy/itunif.htmlhttp://www.victorianweb.org/history/risorgimento/4.htmlhttp://www.victorianweb.org/history/risorgimento/4.htmlhttp://www.historyillustrated.com/cartoons/hncpc/http://www.historyillustrated.com/cartoons/hncpc/


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circu'stances t$at a((ected /taly+

/n &roups students or% on posters

e@a'inin& t$e role o( di((erent (orei&n

poers+ Eac$ &roup assi&ned a di((erent

poer and ideas (edbac% to t$e $ole

class+ Students could discuss $ic$

(orei&n poer as t$e 'ost i'portant in

brin&in& about Uni(ication+

Vuic% (actual test on t$e events 1*609

1*-0 and (orei&n poers to assess

$et$er students %no $at $appened

so t$at t$ey ill be able to place sources

in conte@t and apply on %noled&e+

#$e /talian in&do's and t$e e@tent o(

Unity 1*6191*-0+ Outline and dra out

;ied'ontisation #$e ri&ands= ar t$e

issue o( Ro'e and t$e ;apacy+

Students consider 8uestions in &roups:Ho (ar as /taly a united country in t$e

1*60s /deas (eedbac% to t$e class+

Students select (our sources and rite an

assess'ent o( $et$er /taly as a united

country by 1*-0+ #$is could be s$ared

it$ t$e rest o( t$e class+

e@a' paper+

Sources (ro' e@a' papers as

above+

$ttp:+neadvent+or&cat$en1)

1L"b+$t'Cat$olic Encyclopaedia

article on ;ius /

on t$e /nternet or I2E+

$ttp:+italian9$erita&e9

ancoats+or&+u%sivdoc+$t'An article on

/talian identity $ic$ 'ore able students

could use in t$eir assess'ent o( $et$er

/taly as a united country by 1*-0MHR

article Septe'ber )000


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C/RCUMS#ADCES



Ho'eor%: students prepare (orconsolidation or% by c$ec%in& and

co'pletin& t$eir notes+

Consolidation: Ho i'portant toUni(ication ere t$e contributionso( t$e /talian states andindividuals

Role ;lay: students ta%e on t$e role o(

/talians and ot$ers involvedinterested in

uni(ication: a peasant3 a liberal3 a

Mainian3 renc$ soldier etc+ Consider

t$eir attitudes to uni(ication and its

outco'e3 particularly t$e 1*60=s+

Students s$ould re(lect on t$e ele'ents

o( c$an&e and continuity since 1*"!+

Hot seat activity: " students ta%e on t$e

roles o( Cavour3 Garibaldi3 Iictor

E''anuel3 Maini and Dapoleon /// and

prepare to de(end t$eir contribution to

uni(ication+ Rest o( t$e class 8ui t$e' on

t$eir contribution3 ai's etc+ and vote on

$o 'ade t$e 'ost i'portantcontribution to uni(ication and $y+

More able students could be c$osen to

ta%e on t$e ? 'ain roles it$ ot$er

students in &roups creatin& 8uestions+

Create role cards it$ a role to be

distributed rando'ly+

Create an evaluation s$eet (or

students to note t$e ar&u'ents o( t$e

o t$e 8uestions (ocus on t$e %ey issues

>o t$e 8uestions test t$e individuals Has

t$e student ansered t$e 8uestion usin&

(actual %noled&e to support t$eir

ar&u'ents

Students s$ould understand t$at t$e

process o( Uni(ication as a co'bination o(

(actors and t$at t$e individuals involved $ad

di((erent ai's (or /taly $ic$ i'pacted on

t$eir role and t$e process o( uni(ication

itsel(+

At t$e end o( t$e activity students s$ould be

in a better position to 'a%e a ud&e'ent on

http://www.history-ontheweb.co.uk/noticeboard/pdf_101_skillsqacitalianunific.pdfhttp://www.history-ontheweb.co.uk/noticeboard/pdf_101_skillsqacitalianunific.pdfhttp://www.history-ontheweb.co.uk/noticeboard/pdf_101_skillsqacitalianunific.pdfhttp://www.history-ontheweb.co.uk/noticeboard/pdf_101_skillsqacitalianunific.pdfhttp://www.history-ontheweb.co.uk/noticeboard/pdf_101_skillsqacitalianunific.pdfhttp://www.history-ontheweb.co.uk/noticeboard/pdf_101_skillsqacitalianunific.pdfhttp://www.history-ontheweb.co.uk/noticeboard/pdf_101_skillsqacitalianunific.pdfhttp://www.history-ontheweb.co.uk/noticeboard/pdf_101_skillsqacitalianunific.pdfhttp://www.history-ontheweb.co.uk/noticeboard/pdf_101_skillsqacitalianunific.pdf


