Cambridge International AS Level History Teacher's Resource

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Cambridge International AS Level History Teacher’s Resource

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Phil Wadsworth

Cambridge International AS Level

History Teacher’s Resource

Introduction The aim of this CD is to help teachers assist their students in preparing for success at AS Level history. While the ideas and strategies outlined will provide practical assistance to teachers delivering any AS Level history course, its main focus is on the Cambridge International Examinations Syllabus 9389, examined for the first time in 2014.

The CD is intended to be a practical guide, an equally useful tool for: • teachers who are already experienced at teaching history to AS/A Level • teachers who will be teaching to this level for the first time • teachers who are not history specialists but who, due to some quirk of timetabling, find themselves confronted with an unexpected challenge.

The CD will help teachers: • to gain a full understanding of the syllabus in terms of content, what will be assessed, what format the assessment will take, the depth of knowledge that students will require and the skills they need to develop • to plan and organise their work effectively • to assist students in making the transition to the more independent style of learning required at AS/A Level • by providing practical suggestions regarding resources, schemes of work, teaching strategies and student activities.

In order to reflect the flexibility of content provided by Cambridge International Examinations Syllabus 9389, the CD is divided into three sections. These coincide with the three student books published by Cambridge University Press and endorsed by Cambridge International Examinations: Cambridge International AS Level History: European History 1789–1917 Cambridge International AS Level History: History of the USA 1840–1941 Cambridge International AS Level History: International History 1871–1945 The CD will help teachers to ensure that students gain maximum benefit from working with these books.

Before focusing on the specific issues relating to these three sections, however, it is necessary to discuss a few general points that relate to the course as a whole, regardless of which syllabus options are being followed.

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Teaching ideas: European History Introduction The activities and teaching ideas in this section are grouped according to five categories: Research: background reading, research and effective note-making are essential if students are to succeed at AS Level history. It is particularly important in the early stages of the course that teachers give clear guidelines of what is required (e.g. issuing reading lists with page references) and that they carefully monitor student achievement.

Presentations: in order to achieve depth of understanding, students need to be active participants in, rather than passive recipients of, their learning. One way of achieving this is to get students to make presentations. When allocating tasks, teachers should consider issues of differentiation and levels of student confidence. There may be occasions, for example, when it is advisable to pair students for presentation activities.

Discussions and debates: students need to be actively involved in classwork in order to develop greater self-confidence and a deeper understanding of the factual material.

Pair and group work: working in pairs or small groups enables students to develop a deeper understanding of the subject matter. They are able to ‘bounce ideas’ off each other, gain an appreciation of other viewpoints and develop the confidence to make reasoned judgements.

Written work: in the final analysis, students will be judged on the quality of their written work.

The skills involved should be introduced in a structured and progressive way.

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AS History TRCD / European History / Chapter 1: Teaching ideas

Chapter 1: Teaching ideas A Research A1 Research and make notes on the causes of the French Revolution [AO 1(a)]

Most students find note-making difficult and simply copy out large sections from books.

This is pointless because: • copying is invariably done without careful reading and understanding • the resulting notes are long-winded, difficult to read/understand and impossible to revise from.

Provide students with a template demonstrating a format that can be used to produce effective notes.

Causes of the French Revolution A

B

Long-term causes 1

The ancien régime a King b Nobles c Church

2

Problems facing France a Regional divisions b Financial problems

3

The Enlightenment a Importance b How significant was it?

Short-term causes 1

The Estates General a Definition b Why did Louis XVI summon it? c Reasons for failure

2

The National Assembly a Definition b Tennis Court Oath c Storming of the Bastille

3

The August Decrees a Terms b Implications

4

The Civil Constitution 1790 a Terms b Implications

5

The Flight to Varennes a Reasons b Implications

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Teachers should check the accuracy and suitability of these and all future notes made by students, providing formative feedback on how they might be improved.

A2 The historical debate surrounding the Reign of Terror [AO 1(b)]

Students should research the various views expressed by historians regarding Robespierre and the Reign of Terror.

As a role-play, students could imagine that they are French newspaper reporters in 1794, immediately after Robespierre’s arrest, and write a list of questions to ask him. Students could then work in pairs, one asking questions while the other answers them as Robespierre.

Afterwards, they should swap roles.

A3 The background of Napoleon Bonaparte [AO 1(a)]

Students should undertake research and make notes on Napoleon Bonaparte – his background and the reasons why he had become such a prominent figure in France by 1799. This could lead to a class discussion based on the following questions: • How accurate is the view that, in 1799, France was desperate for a strong leader?

• In what ways was Napoleon Bonaparte the ideal person to meet this need?

B Presentations B1 The instability of French governments, 1791–99 [AO 1(a)]

Students should prepare a presentation that begins: ‘French governments from 1791 to 1799 were unstable because…’ followed by one of: • • • • • •

revolutionaries were divided and lacked common aims of France’s financial problems of the Revolutionary Wars there were strong anti-revolutionary feelings in France the Jacobins abused their power there was a lack of effective leadership.

Each presentation should explain how and why the particular point was a significant factor in leading to political instability in France during this period. Presentations should be made to the whole class, followed by a teacher-led class discussion to place the various factors into an order of priority/significance.

B2 Napoleon Bonaparte [AO 1(a)]

Students should prepare a presentation on one of the following themes: • • • • • •

How did Napoleon ensure that he remained popular in France?

How effective was Napoleon’s foreign policy?

Why did Napoleon have himself crowned as emperor?

How far did Napoleon support the aims of the French Revolution?

How did Napoleon gain the support of different sections of French society?

What were the main aims of Napoleon’s domestic policies?

Presentations should be supported by factual evidence, including source material. They should be made to the whole class and be followed by a question-and-answer session in which students are required to elaborate on their arguments.

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AS History TRCD / European History / Chapter 1: Teaching ideas

C Discussions and debates C1 Discussion topic: Why was the Directory unable to bring stable government to France after 1795? [AO 1(b)]

As a class, brainstorm the factors that prevented the Directory from ensuring stable government.

Discuss the relative significance of each factor and come up with an agreed prioritised list.

C2 Debate: Robespierre was a tyrant whose only aim was to maintain his own political power [AO 1(b)]

Divide the class into two groups. One group should argue for the statement, the other against it. Hold a follow-up class discussion to compile two lists – one supporting and the other challenging the statement.

