History - Pearson Schools

History

2011

www.pearsonschoolsandfecolleges.co.uk

Contents 11–14 History in Progress .......................................................... 1–2 Headstart in History ............................................................. 3 Think History! ................................................................. 4–5 Think Through History ......................................................... 6 Living Through History ......................................................... 7 Heinemann History Study Units ............................................ 7 ! new Get Ready for Edexcel GCSE History ..................................... 8

14–16 Edexcel GCSE History A: Modern World........................... 9–10 new! ResultsPlus Revision: Edexcel GCSE History A ..................... 11 Edexcel GCSE History B: Schools History Project ........... 12–13 ! ResultsPlus Revision: Edexcel GCSE History B ..................... 14 w e n examWizard Humanities .................................................... 15 OCR GCSE History A: Schools History Project ................ 16–17 OCR GCSE History B: Modern World ............................. 18–19 AQA B GCSE Modern World History .............................. 20–21

SOFTWARE GCSE Bitesize ................................................................... 22

IGCSE

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Edexcel IGCSE History ....................................................... 23

16+ Edexcel GCE History .................................................... 24–25 OCR A Level History A ................................................. 26–27 OCR A Level History B ....................................................... 28 International Baccalaureate ............................................... 29 Heinemann Advanced History....................................... 30–31

SCOTLAND Heinemann Scottish History ............................................... 32 Heinemann Scottish History for Standard Grade .................. 32

YOUR NEXT STEP

Cover image credit: Shutterstock/ Oleksii Abramov

Your Next Step .................................................................. 33

Unbeatable teaching, learning and assessment resources from Heinemann. Also features Edexcel’s own resources to provide even greater flexibility and choice.

Look out for the logos at the top of each page as a guide!

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History 11–14

Inspire every pupil to succeed in history at KS3

Vibrant, relevant and clearly differentiated, History in Progress provides all the inspiration and motivation your pupils need to develop key historical skills and succeed in history at KS3. O Exciting, stimulating resources link past to present, capture pupils’ imagination and bring

lessons to life. O Differentiated colour-coded tasks maximise pupils’ progression as they take ownership of

their learning. O ‘Skills Bank’ builds key historical skills across KS3 in preparation for GCSE. O ‘Making Connections’ reinforces chronological understanding and enables pupils to form

links between events, countries and time periods.

Clearly defined objectives so pupils know exactly what they’re doing in every lesson.

Pupil Book

Pupil Book

Features clearly differentiated tasks that support and encourage pupils of all ability levels to progress. Stimulating activities and accessible information motivate your pupils whilst allowing them to build the key historical skills necessary for GCSE. O Deals with key concepts, processes and

content from the Programme of Study to provide complete support. A wealth of sources put learning into context and bring history to life.

O A clear focus on key concepts such as

chronology, significance and interpretation. O A greater balance of British, European and

World History increases the relevance of the subject to the current generation of pupils. O Covers all four required periods to ensure your

pupils receive a complete grounding in history.

Sample page from History in Progress: Pupil Book 3

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History 11–14 Teacher support Inspirational whole-class resources Our two types of teacher support for Key Stage 3 History are ideal for saving valuable preparation time and come packed with imaginative ideas that will grab the attention of your pupils.

authors

O LiveText CD-ROMs provide the Pupil Books on screen as well as a bank of interactive activities

designed to give you maximum flexibility and choice in lesson planning.

Johannes Ahrenfelt, Nichola Boughey, Stuart Clayton, Martin Collier, Steve Day, Roy Huggins, Neil McDonald, Reuben Moore, Rosemary Rees, Colette Roberts, Neal Watkin, Sarah Webb, Alf Wilkinson

O Teacher Planning and Resource Packs contain activities, yearly planning grids, customisable

lesson plans, worksheets and more.

series editors

LiveText

Martin Collier Rosemary Rees

www. For sample pages and a LiveText demo, visit www.pearsonschools.co.uk/ historyinprogress.

Historical background puts the topic into context and provides full support for non-specialists.

Teacher Resource 5XOLQJ

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Sample screen from History in Progress: LiveText CD-ROM 2

7HDFKLQJ$FWLYLWLHVDQG/HDUQLQJ2XWFRPHV $VVHVVPHQWRSSRUWXQLW\ 0DNLQJOLQNVEHWZHHQDFWLRQVDQGRXWFRPHV 3XSLOVZLOOEHDEOHWR VWXG\DSKRWRJUDSKDQGZRUNLQSDLUVWRGHYHORSTXHVWLRQLQJDERXWZKDWLWVKRZV FRQVLGHUHYLGHQFHWRUHDFKDFRQFOXVLRQ HPSDWKLVHZLWKVXIIUDJHWWHVDQGWKHYLFWLPVRIWKHLUDFWLYLWLHV 6WDUWHU $VNWKHZKROHFODVVWRVWDQGXS7HOODOOWKHJLUOVWKDWEHFDXVHWKH\FDQQRWYRWHWKH\PXVWQRZVLWGRZQ IHPDOHVWDIILQWKHURRPVKRXOGVLWGRZQWRRLQFOXGLQJWKHWHDFKHU )RUHYHU\WHQER\VWKDWDUHVWDQGLQJ IRXUPXVWDOVREHWROGµ order and evaluate

2

History in Progress (Year 7)



Pupil Book 1 978 0 435318 50 5

Pupil Book 2 978 0 435318 94 9

Pupil Book 3 978 0 435319 01 4

£12.25

£12.25

£12.25

Teacher Planning and Resource Pack 1 with editable CD-ROM 978 0 435318 51 2 £105.00

Teacher Planning and Resource Pack 2 with editable CD-ROM 978 0 435318 95 6 £105.00

Teaching Planning and Resource Pack 3 with editable CD-ROM 978 0 435319 02 1 £105.00

LiveText Whiteboard CD-ROM 1 978 0 435318 54 3 £280.00 (+VAT)



00 History Running 11–14Head

Headstart in History Inspire your high achievers As it’s written specifically for high-fliers aged 11–14, Headstart in History is perfect for gifted and talented pupils – and for Common Entrance. O The books are written in chapters rather than double-page spreads to enable topics to be covered in

enough depth and detail to keep your high-fliers motivated. O Extended writing opportunities and investigations give your pupils ideas for further research and help

them to discover history for themselves.

authors authors

O Links to relevant websites, videos and historical fiction promote further pupil investigation and research.

Martin Collier, BillBold Marriott 08 Author Text Author Text Bold Author Text Bold Rosemary Rees Author Text Bold

series editor

Highly narrative content ensures the right level of detail and stimulus.

Pupil Book Henry VII gains power

SOURCE

The Battle of Bosworth, 22 August 1485 Wearing his crown, King Richard III charged forward into battle with his army to defeat finally Henry Tudor’s men. In the heat of battle, Richard was killed and his Yorkist army fled. Henry’s soldiers found Richard’s crown stuck in a bush. Henry wanted to prove to everyone that Richard had been killed, so he ordered that Richard’s naked body be slung over a mule and taken to Leicester. There it was paraded before the people, so declaring Henry’s ascension to the throne. Later, with great ceremony, Henry was crowned king. When Parliament was summoned, the date of his reign was backdated to 21 August, one day before the Battle of Bosworth. Therefore anybody who had fought against the new king on 22 August could be tried for treason – that is, an attempt to get rid of, or depose, the sovereign king.

What actually happened at Bosworth?

