GCSE PUPIL STUDY GUIDE

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1 GCSE PUPIL STUDY GUIDE 1

2 Welcome to GCSE History Exam Board AQA Specification B Unit Module Unit Description Percentage towards final grade Unit 1: International Relations: 37.5% Conflict and Peace in the 20th Century Unit 2: Twentieth Century Depth 37.5% Studies Unit 3: Historical Enquiry 25% Teachers of GCSE History: Mr C Jones(Head of History) chris.jones@slougheton.com Mrs C Peck cpe@slougheton.com Mr G Cronie gcr@slougheton.com Examination Board AQA Examination Date: June

3 To be a success you need: Drive Determination Ambition Attitude A successful candidate will do the following: Draw up a revision timetable. Use a variety of different revision techniques. Systematically reduce their notes until they consist of key words. Learn a range of material relating to a particular topic so that they are able to be flexible in their exam response. Know that half the battle with revision is starting, therefore they use a variety of approaches to starting revision that are effective. Know that 'little and often' is the key to effective revision. Listen to soothing background music. Systematically learn material thoroughly. Learn all topics well. Treat all topics the same. Concentrate well. Know the link between effort and attainment. Complete their coursework before it is time to start revising. Revise for all subjects equally. Discuss their revision with their parents, teachers and friends. You SHOULD use a variety of revision techniques. REVISION TECHNIQUE TYPE Mind map Visual Make a poster Visual Make a chart Visual Make a diagram Visual Make a cartoon Visual Make notes on key ideas Visual Create a picture in your imagination Visual Record key ideas Auditory Tell key ideas to another pupil Auditory Tell key ideas to the dog Auditory Get someone to test you Auditory Exchange key ideas with a friend Auditory Play soothing background music Auditory Plan revision time Organisational Break revision into manageable 'chunks' Organisational Make a revision timetable Organisational Highlight the main points Organisational Reduce notes to key words Organisational Tick each topic as it has been revised Organisational Build in rewards such as watching TV Personal Approach revision positively Personal Take regular breaks Personal Seek advice on difficult concepts Personal Review the progress of revision to make sure the appropriate techniques are being used Personal 3

4 Course Content UNIT 1: International Relations: (Full Course) Conflict and Peace in the 20th Century This unit provides an outline study of the main events of the 20th Century. The Origins of the Cold War Key issue: Why did the USA and USSR become rivals in the years ? Ideological differences and their effects The Yalta and Potsdam Conferences The dropping of the atom bomb and its effects: Hiroshima and Nagasaki The Iron Curtain: Soviet expansion in the East; Czechoslovakia, 1948 The Truman Doctrine: the situation in Greece and Turkey; the purpose of Truman Doctrine The Marshall Plan: effect of Marshall Aid and the Soviet response; Cominform and Comecon; Yugoslavia The Berlin Blockade and Airlift. Key issue: How did the Cold War develop in the years ? The formation of NATO: its membership and purpose The nuclear arms race: atom bomb; hydrogen bomb The Korean War, : reasons for involvement of UN and USA; the role of MacArthur; the part played by USSR and China The Thaw : death of Stalin; Austria; Khrushchev s policy of peaceful co-existence The formation of the Warsaw Pact: membership and purpose. Crises of the Cold War Key issue: How peaceful was Peaceful Co-existence? Hungary, 1956: causes of the rising, why it was a threat to the USSR and how the soviets dealt with it; the effects on Europe and the Cold War The continuation of the nuclear arms/space race: Sputnik 1; ICBMs; Polaris; Gagarin; Apollo The U2 Crisis 1960: the purpose of U2; the responses of the USA and the USSR to the crisis; the effect on the Paris Summit and the peace process The situation in Berlin: the Berlin Wall; Kennedy s response. Key issue: How close to war was the world in the 1960s? The nuclear deterrent: progress with nuclear disarmament; the space race in the 1960s The Cuban Missile Crisis, 1962: the effect of Castro s seizure of power in Cuba; Kennedy and the Bay of Pigs; Khrushchev and the missile crisis of 1962; Kennedy s response; the danger to the world; the results of the crisis; the effect on Kennedy and Khrushchev Czechoslovakia, 1968: Dubcek and the Prague Spring; why it concerned the USSR and the Warsaw Pact and their response to it; the effects on East-West relations; the comparison with Hungary, 1956; the Brezhnev Doctrine. Failure of Détente and the collapse of communism Key issue: Why did Détente collapse in the 1970s and 1980s? The Soviet involvement in Afghanistan: reasons for Soviet involvement; reaction of President Carter and the USA to the war; progress of the war; the failure of SALT 2; the Olympic boycotts Reagan and the renewal of the Cold War: attitudes to communism; development of new weapons; SDI Solidarity in Poland: conditions in Poland; Lech Walesa; aims and suppression. Key issue: Why did communism collapse in Central and Eastern Europe? Soviet failure in Afghanistan and its political and economic effects on the USSR Gorbachev and Reagan: changing attitudes: Glasnost and Perestroika; changes in domestic and foreign policy and their effects; the collapse of the USSR The end of Soviet control in Eastern Europe: the success of Solidarity; the end of the Berlin Wall; Czechoslovakia and Hungary; the fate of Gorbachev; the end of the Cold War. 4