As a class, talk about how this question might be answered to ensure a clear argument and appropriate balance.

C3 Mock trial: Napoleon is accused of being more concerned with increasing his own power than extending liberty in France [AO 1(b)]

Divide the class into three groups: Group 1 finds evidence to support the accusation (i.e. Napoleon is guilty).

Group 2 finds evidence to challenge the accusation (i.e. Napoleon is innocent).

Group 3 plays the part of Napoleon himself.

Group 1 acts as the prosecution and asks Napoleon questions, which are answered by members of Group 3.

Group 2 acts as the defence and asks Napoleon questions, which are answered by members of Group 3.

Group 1 sums up as the prosecution.

Group 2 sums up as the defence.

Group 3 makes a final statement on behalf of Napoleon.

Hold a class discussion on outcomes. As a follow-up exercise, students could answer this question in written form, ensuring a clear yet balanced argument.

D Pair and group work D1 Louis XVI and the French Revolution [AO 1(a)]

In pairs, one student identifies how Louis XVI might be seen as responsible for the outbreak of the French Revolution. The other identifies reasons why Louis XVI took the actions he did.

Pairs then discuss the question: ‘What actions might Louis XVI have taken to avoid the French Revolution?’ This could be followed by a whole-class discussion to collate outcomes.

D2 Napoleon [AO 2(a) and 2(b)]

In groups of three, students should discuss the following source material: • • • • • •

the portrait of Napoleon on page 28 Napoleon’s words at the top of page 29 the etching of the Council of State meeting in 1804 on page 33 Napoleon’s proclamation on page 36 the painting of Napoleon’s coronation on page 37 the painting of Napoleon on page 40.

Groups should discuss the question: ‘What can historians learn about Napoleon from these sources?’ Afterwards, have a class discussion to compile an agreed list of conclusions that can be reached from the sources. © Cambridge University Press 2014

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D3 Robespierre and Napoleon [AO 1(b)]

In small groups, students should carry out the following task: ‘Identify the similarities and differences between Robespierre and Napoleon in their methods of governing France.’

E Written work E1 Why was there a revolution in France in 1789? [AO 1(a)]

Students should prepare a plan showing how they would address this question. The teacher should look at the plans and provide formative feedback, on the basis of which students redraft their plans and write the introduction to the answer.

E2 How and why was Napoleon Bonaparte able to rise to power in France by 1799? [AO 1(a)]

A common error students make in answering this type of question is to fail to differentiate between the two different elements. Most find it relatively easy to deal with the how part, but tend to ignore the issue of why.

Students should prepare two lists – one showing how Napoleon gained power and the other outlining the factors that made it possible. They could discuss their findings in pairs or small groups before submitting their lists to the teacher. The teacher checks the lists, ensuring that both parts of the question have been adequately addressed, and provides formative feedback.

E3 Why did Napoleon end the Consulate in 1804? [AO 1(a)]

Issue students with the generic mark scheme for Component 2 Part (a) questions. Follow up with a class discussion to ensure that all students fully understand the criteria by which their answers will be judged. Students should then provide a written response to this question.

Peer assessment: arrange students into pairs. Each pair should mark each other’s answers using the generic mark scheme. They should then discuss their findings. Students should redraft their answers in the light of these discussions. Answers should then be submitted to the teacher, who provides formative feedback. In the same pairs, students discuss the teacher’s comments.

Each student then makes further changes to the answer as required/appropriate.

E4 How far was Louis XVI responsible for the problems of the monarchy from 1789 to 1793? [AO 1(b)]

Give students the generic mark scheme for Component 2 Part (b) questions. Hold a class discussion to ensure that all students fully understand the criteria by which their answers will be judged.

To help students understand the demands of this type of question, it is a good idea to break the task down into a series of stages: • Stage 1: students identify relevant material • Stage 2: students compile two lists, one containing evidence suggesting that Louis XVI was responsible for the problems of the monarchy, the other containing evidence that he was not • Stage 3: students reach a judgement based on the evidence provided in Stage 2 • Stage 4: students formulate the argument to be pursued in the answer • Stage 5: students decide how they will ensure balance in their answers • Stage 6: students produce a plan containing – an introduction – a conclusion – brief details of the composition of the other paragraphs, showing how these will all link together.

At each stage there should be interaction between students (in pairs or small groups) and between student and teacher. Students should then write their complete answers. The teacher should mark the answers and provide formative feedback, making clear reference to the generic mark scheme. © Cambridge University Press 2014

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AS History TRCD / European History / Chapter 2: Teaching ideas

Chapter 2: Teaching ideas A Research A1 The transport revolution [AO 1(a)]

Students should undertake research into the improvements that took place in transport during the 18th and early 19th centuries. Headings might include: • • • •

Roads: the work of General George Wade, John Metcalfe, Thomas Telford and John MacAdam.

Canals: the work of James Brindley; the causes and effects of ‘canal mania’.

Railways: the work of Richard Trevithick, George Stephenson and Isambard Kingdom Brunel.

Causes: why was there a need for improved transport?

A2 The Chartist movement [AO 1(a)]

Students should undertake research on the Chartist movement in Britain, considering the following questions: • • • • • •

Who were the Chartists?

What did they want?

Why did they want it?

What methods did they use?

How reasonable were their demands?

Why did they fail to achieve their aims?

A3 Karl Marx and Friedrich Engels [AO 1(b)]

Students should research the views put forward by Marx and Engels in The Communist Manifesto (1848). They should draw up a list of reasons to explain why Marxism had a stronger influence in France and Germany than it did in Britain.

B Presentations B1 The Industrial Revolution – inventions and their effects [AO 1(a)]

Students should prepare a presentation on one of the following inventors, outlining his work and describing its significance in the growth of the Industrial Revolution: • • • • • •

John Kay James Hargreaves Richard Arkwright Samuel Crompton Edmund Cartwright James Watt.

Follow the presentations with a teacher-led class discussion on how the development of one invention created the need for others.

B2 The social effects of the Industrial Revolution [AO 1(a)]

Students should prepare a presentation on one of the following topics: • • • • • •

Cottage/domestic industry – what was it and why did it disappear?

The impact of the Industrial Revolution on skilled hand-loom weavers.