N

SIR WILLIAM STANLEY

Sutton Cheney

H NORT

RICHARD III

NORFOLK

YORKISTS Archers Men-at-arms (on foot)

There was a third section of the army fighting for the king, led by Northumberland. It brought up the rear. Henry’s armies were positioned close to the marshland, which acted like a fortification for them. As Henry’s men marched forward past the marsh, Richard III ordered his soldiers to charge them. First archers sent their arrows into Henry’s advancing army, then foot soldiers moved in starting hand-to-hand combat. The Earl of Oxford’s troops with his men grouped closely together countered this attack and in a triangular shape charged the enemy.

SOURCE

Richard’s Well

Again historian Polydore Vergil gives an account of the battle.

With the help of Stanley’s men now fighting with Henry, Richard was killed. His crown was found in a bush and placed triumphantly on Henry’s head.

Activity time 1

Using the map on page 12 and the information above, as well as your own research, draw and label a diagram of what took place on 22 August 1485. Indicate the positions of the armies and their movements and shape.

2

Fighting with the king! How might a foot soldier fighting closely alongside Richard III have reported what happened at Bosworth? In diary format write up details of what happened including the outcome of the battle, the surprise of the Stanleys fighting against the king and what a foot soldier would have thought of the whole event. Remember when looking at these sources that Polydore Vergil was a supporter of the Tudors, so his views may be biased in their favour.

OXFORD

Men-at-arms (mounted) Boggy ground

STANLEY Men-at-arms and Archers TUDOR Archers

r

este

to

HENRY TUDOR

Men-at-arms (on foot) Men-at-arms (mounted)

Each symbol represents 100 men

12

Leic

THOMAS LORD STANLEY

tone

thers

to A

0

to Daddington

B

Richard drew near to Henry, and burning with anger, he spurred on his horse. Henry saw King Richard approaching ... King Richard killed several in his first charge, threw down Henry’s standard and its bearer, William Brandon. Then he fought John Cheney, a much stronger man than most. He stood against the king, who with great strength smashed him to the ground. Henry held out against the charge much longer than his men thought possible. They began to give up hope ... Then surprisingly William Stanley came to the rescue with his 3000 men. Straight away King Richard’s men fled, leaving Richard alone, fighting manfully in the thickest press of his enemies.

LAND

Key

accounts of men who were at the battle.

UMBER

Ambien Hill

Account of the battle by the historian, Polydore Vergil, written before 1512. It is based on

The battle was now in the balance. Who would win?

The battle took place at Ambien Hill, Bosworth, Leicestershire between the armies of the Yorkist king, Richard III, and the self-pronounced Lancastrian king, Henry Tudor, who had returned from exile in France. There was also a third army present, that of Sir William Stanley and his brother, Thomas, Lord Stanley, which was held back. The question was – for whom would they fight? Henry’s army was out-numbered by the Yorkist army. Henry was hoping for the support of the Stanleys, but as yet had not received it. A plan of the Battle of Bosworth at its start.

A

King Richard ... arranged his footmen and cavalry. In front he placed his archers under the command of John, Duke of Norfolk. Behind this leading body followed the king himself, with a hand-picked body of soldiers.

1 km 1 – mile 2

Reformation and Rebellion 1485–1750

Kings, Queens and Parliament

13

Sample pages from Headstart in History Book 2: Reformation and Rebellion 1485–1750

ordering details Book 1: Power and the People 1066–1485 978 0 435323 02 8 £20.75 Book 2: Reformation and Rebellion 1485–1750 978 0 435323 03 5 £20.75

Activities encourage pupils to apply their learning.

Book 3: Colonisation and Conflict 1750–1990 978 0 435323 04 2 £20.75

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History 11–14

Think History! Bringing history to life Think History! is a chronological course that seamlessly integrates Pupil Books with Interactive Presentations and Teaching and Learning Files to help you get the best from your pupils. O Caters for all your pupils – with Core and Foundation Pupil Books and corresponding support and

extension worksheets in the Teaching and Learning Files. O Supports personalised learning – written to develop pupils’ thinking skills and encourage them to

take responsibility for their own progression. O Saves you time – includes lesson ideas, mark schemes and whiteboard activities to provide

everything you need to plan your lessons. Also incorporates Assessment for Learning. O Delivers interactive lessons – engaging whole-class presentations grab pupils’ attention and really

get them motivated.

course structure Year 7

Year 9

Foundation

Core

Foundation

Core

Foundation

Pupil Book

Pupil Book

Pupil Book

Pupil Book

Pupil Book

Pupil Book

Teaching and Learning File with CD-ROM



Interactive Presentations



authors Ros Adams Caroline Beechener Martin Collier Steve Day Barry Doherty Clive Griffiths Amanda Jacob Bill Marriott Denise Waugh Steve Waugh Susan Willoughby

series editor Lindsay Von Elbing

4

Year 8

Core

ordering details Changing Times 1066–1500 (Year 7) Core Pupil Book 1 978 0 435313 34 0

£14.99

Foundation Pupil Book 1 978 0 435313 30 2 £14.99

Interactive Presentations 2 978 0 435313 48 7 £265.00 (+VAT) Teaching and Learning File with CD-ROM 2 978 0 435313 54 8 £82.50 (+VAT)

Modern Times 1750–1990 (Year 9)

Interactive Presentations 1 978 0 435313 26 5 £265.00 (+VAT)

Core Pupil Book 3 978 0 435313 70 8

Teaching and Learning File with CD-ROM 1 978 0 435313 33 3 £82.50 (+VAT)


Revolutionary Times 1500–1750 (Year 8)

Interactive Presentations 3 978 0 435313 68 5 £265.00 (+VAT)

Core Pupil Book 2 978 0 435313 50 0

£14.99


£14.99

Teaching and Learning File with CD-ROM 3 978 0 435313 74 6 £82.50 (+VAT)

00 History Running 11–14Head

“Think History! follows themes through really well. I find the sources really accessible and there are excellent illustrations. Overall it is practical and stimulating. Brilliant.” Fiona Osborn, Southfields Community School, Head of History

Year 7 (Changing Times 1066–1500) Pupil Book contents 1. Did Harold deserve to lose the English throne? 2. Did William’s conquest change England? 3. Was medieval medicine all doom and gloom? 4. What were people’s beliefs in the Middle Ages? 5. Who was the best and who was the worst king 1087–1307? 6. What was life like in the Middle Ages?

Year 8 (Revolutionary Times 1500–1750 Pupil Book contents Theme: Religion and internal politics 1. Did England become Protestant in the sixteenth century? 2. Why were Mary I of England and Mary, Queen of Scots, such controversial figures in Tudor England? 3. Why were English people fighting each other in the seventeenth century? 4. How far did the Puritans change life in England in the late 1640s and early 1650s? 5. What different problems did James I and James II face in the seventeenth century? Theme: Social life 6. How did people live in the sixteenth and seventeenth centuries? 7. Did Elizabeth I effectively tackle the problems of begging? 8. Did crime pay in the sixteenth and seventeenth centuries? 9. Why was there a witch-craze in the seventeenth century? Theme: External relations 10. Why did England have enemies abroad in the sixteenth century? 11. The Celtic fringe: why were the Scots and Irish discontented in the seventeenth and eighteenth centuries? 12. Why did British people explore and settle in different countries in the sixteenth and seventeenth centuries?

