Preview and Preparation Pack. AS & A2 Resources for the new specification

Transcription

1 Preview and Preparation Pack AS & A2 Resources for the new specification For first teaching in September 2008

2 ...working together to provide better support for you. As part of curriculum change, OCR is developing a suite of exciting new AS and A2 level specifications for first teaching in September At Heinemann, we are proud that OCR has chosen to work with us as official partners to produce new materials to support you through these changes. How has the OCR GCE History A specification changed? The main changes to the specification include: History A Democracy and Dictatorship in Germany Professor Mary Fulbrook and David Williamson Series consultant: Chris Taylor What OCR History A resources will be available from Heinemann? OCR A Level History A Student Resources AS OCR History A: Democracy and Dictatorship in Germany Spring 2008 A2 OCR History A: Russia and its Rulers Autumn 2008 Accessible, engaging student resources tailored to the new specification. Interactive Live Text with additional activities, sources and resources. Helping students achieve their potential, including advice about Stretch and Challenge. Lots of inspiring activities for use in class, or for homework, help you to add variety to your lessons. The reduction from six to four units within a single new specification. Coursework is compulsory. Its style and assessment have been reviewed to provide support to teachers and continuity from key areas of the current specification. Students will study a minimum of 25% British History. Find out more about the specification change at 4 reasons to be confident that the new Heinemann materials will support you through these changes: 1. Our materials are tailored to the new specification We are working closely with OCR s History team to give you the best support we can. 2. The materials are written by experienced examiners Our authors are experienced examiners. 3. Heinemann s resources complement OCR s support materials Our resources will complement OCR s teacher support materials. 4. All the new resources will be tried and tested by tutors and students At Heinemann, we always use extensive feedback from tutors and students. OCR A Level History A Teacher Resources AS OCR History A: Democracy and Dictatorship in Germany Planning and Delivery Resource Spring 2008 AS OCR History A: Planning and Delivery Resource Spring 2008 Supported by Heinemann Advanced History series A2 OCR History A: Russia and its Rulers Planning and Delivery Resource Autumn 2008 A2 OCR History A: Planning and Delivery Resource Autumn 2008 Supported by Heinemann Advanced History series Turn over for your preview The following pages show a range of sample materials from the new OCR A Level History A resources from Heinemann. Please note that this sample material remains subject to OCR Quality Assurance Review Our unique Exam Café gives students a motivating way to prepare thoroughly for their exams. Helping you to plan and deliver the new OCR specification with resources that complement OCR s own teacher support materials. A wealth of resources and support on CD-Rom, including facsimiles of student book pages that can be annotated and manipulated, plus videos, web links and much more. 2 3