The impact of the Industrial Revolution on women.

The impact of the Industrial Revolution on children.

Conditions in factories in the early 19th century.

Conditions in industrial towns in the early 19th century.

Following the presentations, have a whole-class discussion on the social effects of the Industrial Revolution on the working classes. © Cambridge University Press 2014

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AS History TRCD / European History / Chapter 2: Teaching ideas

C Discussions and debates C1 Discussion topic: Was population growth in Europe from 1800 to 1850 a cause or a symptom of the revolutions in agriculture, transport and industry? [AO 1(b)]

As a class, brainstorm the reasons why Europe’s population continued to rise throughout the period, breaking previous trends. Follow this with a teacher-led discussion on the following questions: • To what extent were developments in agriculture, transport and industry responsible for this population growth?

• In what ways did population growth encourage further developments in agriculture, transport and industry?

The discussion should lead to the directed conclusion that causes and effects are connected.

C2 Debate: The development of steam power was the most important cause of the Industrial Revolution [AO 1(b)]

Divide the class into two groups. One group should argue for the statement, the other should argue against it. Follow up with a class discussion to compile two lists – one supporting and the other challenging the statement. Round off the discussion by talking about how this question could be answered to ensure a clear argument and appropriate balance.

C3 Discussion topic: How did industrialisation help to cause revolution in France and Germany in 1848? [AO 1(b)]

Have a whole-class discussion to brainstorm a list of causal factors. Prioritise these points in terms of their relative importance and significance.

D Pair and group work D1 The effects of the Industrial Revolution [AO 1(a)]

In pairs, students should discuss and compile lists to show the impact of the Industrial Revolution on each of the following groups by 1850: • upper classes • middle classes • working classes.

This could be followed by a student-led class discussion to agree and collate outcomes.

D2 Conditions for the working classes by 1850 [AO 2(a) and 2(b), 1(a) and 1(b)]

In groups of three, students should look at the following source material: • • • •

the illustration on page 61 Source A on page 62 Source B on page 62 any reading they might have done from the work of Dickens, Gaskell or Zola.

They should discuss the question: ‘What can historians learn about the living and working conditions of the lower classes from these sources?’

Collate findings as a class, then have a further discussion on the question: ‘Why was so little done to improve the living and working conditions of the lower classes before 1850?’

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D3 The impact of the railways in Britain [AO 1(a) and 1(b)]

In small groups, students should discuss the impact the railways had in Britain in the period up to 1850. They should list their points under three headings: • Social impact • Economic impact • Political impact They should then address the question: ‘Could the Industrial Revolution have occurred in Britain without the development of the railways?’ Follow up with a whole-class plenary to discuss and collate findings.

E Written work E1 Why did Britain experience an Industrial Revolution in the period 1800–90? [AO 1(a)]

Students should: • • • • •

identify relevant factual material and compile a list of causal factors devise a plan showing how they intend to answer the question discuss their plans in pairs, making revisions as appropriate write an answer to the question in different pairs, mark each other’s answers using the generic mark scheme for Component 2 Part (a) questions • in different pairs again, discuss their answers and the comments made by the students who marked them • rewrite their answers.

The teacher should then mark the answers and provide formative feedback.

E2 Compare and contrast the development of railways in Britain and Germany [AO 1(a) and 1(b)]

The biggest danger in this type of question is that students simply divide their answers into two sections – the development of railways in Britain and the development of railways in Germany.

The material may be relevant, but this approach will not actually answer the question.

This is a good opportunity to discuss with students the stems used in questions: ‘How far…’, ‘To what extent…’, etc. What do these stems mean and what are the implications for the way in which answers should be structured?

The key aspect of this question is the instruction to compare and contrast. Students need to identify relevant material and then arrange it under two headings – similarities and differences.

Ask students to do this, then discuss their findings in small groups before attempting to write their answers. Afterwards, mark the completed answers and provide formative feedback.

E3 Why did the Industrial Revolution lead to the growth of towns and cities? [AO 1(a)]

Students should: • • • • • • • • •

identify relevant material and make a list of the causal factors prioritise their lists by the relative significance of each factor identify ways in which the causal factors are interconnected write a plan discuss their plans with other students in pairs or small groups write their answers compare their answers with those of the other students in the original pair or small group make any appropriate amendments to their answers submit their answers for the teacher to provide formative feedback. © Cambridge University Press 2014

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AS History TRCD / European History / Chapter 2: Teaching ideas

E4 How far had the working classes benefited from the Industrial Revolution by 1850?

[AO 1(b)]

Remind students of the generic mark scheme for Component 2 Part (b) questions, so that they understand the criteria by which their answers will be judged. Students should: • identify relevant material • compile two lists – one summarising how the working classes benefited from the Industrial Revolution and the other showing how they did not • make a judgement • decide which argument to pursue in the answer • devise a plan, ensuring that the answer will be balanced and that the argument will be fully supported with appropriate evidence • write their complete answers.

At each stage there should be interaction between students (in pairs or small groups) and between student and teacher. The teacher should mark the answers and provide formative feedback, making clear reference to the generic mark scheme.

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AS History TRCD / European History / Chapter 3: Teaching ideas

Chapter 3: teaching ideas Research A1 The Congress of Vienna, 1815 [AO 1(a)]

Students should research and make notes on the Congress of Vienna using the following guides: • • • • •

reasons why the Congress of Vienna was held implications of the Congress for Prussia implications of the Congress for Austria implications of the Congress for Italy the aims and nature of the Quadruple Alliance.

A2 The growth of nationalism in Germany between 1815 and 1848 [AO 1(a)]

Students should research this topic with the specific aim of finding evidence that the unification of Germany was likely to occur in the future. This could lead to a whole-class discussion on the factors that led to the unification of Germany.

A3 Otto von Bismarck [AO 1(b)]

Students should consider the following in their research about Bismarck: • • • • • •

his background reasons for his rise to power reasons why he increased the strength of the Prussian army his attitude towards Austria his role in the wars against Denmark, Austria and France the declaration of the German Empire.

Students should use their findings to consider the question of whether Bismarck actually planned the unification of Germany in advance or whether he was an opportunist taking advantage of circumstances as they arose.

B Presentations B1 Germany and Italy in 1850 [AO 1(a)]

Students should prepare presentations on the factors which, in 1850, made unification seem unlikely in either Germany or Italy.

