HISTORY  BRIDGING  

UNIT              

 

 

 

 

 

History  A-­‐Level  Bridging  Unit  

Welcome  to  History  at  A-­‐Level!  You  are  about  to  embark  on  a  learning  journey  involving  many  different  aspects  of  History  from  the  Russian  Revolution  to  the  English  Civil  War!  Studying  at  A-­‐Level  is  a  challenge,  but  it  also  gives  you  the  opportunity  to  develop  really  important  independent  learning  skills.  You  have  chosen  your  subjects  and  at  this  level,  you  can  really  start  to  take  charge  of  your  own  learning.    

This  induction  pack  is  designed  to  help  you  do  just  that.  The  History  bridging  unit  is  designed  to  help  you  investigate  some  key  areas  of  study  and  to  test  your  own  skills  in  A-­‐level  style  assessment.  This  unit  is  an  opportunity  for  you  to  find  out  what  you  can  do  and  we  hope  you  enjoy  it.  You  should  be  ready  to  hand  in  your  project  when  you  start  your  course  in  September.    

In  this  pack  you  should  find:-­‐  

• The  seven  principles  of  learning  at  Sixth  Form  level    • An  outline  of  the  new  A-­‐Level-­‐  content  and  assessment  

objectives  • Guidance  sheets  about  your  tasks  setting  out  what  to  do.    

                               

 

Norbury  Manor’s  Learning  Principles    

You  learn  best  when  you……..      � Use  your  initiative,  have  a  go  and  clarify  later;  it’s  your  ideas  that  matter.    

� Take  a  risk  and  be  creative.    

 � Talk  about  what  you  are  learning  and  what  you  know.    

� Work  together  to  explore  how  you  would  solve  a  problem.  

   

� Reflect  on  your  needs  and  how  you  learn  best  in  terms  of  interests,  abilities  and  styles  of  learning.    Make  changes  if  necessary.    

� Respond  positively  to  feedback  from  your  teachers  and  your  peers.  

   

� Take  responsibility  for  your  own  learning.    

The  New  History  A-­‐Level    Assessment  at  A-­‐Level  has  changed.    To  achieve  the  full  A-­‐Level  you  no  longer  take  AS  exams  contributing  to  half  of  the  course.    For  you  to  achieve  the  full  A-­‐Level,  you  now  take  all  exams  at  the  end  of  Year  13.        Your  assessment  objectives  are:-­‐    Assessment  Objective  

What  you  have  to  do…..  

AO1   Demonstrate,  organise  and  communicate  knowledge  and  understanding  to  analyse  and  evaluate  key  features  related  to  the  periods  studied.    You  need  to  use  your  own  knowledge  to  make  substantiated  judgements,  explore  concepts  relating  to  change,  continuity,  similarity,  difference  and  significance.  

AO2   Analyse  and  evaluate  appropriate  source  material  (primary  and/or  contemporary  to  the  period)  within  its  historical  context.  

AO3   Analyse  and  evaluate,  in  relation  to  the  historical  context,  different  ways  in  which  the  past  have  been  interpreted.    

 This  is  how  assessment  at  A-­‐Level  will  work  from  2015:-­‐    New  paper  and  assessment  objectives      

Questions   Content  

Paper  1  (30%  of  A-­‐Level)    Breath  study  with  interpretations  (sources)  testing  AO1  and  AO3.    Two  breath  essay  questions  and  one  interpretations  question.  

Section  A-­‐  one  ‘own  knowledge’  essay  from  a  choice  of  two  covering  at  least  a  decade.    Section  B-­‐  one  ‘own  knowledge’  essay  from  a  choice  of  two  covering  at  least  a  decade.    Section  C-­‐  One  compulsory  question  based  on  two  interpretations  

Students will learn about key features of monarchical and republican rule in Britain in the seventeenth century, set within the context of broader social, economic and religious change. The events of this period saw a decisive shift in the balance of power between crown and parliament.

The focus of study is on developments and changes over a broad timescale and so the content is presented as themes spanning a significant duration: 1625–88. This option also contains a study in depth of historical interpretations on a broad question that is contextualised by, and runs on from, the themes: how revolutionary, in the years to 1701, was the Glorious Revolution of 1688–89?

Paper  2  (20%  of  A-­‐Level)    Depth  study  testing  AO1  and  AO2.    One  source-­‐based  question  and  one  depth  essay.  

Section  A-­‐  one  compulsory  question  based  on  two  sources.  You  have  to  analyse  and  evaluate  how  far  the  two  sources  can  be  used  for  a  specific  enquiry.    Section  B-­‐  one  essay  from  a  choice  of  two  (own  knowledge  based  and  the  question  can  relate  to  a  single  year  or  wider  period)  

This option comprises a study in depth of the causes, course and consolidation of the Russian Revolution of 1917, which had a momentous effect on twentieth-century Russia and throughout the modern world.

Students will gain an in-depth understanding of revolutionary activity in Russia in the years 1894 to 1917, the response of successive governments to opposition to their rule, and the reasons for the successful consolidation of the revolution of October 1917 under Lenin and the Bolsheviks.

 Paper  3  (30%  of  A-­‐Level)    Themes  in  breath  with  aspects  in  depth  testing  AO1  and  AO2.  

Section  A  One  compulsory  question  based  on  a  source    Section  B  One  ‘own  knowledge’  essay  from  a  choice  of  two  targeting  analysis  and  evaluation.  Focus:  an  aspect  in  depth    Section  C  One  essay  from  a  choice  of  two  targeting  long  term  change  (breadth).  

This option comprises two parts: the Aspects in breadth focus on long-term changes and contextualise the Aspects in depth, which focus in detail on key episodes.

