Bishopshalt School Sixth Form GCSE to A-level transition work HISTORY Name: Form: This booklet needs to be handed in to the Head of History in order for your passport to be signed off. All transition work needs to be completed for the first lesson back in September.
Bishopshalt Sixth Form takes students from a wide range of schools, who have studied a variety of GCSE syllabuses. We want to ensure that everybody is equally able to access the content of the A level and so the following tasks give you a chance to ensure you are fully prepared. At Bishopshalt we have used the AQA History B syllabus at GCSE (Modern World). The topics were The origins of the First World War, Peacemaking & the League of Nations, Hitler s Foreign policy up to 1939, The USA 1919-1929, Nazi Germany 1933-1945 and the Vietnam War. This is accessible from the exam board website, but you should not feel you need to look at it in detail. For A-level History we follow the Edexcel syllabus. In Year 12 you will be studying Nationalism, dictatorship and democracy in twentieth-century Europe (Route G). This will encompass two studies; Germany 1918-89 and Italy c.1911-1946 In Year 13 you will be studying Rebellion and disorder under the Tudors, 1485 1603 and the coursework option (Race Relations in the USA 1954-1968). Unit/Paper % weighting 1: Germany and West Germany, 1918 89 30% 2: The rise and fall of fascism in Italy, c1911 46 20% 3: Rebellion and disorder under the Tudors, 30% 1485 1603 4: Coursework 20% The History department with provide you with two textbooks for the cost of a 35 deposit. This will be refunded or part refunded at the end of the course, dependent on the condition of the textbooks. Alternatively you may wish to purchase your own textbooks. History+ for Edexcel A Level: Nationalism, dictatorship and democracy in twentieth-century Europe by Mark Gosling et al ISBN-13: 978-1471837630 Edexcel A Level History, Paper 3: Rebellion and Disorder Under the Tudors 1485-1603 Student Book + Activebook by Ms A Gundy ISBN-13: 978-1447985433 Revision Guides My Revision Notes: Edexcel AS/A-level History: The rise and fall of Fascism in Italy c1911-46 by Sarah Ward Paperback 8.99 My Revision Notes: Edexcel AS/A-level History: Germany and West Germany, 1918-89 by Barbara Warnock Paperback 8.99 My Revision Notes: Edexcel A-level History: Rebellion and disorder under the Tudors, 1485-1603 by Roger Turvey Paperback 8.99
Transition materials for Nationalism, Democracy & Dictatorship: Italy c1911-1947 To ensure you are ready to fully access the A-Level Syllabus you should complete the following tasks:
Transition materials for Rebellion and disorder under the Tudors England, 1485-1603 Contents: 1. Overview of the topics covered and the structure of the paper 3 exam paper. 2. Reading list. 3. Independent Research 4. Required Knowledge and Skills. 5. The world is out there. 6. Practice question for first week back.
Overview of the topics covered Tudor Rebellions Paper 3 The Tudor period saw enormous political and religious change, which still affects our society today. During the period of 1485 1603 the Church of England was created, the importance of parliament grew and the government of England became more centralised and extensive than ever before. Many historians regard the Tudor period as the beginning of our modern nation state. Within this course you will learn how the Tudors from the accession of Henry VII, a usurper with a weak claim to the throne was able to defeat a series of challengers with a better claim to the throne than his own. This theme of rebellion continues through the religiously turbulent reigns of Henry VII s son Henry VIII and grandson Edward VI. You will finally discover how the last reigning Tudor monarch Elizabeth I was able to overcome her own challenges which threatened her place on the throne and her rule over both England and Ireland. This will be explored by looking at certain topics which are known as depth studies, these will only cover a small time period from 1 9 years in these topics you will need to establish a strong understanding of the political, religious and social issues and any significant changes which took place. Other topics will require you to examine a longer time period more broadly. These are the breath studies where you will study how changes in central and local government developed over the course of the Tudor period. This will require you to develop a thematic understanding of how central and local government changed and developed under the Tudor monarchs.