Presentations should include primary evidence and maps, diagrams, etc., and should be followed by a class question-and-answer session. A whole-class plenary should then collate ideas arising from the discussions.

B2 The unification of Italy [AO 1(a)]

Students should prepare presentations on the role played in the unification of Italy by one of the following: • • • • • •

King Charles Albert of Piedmont Giuseppe Mazzini Giuseppe Garibaldi Camillo Benso, Count of Cavour Victor Emmanuel II of Piedmont Massimo d’Azeglio.

Ensure that all these key people are covered in the presentations. Following the presentations, have a whole-class plenary to list the relative contributions of each person.

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AS History TRCD / European History / Chapter 3: Teaching ideas

C Discussions and debates C1 Discussion topic: The Frankfurt parliament [AO 1(a) and 1(b)]

Hold a class discussion on the following issues: • • • • • •

Why was the Frankfurt parliament established in 1848?

To what extent did the Frankfurt parliament represent the people of Germany?

What were the main aims of the Frankfurt parliament?

Why was there a debate regarding Grossdeutschland and Kleindeutschland?

Who opposed the Frankfurt parliament and why?

Why did the Frankfurt parliament offer the throne of a united Germany to Friedrich Wilhelm IV of Prussia?

• Why did the Prussian king reject the offer?

• What, if anything, did the Frankfurt parliament achieve?

C2 Debate: From the moment he came to power in 1862, Bismarck actively planned to unify Germany under Prussian leadership [AO 1(b)]

Divide the class into two groups – one to find evidence in support of the motion and the other to identify factors that challenge it. Those supporting the motion should speak first; the challenge group should then be given a little time to adapt its argument in order to directly address the points made by the support group.

A follow-up plenary session should lead to two lists – one supporting and one challenging the statement. Each list should be prioritised in terms of relative significance.

C3 Discussion: Italy and the 1848–49 revolutions [AO 1(b)]

Discussion should focus on the following issues relating to Italy before and immediately after the 1848–49 revolutions: • • • •

the different aims of nationalist groups and leaders the nature of the 1848–49 revolutions in Italy the outcomes of the 1848–49 revolutions in Italy factors likely to inhibit the unification of Italy after the revolutions.

D Pair and group work D1 Prussia and the Wars of Unification [AO 1(a)]

In pairs, students should: • • • • •

devise a timeline of the Wars of Unification identify the diplomatic tactics Bismarck employed in each war outline the implication of each war for Prussia’s position within Germany list the strengths and weaknesses of the German Empire that emerged in 1871 present their findings to a whole-class plenary.

D2 Bismarck’s aims and strategies [AO 2(a) and 2(b)]

In groups of three, students should look at the following source material: • • • •

Bismarck’s letter of 1856 on page 94 Bismarck’s 1862 speech on page 85 the illustration of Bismarck addressing German ministers in 1862 on page 85 Bismarck’s version of the Ems Telegram on page 92.

They should then address the question: ‘What can historians learn from these sources about Bismarck’s aims and strategies?’

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D3 Piedmont and the unification of Italy [AO 1(b)]

In small groups, students should consider the question: ‘Italy was not unified – it was simply taken over by Piedmont. How far do you agree?’

They should develop two lists – one of evidence that agrees with the statement, the other containing evidence that challenges it. Afterwards, they should reach an agreed judgement and prepare a joint plan showing how they would address this question in written form.

Possible follow-up activities include a whole-class plenary or putting two groups together to discuss their findings.

E Written work E1 Why did Prussia and Austria go to war in 1866? [AO 1(a)]

Students should: • • • •

identify the long- and short-term causes of the war prepare a plan to show how they intend to answer the question discuss their plans in pairs or small groups and then make amendments as appropriate write their answers under timed conditions, with the aid of their plans.

Teachers should mark the answers using the generic mark scheme for Component 1 Part (a) questions, and provide formative feedback. In pairs, students should look at and discuss each other’s answers and the teacher’s comments. It is a good idea for the teacher to work with the pairs during this session.

E2 Why was the united Italy a monarchy rather than a republic? [AO 1(b)]

This is a conceptually difficult question, so allow students time to discuss it in pairs or small groups before bringing them together as a class to discuss ideas and possible approaches.

Following this, students should prepare plans for the teacher to review. Students should then write their answers.

E3 How significant was the establishment of the Zollverein as a factor leading to the unification of Germany? [AO 1(b)]

Students should first draw up two lists – one showing the importance of the Zollverein as a factor in German unification and the other listing other causal factors. They then need to: • make a judgement regarding the relative significance of the Zollverein • decide what argument to pursue in their answers • decide how to structure their argument, ensuring that the answer remains a balanced assessment of the evidence • prepare a plan containing: – a complete introduction – a brief description of each paragraph: aims, content and links with the previous and next paragraph – a complete conclusion • discuss their plans with one or more other students, making amendments as appropriate • write their answers.

The teacher should mark the answers and provide formative feedback.

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E4 ‘Garibaldi’s actions in southern Italy were more of an embarrassment than a help to King Victor Emmanuel II.’ How far do you agree? [AO 1(b)]

Students should: • • • •

prepare a plan showing how they intend to answer this question discuss their plans in pairs and make any appropriate amendments write the introduction and conclusion submit the plan, introduction and conclusion to the teacher, who provides formative feedback and suggestions for improvement • discuss their plans and the teacher’s comments in pairs • write their full answers.

Peer assessment: in pairs, students mark each other’s answers using the generic mark scheme for Component 2 Part (b) questions. They should then make any appropriate amendments and submit final answers to the teacher, who provides formative feedback.

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AS History TRCD / European History / Chapter 4: Teaching ideas

Chapter 4: teaching ideas A Research A1 Bismarck’s foreign policy 1871–90 [AO 1(a)]

Students should research Bismarck’s foreign policy in this period under the following headings: • • • • • •

Bismarck’s main foreign policy aims after 1871 the Dreikaiserbund the Dual Alliance the Triple Alliance the Reinsurance Treaty the effects of these alliances on Britain and France.

A2 The Habsburg Empire [AO 1(a)]

Students should undertake research into the Habsburg Empire, identifying: • • • •

the reasons for Austria-Hungary’s declining power within Europe the nature and extent of the empire the problems that Austria-Hungary faced by 1900 in maintaining control over the empire why Russia posed a threat to Austria-Hungary’s interests in the Balkans.