Year 9 (Modern Times 1750–1990) Pupil Book contents Theme 1: Revolutions 1. Were the changes in agriculture a revolution? 2. Were the changes in industry a revolution? 3. Working-class reactions: did everyone agree with the changes in agriculture and industry? 4. What political hurdles did people have to overcome to gain the vote? Theme 2: Rights and freedoms 5. From slavery to civil rights: what was the black person’s experience of the United States of America? 6. How ‘great’ was the British Empire? 7. How did life change for Jews living in Europe, 1914–45? Theme 3: The changing nature of warfare in the twentieth century 8. Why do wars happen? 9. How and why did twentieth century warfare change? 10. Has the impact of war on civilians changed during the twentieth century?

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History 11–14

Think Through History

Think Through History

Building enjoyment and understanding of history Meetings of Minds:

A best-selling series, Think Through History provides a fascinating enquiry-based approach built around key historical issues and characters.

Islamic Islamic Encounters Encounters c610 c610 to to 1750 1750 Jamie Byrom Christine Counsell Michael Riley

O Thought-provoking pages, combined with a wealth of source material, really engage pupils. O Builds on understanding through each enquiry to develop thinking skills. O Encourages and challenges pupils of all abilities through differentiated activities.

authors

O Delivers interactive lessons – engaging whole-class presentations grab pupils’ attention and really

get them motivated.

Jamie Byrom Christine Counsell Michael Gorman Derek Peaple Michael Riley Paul Stephens-Wood Andrew Wrenn

An array of sources hold pupils’ interest.

Exciting enquiries engage pupils with meaningful historical questions and develop important historical skills.

Pupil Book

Sample pages from Think Through History: Meeting Of Minds: Islamic Encounters c610–1750

ordering details Pupil

Teacher

Changing Minds Pupil Book 978 0 582294 99 8 £13.50

Changing Minds Britain 1500–1750 Teacher Book 978 0 582294 96 7 £56.00

Citizens’ Minds Pupil Book 978 0 582535 90 9 £13.50

Citizens’ Minds Teacher Book 978 0 582535 92 3 £56.00

Medieval Minds Pupil Book: Britain 1066–1500 978 0 582294 98 1 £13.50

Medieval Minds Teacher Book: Britain 1066–1500 978 0 582294 97 4 £56.00

Meeting of Minds Pupil Book 978 0 582535 91 6 £13.50

Meeting of Minds Teacher Book 978 0 582535 93 0 £56.00

Minds and Machines Pupil Book 978 0 582295 00 1 £13.50

Modern Minds Teacher Book 978 0 582298 24 8 £56.00

Modern Minds Pupil Book 978 0 582295 17 9 £13.50

6

History 11–14

Living Through History Helping you win the battle for history! O This best-selling series explores the enjoyable parts of history: the exciting events, the good stories

and the real people. O Provides a clear focus on making history real and relevant, paying particular attention to the key

people throughout time.

ordering details authors Nigel Kelly Maggie Maggs Rosemary Rees Fiona Reynoldson Jane Shuter David Taylor Susan Willoughby

Individual Core Books

Individual Foundation Books

Compendium Volumes

Native Americans: The Indigenous Peoples of North America 978 0 435310 15 8 £10.99

Native Americans: The Indigenous Peoples of North America 978 0 435310 18 9 £10.99

Living Through History 1 (Roman Empire, Medieval Realms)

Roman Empire 978 0 435309 55 8

£10.99

Roman Empire 978 0 435309 57 2

Medieval Realms 978 0 435309 51 0

£12.99

Black Peoples of the Americas 978 0 435309 90 9 £10.99

Living Through History 2 (The Making of the United Kingdom, Black Peoples of the Americas)

The Twentieth Century World 978 0 435309 82 4 £12.99

Core Book 2 978 0 435309 59 6

The Making of the United Kingdom 978 0 435309 75 6 £12.25

“The overriding impression is very positive. History is lively! History is fun! History is relevant!”

£10.99

Core Book 1 978 0 435309 48 0

£15.50

£15.99


Living Through History 3 (Britain 1750–1900, The Twentieth Century World)

The Twentieth Century World 978 0 435309 83 1 £12.99

Core Book 3 978 0 435309 63 3

£16.50

Foundation Book 3 978 0 435309 64 0

£16.50

Ann McEwan, History Teaching Review

Heinemann History Study Units A flexible approach to help create the course you need O A wide range of topics allows you to choose the books you need easily and gives you full flexibility to

build your own course. O Packed full of carefully chosen sources to engage and inspire pupils of all abilities.

ordering details Core Books

authors John Child, Nigel Kelly, Patricia Kennedy, Peter Mantin, Bob Rees, Rosemary Rees, Fiona Reynoldson, Joe Scott, Marika Sherwood, Paul Shuter, Martin Whittock

The Medieval Realms 978 0 435312 78 7 £10.99 The Making of the UK 978 0 435312 86 2 £10.99 The Twentieth Century World 978 0 435312 92 3 £12.99

The French Revolution 978 0 435312 82 4 £10.99 The Italian Renaissance 978 0 435312 81 7 £10.99 The Crusades 978 0 435312 83 1

£10.99


The Roman Empire 978 0 435312 74 9

£10.99

Britain 1750–1900 978 0 435312 93 0

Indians of North America 978 0 435314 26 2 £10.99

£12.99

Britain and the Great War 978 0 435312 84 8 £10.99

Foundation Books The Medieval Realms 978 0 435316 82 2 £10.99 The Making of the UK 978 0 435316 85 3 £10.99 The Twentieth Century World 978 0 435316 88 4 £12.25 Indians of North America 978 0 435316 93 8 £10.99

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History 11–14

new! Get ready for...

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Get Ready for Edexcel GCSE History Helps your students make a smooth transition to GCSE

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Get Ready for Edexcel GCSE History has been designed specifically to help your Year 9 students develop the key historical skills they need so they’re motivated and ready to succeed when they start GCSE. O Provides step-by-step guidance and targeted support to help pupils bridge the gap between

KS3 and GCSE.

authors Jane Shuter, Steve Waugh series editors Angela Leonard

O Builds on the proven success of our market-leading Edexcel GCSE 2009 resources to

help make the transition equally as successful. O Comprehensive teacher support includes customisable lesson plans and worksheets, plus

video and interactive activities to provide support for all your pupils. O Offers you full flexibility with different pathways, to use in different ways and at different

times in Year 9. Key concepts and skills are clearly explained.

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Get Ready for Edexcel GCSE History

30

Engaging 20th century content and sources retain the enjoyment of history and attract students to GCSE.

Change: how getting the news has changed

2003–10: the Iraq War

Reacting to news, creating news

In 2003 Britain was at war in Iraq. By now, advances in technology meant that there were many more ways of getting the news and the old ways were getting the news faster. The intensive bombing of Iraq by coalition forces, mainly from the USA and Britain, began on 19 March 2003.

During the Iraq War, people could respond publicly to the news as it happened too. They could go online and discuss the war, rather than just talk about it with friends, colleagues and family. Online blogs and debates gave people a new way to feel involved in the news, and many of them used it to protest at Britain’s involvement in the war at all.

The attack on Baghdad on 21 March 2003 was reported live on TV and radio world-wide. It was reported in the news the next day. Advances in computer technology meant that people could also get the news online – from official newspaper and broadcasting websites. Most people in Britain had access to one or other of the many ways of getting the news at this point – newspapers, radio, TV and computers. They may not have used it, for a variety of reasons, but in 2003 the news was far more accessible than ever before.

Source E: The Times report of the bombing of Baghdad on the 21 March 2003.

The online website Wikileaks (which first went online in 2007) created a new news format. People could post information on the site anonymously. This meant they could post without fear of harm coming to them as a result of them doing so. Thousands of documents, mostly concerning the actions of governments world-wide, have been posted. Wikileaks insists that their posts are checked by several editors before they are posted, to assess whether they are actual documents or fakes. In 2010, the site posted secret US military logs, over 300,000 reports that showed how the US conducted the war. These documents were then broadcast by other media.