Reading List Non-Fiction 1. The Tudors: A very Short Introduction, John Guy (2013) 2. Winter King: The Dawn of Tudor England, Thomas Penn (2012) 3. Edward VI The Lost king of England Chris Skidmore (2008) 4. New Worlds, Lost Worlds: The Rule of the Tudors 1485-1603 Susan Brigden (2001) Fiction Film Resources The White Princess, Phillippa Gregory The King s Curse Philippa Gregory Wolf Hall Hilary Mantel The Other Queen Philippa Gregory The White Queen (2014) Wolf Hall (2015) The Tudors ( Season 3) Independent Research 1) Research the War of the Roses and create a one page fact file on each of the following: a. The House of Lancaster ( Particularly how Lancaster is linked to Henry Tudor) b. The House of York c. Battle of Bosworth d. The Prince s in the Tower. 2) Watch the documentary The Winter King by Thomas Penn: https://www.youtube.com/watch?v=-5fsrign300 Come prepared to discuss Thomas Penn s interpretation [what he thinks about him] of Henry VII in your first lesson. 3) Gain basic insight into the English reformation by answering the following questions: a. Why did Henry VIII want to divorce Catherine of Aragon? b. How did Henry make himself head of the English Church? c. Who was Thomas Cromwell?
4) Answer the following questions about the reign of Edward VI a. Who was Lord Protector during Edward s reign b. How did the English church change during Edward s reign? c. List 3 examples which can be used to show that Edward s reign was unstable: 5) Make a mind map on Elizabeth I a. When did she become queen? b. What religion did she practice? c. Who were her closest advisers? d. Who were her greatest enemies? 6) Why was Ireland difficult for the Tudors to control? Required Knowledge and Skills Complete the glossary below Attainder Claim ( claim to the throne) Noble Gentry Usurper Parliament Court of Star Chamber Doctrine Enclosure Entry fine Composition Jesuit Politique Patronage Anglicanism Catholicism Protestantism
Policy of Conciliation Papal Bull Anglo - Irish lord Reformation Economic Social Godly Commonwealth 1. Find and print the following for your folder: a. A map of Tudor England b. A map of Europe in the Tudor Period. ( one in 1485 other in 1603) c. House of Lancaster and York d. Two family trees of Henry VII (For Henry VIII these two below) http://herebedragons.weebly.com/uploads/6/3/2/7/6327404/3293001_orig.jpg https://www.google.co.uk/search?q=family+tree+of+henry+vii&safe=strict&source=ln ms&tbm=isch&sa=x&ved=0ahukewigkeqvisruahvbdcakhwgja8qq_auicigb&bi w=1920&bih=974#imgrc=eyk7e4h4nfnvem: 2. Find a picture of a Catholic and Protestant church and note down the differences between the interior decoration ( inside the church) If you can find out why there is such a stark difference in how the churches are decorated? 1. The World is Out There.. Please try over the summer to complete two of the following: 1) Visit a Tudor building in your local area. Some examples include Hatfield House, Hampton Court, Thornbury Castle, Penshurst Place, Montacute House, The Vyne, Hever Castle, Little Moreton Hall, Eltham Palace. 2) If you can visit the Tower of London and spend time in the White Tower. 3) Visit the Tudor galleries in the National Portrait Museum.
4) Read Shakespeare s plays Richard III and Henry VIII. Even better if you can see an adaptation on stage. 5) Visit The Globe Theatre, London. 6) For a real good day out visit the Henry VII lady chapel in Westminster Abbey 7) Watch the TV series Hollow Crown. 8) Visit a local museum to learn what life was like in your area during the reign of Tudor monarchs. 6. Preparation for the first week back. In the 3 rd week back you will write a paragraph on the following question: Henry s VII s hold on the throne of England in 1485 was shaky Explain why you agree or disagree with this view.