A3 The Schlieffen Plan [AO 1(a) and 1(b)]

Students should undertake research on the Schlieffen Plan using the following questions: • • • • • •

Who devised the plan?

When and why was the plan devised?

How would the plan work?

To what extent was the plan devised as a security measure for Germany?

Why did the plan involve attacking the neutral country of Belgium?

Did other countries have their own plans to be put into operation in the event of future war?

B Presentations B1 Europe in 1900 [AO 1(a)]

Students should prepare brief presentations outlining the circumstances of one of the following countries, explaining its relationship with other nations: • • • • • •

Britain France Germany Austria-Hungary Russia Turkey.

Presentations should be followed by a class plenary to list the factors that were causing tension in Europe in 1900. Ensure that the presentations cover all the countries.

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B2 Relations between European countries 1900–14 [AO 1(a) and 1(b)]

Students should prepare presentations showing how one of the following countries contributed to tensions in Europe in the period from 1900 to 1914. Presentations should be supported by primary evidence, maps, etc.

• • • • • •

Serbia Germany Austria-Hungary Russia Britain France.

Ensure that all the countries are covered in the presentations.

C Discussions and debates C1 Discussion topic: How and why did Kaiser Wilhelm II change Germany’s foreign policy after 1890? [AO 1(a)]

Hold a class session to discuss this question. Points raised should be listed under two headings – How? and Why? Each list should then be prioritised in terms of relative significance.

This could lead to further discussion on the question: ‘What was the impact of these changes on Germany’s relations with other European countries?’

C2 Debate: How far was Kaiser Wilhelm II responsible for the outbreak of the First World War? [AO 1(b)]

Divide the class into two groups – one to find evidence in support of the motion and the other to identify factors that challenge it. Those supporting the motion should speak first; the challenge group should then be given a little time to adapt its argument in order to directly address the points made by the support group.

A follow-up plenary session should lead to two lists – one supporting and one challenging the statement. Each list should be prioritised in terms of relative significance.

C3 Discussion topic: The causes of the First World War [AO 1(a) and 1(b)]

Which of the following was the most significant factor in the build-up to the First World War? • • • • • • •

the existence of two rival alliance systems Germany’s more aggressive foreign policy after 1890 the growing weakness of the Turkish Empire the decline in power of Austria-Hungary naval rivalry between Britain and Germany the growth of nationalism in the Balkans Russia’s desire for expansion.

In discussion, consider each point in turn, drawing up a list of how it contributed to the outbreak of the war. The discussion should then move on to establishing which of the factors was the most significant.

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AS History TRCD / European History / Chapter 4: Teaching ideas

D Pair and group work D1 The events of 1914 [AO 1(a)]

In pairs, students should devise a timeline of the events in 1914 that led to the First World War. For each event on the timeline, students should explain: • why it occurred • how it relates to the previous event • how it led to the next event.

They should display this information in diagrammatic form and present their diagram to the class, where other students can ask questions.

D2 The assassination of Archduke Franz Ferdinand and tension in the Balkans [AO 2(a) and 2(b)]

In groups of three, students should interpret and analyse the two sources on page 127.

Points for consideration should include: • • • •

Austria-Hungary’s assumptions about Serbia’s role in the assassination reasons why Austria-Hungary was so concerned by the event Serbia’s response to the allegations made by Austria-Hungary examples of bias, use of emotive language, etc.

Groups should then: • put these two sources into their historical setting, explaining how the assassination links with the ongoing tensions between Serbia and Austria-Hungary • explain why Germany would support Austria-Hungary over this issue • consider and explain how Russia might react to Austria-Hungary’s hard-line attitude towards Serbia.

Groups might then consider the cartoon on page 124 in light of the following questions: • Who is the person depicted in the bottom right of the cartoon and what is he doing?

• What does the cartoon suggest about the roles of Austria-Hungary and Russia in causing tension in the Balkans?

• In which country might the cartoon have been published?

• In what ways is the cartoon biased?

D3 The rival alliances [AO 1(b)]

In small groups, students should identify evidence to suggest that the rival alliances (the Triple Alliance and the Triple Entente) were designed for peaceful/defensive purposes. Hold a class plenary to discuss and collate outcomes and then follow up with a discussion on the following question: ‘Why, then, did the alliance system lead to the outbreak of the First World War?’

E Written work E1 Why did the assassination of Archduke Franz Ferdinand in 1914 lead to tension across the whole of Europe? [AO 1(a)]

Students should: • • • • •

identify relevant factual material and compile a list of causal factors devise a plan showing how they intend to answer the question discuss their plans in pairs, making revisions as appropriate write an answer to the question in different pairs, mark each other’s answers using the generic mark scheme for Component 2 Part (a) questions © Cambridge University Press 2014

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AS History TRCD / European History / Chapter 4: Teaching ideas

• in different pairs again, discuss their answers and the comments made by the students who marked them • rewrite their answers.

The teacher should then mark the answers and provide formative feedback.

E2 Compare and contrast the foreign policies followed by Bismarck and Kaiser Wilhelm II [AO 1(a) and 1(b)]

Students should first compile two lists, showing the similarities and differences in the foreignpolicy aims of these two leaders. After discussing their thoughts in small groups, students should write their answers. The teacher should then mark these and provide formative feedback.

E3 Why was Britain concerned about the growth of the German navy after 1900? [AO 1(a)]

Students should: • • • • • • • • •

identify relevant material and make a list of causal factors prioritise their lists in terms of the relative significance of each factor identify ways in which the causal factors are interconnected write a plan discuss their plans with other students in pairs or small groups write their answers compare their answers with those of the other students in the original pair or small group make any appropriate amendments to their answers submit their answers to the teacher, who provides formative feedback.

E4 ‘The main cause of the First World War was the growing rivalry between Britain and Germany.’ How far do you agree? [AO 1(b)]

Remind students of the generic mark scheme for Component 2 Part (b) questions so that they understand the criteria by which their answers will be judged. Students should: • identify relevant material • compile two lists – one showing how rivalry between Britain and Germany led to the war and the other outlining other causal factors • make a judgement • decide which argument to pursue in the answer • devise a plan, ensuring that the answer will be balanced and that the argument will be fully supported with appropriate evidence • write their complete answers.