Together, the breadth and depth topics explore developments that have shaped contemporary America and remain a fundamental issue in US society: the changing pattern of race relations between black and white Americans, both in terms of civil rights and also broader social and cultural changes over a period that began with millions of black Americans in slavery and ended with Barack Obama as President.

Coursework  (20%  of  A-­‐Level)    AO1  and  AO3  

You  will  carry  out  an  independently  researched  enquiry  to  analyse  and  evaluate  interpretations.  

The  focus  of  the  enquiry  will  be  on  the  controversy  relating  to  the  outbreak  of  World  War  I.  

               

Paper  1:  Britain,  1625–1701:  conflict,  revolution  and  settlement  

Please  note  that  you  will  need  a  copy  of  the  first  two  chapters  in  the  book  ‘Regicide  and  Republic’  (Graham  E.  Seel).    If  you  are  absent  on  induction  day  (1st  July),  this  chapter  will  be  emailed  to  you.  In  this  unit  you  will  study  key  features  of  monarchical  and  republican  rule  in  Britain  in  the  seventeenth  century,  set  within  the  context  of  broader  social,  economic  and  religious  change.  The  events  of  this  period  saw  a  decisive  shift  in  the  balance  of  power  between  crown  and  parliament.  This  is  a  thematic  unit  so  you  will  study  the  period  of  1625-­‐1688  considering  the  following  different  themes:-­‐  

• The  quest  for  political  stability  • Religion,  conflict  and  dissent  • Social  and  intellectual  challenge  • Economy,  trade  and  empire  

Bridging  Unit  Tasks  

Before  you  begin  your  thematic  study  of  this  period,  you  must  gain  an  understanding  of  what  Britain  was  like  at  the  beginning  of  your  study  period  and  an  idea  of  the  key  events  of  1625-­‐1688.  Complete  the  following  tasks  and  bring  them  to  your  first  history  lesson:-­‐  

1. Read  chapters  1  and  2  from  Regicide  and  Republic,  England  1603-­‐1660  (Graham.  E.  Seel)  and  create  a  set  of  notes  explaining  the  key  features  of  England  at  beginning  of  your  study  period.    This  should  also  include  notes  on  the  reign  of  James  I  from  chapter  2.  

 2. You  must  create  a  timeline  of  your  study  period  through  your  own  research.    You  have  been  

given  a  summary  of  the  unit  in  the  content  section  of  the  table  on  p.3  of  this  booklet  and  the  themes  you  will  study  are  listed  above.    Try  to  colour  code  your  timeline  to  match  these  themes.  

 

What  are  we  looking  for  in  this  task?    Your  ability  to  produce  a  set  of  organised,  well  written  notes.    Remember  making  notes  shouldn’t  be  just  copying  out  of  a  book.    You  need  to  summarise  the  key  points,  highlight  and  define  key  terms  and  organise  notes  into  sections  using  sub-­‐headings.  Note-­‐taking  is  a  key  skill  in  A-­‐Level  History  so  get  into  good  habits  now!    Key  tip-­‐  create  a  glossary  of  key  terms  that  you  add  to  across  the  year.    

What  are  we  looking  for  in  this  task?    Your  ability  to  conduct  your  own  research.    Remember  that  the  internet  is  an  amazing  research  tool,  but  it  must  be  used  properly.    Copying  and  pasting  material  from  websites  and  claiming  it  as  your  own  is  plagiarism.  Your  timeline  should  focus  on  the  key  events  from  1625-­‐1688.    You  should  include  a  brief  explanation  of  any  people  or  events  and  colour  code  them  according  to  theme.    Recommended  websites  include:-­‐  www.bbc.co.uk  www.historyonthenet.com  www.oxfordreference.com      

 Paper  2:  Option  2C.2  Russia  in  Revolution  1894-­‐1924  

 This  paper  is  a  study  in  depth  of  the  causes,  course  and  consolidation  of  the  Russian  Revolution  of  1917,   which   had   a   momentous   effect   on   twentieth-­‐century   Russia   and   throughout   the   modern  world.  You  will  gain  an  in-­‐depth  understanding  of  revolutionary  activity  in  Russia  in  the  years  1894  to  1917,   the  response  of  successive  governments   to  opposition  to  their   rule,  and  the  reasons   for   the  successful  consolidation  of  the  revolution  of  October  1917  under  Lenin  and  the  Bolsheviks.    For  this  part  of  the  Bridging  Unit  you  are  expected  to  make  a  glossary  of  key  terms  and  read  the  first  section  of  a  chapter,  making  detailed  notes  and  answering  some  questions.      You  should  use  p.2-­‐10  from  Reaction  and  Revolution:  Russia  1894  –  1924  (Michael  Lynch),  in  the  handout  provided.        Comprehension  tasks    

1. Why  did  Russia’s  size  make  it  so  difficult  to  rule?  2. Why  had  there  been  so  little  political  progress  in  Russia  by  1894?  3. Explain  the  social  structure  of  Tsarist  Russia.  4. What  industry  existed  in  Russia  in  the  late  19th  Century?  5. Why  was  it  so  difficult  to  have  a  successful  agrarian  economy  in  Russia  in  the  late  

19th  Century?  6. Make  notes  on:    

a. Peasantry  b. Army  c. Bureaucracy  

7. Make  notes  on  the  problem  of  reform  in  Russia  in  the  late  19th  Century.  

       Glossary  of  key  terms      Key  term   Definition  Tsarism    

   

Romanov  dynasty        

Fundamental  Laws  of  the  Empire  

   

 Repression    

   

Russian  Orthodox  Church        

Liberals        

Reactionaries        

Emancipation  of  the  Serfs        

Okhrana        

Crimean  War        

Zemstvos        

Mir        

Intelligentsia