5 Unit 2: Twentieth Century Depth Studies This unit offers Depth Studies of national or regional issues and developments. There are two sections, A and B. Depth Study topics are as follows: The Roaring 20s: USA, Key issue: How and why did the USA achieve prosperity in the 1920s? Isolationism and its effects: American rejection of the Treaty of Versailles and refusal to join the League of Nations; the consequences for the USA Tariff policy: Fordney-McCumber Tariff of 1922 Mass production (e.g. Ford and the Motor industry); consumer industries and advertising Hire Purchase; purchase of shares; the stock market boom; Republican Government policies Developments in the entertainment industries, e.g. the cinema, Jazz. Key issue: How far was the USA a divided society in the 1920s? Rich versus poor: continuation of poverty for some e.g. farmers Race: immigration controls; the quota system of 1921; National Origins Act of 1924; the Ku Klux Klan and its activities Prohibition: groups for and against it; organised crime; the impact on society Young people: fashions, flappers. Key issue: Why did the US Stock Exchange collapse in 1929? The problems of the 1920s: over-production, lack of credit control; the effects of tariff policy; unequal distribution of wealth The Wall Street Crash: events and immediate consequences. Hitler s Germany, Key issue: How and why was Hitler able to become Chancellor in January 1933? The impact of the Wall Street Crash and Depression in Germany; growth in support for the Nazis and other extremist parties The Weimar system of government and the failure of democracy; the elections of 1930 and 1932; invitation to lead a coalition government, 1933; reactions among German people. Key issue: How did Hitler change Germany from a democracy to a Nazi dictatorship, , and then reinforce this? The Reichstag Fire; the election of March 1933; the Enabling Act The elimination of political opposition: political parties, trade unions; the Night of the Long Knives; the death of Hindenburg; Hitler becomes Führer One party law and order: SS and Gestapo; concentration camps; propaganda; censorship; the media; control of education; youth movements; control of the churches. Key issue: To what extent did Germans benefit from Nazi rule in the 1930s? Economic policy: increased employment through public works programmes, rearmament and conscription; self-sufficiency Social policy: standards of living; promises to the German people; effects of Nazi policy on the lives of women; effects on culture Racial persecution: the Jews and other alien groups, e.g. gypsies. Race Relations in the USA Key issue: To what extent did racial inequality exist in the USA in the 1950s? Segregation laws; attitudes in the Southern States; the Ku Klux Klan Rosa Parks and the Montgomery Bus Boycott, Brown versus Topeka Board of Education Little Rock High School, 1957 Living standards for African Americans Key issue: How effective were the methods used by members of the Civil Rights Movement between ? The Freedom Rides, 1961; Freedom Marches 1963 The Washington March, 1963 Black Power protests at the Mexico Olympics, 1968 The Black Power movement in the 1960s Key issue: How important was Martin Luther King in the fight for Civil Rights in the USA? His role as a protest organiser, The Civil Rights Act, 1964 Winning the Nobel Peace Prize, 1964 Race Riots, The assassination of Martin Luther King 5

6 Unit 3: Historical Enquiry This unit will be assessed by means of controlled assessment. Pupils will submit their responses to two questions on Britain in the 20th Century, prepared under controlled conditions. British People at War Key questions: How did the World Wars change the way of life for people of Britain? To what extent and why did the experience of British people in war in the First World War differ from the experience of the Second World War? Two questions will focus on: 1. The involvement of propaganda during the two World Wars. 2. Can the two World Wars be described as Total Wars. 6