At each stage there should be interaction between students (in pairs or small groups) and between student and teacher. The teacher should mark the answers and provide formative feedback, making clear reference to the generic mark scheme.

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AS History TRCD / European History / Chapter 5: Teaching ideas

Chapter 5: teaching ideas A Research A1 The causes of the 1905 Revolution [AO 1(a)]

Students should research and make notes on this topic under the following headings: • • • • • •

the social structure of Russia before the revolution the economic problems facing Russia growing nationalism the policies of Tsar Nicholas II the impact of Witte’s attempted reforms the impact of Russia’s defeat in the Russo–Japanese War.

A2 Key Russian figures [AO 1(a) and 1(b)]

Students should undertake research on all of the following figures to identify how each of them helped to destabilise Russia in this period: • Sergei Witte • Pyotr Stolypin • Grigori Rasputin A3 The background of Vladimir Ilyich Lenin [AO 1(a)]

Students should undertake research on Lenin’s background, political ideology, exile and membership of political groups. This could lead to a class discussion on why Lenin played little part in the 1905 and February 1917 revolutions, and how he was able to assume leadership of the October Revolution in 1917.

B Presentations B1 Romanov rule between 1906 and 1917 [AO 1(a) and 1(b)]

Students should prepare presentations to explain how one of the following factors caused instability in Russia in the period from 1906 to 1917: • • • • •

Stolypin’s reforms industrialisation and urbanisation growing hostility towards the tsar the relationship between Rasputin and the tsar’s family Russia’s progress during the First World War.

Presentations should be made to the whole class, followed by a teacher-led class discussion to place the various factors into an order of priority/significance. Ensure that, between them, the presentations cover all the factors.

B2 Russia in 1917 [AO 1(a) and 1(b)]

Students should prepare presentations in response to one of the following questions: • Why did Nicholas II abdicate in February 1917?

• Why did Kerensky’s Provisional Government find it difficult to maintain control of Russia?

• What was the significance of the Kornilov Affair?

Presentations should be made to the whole class and followed by question-and-answer sessions in which students can elaborate on their arguments.

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AS History TRCD / European History / Chapter 5: Teaching ideas

C Discussions and debates C1 Discussion topic: Nicholas II and the 1905 Revolution [AO 1(b)]

Hold a class brainstorming session on the following questions: • What actions might Nicholas II have taken to ensure stability in Russia in the period following the 1905 Revolution?

• What actions did Nicholas II actually take?

• How do Nicholas’s actions differ from those he might have taken?

• How can we account for Nicholas II’s actions?

C2 Debate: Tsar Nicholas II would have remained in power if it had not been for the First World War [AO 1(b)]

Divide the class into two groups – one to find evidence in support of the motion and the other to identify factors that challenge it. Those supporting the motion should speak first; the challenge group should then be given a little time to adapt its argument in order to directly address the points made by the support group.

A follow-up plenary session should lead to two lists – one supporting and one challenging the statement. Each list should be prioritised in terms of relative significance.

C3 Mock trial: Nicholas II is accused of having no concern for the welfare of the people of Russia [AO 1(b)]

Divide the class into three groups: • Group 1 finds evidence to support the accusation (i.e. Nicholas II is guilty) • Group 2 finds evidence to challenge the accusation (i.e. Nicholas II is innocent) • Group 3 plays the part of Nicholas II himself.

Group 1 acts as the prosecution and asks Nicholas II questions, which are answered by members of Group 3.

Group 2 acts as the defence and asks Nicholas II questions, which are answered by members of Group 3.

Group 1 sums up as the prosecution.

Group 2 sums up as the defence.

Group 3 makes a final statement on behalf of Nicholas II. Finish with a whole-class discussion of outcomes. As a follow-up exercise, students could answer this question in written form, ensuring a clear yet balanced argument.

D Pair and group work D1 Lenin and the October 1917 Revolution [AO 1(a) and 1(b), 2(a) and 2(b)]

In pairs, students should: • • • • •

devise a timeline showing how events in 1917 led to the Bolsheviks gaining power identify the strategies Lenin deployed to gain power for the Bolsheviks analyse Lenin’s statement in the sources on pages 145 and 164 reach agreement on the most significant factors leading to Bolshevik success present their findings to a whole-class plenary.

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AS History TRCD / European History / Chapter 5: Teaching ideas

D2 The October Manifesto, 1905 [AO 2(a) and 2(b)]

In groups of three, students should analyse the extract from the October Manifesto on page 146. They should then address the following questions: • • • • • •

What reforms was Nicholas II outlining in the manifesto?

Why was Nicholas II making these reforms?

How likely is it that these reforms would end the unrest in Russia?

In what ways did the subsequent issue of the Fundamental Laws contradict the manifesto?

Why did Nicholas II issue the manifesto if he had no intention of carrying out the reforms?

What methods did Nicholas II use to restore his full powers following the 1905 Revolution?

D3 Russia and the First World War [AO 1(b)]

In small groups, students should consider the impact of involvement in the war on Russia’s internal stability. Appropriate discussion questions might include the following: • Given that Russia had a large army, which had undergone improvement following defeat against Japan in 1905, why did Russia do so badly during the First World War? • What were the social, economic and political effects of the war on Russia?

• In what ways was Nicholas II’s decision to take personal charge of the army a significant mistake?

E Written work E1 Why was the Provisional Government unable to retain control of Russia in 1917?

[AO 1(a)]

Students should answer this question under timed conditions. The teacher should inform students in advance that they will be asked to answer a causation-type question on Russia in 1917, although they should not be given the actual question in advance. Students should answer the question without the aid of notes. Answers should be marked by the teacher, who provides formative feedback.

E2 ‘Nicholas II failed to learn the lessons of the 1905 Revolution.’ How far do you agree?

[AO 1(b)]

In pairs or small groups, students should first prepare two lists – one showing evidence that could be used to agree with the statement, the other listing evidence that might be used to disagree. A class plenary session could discuss outcomes.

Independently, students should reach a judgement regarding the extent to which they agree with the statement. This should form the basis of the argument they will pursue in their answers.

They should draw up a plan, outlining how they intend to explain and justify the argument, and how they will maintain balance in their answer.