Source F: From an article by the reporter Allan Little (from Kuwait) in the BBC online news for 24 March 2003. The Coalition War [war in Iraq] plan demands that by the time US tanks reach the gates of Baghdad, the Iraqi regime [government] will know – because they will have seen it on satellite television – that their authority has collapsed everywhere else in the country. What we report – and the way we report it – is therefore a key part of the military campaign. The military have a word for it. They call it ‘Information Operational Effect’. Information is part of the war effort.

News is transmitted faster.

People can read/view the news in different ways.

31 How computer technology affects news reporting.

People can respond to the news, publicly, at once and can discuss it with others.

Activities 1. a) Give one way that ways of reporting the news changed between 1900 and 1940. b) Give one way that ways of reporting the news changed between 1940 and 2003. c) Give one way that ways of reporting the news remained the same between 1900 and 2003. 2. Read Source A. Think about how it shows the general problems faced by new technologies. Write a paragraph to describe this. 3. Draw a diagram like the one on the right and write Who has access to the news is affected by... in the centre box. Complete the other boxes. 4. Write a short paragraph for each of the following, explaining how they changed between 1900 and 2000 (refer to sources where useful): • the speed at which we get the news • the media that provides the news • the number of people who have access to the news.

The technology reporters can use to send the news. (eg. modern satellite technology)

The access reporters have to the technology when reporting.

How fast we get the news is affected by ...

How easily and quickly the equipment, and reporters, can be moved

The access we have to media: newspapers, TV, radio and computer media

Making a judgement In this lesson, you have seen how the invention of different means of communication has affected how people get the news each day. Which do you think is the most significant change in the way we get the news: • how soon we get the news • how many people have access to the news • the way we get the news?

Samples pages from Get Ready for Edexcel GCSE History Student Book

Activities build key historical skills step by step to prepare students for GCSE.

order and evaluate Get Ready for Edexcel GCSE History Evaluation Pack - Student Book - Course Guide with sample material 978 1 446900 11 6 £9.99*

new!

Student Book 978 1 846909 57 3 £9.99*

new!

Teacher Guide 978 1 846909 58 0 £120.00*

new!

* Prices are provisional until publication.

8

Summer 2011 Summer 2011 Summer 2011

History 14–16

Edexcel GCSE History A: The Making of the Modern World

Edexcel’s own resources for the 2009 Edexcel GCSE History A specification ● Student Books are topic-based and tailor-made to the options you

choose. ● examzone section provides revision resources for complete exam

success. ● ResultsPlus features combine exam performance data with examiner

insight to give guidance on understanding performance. ● ActiveTeach CD-ROMs provide a range of interactive activities for

focused and inspirational whole-class teaching. ● Support for controlled assessment and revision to make sure your

students are well-prepared. Text is written at the right depth to make it accessible to students of all abilities.

Student Book Section 4: How did the Cold War develop? 1943–56

The development of the Cold War: the Truman Doctrine and Marshall Aid

The development of the Cold War: the Truman Doctrine and Marshall Aid 80

Learning objectives In this chapter you will learn about: t the key features of the Truman Doctrine and Marshall Aid t America’s reasons for offering Marshall Aid.

The Truman Doctrine (1947) Following the ‘Long Telegram’ (see page 78), Truman asked the American military to assess the strength of the USSR’s army. He learned that the USSR was in no position to wage a war. Nonetheless, Truman believed that the USSR had a second strategy that would allow it to conquer more and more territory without having to declare war: Stalin would encourage communist revolutions across Europe. After the Second World War, much of Europe was devastated and citizens in countries such as Italy, France, Greece, Turkey and the United Kingdom were suffering great hardships. In these conditions communism was highly appealing because communists believed that the wealth of the richest people should be shared out among the poor. To address this threat, in 1947 Truman set out a new policy that soon became known as the ‘Truman Doctrine’. The Truman Doctrine stated that: t the world had a choice between communist tyranny and democratic freedom t America had a responsibility to fight for liberty wherever it was threatened t America would send troops and economic resources to help governments that were threatened by communists t communism should not be allowed to grow and gain territory.

The significance of the Truman Doctrine The Truman Doctrine was important because it suggested that America, rather than the United Nations, had a responsibility to protect the world. This marked a reversal of the USA’s traditional policy of ‘isolationism’ by which America had stayed out of international affairs. It was also significant because it divided the world according to ideology: it stated clearly that capitalism and communism were in opposition.

ResultsPlus boxes can be found frequently through the Student Book, making the mark scheme clear.

This suggested that there could be no further co-operation between East and West due to their ideological differences, and in this sense it marked the unofficial end of the Grand Alliance and the beginning of the Cold War. Finally, it set a realistic goal for American foreign policy: Truman was committed to ‘containment’. This implied that although America would not invade the USSR, it would make every effort to stop the spread of communism.

Initial reaction to the Marshall Plan European leaders met at the Paris Conference of 1948 to discuss the American offer. Many European countries were keen to receive Marshall Aid. However, representatives from the USSR walked out of the conference claiming that the Americans were attempting to split Europe into ‘two camps’. They argued that Marshall Aid was the first step in creating a military alliance that would wage war on the Soviet Union. Stalin also insisted that Eastern European countries in the Soviet ‘sphere of influence’ refuse the help offered by America. By contrast, 16 countries including Britain and France welcomed the offer, seeing it as a way of rebuilding their economies and defeating communism in their own countries.

Did you know? The United Nations (UN) is an organisation created in 1945 to maintain international peace. The first meeting of the UN, in 1946, was attended by 51 nations. Today, the UN is made up of 192 nations.

Sample pages from Edexcel GCSE History A: The Making of the Modern World Unit 1

81

The examiner wants you to identify important points, not simply write all you know. Here, for example, you could choose briefly to explain an aim and an effect of the Truman Doctrine and a key point from what Truman said. A basic answer (level 1) gives simple statements that are accurate but contain no supporting details.

The Marshall Plan (1947) Truman described containment and the Marshall Plan as ‘two halves of the same walnut’. By this he meant that America had a dual strategy for dealing with communism. First, containment aimed to beat communism through military force. Secondly, the Marshall Plan of 1947 committed $13 billion of American money to rebuild the shattered economies of Europe. By encouraging prosperity, the Marshall Plan would weaken the attraction of communism. To those suffering economic hardship following the Second World War, the promise of sharing resources equally under communism had great appeal. If people were wealthy, however, the idea of sharing resources would have less appeal. In order to qualify for American money, European countries had to agree to trade freely with America. In this way, the Marshall Plan also helped the American economy.

Build Better Answers

Exam question: Briefly explain the key features of the Truman Doctrine. (6 marks)

A good answer (level 2) gives a statement that is accurate and is developed with specific information. An excellent answer (full marks) contains at least three statements. Each statement explains a relevant key feature and is backed up with specific information. A British newspaper cartoon from June 1948 showing the ‘Iron Curtain’ and Marshall Aid. The figure on the right is Stalin. The figure looking over the ‘Iron Curtain’ is Tito, the communist leader of Yugoslavia. Although Tito was a communist, he did not see eye-to-eye with Stalin and found some aspects of Western Europe very attractive.

Activity You are one of Truman’s advisors. Prepare a letter to be sent to the leaders of all European governments inviting them to the Paris Conference of 1948. The letter should:

For the exam question above, develop the following key features of the Truman Doctrine: t containment t the division of the world into two rival ideologies t America has a responsibility to protect the world.

t describe America’s offer of assistance (the Marshall Plan) t explain why America is offering this assistance t set out what governments must do in order to qualify for this offer.

