Edexcel GCSE (9 1) History

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1 Edexcel GCSE (9 1) History Supporting great history teaching NEW FOR 2016 Introducing our brand-new resources Get 35% off with code GCSEHIS16* *Valid until 31st May Only available to those purchasing on a UK establishment account and not to be combined with any other offers. Look out for FREE support for the Edexcel GCSE (9 1) qualification too!

2 Supporting great histo History matters. That s why both our Edexcel GCSE (9 1) History qualification and published resources are designed to support great history teaching, and students success in their studies. The top 5 things to know about our new resources 1 Complete coverage of the new Edexcel GCSE (9 1) History specification We re the only publisher to offer print and digital resources for every option in our Edexcel GCSE (9 1) History specification, so you can plan, teach, track and assess the topics you ve chosen with confidence. Digital Service See Pages 6 and 7 to explore... 2 Expert support for exam preparation and practice You and your students can get exam-ready with guidance from our Series Editor Angela Leonard (former Edexcel Chair of Examiners) throughout the series. There s advice on getting to grips with new assessment requirements, including why interpretations differ, writing structured analytical narratives and framing historically valid questions. Each book also has practice exam questions, tips and annotated sample answers for every question type. What s more, there are end-of-unit assessments, mark schemes and revision resources to help your students get set to best show what they know and can do too. Take a look at the exam preparation sections in our Student Books for more... 2

3 ry teaching 3 Designed to help every student make progress To ensure all students can engage with, enjoy and make progress in history, our resources are clearly structured with accessible text, engaging images and sources and differentiated activities. You and your students can check and shape their success throughout the course with baseline, diagnostic and exam-style assessments, as well as using our range of Pearson Progression Services. See Pages 8 15 to find out more... 4 Targeted guidance to develop students historical thinking skills Our resources include tailored activities to nurture students thinking in the key areas of Evidence, Interpretations, Causation and Change based on the established Thinking Historically approach we ve developed with Dr Arthur Chapman at the Institute of Education, University College London. Thinking historically See the approach at work on Pages 10 and Focused on helping improve students historical writing skills Writing Historically spreads in every book are designed to help students master the writing vital to success in history. Exercises based on the proven Grammar for Writing approach developed by the University of Exeter tackle weaknesses identified in past exam scripts, and introduce techniques students can use to express themselves more clearly and precisely. Explore more on Pages 12 and Writing historically Supporting you every step of the way There s even more FREE support for our Edexcel GCSE (9 1) History qualification too! 3

4 Supporting you every step of the way Our new resources and the extensive free support offered as part of the Edexcel GCSE (9 1) qua with all the support you need to help your students make the most of their potential. Plan We ll help you navigate the changes and design your new GCSE course. Teach Our high-quality support will help you teach the skills students will need. Online lesson plans with differentiation ideas With our new Digital Service, you ll get lesson plans linked to the Edexcel schemes of work to help you teach the key new content and requirements. They also contain differentiation ideas to help you keep all your students engaged and making progress, and worksheets to make delivering your lessons even easier. Digital Service Student Books for every option in the specification (also available as Kindle editions), series edited by Angela Leonard. ActiveBooks for every topic Online editions of the Student Books that can be personalised with annotations and notes, ideal for revision. Online front-of-class teaching resources, including: Student Books for on-screen use editable worksheets to use with the Student Books and lesson plans teacher guidance on Thinking Historically and Writing Historically. Digital Service Guide to constructing your course, to help you see where you can make links between topics. Getting Started guide Course planners, for teaching a two-year or three-year Key Stage 4. Schemes of work for every topic Topic booklets for every topic Mapping documents Guidance to to help if you are planning to start teaching the new GCSE before new resources are ready. Guide to Teaching Thematic Studies Guide to Teaching the Historic Environment requirement Materials to help develop source and interpretations skills Guide to Thinking Historically More about our approach to improving students conceptual understanding in history. Expert support every step of the way Your Subject Advisor, Mark Battye, is on hand to help with any questions you may have about the new courses. Get in TeachingHistory@pearson.com

5 lification have both been designed to support success in history. Together, they ll provide you Track and Assess We ll help you track every student s progress and prepare for the new assessments. Online end-of-unit assessments and mark schemes Digital Service Online exam skills PowerPoints you can use with your students to work through sample answers step by step. Develop Our events support great history teaching and also count towards your CPD hours. Professional Development Courses Events to help you get the most out of our products, services and qualifications, which combined will have a greater impact on learning. Revision Guides and Revision Workbooks Easy-to-use resources for additional question practice, classroom revision and independent study. Pearson Progression service, including free progression maps, to track students progress from baseline tests to assess every student s starting point. Additional specimen papers Student exemplars and examiner commentaries ResultsPlus the most detailed analysis available of your students exam performance. Getting Ready to Teach Join our experts at full-day events todiscover more about the structure, content and assessment of our new qualification, and explore teaching and delivery strategies. examwizard a free exam preparation tool containing a bank of past exam questions, mark schemes and examiners reports. Paid-for resources from Pearson: Edexcel GCSE (9 1) History Free resources from Pearson Free support for our Edexcel GCSE (9 1) History qualification 5