Students should discuss these plans in pairs or small groups, then write their answers.

The teacher should mark the answers and provide formative feedback.

E3 How and why was Lenin able to gain power in Russia in October 1917? [AO 1(a)]

Students should compile two lists – one showing how Lenin was able to gain power and the other showing the factors that made this possible. They could discuss their findings in pairs or small groups before submitting their lists to the teacher. The teacher checks the lists, ensuring that both parts of the question have been adequately addressed, and provides formative feedback.

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AS History TRCD / European History / Chapter 5: Teaching ideas

E4 To what extent was the First World War the most significant factor in the Bolshevik victory in 1917? [AO 1(b)]

Students should recognise that the subject matter required for this question is the same as that required for the ‘why’ part of Exercise E3. Their lists now need prioritising in order of significance and a judgement made regarding the relative importance of the First World War. Students should: • • • •

prepare a plan showing how they intend to answer this question discuss their plans in pairs and make any appropriate amendments write the introduction and conclusion submit the plan, introduction and conclusion to the teacher, who provides formative feedback and suggestions for improvement • discuss their plans and the teacher’s comments in pairs • write their full answers.

Peer assessment: in pairs, students mark each other’s answers using the generic mark scheme for Component 2 Part (b) questions. They should then make any appropriate amendments and submit final answers to the teacher, who provides formative feedback.

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Worksheet 1: Chapter 1 Fact and opinion Look carefully at the following statements, then: • decide which are facts and which are opinions • for each fact, identify evidence to prove that it is true • for each opinion, show how you might argue against it. a Although the Consulate had three Assemblies, real authority lay with the three consuls.

b The poor gained little from the French Revolution.

c After 1791, the Girondins became less popular with other revolutionary groups because they encouraged negotiation with Louis XVI.

d The Reign of Terror was a class war waged against the peasantry and the urban poor.

e Emmanuel Sieyès was a member of the Estates General in 1789 and became a consul in 1799.

f

Louis XVI’s decision to summon the Estates General in 1789 was a major error of judgement.

g The main cause of the French Revolution in 1789 was the nobility’s refusal to accept reforms.

h Napoleon was highly regarded by the French people in 1799 because of his army career.

i

The Jacobins were strongly in favour of executing Louis XVI.

j

Robespierre’s main aim was to maintain his own political power.

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AS History TRCD / European History / Worksheet 1: Chapter 1

Cause and effect Match the cause in the left-hand column that best fits with the effect in the right-hand column.

Cause

Effect

a The Enlightenment

1 Flight to Varennes

b Failure of Estates General to reach agreement

2 Feudalism ended in France

c August Decrees

3 The Reign of Terror

d The Civil Constitution of 1790

4 Consulate replaces the Directory

e Louis XVI’s intention to gain foreign support

5 Robespierre executed

f

Establishment of Committee of Public Safety

6 Authority of monarchy and Church undermined

g Thermidorian Reaction

7 France gains Belgium and parts of Italy

h Ending of the Consulate in 1804

8 National Constituent Assembly established

i

Treaty of Campo-Formio

9 Napoleon crowned emperor

j

Napoleon’s coup of 1799

10 Papal power in France weakened

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Chapter 1 revision handout The aims and problems of French politicians 1789–91 King, nobles and church • The monarchy: long reigns of Louis XIV and Louis XV; Louis XVI became king in 1774; few limitations to his power.

• The nobility: enjoyed privileges (e.g. low taxes and political influence).

• Peasants: no power or privileges; taxed heavily.

• Church: Catholic Church supported the monarchy and opposed reform.

Problems in France • Regional differences: different languages, culture and laws in north and south; some towns/ cities had traditional rights.

• Financial problems: debt due to involvement in wars; attempts to raise taxes of rich failed.

• Economic structure: agricultural – poor harvests would lead to poverty and starvation; king and nobles showed little understanding or sympathy for the poor.

The Enlightenment • Definition: intellectual movement supporting new ideas about government and political rights.

• Impact: undermined the monarchy, nobility and Church.

Causes of the revolution • Estates General: representatives from each class: First Estate = Church; Second Estate = nobility; Third Estate = others (representatives largely came from middle class rather than peasant majority).

• Meeting 1789: Louis XVI summoned Estates General to discuss France’s financial problems; First and Second Estates refused to accept higher taxes.

• National Assembly: representatives of Third Estate broke away from Estates General and formed National Constituent Assembly.

• Louis XVI’s reaction: saw National Assembly as a challenge to his authority; prevented members gaining admission to meeting hall.

• Tennis Court Oath, 20 June 1789: National Assembly met in tennis court; swore oath not to disperse until a new constitution had been granted.

The revolution • Storming of the Bastille, 14 July 1789: crowds gathered in Paris in support of National Assembly; Bastille stormed; peasants rioted; some nobles fled abroad.

• August Decrees: issued by National Assembly – granted rights to workers and peasants.

• Declaration of the Rights of Man August 1789: first step towards constitution.

• Opposition to the revolution: from king, nobles, Church, foreign governments (afraid that revolution would spread); some members working class (remained loyal to king and Church).

• The Civil Constitution 1790: ended pope’s control over the Church in France; pope condemned the revolution; French people split between those for and against the revolution.

• Flight to Varennes 20 June 1791: Louis XVI and his family fled from France; arrested at Varennes; king executed 1793.

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AS History TRCD / European History / Chapter 1 revision handout

The instability of French governments 1791–99 Revolutionary Wars • Economic problems: France still in debt; inefficient tax collection; peasants and working class suffered.

• Divisions among revolutionaries: radicals wanted complete state control over property; moderates objected to seizure of property.

• Threats from abroad: foreign monarchies alarmed by events in France; Austria, Prussia, Britain and Holland threatened to invade France to restore Louis XVI; France at war with Austria and Prussia.

New ruling bodies • Legislative Assembly: replaced National Assembly in 1791.

• The Convention: replaced the Legislative Assembly a few months later.

Girondins and Jacobins • Girondins: originally from south of France; encouraged negotiation with Louis XVI (not popular with other revolutionaries).

• Jacobins: Paris-based extreme radicals; controlled the Convention; led by Maximilien Robespierre.

The Reign of Terror • • • • •

Committee of Public Safety: supervised military and legal affairs.

Revolutionary Tribunal: put on trial anyone suspected of being an enemy of the revolution.