Remember to be persuasive!

Motivating activities are perfect for individual class work and work at home.

9 t 0845 630 33 33

f 0845 630 77 77

@ [email protected]


History 14–16 ActiveTeach The ultimate front-of-class teaching tool! Our three ActiveTeach CD-ROMs for this course comprise the Unit 1, 2 and 3 Student Books on screen as well as interactive ResultsPlus and examzone features, a wealth of whole-class activities and much more.

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authors Rob Bircher, Robin Bunce, Nigel Bushnell, John Child, Laura Gallagher, Nigel Kelly, Angela Leonard, Daniel Magnoff, Steve May, Victoria Payne, Jane Shuter, Kirsty Taylor, Cathy Warren, Steve Waugh, Martyn Whittock. series editors Nigel Kelly, Angela Leonard

5HVXOWV3OXV

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Section 4: How did the Cold War develop? 1943–56

The development of the Cold War: the Truman Doctrine and Marshall Aid

Initial reaction to the Marshall Plan

The development of the Cold War: the Truman Doctrine and Marshall Aid 80

Learning objectives In this chapter you will learn about: t the key features of the Truman Doctrine and Marshall Aid t America’s reasons for offering Marshall Aid.

The Truman Doctrine (1947) Following the ‘Long Telegram’ (see page 78), Truman asked the American military to assess the strength of the USSR’s army. He learned that the USSR was in no position to wage a war. Nonetheless, Truman believed that the USSR had a second strategy that would allow it to conquer more and more territory without having to declare war: Stalin would encourage communist revolutions across Europe. After the Second World War, much of Europe was devastated and citizens in countries such as Italy, France, Greece, Turkey and the United Kingdom were suffering great hardships. In these conditions communism was highly appealing because communists believed that the wealth of the richest people should be shared out among the poor. To address this threat, in 1947 Truman set out a new policy that soon became known as the ‘Truman Doctrine’.

Enlarge and project every page of the Student Books for focused whole-class teaching.

The Truman Doctrine stated that: t the world had a choice between communist tyranny and democratic freedom t America had a responsibility to fight for liberty wherever it was threatened t America would send troops and economic resources to help governments that were threatened by communists t communism should not be allowed to grow and gain territory.

The significance of the Truman Doctrine The Truman Doctrine was important because it suggested that America, rather than the United Nations, had a responsibility to protect the world. This marked a reversal of the USA’s traditional policy of ‘isolationism’ by which America had stayed out of international affairs. It was also significant because it divided the world according to ideology: it stated clearly that capitalism and communism were in opposition.

Includes a VLE site pack to give you maximum flexibility of use. Tested on Fronter, Moodle and Kaleidos. Go to www.pearsonschools.co.uk/vlesupport to find out about compatibility with other VLEs.

This suggested that there could be no further co-operation between East and West due to their ideological differences, and in this sense it marked the unofficial end of the Grand Alliance and the beginning of the Cold War. Finally, it set a realistic goal for American foreign policy: Truman was committed to ‘containment’. This implied that although America would not invade the USSR, it would make every effort to stop the spread of communism.

European leaders met at the Paris Conference of 1948 to discuss the American offer. Many European countries were keen to receive Marshall Aid. However, representatives from the USSR walked out of the conference claiming that the Americans were attempting to split Europe into ‘two camps’. They argued that Marshall Aid was the first step in creating a military alliance that would wage war on the Soviet Union. Stalin also insisted that Eastern European countries in the Soviet ‘sphere of influence’ refuse the help offered by America. By contrast, 16 countries including Britain and France welcomed the offer, seeing it as a way of rebuilding their economies and defeating communism in their own countries.

A good answer (level 2) gives a statement that is accurate and is developed with specific information. An excellent answer (full marks) contains at least three statements. Each statement explains a relevant key feature and is backed up with specific information. A British newspaper cartoon from June 1948 showing the ‘Iron Curtain’ and Marshall Aid. The figure on the right is Stalin. The figure looking over the ‘Iron Curtain’ is Tito, the communist leader of Yugoslavia. Although Tito was a communist, he did not see eye-to-eye with Stalin and found some aspects of Western Europe very attractive.

Activity You are one of Truman’s advisors. Prepare a letter to be sent to the leaders of all European governments inviting them to the Paris Conference of 1948. The letter should:

For the exam question above, develop the following key features of the Truman Doctrine: t containment t the division of the world into two rival ideologies t America has a responsibility to protect the world.

t describe America’s offer of assistance (the Marshall Plan) t explain why America is offering this assistance

Did you know?

t set out what governments must do in order to qualify for this offer.

The United Nations (UN) is an organisation created in 1945 to maintain international peace. The first meeting of the UN, in 1946, was attended by 51 nations. Today, the UN is made up of 192 nations.

Remember to be persuasive!

new!

81

The examiner wants you to identify important points, not simply write all you know. Here, for example, you could choose briefly to explain an aim and an effect of the Truman Doctrine and a key point from what Truman said. A basic answer (level 1) gives simple statements that are accurate but contain no supporting details.

The Marshall Plan (1947) Truman described containment and the Marshall Plan as ‘two halves of the same walnut’. By this he meant that America had a dual strategy for dealing with communism. First, containment aimed to beat communism through military force. Secondly, the Marshall Plan of 1947 committed $13 billion of American money to rebuild the shattered economies of Europe. By encouraging prosperity, the Marshall Plan would weaken the attraction of communism. To those suffering economic hardship following the Second World War, the promise of sharing resources equally under communism had great appeal. If people were wealthy, however, the idea of sharing resources would have less appeal. In order to qualify for American money, European countries had to agree to trade freely with America. In this way, the Marshall Plan also helped the American economy.

Build Better Answers

Exam question: Briefly explain the key features of the Truman Doctrine. (6 marks)

RI

Sample screen from Edexcel GCSE History A: Modern World History Unit 1 ActiveTeach CD-ROM

Controlled Assessment Student Books Six Controlled Assessment Student Books give you the tools to prepare your students for their research and controlled assessment with confidence. Part B: Understanding and analysing representations of history

Part B

8

Understanding and analysing representations of history

:\P[H IS (HU LMVY ZWLJ K) PÄJH [PVUZ www. Visit www.pearsonschools.co.uk/ EdGCSEMWH for sample pages.

10

By the end of this topic you should be able to: t understand what is meant by representations of history t understand how historical representations are created t analyse representations and judge how far they differ from one another

What are representations? A representation is a depiction of the past created visually or in words. It is designed to create an image of things in the past – an event, a movement, the role of an individual and so on. Historians create representations when they write about the past. They create for us a picture of what life was like, why people acted as they did, and what the consequences of events and developments were. Novelists, filmmakers and cartoonists also give us an image of past societies and events. In each case, the way they choose to portray – that is to show – their subject creates a representation of it.

Source A: An illustration from the website of the British Tourist board 2009. It shows a scene on the East Coast.

the uncrowded scene – no objects in the centre of the picture

It is a photograph taken in the middle of an August morning. It shows a part of the coast near to source A. The building in the background is a nuclear power station.

Case studies and practice activities build students’ enquiry skills.

When you analyse a representation you should look at each part separately and think about how it affects the overall image. From the details you can infer – you can work out – what impression the artist or author is trying to give.

Let’s first take a modern example and then use skills of analysis of a historical representation. Study source A below.

the blue sky (would the photograph have been taken on a rainy day?)