3 AS Student Book AS Student Book 6 14 Source A Adenauer as Chancellor 1949 to 1963: How far did western democratic structures (political, democratic, social) succeed in the Federal Republic of Germany (FRG)? In 1949 the author Alfred Döblin, a social democrat of German Jewish origins, returned to Germany from exile in France and the USA. He was very struck by the changes he observed: The people are the same as the ones I left in But all sorts of things have happened to them. I notice it everyday in my interactions with them I have the impression, and this remained throughout my visit, that I had just entered a house full of smoke but the inhabitants simply did not notice it Leaflets intended to re-educate them have hardly any impact, and are read with a degree of rejection and outrage, as though there was still a dictatorship. And this is why one can get nowhere in discussions about the problem of guilt. This is also why they close themselves off against political discussions with people of different views from theirs The reports and facts about the concentration Key questions directly linked to the specification to focus students learning from the outset. Key Question: camps and other atrocities that are now coming out should in principle help to re-educate. But people are simply not inclined to believe them, since it is generally foreigners reporting. Similarly, the sight of the ruined cities and towns should be having an impact. But then there is the fact of occupation. The occupation has fallen like a gift into the lap of the supporters of the old regime, of whom there are of course masses. The fact of occupation can be used to hinder any kind of re-education and to develop a new stab in the back legend, just like the way people used the revolutionary events in 1918 If one thinks of the situation after the First World War, then those troubled times seem of almost frescolike clarity compared to the picture today. Alfred Döblin, Schicksalsreise (1949), taken from the extract reprinted in Christoph Kleßmann and Georg Wagner (eds.), Das gespaltene Land. Leben in Deutschland 1945 bis Texte und Dokumente (Munich: C. H. Beck, 1993), pp Translation by MF. In circumstances such as these, how was it possible to establish a successful democratic political system in post-war West Germany? A number of factors are important in trying to explain the successful establishment of a stable democracy in the Federal Republic of Germany (FRG). We will look at these in this chapter. Factors include: n Constitutional (Basic Law) features, their significance for democracy and safeguards n The character and development of the major political parties n Chancellor Konrad Adenauer s political style and leadership n Western integration and anti-communism in the Cold War n The character of overcoming the past in Adenauer s Germany n The social and political implications of the economic miracle n Generational and social changes in the post-war context Packed with eye-witness observations from the post 1945 period to support the exciting new material in the specification. Covers content in both the Period and Enquiry Studies of the specification. Each chapter is tailored to give students the skills they need to tackle the examination questions in either period or enquiry paper. The starting point: West Germany in 1949 Democracy and Dictatorship in Germany [Period and Enquiry Studies] By 1949, the Cold War between the western powers and the Soviet Union was becoming more important than the question of how to deal with defeated Nazi Germany. In the American, British and French zones of occupation, the introduction of Marshall Aid and the currency reform of 1948 were already beginning to help the economy to pick up, and the black market was coming under control. The political split between the three western zones, which by 1949 were economically merged into Trizonia, and the communist-controlled Soviet zone now appeared too great to bridge. But joint economic administration also required coordinated political leadership. Over several months, from the summer of 1948 to the spring of 1949, a new constitution or Basic Law was devised for a democratically elected government to take power in a newly constituted West German state, the Federal Republic of Germany (FRG). Basic Law A new constitution, in this case it was to indicate it was provisional until the ultimate reunification of Germany. In May 1949, the new constitution was officially adopted and the Federal Republic of Germany came into being. In August 1949, following the first free elections for seventeen years, a new, democratically elected German government under the leadership of conservative Chancellor Konrad Adenauer took power. Adenauer was to stamp his mark on the character and development of the FRG for the next fourteen years longer than Hitler s rule in the Third Reich. But in 1949 the future was by no means clear. A mere four years after the defeat of Hitler, and in the light of the disastrous experience of Weimar democracy, how could the stability of the new democratic system be ensured in the long run? The circumstances of its birth were hardly promising. In 1918, Germans had themselves brought about the defeat of the monarchy and established a democracy; in 1949, the new democratic political system was at least in part imposed by the occupying powers. The provisions of the Versailles Treaty of 1919 had been harsh; but the experiences after 1945 of total defeat, continued occupation and massive losses of territory were far harsher. The physical, social and psychological consequences of war losses, bereavement, hunger, and problems of post-war reintegration into civilian society had all been great after the First World War; but arguably these were all far greater in the wake of Hitler s aggressive war of expansion and genocide, with massive brutalisation of young men in the slaughter at the front, widespread casualties and suffering among the civilian population at home, and traumatic experiences of expulsion or flight for millions from former German homelands in the lost eastern territories. The defeat of 1945 was far more total than that of In 1949, the majority of Germans were not committed democrats. The experience of the Weimar party system was still very much alive in people s minds. The introduction of parliamentary democracy in Germany after the First World War had been associated with revolutionary unrest, inflation, continued political instability, economic depression and ultimately descent into dictatorship. Although the NSDAP had never won an absolute majority of votes in , and although the Hitler myth had begun to wane after German defeat at Stalingrad in 1943, twelve years of Nazi propaganda and brutal practice had made a serious impact on the attitudes of Germans. Biographies and Definitions in the margin to reinforce knowledge of key people and key events. BIOGRAPHY Chancellor Konrad Adenauer First chancellor of the Federal Republic of Germany, presiding over its reconstruction after the Second World War. NSDAP National Socialist German Workers Party