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Co'parison o( Cavour and Garibaldi t$e contributions o( t$e %ey individuals+

Consolidation: Ho i'portant int$e process o( uni(ication ere(orei&n $elp and (orei&ncircu'stance

Students prepare presentations ar&uin&

t$e case (or one country: rance3 ritain3

;russia3 and Austria and prepare

8uestions (or t$e ot$er &roups to anser+

Ho (ar as /taly united by 1*-0

>iscuss t$is 8uestion in relation to t$e

e@periences o( /talians in t$e 1*60=s+

Snoball activity3 students discuss in

pairs and t$en pro&ressively lar&er

&roups re(inin& t$eir ideas 7 ends it$

(eedin& bac% ar&u'ents to t$e $ole

class+

E@plore past e@a' papers t$at $ave not

already been used: students could

be as%ed to or% in s'all &roups toprepare su&&ested ansers to t$esee@a' papers+

Unseen ti'ed docu'ent on /talian

Uni(ication 'ar%ed by t$e teac$er+

Students $o $ave not 'astered t$e

s%ills3 or $o are $avin& di((iculty it$

particular s%ills could be &iven an

OH# or ;oer;oint create a tas%

s$eet to $elp students prepare+

Studentnotes source 'aterials (ro'past e@a' papers and ot$er te@ts+

;ast e@a' papers+

#$e presentations could be 'ade available

via t$e /nternet or I2E as revision aids+

Stretc$ and c$allen&e 7 'ore able students

could loo% speci(ically at t$e role o( t$e

Cat$olic C$urc$ and create a s$ort

presentation+

Students su&&ested ansers could be 'ade

available on t$e /nternet or I2E+

MHR article


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C/RCUMS#ADCES



additional source or%in& on t$e s%illsidenti(ied as needin& 'ore $elp+ More

able students could be paired it$

ea%er students to $elp t$e' 'aster

tec$ni8ues+



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GCE H/S#OR A: H106+ !6" >/C#A#ORSH/; AD> >EMOCRAC

/D GERMAD 1!LL91!6L

S)GGESTE-

TEACHIGTI7E

1?

HOURS

TOIC

1+ HOEEC#/IE2 >/> H/#2ER ES#A2/SH AD> CODSO2/>A#E DAP/ AU#HOR/# 1!LL91!"?



/ntroduction

Unit !6"

Students could be provided it$ t$e

essential in(or'ation relevant to t$is Unit+

#$is could include a brie( su''ary o( t$e

sc$e'e o( or%3 an overvie o(

assess'ent$o'eor% re8uire'ents and

a readin& list+

Unit !6" Speci(ication+

OCR Readin& 2ist+

OCR e@e'plarpast e@a'ination papers+

Essential in(or'ation 'ust re'ind bot$ students

and teac$ers t$at t$e ne (or'at contains eit$er

? sources o( lon&er sources+

OCR #eac$in& Support (or AS Historical

En8uires+

AS OCR History A ;lannin& B >eliverin&

Resources3 Heine'ann+

Centres s$ould o((er students a


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. /C# opportunity

GCE H/S#OR A: H106+ !6" >/C#A#ORSH/; AD> >EMOCRAC

/D GERMAD 1!LL91!6L


1?

HOURS

TOIC

1+ HOEEC#/IE2 >/> H/#2ER ES#A2/SH AD> CODSO2/>A#E DAP/ AU#HOR/# 1!LL91!"?



/ntroduction

67720 Unit f964 the German Reformation 1517 to 1555 Scheme of Work and Lesson Plan Booklet

Documents

Transcript of 67720 Unit f964 the German Reformation 1517 to 1555 Scheme of Work and Lesson Plan Booklet