7 SUMMARY OF ASSESSMENT Both Units 1 and 2 will test all the assessment objectives. For AO1 and AO2 the emphasis will be on knowledge and understanding of International Relations in Unit 1 and national or regional Depth Studies in Unit 2. The understanding, analysis and evaluation of historical evidence (AO3) requires candidates to study source material, including text, pictures, diagrams and statistical information. Unit 1 International Relations: Conflict and Peace in the 20th Century This unit provides an outline study of history. The content is on international relations and covers many of the main events of the 20th Century. There are six questions on the examination paper. There will be three questions will be on the period pre-1939 and three questions on the periodpost-1945.pupils must answer any three. All questions have three parts. Mark allocations are as follows: (a) 4 marks (b) 6 marks (c) 10 marks Unit 2: 20th Century Depth Studies This unit requires the study of contrasting or complementary governments throughout the Twentieth Century. It gives a national or regional focus to studies in depth, based on events, developments and issues in specified countries or regions. In Section A pupils will choose one of three depth studies on the early Twentieth Century as the foundation for later developments in the period. You must answer one question from this section. In Section B, pupils will choose two from seven national and regional depth studies to build on the understanding of the content of Section A. You must answer two questions from this section. Section A questions have three parts. Mark allocations are as follows: (a) 4 marks (b) 6 marks (c) 1 0 marks + 3 for SPaG (Spelling, Punctuation and Grammar) Section B questions have two parts. Mark allocations are as follows: (a) 8 marks (b) 1 2 marks +6 for SPaG Unit 3: Historical Enquiry British History Unit 3 requires candidates to produce an Historical Enquiry of approximately 2000 words on Britain in the 20th Century. The tasks for the Historical Enquiry will be set by AQA. There will be two questions to answer. Question 1 15marks Question 2 25 marks 7

8 Assessment Objectives Assessment Objectives AO1 Recall, select and communicate their knowledge and understanding of history AO2 Demonstrate their understanding of the past through explanation and analysis of: key concepts: causation, consequence, continuity, change and significance within an historical context key features and characteristics of the periods studied and the relationship between them AO3 Understand, analyse and evaluate: a range of source material as part of an historical enquiry how aspects of the past have been interpreted and represented in different % WEIGHTING 32.5% 32.5% 35% Weighting of the Assessment Objectives for GCSE Full Course The table below shows the approximate weighting of each of the Assessment Objectives in the GCSE units. Assessment Objectives Unit Weighting % Overall Weighting of AOs Unit 1 Unit 2 Unit 3 AO A A Overall Weighting of Units

9 1 Use the table below to record written feedback from you teacher Targets to Improve MOCK EXAM RESULT AM I ON TRACK TO MEET MY TARGET GRADE? Y / N WHAT DO I NEED TO DO NOW TO IMPROVE? TARGET HOW I PLAN TO MEET THIS TARGET 9

10 In Unit 1: You are preparing for the following types of questions: 1. A Describe question: You can give a brief general statement of the main issue and then add three points of information, not mentioned in the question. You must know a lot of details about a key event. 2. An Interpretations question. You will be given a cartoon or quotation which puts forward a particular point of view about an event. You will be asked if you agree with this opinion or viewpoint. You must write a paragraph explaining in specific (rather than general) terms how the provenance affects the reliability of the interpretation. Provenance is about who wrote the source?, when? and why? You must try to explain how these three factors might influence what they say. You can then add a second paragraph explaining whether or not the interpretation fits with your own factual knowledge. In other words does this match up with what you know about the event? 3. An Either-Or question The student can describe each of two causes of a major international development, can explain how it caused the development and can assess how important a cause it was. An answer which describes well without explanation can earn an F (3/10) An answer which explains well without assessment can earn a C (5/10). Describe each event in detail. Explain how they contributed to a major event, in other words what were the results of each event. Assess which event was more important than the other and say why. 10