4 AS Planning and Delivery Resource Student Exam Café 1 Church and State Numerous worksheets to support your teaching available in Word making them fully customisable. Exam Café Stressed about your exams? No worries, you re now in Exam Café! Here you ll find lots of ideas to help you prepare for your exams. So Relax, because there s handy advice from fellow students, Refresh yourself with summaries of the key ideas, and Get That Result with lots of hints and examiner tips. unit overview All of the Period Study units contain six Key Issues and they should provide the focus for your teaching and designing your schemes of work. The questions set in the examination will arise naturally from the Key Issues. Here you will find lots of revision help including checklists summarizing content and advice from teachers. For this unit three questions will be set on each Study Topic and candidates will be required to answer two questions, although they can be drawn from different Study Topics. Church and State Key Issues the exam questions arise naturally from the Key issues, students should be aware of the main areas of debate within each Key issue. this means breaking down the Key issue into further questions. by doing this it will mean that your students are unlikely to face an issue in the examination that they have not already considered and about which they will have an opinion. these questions will also provide a further step in developing your scheme of work and may well provide questions that can be debated over the course of a number of lessons. this format can be best explained by examining a Key issue. worksheet 1.1 does this by asking the question How much support for, and opposition to, the reformation was there from 1529 to 1547? Chronology although answers in the higher bands require candidates to demonstrate a high level of analytical skill, it is vital that their ideas are supported by precise and accurate factual material. many candidates do not have a secure grasp of the chronology of events within the Study topic; this is particularly true in areas where a large number of important events follow in a short period of time. it is very important that they do have a sound chronological understanding of the topic as the wrong order of events frequently leads to the candidate drawing the wrong conclusions! 45 Owned by Or under licence to HarcOurt education limited 2007 there are many exercises that can be developed to try and ensure that students do have a full grasp of the key events in the period they are studying. in order to help them have this sound grasp it is important that a number of different strategies are used which will reinforce the correct chronological order. the following set of activities is designed to try and help achieve this. Clothes Line Produce a clothes line across the classroom and hang the dates and appropriate events from the line. Cut and Paste issue students with worksheet 1.2 which lists the events concerning religious change under Henry Viii. using HaH: the english reformation pages XX to XX they should find out the dates of the events and write them on the back, these can then be stuck on the timeline. you can adapt this exercise for other areas by using the customizable Word files. Teacher notes tailored to the new specification provide inspiring ideas for activities as well as planning and delivery support based on feedback from OCR INSET. Sit down with your peers and discuss your revision technique. What has worked well for you? What did you wish you had known at the start of the year! Students share advice about what has worked for them to help you prepare. How can I best answer that question? Here you will find advice ranging from language of the exam questions to the best ways to plan an answer. You will also find model answers from other students, examiner tips and exam-style questions to practice. 6 7

5 Coming soon from OCR GCE History A History A Democracy and Dictatorship in Germany Professor Mary Fulbrook and David Williamson Series consultant: Chris Taylor How to find out more You can evaluate the OCR GCE History A resources from Heinemann absolutely free for 60 days. To order the evaluation packs listed below, or to arrange for a Heinemann consultant to contact you to discuss the new resources please contact: Tel: Fax: orders@harcourt.co.uk Evaluation Packs will be sent to you as soon as the resources are ready, and can be returned free of charge if you decide you do not want to keep them. AS OCR History A Evaluation Pack Price 14.99* Spring 2008 A2 OCR History A Evaluation Pack Price 14.99* Autumn 2008 *Prices are provisional until publication. Keep up to date on the latest Heinemann-OCR partnership news! To receive regular updates including advance previews of forthcoming material, sign up for our Heinemann-OCR ealerts at From Harcourt T F orders@harcourt.co.uk 07SJG0090