Background information. GERMANY AND WEST GERMANY 1918-89 The Weimar Republic. The monarchical political system of the German Second Reich began to change and then collapse in the final weeks of WW1. This triggered the process of creating a republican system of government. Germany shifted towards democracy and to some extent saw a social revolution with a weakening of the aristocratic power. The German revolution was not a total revolution, and many elements of the old regime remains. Introduction. Paper 1 is worth 30 percent of your qualification. Germany and West Germany, 1918-89 requires a BREADTH knowledge of a historical period as well as a knowledge of the historical debate around the causes of the Second World War. Paper 1 tests you against two assessment objectives; AO1 and A03. A01 tests your ability to; 1. Organise and communicate your own knowledge. 2. Analyse and evaluate key features of the past. 3. Make supported judgements. 4. Deal with concepts of cause, consequence, change, continuity, similarity, difference and significance. A03 tests your ability to; 1. Analyse and evaluate interpretations of the past. 2. Explore interpretations of the past in the context of Historical debate. The exam. You will answer one question from section A and B. The exam will last 2 hours and 15 minutes. 1. Section A tests your knowledge over a decade. 2. Section B tests your knowledge around 23 years. 3. Section C requires you to answer one compulsory question relating to two extracts from the work of historians. Themes The four themes identified require students to have an overview of political, social and economic change and aspects of cultural change across the time period. In order to
address the nature of change over time in breadth, the unit addresses the experiences of Germany to 1945 and West Germany in the post-1945 period. Students need to have knowledge of the specified themes and be able to analyse and evaluate cause, consequence, key features and change and make comparisons over and within the period studied in dealing with factors which brought about change. Theme 1: Political and governmental change, 1918 89 In studying Theme 1, students need to understand the changing nature of the government of Germany and West Germany from democracy to fascist dictatorship and back to democracy. Students need to have knowledge of the reasons for the creation and initial survival of the Weimar Republic and the extent to which some stability was achieved before 1929. They need to understand the reasons for the failure of democracy in the years 1929 32 and how Hitler was able to establish a fascist dictatorship in the years 1933 34. An in-depth examination of the nature of the Nazi state and the role of Hitler is not required, but students should have an understanding of the key features of Nazi government. Students need to be aware that the post-war constitution of the FRG attempted to deal with the weaknesses of previous democratic institutions while limiting political extremism. Theme 2: Opposition, control and consent, 1918 89 In studying Theme 2, students need to understand the reasons for, and nature of, the support for and opposition to the differing forms of government outlined in Theme 1. Students do not need in-depth knowledge of political participation or electoral outcomes but should be aware of the key elements of support and opposition in the Weimar, Nazi and FRG periods. They should also be aware of the policies used by governments both to control opposition and encourage consent, and the extent to which these were successful. Students should be aware of the de-nazification policies of the western Allies in regard to the creation of the FRG. Theme 3: Economic development and policies, 1918 89 In studying Theme 3, students need to have knowledge of the reasons for, the nature of and the impact of economic policies implemented by successive governments in the years 1918 89. Students should be aware of the influence of foreign intervention on Weimar economic policy. With reference to changing living standards, students do not need to examine the nature of living standards in depth but should be aware of the patterns of change. They should understand the impact of conflicting priorities within the Nazi economy with regard to immediate recovery from the Depression and the long-term interests of the Third Reich. An understanding of the nature and extent of the economic recovery post-1948 in West Germany requires knowledge of the impact of the Second World War and the immediate consequences of defeat. Students should understand how and why the economy of the FRG was able to overcome external challenges in the 1970s.
Theme 4: Aspects of life in Germany and West Germany, 1918 89 In studying Theme 4, the focus is on change and continuity in selected aspects of life in Germany in the years 1918 89. Students should be aware of social developments and cultural trends in relation to the prevalent political and economic conditions of the time. Students need to have an understanding of the impact of Nazi social and cultural policies as part of the broader study of the period as a whole as well as for the years of Nazi rule. Students should have knowledge and understanding of attitudes over time towards the Jewish population and other ethnic minorities. Historical interpretations: How far was Hitler s foreign policy responsible for the Second World War? The four issues identified in the specification highlight key aspects of the debate. This topic focuses on the extent to which Hitler can be held responsible for the outbreak of the Second World War. Students will need to know the main features of Nazi foreign policy in the years 1933 39, and the events leading to the outbreak of the Second World War. They will need to be aware of the impact of both the defeat in the First World War and the consequences of the Versailles settlement on Nazi foreign policy. Students will also need to consider the extent to which Nazi foreign policy, 1933 39, was the result of a master-plan engineered by Hitler or the result of more pragmatic opportunism. Students should have knowledge of the events leading to the German invasion of Poland and consider the extent to which the subsequent outbreak of war was an intended consequence or a political miscalculation on the part of Hitler. Detailed knowledge of events in other nations during the 1930s is not required, but students should be aware of the international situation in Europe and the weakness of the League of Nations and they should have an understanding of how the policies and attitudes of Britain, France, Italy and the USSR towards Germany contributed to the outbreak of war. Read the overview to discover what you will be studying. Overview This option comprises a study in breadth, in which students will learn about key political changes experienced in a unified Germany from 1918, and then West Germany after the Second World War, and the impact of these changes on German economic, social and cultural developments. The history of Germany in the years after the First World War has become dominated by the period of Nazi rule and the dictatorship of Adolf Hitler. However, Nazi rule accounts for only 15 years of the 70 years from 1918 to the fall of the Berlin Wall in 1989; an understanding of German history in the twentieth century is more than a study of the period 1933 45. Both the causes and consequences of Nazi rule need to be understood but just as importantly the broader influences and patterns of German history as well.