9

Now study source B.

Someone who creates a representation takes some of the same steps you might take when taking a photograph or creating a Facebook entry. You choose what you are taking a photograph of or how to show yourself. Do you want to record an important event? And do you want to show it as happy or solemn? Do you want to show the beauty of a particular place? To get the effect you want, you choose which things to focus on. Sometimes you decide to leave things out. In this way, you make decisions about how to portray the scene or the event.

A modern example of a representation

the inclusion of the boat and the windmill

What do you think is the purpose of the representation in Source A?

Analysing representations

Learning Outcome

Develops students’ skills in understanding, analysing and evaluating representations.

Note the details the photographer has chosen to include. Why have these details been included? What message are they designed to give? Can you suggest anything which may have been deliberately left out?

the happy-looking young couple (Do people look happy all the time? Why has the photographer not shown just one person alone?)

Source B: A holiday photograph taken at Sizewell on the Suffolk Coast, August 2009. What parts of Source A are supported by details in Source B?

Activity

Would you use Source B to advertise holidays on the Suffolk Coast? If not, why not? If yes, what parts of the photograph would you select?

1. Describe the representation of the East coast of England given in Source A. Use details from Source A. You could begin ‘Source A is representation of the East Coast. It is designed to portray it as…. We can tell this because….

Source A is not inaccurate, but Source B helps to show us that Source A is not a complete representation. Source A is one view and when we analyse it, we can infer the message and purpose of this representation from the choices the photographer has made. Source A is designed to portray the coast as attractive and uncrowded; a place to enjoy walks and be happy. Its purpose is to encourage people to take holidays in the area.

2. Try to use most of the following words and phrases in your description. You can use them in any order: t TFMFDUFE t DIPTFOUP t PNJUUFE t EFMJCFSBUFMZ t IJHIMJHIUFE t JODMVEFE t JODPNQMFUF You can also use details from Source B if you wish.

Sample pages from CA8 Crime, policing and punishment in England c1880-1990

History 14–16

new! Written by a team of subject specialists, this interactive Revision Guide for Edexcel GCSE History A provides expert support for your students. O Easy-to-use guide comes with a CD-ROM of diagnostic tests and practice questions. O Contains information on what students need to revise, with helpful ResultsPlus features

highlighting common pitfalls, showing key terms and suggesting how to write stronger answers. Content is broken down into chunks called ‘Superfacts’ so students can get to grips with what they need to learn quickly. 1

Why Thedid Peace war Settlement break out 1900–14? 1918–28

SuperFacts Section 1.1 Why did war break out 1900–14? SuperFacts are the key bits of information. Learn them and ask someone to test you. Section summary In 1900, the Great Powers (especially Germany, France and Britain) were rivals over trade, colonies and military strength. European countries formed alliances (both open alliances and secret ones) that led to increasing suspicion and tension between rival nations. This led to an arms race that both sides justified as preparing for defence. By 1914, this rivalry had produced considerable tensions, especially in the Balkans. When the heir to the Austrian Empire was assassinated in the Balkans, Europe was tipped into a war.

The Triple Alliance (1882) between Germany, Austria-Hungary, and Italy, said these countries would help each other in time of war. It left France isolated and nervous. p.8

Balkan nationalism Encouraged by Serbia, Slav people in the Balkans demanded that they should be independent. This also threatened Austria-Hungary, where there were p.16 millions of Slavs, Czechs, and Croats.

The Entente Cordiale (1904) was an agreement between France and Britain not to quarrel over colonies. It strengthened them against the growing power of Germany. p.9

The Great Powers split over the Balkans The Ottoman Empire and Austria-Hungary actively opposed Balkan nationalism. Russia, a Slav country, encouraged it. Britain and p.16 & 18 France did all they could to protect their Balkan trade routes.

The Triple Entente (1907) was between France, Britain and Russia. It gave them p.9 security against the Triple Alliance. Europe split into two powerful, rival groups.

Bosnian Crisis In 1908, Austria-Hungary ran Bosnia-Herzegovina. The new Turkish government threatened to take Bosnia-Herzegovina back into the Ottoman Empire. So, in September 1908, Austria-Hungary formally annexed Bosnia-Herzegovina. This p.18 angered Russia and Balkan nationalists.

Economic competition In 1913, Britain made about £1.2 million from trade, just ahead of Germany, with £1 million. But by 1914, Germany was producing more iron, more steel, p.14 and more cars than Britain. This rivalry caused tension.

The Balkan League In 1911 the Turkish government fell. Balkan states took advantage. Serbia, Greece, Montenegro, and Bulgaria set up the Balkan League. This was a clear p.19 threat to the Ottoman and Austrian empires.

Colonial competition Britain and France gained cheap raw materials and export markets in their colonies. These things made them more powerful. Britain took £1000 million in tax and goods just from India from 1750 to 1900. Germany had few colonies and wanted p.10 more. This caused tension.

The First Balkan War (1912–13) In 1912, the Balkan League attacked the Ottoman Empire and forced it out of Europe. This worried Austria-Hungary. At a conference in London, Austria-Hungary, Britain, and France put pressure on both sides to make peace p.19 in 1913.

The Algeciras Conference was held in 1905 to discuss Morocco. The Kaiser said it should be independent. He knew France wanted it as a colony. Britain backed France and the conference agreed. Britain also promised troops to help France if it was attacked by p.11 Germany.

The Second Balkan War (1913) broke out a month after the first war ended. Balkan states fought each other for land; the Turks joined in too. When fighting stopped, no one p.19 was content. Serbia had grown in power, but still wanted more land.

The Agadir Crisis In 1911, after a rebellion in Morocco, France took over. A German gunboat, the Panther, sailed to Agadir and threatened the French. Britain said it would go p.11 to war if Germany kept bullying France. Germany had to back down again.

Franz Ferdinand was heir to the throne of Austria. In June 1914 he went to Sarajevo, the capital of Bosnia-Herzegovina. Balkan nationalists resented him being there. Gavrilo p.20 Princip, a Serbian nationalist from Bosnia, assassinated him.

Morocco The two crises in Morocco (Algeciras and Agadir) made war more likely. Twice the Kaiser tested the Entente Cordiale, but the Alliance held and he just made Britain and p.11 France keener to resist him.

Key terms are clearly defined.

Top tip When using SuperFacts to support a statement, make sure you do not just produce a list of facts. Always say how the detail supports the statement.

Franz Ferdinand’s assassination was an attack on Austria-Hungary by nationalists. Austria-Hungary said Serbia had organised the killing. On 23 July, they sent Serbia a list of unreasonable demands, which Serbia rejected. Austria declared war on 28 July. p.21

Naval rivalry Germany began to threaten Britain’s naval superiority. In1898, the Kaiser announced that Germany would build 41 battleships and 61 cruisers. In 1906, Britain responded with the first dreadnought, a much more powerful battleship.From 1906 to p.12 1914 Britain built 29 dreadnoughts and Germany built 17.

The Alliance System now turned a local conflict into a world war. To help Serbia, Russia prepared for war against Austria-Hungary, so Germany declared war on Russia on 1 August. To support Russia, France joined the war on 2 August. When Germany invaded p.22 France through Belgium, Britain joined the war on 4 August.

The Arms Race As tensions rose, all the Great Powers, except Britain, introduced conscription. By 1914, the German army numbered 1.5 million. Large armies, in rival p.13 alliances committed to defend each other, were a dangerous development. the Great Powers were Britain, Germany, France, Austria-Hungary, Russia and Italy.