6 A Student Book for every topic an Medicine through time, c1250-present Crime and punishment through time, c1000 present Warfare through time, c1250 present Anglo-Saxon and Norman England, c Student Book ActiveBook Digital Service* Student Book ActiveBook Digital Service* Student Book ActiveBook Digital Service* Student Book ActiveBook Digital Service* British America, : empire and revolution The American West, c1835 c1895 Superpower relations and the Cold War, Conflict in the Middle East, c Student Book ActiveBook Digital Service* Student Book ActiveBook Digital Service* Student Book ActiveBook Digital Service* Student Book ActiveBook Digital Service* *All Digital Service and ActiveBook prices shown are for a medium-size subscription. Visit us online at to chat to our experts about what s right for your school. Digital Service 6

7 d more NEW FOR 2016 The reigns of King Richard I and King John, Early Elizabethan England, Henry VIII and his ministers, Spain and the New World, c Student Book Student Book Student Book Student Book ActiveBook ActiveBook ActiveBook ActiveBook Digital Service* Digital Service* Digital Service* Digital Service* Mao s China, Russia and the Soviet Union, The USA, : conflict at home and abroad Weimar and Nazi Germany, Student Book Student Book Student Book Student Book ActiveBook ActiveBook ActiveBook ActiveBook Digital Service* Digital Service* Digital Service* Digital Service* Get 35% off our Student Books with the discount code GCSEHIS16 at **Discount runs until 31st May 2016 and applies to UK institutions only; this offer relates to print products and can t be used with any other discount. 7

8 1.1 The situation on Eliza What to look out for in our Student Within our Student Books, you ll get a glimpse of all the features Definitions of unfamiliar and historically important words. Sources to bring history to life. 1.1 The situation on Elizabeth s accession Women were not considered to be physically, mentally or emotionally capable of governing, and even the home was supposed to be under the authority of the husband or father. It was unusual for women to be in a position of power. Many people thought that Elizabeth should marry. However, she had no intention of doing so. Elizabeth turned down offers from some of the most eligible princes of Europe, including her own brother-in-law, Philip II of Spain. Other failed suitors included King Eric of Sweden and the French heir to the throne, the Duke of Alençon. The majority of people thought that women were not capable of ruling (see Interpretation 1). This prejudice had not been helped by Mary I s reign ( ). As England s first queen regnant* her short reign had not gone well. England had lost a war against France and morale was low. England s finances were poor and so were many of its people. There had been several bad harvests leading to disease, hunger and poverty. Mary s marriage to King Philip II of Spain was so unpopular that it had led to a rebellion. Mary burned almost 300 people for their religious beliefs. Although most people were Catholic, like Mary, the burnings had not been popular. Key term Queen regnant* Regnant is a Latin word and means reigning. Elizabeth was a queen regnant because she ruled in her own right, like her sister, Mary. Interpretation 1 Character and strengths Elizabeth was highly intelligent and well educated, with an eye for detail and an excellent grasp of politics. She spoke Latin, Greek, French and Italian. She had also experienced being a prisoner in the Tower of London, where she was held in 1554 on suspicion of treason against Mary I. She understood the dangerous world of court politics, where ambitious courtiers schemed and plotted to gain power and influence. The lifestyle for courtiers was lavish, but the stakes were high: fall out of favour with the queen and you could lose your life. Elizabeth was confident and charismatic, able to make great speeches and win over her subjects. She could make her views strongly felt, and had a temper that people feared. She also often took a long time to make up her mind, especially over serious matters, and her Privy Council and advisers could find her extremely frustrating. Activities 1 Working in pairs, make a quiz about Elizabeth I. The sections of the quiz should be The powers Elizabeth I had and The problems Elizabeth I faced. You must write out the questions and answers in full. Once you have finished, swap quizzes with another pair and answer the questions. 2 List the qualities that you think would make a successful 16th century monarch. 3 Did Elizabeth I have these qualities? Make a table with two columns showing her strengths and weaknesses as a queen. Draft material Historian Christopher Haigh interprets Elizabeth as a strong, independent female leader in the book Elizabeth I (1988). Elizabeth sought to present herself, woman though she was, as a fit occupant of the throne of England, and she did not propose to confuse the issue by recruiting a husband or an heir This was done not by an attack upon the sixteenth century stereotype of a woman. Elizabeth accepted the image and often derided her own sex she did not seek to change the ideal, but to escape from it, by suggesting that she was no ordinary woman. Source C Elizabeth I ( ) at her coronation, painted after 1600 by an unknown artist. Challenges at home and from abroad Financial weakness Interpretation 2 Historian Elizabeth Jenkins d Elizabeth ruled England in E Great (2001). [Elizabeth] was self-willed dictatorial Yet she had q that aroused the admiratio emotion of men Pale and glittering with jewels sh fast that it alarmed the Ma Horse responsible for her s danced and walked as if she never get enough of rapid m Her ministers groaned at th of work she exacted and at h spend their own money in th service; they exclaimed that retire, or at least take a holid Queen could not spare them, were with her until they died Extend your knowledge Elizabeth and Anne To further legitimise her claim t throne, Elizabeth campaigned fo mother, Anne Boleyn, to be reme in a positive way. Anne Boleyn ha executed by Henry VIII, but Elizab wanted her to be remembered a greatest love, and a martyr to he Protestant cause (see page 18). Draft materia profits of justice (fines, property or lands from convicted of crimes) loans (sometimes loans were forced, meaning were compulsory and never repaid). England s monarchs could not do whatever they Elizabeth s government did not have a lot of mon pleased. They might take the throne by the divine right, as England had fought costly wars before she bec but they needed money and support to rule successfully. queen and lots of Crown lands had been sold off t Monarchs could raise money from: money to fight them. When she took the throne, t Crown was 300,000 in debt, which was a huge sum rents and income from their own lands (Crown lands) In contrast, the total annual income of the C taxes from trade (known as customs duties) at that time was approximately 286,667. special additional taxes known as subsidies, which had to be agreed by parliament Interpretations give insights into how historians have written about the events being studied, and support the assessment of interpretations in Paper 3. Extra details to deepen students knowledge and understanding. Summaries of the key points at the end of each chunk of learning to embed core knowledge and aid revision.