An idea of Germany with a common geography, language, culture and traditions can be traced back to the Middle Ages, but Germany as a political state did not exist until 1871. This new Germany was a bundle of contradictions. The Kaiser also the King of Prussia was the German emperor, not Emperor of Germany, because he ruled over a federation of German states not just one. The Kaiser had immense powers as head of state, including the appointment of the chancellor, but Germany also had a constitution with an elected parliament the Reichstag. The north and west were predominantly urban and Protestant while the south and east were predominantly rural and Catholic. The years 1918 89 can be studied in the light of these contradictions authoritarianism and liberalism, autocracy and democracy, nationalism and regionalism, conformity and freedom of expression, urban and rural. Indeed, these tensions can still be found in the Germany of today. 1918 brought to an end the authoritarian-led constitution which had been dominated first by Chancellor Bismarck (1871 90) and then by Kaiser William II. In reaction to news of impending German defeat in the First World War, a revolution overthrew the existing constitution. Representatives of a new republic signed the armistice in November 1918, followed by a humiliating peace settlement at Versailles in June 1919. Politically the years 1918 89 saw Germany attempting to find a solution to the historic tussle between conservative and progressive ideas. The Weimar Republic struggled to deal with the aftermath of the First World War, leading to a desire for the strong leadership promised by Hitler and the Nazi Party. However, the nationalism of the Nazis led to autocracy, defeat in war and moral outrage from the rest of the world. Post-1945, a divided Germany sought answers through authoritarian communism in the East and a federal social democracy in the West. Socially and culturally, Germany was also subject to these tensions. German society was dominated by a socially conservative tendency to conform but also had a long tradition of social protest and cultural experimentation. The society and culture of Weimar Germany appeared to many to be too progressive while Nazism demanded strict conformity and uniformity. Post-1945, East Germans continued to experience a demand for conformity. On the surface West Germany became more liberal, but social tensions would emerge from the youth culture of the 1960s. Economically, Germany had the resources to be one of the wealthiest European nations. From 1918 45, this potential existed but was ultimately undermined, in succession, by the Treaty of Versailles, the Great Depression and the Second World War. Post-1945, both West and East Germany, within their own capitalist and communist spheres, developed to be leading economies.
In 1989, when the boundaries created by the Cold War environment of the 1940s came crashing down along with the Berlin Wall, Germany saw the chance to re-unify once more. This Germany has become one of the leading economies in the world. However, there still exists tension between a powerful chancellorship and a federal constitution and the desire for stability within an increasingly diverse society. Suggested links to help http://www.bbc.co.uk/schools/gcsebitesize/history/mwh/germany/ http://www.bbc.co.uk/news/world-europe-17301646 https://www.britannica.com/biography/konrad-adenauer https://www.britannica.com/biography/william-ii-emperor-of-germany https://www.britannica.com/biography/adolf-hitler Suggested films. 1. Hitler: The rise of Evil. 2. Valkyrie (2008 All of these key terms refer to Germany and you will need to know what they mean. They may refer to a political party, person, building or an idea.. See how many you can define. 1. Kaiser 2. Authoritarian 3. SPD 4. ZP 5. DDP 6. Freikorps 7. Ebert Groener pact 8. DNVP 9. Ebert 10. Von Hindenburg 11. Reichstag 12. Heinrich Brunning 13. Walter Rathenau 14. Political spectrum 15. Liberal
16. Socialists 17. Conservatives 18. Nationalists 19. Anti Semitism 20. Communism. 21. Stab in the back myth 22. Popular militarism. 23. Treaty of Versailles 24. Article 48 25. Constitution 26. Weimar 27. Dawes plan 28. Young plan 29. Gustav Stresemann 30. Gleichschaltung 31. Führerprinzip 32. Landtag 33. Übermensch You will need to know the following key concepts. Define the following terms and think of a sentence to use them in. Term Definition Sentence example Cause Consequence Significance Difference Similarity Change Continuity
After World War One the Weimar Government was constantly challenged. Use the internet to discover who challenged Ebert and his government. Then complete the table.
Hitler used the weaknesses of the Weimar government to gain power. Use the internet and the link to complete the flow chart. http://www.bbc.co.uk/bitesize/higher/history/nationalism/hitler/revision/2/
These two pictures show the Berlin Wall. Picture one shows its construction in 1961 and picture two shows its destructions. Annotate the picture with any questions you have and then see if you can answer them using your own research. 1 2