Watch out! The names ‘Ottoman Empire’ and ‘Turkish Empire’ are often used interchangeably. ‘Ottoman’ is more correct, but political writings and cartoons from the 1900s often refer to ‘Turkey’ and ‘the Turk’.

The Schlieffen Plan speeded up the start of war. This was because if Germany was to fight Russia, it needed to attack and defeat France quickly to avoid a war on two fronts. p.24

Ottoman weakness in the Balkans The Balkans were divided among surrounding powers, mostly the Ottoman Empire. But the Ottoman Empire was now weak and started p.16 to break up.In 1878, Serbia and Bulgaria split from the Ottoman Empire.

Need more help? You can find a longer explanation of each SuperFact in your Edexcel textbook, Peace and War: International Relations 1900–91. Look for this symbol, which will give you the page number .

7

6

Sample pages from ResultsPlusRevision for Edexcel GCSE History A: Modern World History

www.

Clear guidance is given on how to answer a question in the ‘Top Tips’ boxes.

Visit www.pearsonschools.co.uk/ ResultsPlusHistA for more information.

ordering details Student Books Unit 1: Peace and War: International relations 1900–1991 Student Book 978 1 846908 03 3 £12.25 Unit 2A: Germany 1918–1939 Student Book 978 1 846905 47 6 £11.25 Unit 2B: Russia 1917–1939 Student Book 978 1 846905 48 3 £11.25 Unit 2C: The USA 1919–1941 Student Book 978 1 846905 53 7 £11.25 Unit 3A: War and the transformation of British society c1903–1928 Student Book 978 1 846905 50 6 £11.25

Unit 3B: War and the transformation of British society c1931–1951 Student Book 978 1 846905 51 3 £11.25

Controlled Assessment

Unit 3C: A divided union? The USA 1945–1970 Student Book 978 1 846905 52 0 £11.25

Edexcel CA5 Vietnam 1960–1975 978 1 846906 47 3 £10.99

ActiveTeach CD-ROMs Unit 1 ActiveTeach CD-ROM 978 1 846908 15 6 £130.00 (+VAT) Unit 2 ActiveTeach CD-ROM 978 1 846905 45 2 £130.00 (+VAT) Unit 3 ActiveTeach CD-ROM 978 1 846905 46 9 £130.00 (+VAT)

new!

Edexcel CA1 Germany 1918–1939 978 1 846908 78 1 £10.99

Edexcel CA6 Government and protest in the USA 1945–1970 978 1 846906 45 9 £10.99 Edexcel CA8 Crime, policing and punishment in England c1880–c1990 978 1 846906 46 6 £10.99

Edexcel CA11 Change in British Society 1955–1975 978 1 846906 44 2 £10.99

ResultsPlus Revision

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ResultsPlus Revision for Edexcel GCSE Modern World History 978 1 846905 87 2 £5.99 (+VAT) ResultsPlus Revision for Edexcel GCSE Modern World History Pack of 10 SAVE 33% 978 1 846908 21 7 £40.00 (+VAT)

Edexcel CA10 The Impact of War on Britain c1914–1950 978 1 846908 79 8 £10.99

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History 14–16

Edexcel GCSE History B: Schools History Project

Edexcel’s own resources for the 2009 Edexcel GCSE History B specification ● Tiered activities allow students to work and progress at a pace

that works for them. ● examzone section provides resources for revision support. ● ResultsPlus features combine exam performance data with

examiner insight to give guidance on understanding performance. ● ActiveTeach, the digital Medicine and Surgery Student Book

with a range of interactive activities, provides the tools needed to cut preparation time and make whole-class teaching exciting. ● Support for controlled assessment and revision help maximise

potential.

Unit opener pages, complete with objectives, set the scene and engage from the start.

A range of fascinating sources brings history to life.

Student Book Section 1: .FEJDJOFBOEUSFBUNFOUDm

8

authors Rob Bircher, Robin Bunce, Nigel Bushnell, John Child, Nick Fellows, Laura Gallagher, Angela Leonard, Daniel Magnoff, Steve May, Victoria Payne, Rosemary Rees, Allan Todd, Cathy Warren, Steve Waugh, Mike Wells, Martyn Whittock, Susan Willoughby series editor Angela Leonard

What were your chances of a long life if you were born in 1350? Learning outcomes By the end of this topic you should be able to:

t demonstrate why many people’s life expectancy was so low during the Middle Ages

Black Death a highly infectious disease that spread throughout Europe in the mid-14th century

rThe Ancient Greeks had developed an explanation for ill

bloodletting the drawing of blood from a

health based on natural causes rather than supernatural ones.

rThe Romans introduced good standards of public health throughout their empire.

rWhen the Romans left Britain in the 5th century, much of their civilisation gradually collapsed as England was then invaded by the Angles, Saxons, Vikings and then Normans.

patient by a doctor the Church the international organisation of all Christian believers Four Humours a theory that developed

in Ancient Greece to explain illness medieval a name for the ‘Middle Ages’,

After …

the period between the Ancient World (which ended when the Romans left Britain) and the Renaissance of the 16th and 17th centuries

rIn the late 18th and 19th centuries there were significant

physician a trained doctor

advances in the understanding of the causes of ill health and a greater use of science and technology in medicine.

Reformation a period of challenges to

the authority and teachings of the Catholic Church Renaissance a period in the 16th and

Watch out!

Visit www.pearsonschools.co.uk/ EdGCSESHP to order.

Key terms apothecary a person who made medicines and ointments from a range of ingredients such as herbs and spices

Before …

Many students assume that life in the Middle Ages was the same for everyone. Remember that there was great variation between different areas of the country and different groups within society.

www.

Section 1: .FEJDJOFBOEUSFBUNFOUD

17th centuries when people thought they were reviving Ancient Greek and Ancient Roman culture Royal Society a group set up in 1660

to enable educated people to discuss scientific ideas supernatural forces outside normal

Fascinating fact

The fur worn by rich people kept them warm but also tended to attract fleas.

nature that some people believe can affect events, e.g. God, charms and luck, witchcraft or astrology

Sample pages from Edexcel GCSE History B: Schools History Project: Medicine and Surgery

12

Life expectancy Nowadays the average life expectancy is around 80 years. In the 1350s it was around 30 years, although the rich, who didn’t do manual work and had better diets, might have lived longer. Of course, some individuals lived to be 50, 60 and even 80, but this was unusual. So what were your chances of a long life? Infant mortality was high. Out of every five children born, there was a high chance that one would die before their first birthday and another would die in childhood. They died from illness, injury, poor living conditions or malnutrition. The remaining three might grow up and get married and have their own families. Even so, many women died in childbirth and working men could die from injuries at work, while diseases such as smallpox, leprosy and various fevers – called ‘agues’ – killed people of all ages. Medicine in the medieval period was focused on dealing with infectious diseases but also on treating daily aches and pains. Conditions that we can now treat successfully, such as heart problems, types of cancer or the need for a hip replacement, were less of a problem because fewer people lived to old age. But when these conditions did develop, there was usually no successful treatment for them.

9 410 CE Romans left Britain

*O NPTUQFPQMFMJWFEJOTNBMMWJMMBHFT 5IFZHSFXUIFJSPXOGPPE NBEFUIFJSPXO DMPUIFTBOECPVHIUBOZUIJOHFMTFUIFZOFFEFE BUUIFMPDBMNBSLFUPSOFBSFTUUPXO5IFZ QSPCBCMZIBEPOMZPOFSPPNJOUIFJSIPNF BOEEVSJOHUIFXJOUFSUIFZPGUFOCSPVHIUUIFJS BOJNBMT TVDIBTDPXTBOEQJHT JOEPPST

1348 Black Death reached Britain

Activities 1 Make a list of the main causes of death in the medieval period described on these pages.