11 In Unit 2a- You are preparing for the following types of questions: The three kinds of question are: 1. An Inference question (4 marks) 2. An Explain how question (6 marks) 3. A Usefulness of a source question (10 marks+3 Spag) 1. An Inference question: You must identify facts in the source itself. Then try to work out what is being implied by the source? What is the underlying message,? What are you being asked to believe about an event? 2. An Explain how question You must write paragraphs, containing several ideas backed up with facts, that explain in specific (rather than general) terms how or why a certain situation came about. You must give reasons as to how one thing led to another. 3. A Usefulness of a source question You must write a paragraph explaining how the provenance affects the usefulness of a source. In other words, Who wrote it? When? What was going on at the time? Why? Were they a reliable witness? Then write a second paragraph explaining how the source s factual content makes it useful. What useful information is contained in the source. What facts are contained in it? What opinions are contained in it? In Unit 2 b The two kinds of question are: 1. A Describe how question (8 marks) 2. An Analysis and explanation question (12 marks+3 Spag) 1. A Describe how question: You must give a detailed description of two or more aspects of the topic. All the marks are given for description (that is, factual content). 2. An Analysis and explanation question You must produce a written argument agreeing or disagreeing with a given statement. Explore the possibilities. Out forward arguments supporting the proposition, put forward the counter arguments. In your conclusion you must weigh up the two arguments and then reach a judgement, saying which is the best argument and say why 11

12 EXTRA History Department important dates: (to be inputted by pupil) Date Deadline/Exam/Field trip 12

13 Reading List/Text Books 13

14 Useful Websites: READING Reading is vital to GCSE History. But, do you find your eyelids grow heavy when you just look at the cover of a History textbook? And you try to find anything else that needs doing rather than open it - and even worse, read it? Do you turn pages without having a clue what you ve just read? You are not alone!! This common sense advice is for you. Read on! Remember, you do not have to read every word of every page of every textbook that is available on a topic. Far from it! That would be boring, and put you off History for life. You don t know whether what the text / article is going to say is of any relevance or interest to you, and you will have a limited amount of time to devote to it. So try this:- 14

15 1. SURVEY your reading matter critically - title / chapter heading, subtitle, author, date of publication, contents, index. Do the chapters have summaries or lists of key points or dates at the beginning or end? If so, read this first. The survey should take a minute or two. It is a vital first stage. Don t skip it. 2. QUESTION yourself about what exactly you are expecting to get out of the book or chapter. You will then have a purpose in reading which should help you to keep your concentration. 3. READ. You have now decided what to read, and what you want to get out of it, but don t read every word, even now! a) SKIM first for an overview. Look at the first and last paragraphs of chapters, and the first and last sentences of chapters. These will summarise what the chapter as a whole and each paragraph is about. b) READ IN DETAIL only what you absolutely have to because it is particularly relevant to your purpose. NB: Many History texts are actually quite user-friendly, with largish print, summaries of key dates, questions to think about, extracts from historical documents, maps, illustration and even readable text! Go on! Be brave! Have a go! Skills for Learning Checklist During the course of your GCSE you will be taught different study skills. Record those skills below. Study skills and strategies Note Taking Strategies Please Tick when the study skill has been taught in the subject. Please tick and date when the study skill assessment has been completed and passed. TICK DATE Please tick if you require additional support with this study skill. The work I completed in this subject to learn the study skill. 15

16 Understand question demands: so YOU know how to describe, explain, evaluate etc (as appropriate for your course). Understand VCOP and how to use it Reading Skills: how to skim, scan, critically approach a text and how to read difficult text. Explanation of assessment criteria and how to use it to focus target setting and improve work How to use Feedback. When a piece of work is completed and marked by your teacher, YOU know how to use the feedback sheet to improve your work How to create a bibliography (Harvard System) For Controlled Assessment How to proofread work Plagiarism in your subject How to research on the internet for your subject. How to save websites to favourites How to use FRONTER and locate subject specific resources How to save and send work in your shared area and on FRONTER Communication Skills: How to create and deliver: 1. A powerpoint and present it to an audience 2. A verbal presentation 3. Self and Peer assessment of work. Essay Writing Skills; Writing frames and use of VCOP 16

17 Revision Strategies Exam Technique Please add any additional skills YOU must learn to be a successful learner in your subject Please Tick when the study skill has been taught in the subject. Please tick and date when the study skill assessment has been completed and passed. TICK DATE Please tick if you require additional support with this study skill. The work I completed in this subject to learn the study skill. 17

18 Notes 18

19 Notes 19

Year 11 December 2014 Mock Feedback. LO: To identify how you gained marks and identify areas for improvement.

Year 11 December 2014 Mock Feedback LO: To identify how you gained marks and identify areas for improvement. Grade boundaries 100 90% - A* 89 80% A 79 70% B 69 60% C 59 50% D 49 40% E 39 30% - F Unit 1