Republic established September 1792: monarchy abolished; king put on trial and executed.

Robespierre: attacked the power of the Church; used extreme measures against opponents.

The Law of Suspects: people could be arrested merely on suspicion rather than evidence; an estimated 40,000 killed.

The fall of Robespierre • Opposition to Robespierre: many groups were angered by Reign of Terror and Robespierre’s dictatorial rule.

• Thermidorian Reaction: Robespierre arrested and executed 1794.

The Directory • New constitution August 1795: Directory established with two councils; representation was from the middle class.

• Problems facing the Directory: France’s financial debts; wars against foreign monarchies; internal divisions; riots due to food shortages; Directory only survived because it controlled the army.

• Jacobin opposition: Jacobins felt Directory had betrayed the revolution; 1796 – Babeuf Plot failed.

• Collapse of the Directory 1799: weakened by internal divisions; November 1799 Napoleon led a coup and overthrew Directory; Consulate established, with Napoleon the chief of three consuls.

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AS History TRCD / European History / Chapter 1 revision handout

Napoleon Bonaparte’s rise to power Background • Birth: Corsica 1768; middle-class family.

• Army: joined artillery; gained success in Toulon (against Britain) and northern Italy (against Italy); became regarded as France’s best general.

• Support for Jacobins: arrested following Robespierre’s execution; later released.

• Egypt: tried to take Egypt for France; defeated by Britain but attempt enhanced his reputation.

The coup of 1799 • The Directory: accused of inefficiency and corruption; France divided – some wanted return of monarchy, others wanted more radical policies; danger of civil war.

• Military coup: Napoleon used army to end the Directory; was appointed first consul.

Napoleon’s domestic aims 1799–1804 The Napoleonic code • French laws: regional differences created confusion.

• Civil Code 1804: gave France a common set of laws; included some of the reforms introduced during the revolution.

Social and economic changes • • • • •

Women: lost some of the rights gained during the revolution.

Taxes: collection of taxation made more efficient.

Trade unions: unions banned; strikes made illegal.

Bank of France: founded in 1800; helped to improve France’s finances.

Religion: 1801 Concordat with pope; Napoleon recognised Catholicism in France but retained the right to appoint bishops (this added to Napoleon’s control over France); minority groups (e.g. Huguenots) allowed to practise their religion.

• Propaganda: Napoleon used this to cement his power; use of censorship.

The end of the Consulate • 1804: Napoleon ended the Consulate and was proclaimed emperor; claimed that this would unify France.

• Plebiscites: rigged elections to confirm popular support for Napoleon.

• Evaluation of Napoleon’s policies: less corruption and inefficiency; taxation was fairer; religious changes were popular; appointments made according to talent not status; benefits to middle class (financiers and industrialists); political opponents suppressed.

Foreign policy • Debate: some historians see Napoleon as seeking to liberate Europe from the control of tyrant rulers, while others claim he was seeking to extend his own power.

• War: France was constantly at war under Napoleon.

• Mistakes: campaigns against Spain and Portugal; invasion of Russia.

• Abdication 1814: forced to leave France; tried to regain power in 1815 but defeated at Battle of Waterloo.

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Exam practice: Component 1 European option: Liberalism and nationalism in Italy and Germany, 1815–71 Garibaldi and the unification of Italy Time allowed: one hour Read the sources and then answer both parts of the question.

Source A To make a single Italy must be our first goal. The Italian peninsula is made up of small states: there is Tuscany as well as Piedmont; there are some Italians who owe loyalty to the pope, others who acknowledge the Bourbons, others who are republicans, and others who look to Murat. Besides these there are some even smaller groups who, however negligible, cannot help but damage the cause of national unity. All these elements must amalgamate and join whoever is strongest among them, or else they will be destroyed; there is no middle way. The most substantial element in Italy I take to be the Piedmontese, and I therefore advise that all should gather round them. We should be ready to accept a rigorous dictatorship from Piedmont as a means of freeing ourselves from foreign domination.

Giuseppi Garibaldi, speaking in 1855.

Source B We must now consider the period which is just drawing to a close as almost the last stage of our national resurrection, and prepare ourselves to finish worthily the task. Providence has presented Italy with Victor Emmanuel. Every Italian should rally round him. By the side of Victor Emmanuel every quarrel should be forgotten. If March, 1861, does not find one million Italians in arms, then alas for liberty, alas for the life of Italy. March of 1861 will find us all at our post – Italians of Calatafimi, Palermo, Ancona, the Volturno, Castelfidardo, and Isernia, and with us every man of this land who is not a coward or a slave. The hour of battle will find me with you again, the champions of Italian liberty. We shall meet again before long to march to new triumphs, to the redemption of our brothers who are still slaves of the foreigners. ‘Italy and Victor Emmanuel’ is our battlecry!

Giuseppi Garibaldi, addressing his followers after taking Palermo, May 1860.

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AS History TRCD / European History / Exam practice

Source C If Garibaldi captures Naples just as he has already taken Sicily and Palermo, he will become absolute master of the situation. King Victor Emmanuel would lose prestige in the eyes of Italians, who would look on him as little more than the friend of Garibaldi.

Although he would probably remain king, he would merely bask in such reflected glory as this heroic adventurer might decide to allow him. Garibaldi, if he should reach Naples, would not proclaim a republic, but would remain dictator, and would refuse to annex southern Italy to Piedmont. His prestige would then be irresistible, and, as he would control the resources of a kingdom of nine million people, we could hardly cross him. He would be stronger than we were. It is my duty to the king and Italy to do everything possible to prevent Garibaldi’s success in Naples. My only hope of foiling him is if I can overthrow the Bourbon regime before Garibaldi has had time to reach Naples. If the regime falls, I would then take over the government of Naples, and so snatch from Garibaldi the supreme direction of the Italian movement.

Letter from the Count of Cavour to Napoleon III’s representative, August 1860.

Source D A cartoon depicting Garibaldi and Victor Emmanuel II, from a British magazine,1860.

Answer both parts of the question with reference to the sources. (a) Compare and contrast the views expressed in Sources B and C regarding the aims of Garibaldi’s campaign. [15] (b) How far do Sources A to D support the view that Garibaldi’s campaign posed a serious threat to Piedmont’s power in Italy? [25]

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