1543 Vesalius

2 What clues can you see in the picture of a peasant’s home to suggest reasons why people might become ill?

1628

3 Summarise the reasons why life expectancy in medieval times was so much shorter than it is nowadays, using the headings: Living Conditions; Disease; Other Reasons.

Harvey

Challenge 4 How far do you think it is still true that richer people in Britain tend to live longer than poorer people? You should be able to think of points to both support and challenge this idea, so make sure you explain why you find some points are stronger than others.

1660 Royal Society established

1665 Plague in London

Timelines are included at the start of each unit to make students familiar with the timescale of the period.

History 14–16 ActiveTeach The ultimate front-of-class teaching tool! The ActiveTeach CD-ROM contains an electronic version of the Medicine and Surgery Student Book, interactive ResultsPlus and examzone features, plus a wealth of extra resources to provide you with all the support you need to plan and deliver engaging lessons.

(GH[FHO*&6(+LVWRU\%

5HVXOWV3OXV

([DP]RQH

Enlarge and project every page of the Student Books for focused whole-class teaching.

ResultsPlus and examzone features provide revision support.

Includes a VLE site pack to give you maximum flexibility of use. Tested on Fronter, Moodle and Kaleidos. Go to www.pearsonschools.co.uk/vlesupport to find out about compatibility with other VLEs.

Add your own resources to create personalised lessons and for easy integration into your scheme of work.

RI

Sample screen from Edexcel GCSE History B: Schools History Project: Medicine and Surgery ActiveTeach

new!

Controlled Assessment Student Books Six Controlled Assessment Student Books give you the tools to prepare your students for their research and controlled assessment with confidence. ● Covers the main subject content required as a basis for the Part A enquiry and the Part B

representation focus. Part B: Understanding and analysing representations of history

Part B

8

Understanding and analysing representations of history Analysing representations

Learning Outcome

Develops students’ skills in understanding, analysing and evaluating representations.

Case studies and practice activities build students’ enquiry skills.

By the end of this topic you should be able to: t understand what is meant by representations of history t understand how historical representations are created t analyse representations and judge how far they differ from one another

What are representations? A representation is a depiction of the past created visually or in words. It is designed to create an image of things in the past – an event, a movement, the role of an individual and so on. Historians create representations when they write about the past. They create for us a picture of what life was like, why people acted as they did, and what the consequences of events and developments were. Novelists, filmmakers and cartoonists also give us an image of past societies and events. In each case, the way they choose to portray – that is to show – their subject creates a representation of it.

Someone who creates a representation takes some of the same steps you might take when taking a photograph or creating a Facebook entry. You choose what you are taking a photograph of or how to show yourself. Do you want to record an important event? And do you want to show it as happy or solemn? Do you want to show the beauty of a particular place? To get the effect you want, you choose which things to focus on. Sometimes you decide to leave things out. In this way, you make decisions about how to portray the scene or the event.

A modern example of a representation

Source A: An illustration from the website of the British Tourist board 2009. It shows a scene on the East Coast.

the inclusion of the boat and the windmill

the blue sky (would the photograph have been taken on a rainy day?)

the uncrowded scene – no objects in the centre of the picture

What do you think is the purpose of the representation in Source A?

9

Now study source B. It is a photograph taken in the middle of an August morning. It shows a part of the coast near to source A. The building in the background is a nuclear power station.

When you analyse a representation you should look at each part separately and think about how it affects the overall image. From the details you can infer – you can work out – what impression the artist or author is trying to give.

Let’s first take a modern example and then use skills of analysis of a historical representation. Study source A below.

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Note the details the photographer has chosen to include. Why have these details been included? What message are they designed to give? Can you suggest anything which may have been deliberately left out?

the happy-looking young couple (Do people look happy all the time? Why has the photographer not shown just one person alone?)

Source B: A holiday photograph taken at Sizewell on the Suffolk Coast, August 2009. What parts of Source A are supported by details in Source B?

Activity

Would you use Source B to advertise holidays on the Suffolk Coast? If not, why not? If yes, what parts of the photograph would you select?

1. Describe the representation of the East coast of England given in Source A. Use details from Source A. You could begin ‘Source A is representation of the East Coast. It is designed to portray it as…. We can tell this because….

Source A is not inaccurate, but Source B helps to show us that Source A is not a complete representation. Source A is one view and when we analyse it, we can infer the message and purpose of this representation from the choices the photographer has made. Source A is designed to portray the coast as attractive and uncrowded; a place to enjoy walks and be happy. Its purpose is to encourage people to take holidays in the area.

2. Try to use most of the following words and phrases in your description. You can use them in any order: t TFMFDUFE t DIPTFOUP t PNJUUFE t EFMJCFSBUFMZ t IJHIMJHIUFE t JODMVEFE t JODPNQMFUF You can also use details from Source B if you wish.

Sample pages from CA8 Crime, policing and punishment in England c1880–1990

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History 14–16

new! Written by a team of subject specialists, this interactive Revision Guide for Edexcel GCSE History B provides expert support for your students. O Easy-to-use guide comes with a CD-ROM of diagnostic tests and practice questions. O Contains information on what students need to revise, with helpful ResultsPlus features

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Sample pages from ResultsPlusRevision for Edexcel GCSE History B:Schools History Project

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Clear guidance is given on how to answer a question in the ‘Top Tip’ boxes.

Visit www.pearsonschools.co.uk/ ResultsPlusHistB for more information.

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Edexcel GCSE History B: Schools History Project – Medicine (1A) and Surgery (3A) Student Book 978 1 846904 40 0 £15.99

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Edexcel GCSE History B: Schools History Project – Crime (1B) and Protest (3B) Student Book 978 1 846904 41 7 £15.25 Edexcel GCSE History B: Schools History Project – Warfare (1C) and Its Impact (3C) Student Book 978 1 846904 42 4 £15.25

Edexcel GCSE History B: Schools History Project – Crime (1B) and Protest (3B) Teacher Guide 978 1 846904 46 2 £77.50 (+VAT)

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Edexcel GCSE History B: Schools History Project – Warfare (1C) and its Impact (3C) Teacher Guide 978 1 846904 47 9 £77.50 (+VAT)

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14

Edexcel GCSE History B: Schools History Project – Medicine (1A) and Surgery (3A) Teacher Guide 978 1 846904 45 5 £77.50 (+VAT)

Edexcel GCSE History B: Schools History Project – American West (2B) Teacher Guide 978 1 846904 49 3 £50.00 (+VAT)

Edexcel CA11 Change in British Society 1955–1975 978 1 846906 44 2 £10.99

Edexcel GCSE History B: Schools History Project – Life in Germany (2C) Teacher Guide 978 1 846904 50 9 £50.00 (+VAT)

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History 14–16

examWizard Create customised practice exams and topic tests for GCSE and A Level in minutes! examWizard helps you prepare your students for their Edexcel exams. It enables you to browse a huge bank of past Edexcel exam questions and create your own mock exams, topic tests and homework – in minutes. There are just four steps to follow: Step 1: Decide how to SELECT your questions. For example, search by topic, level or past paper.

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New GCSE edition licences including many new questions. GCSE History Updated for the latest specification for first teaching September 2009. 2009 CD-ROM licences contain many new questions from the sample assessment material as well as a remapping of all 2003-07 papers to the current specification.

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History 14–16

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