9 Books... we ve created to help all your students succeed in history. beth s accession iscusses how lizabeth the and ualities n and frail, e rode so ster of the afety, and could otion. e amount aving to e public they must ay; but the and they. l o the r her mbered d been eth s his r people they ey, ame o raise he in rown 1.4 The problem of Mary, Queen of Scots Activity Create a spider diagram showing the reasons why Elizabeth was so cautious when making a decision about the fate of Mary, Queen of Scots. Summary Plot and rebellion, 1569 Not only would Elizabeth not name an heir, she refused to discuss marriage either. In 1569, a plot was hatched at court that seemed to not only deal with the problem of Mary, but also the succession. The plan was to marry Mary to the Duke of Norfolk, England s most senior noble. He was a Protestant so any children would be too. They would also have a strong claim to the throne. Mary liked the plot. Even some of Elizabeth s favourites, like the Earl of Leicester, were involved at first. As the plan developed, however, he changed his mind. The Earl of Leicester eventually told Elizabeth of the plan. It confirmed how dangerous the Queen of Scots was, even in captivity. She was moved south to Coventry. Nevertheless, Elizabeth still refused to take any strong action against Mary. Mary, Queen of Scots (Elizabeth s cousin), is NOT Queen Mary I (Elizabeth s sister). Mary, Queen of Scots arrival in England was a huge problem for Elizabeth I. Mary had a strong claim to be next in line to the English throne after Elizabeth. Mary became the focus of a plot at court in 1569 to marry her to the Duke of Norfolk. The plot to marry Mary to the Duke of Norfolk was developed into a rebellion by the Catholic earls of Northumberland and Westmorland. Elizabeth did not want to take action against Mary because she was an anointed monarch. From 1568, Mary remained in captivity in England. Checkpoint Engaging and accessible activities tailored to the skills focuses of each unit to support and stretch students learning. Strengthen S1 Describe the chain of events that led Mary, Queen of Scots, to come to England. S2 Give two options Elizabeth had in dealing with Mary and say why she did not take them. S3 What was the aim of the plot concerning Mary that developed at court? Challenge C1 Explain how changes in Scotland and France caused problems for Elizabeth I. C2 Explain why there was no ideal solution to the Mary problem for Elizabeth I, including holding her in captivity in England. If you are not confident about constructing answers to these questions, write a list of all factors related to the problems described, using information from the chapter to help you. This will help to structure your answer. Draft material 36 Recap: Queen, government and religion, Recall quiz 1 What were the key features of the Privy Council? 2 What were the three key parts of Elizabeth s religious settlement? 3 Give two ways in which the religious settlement was enforced. 4 Which parts of England had the most Catholic support during Elizabeth s early reign? 5 Give three pieces of evidence that show the religious settlement wasn t accepted by everyone. 6 In what year did the Dutch Revolt begin? 7 Which treaty was signed in 1560? What was the main aim of the treaty? 8 Who was Mary, Queen of Scots, accused of murdering? 9 Give two reasons why Elizabeth needed to keep Mary, Queen of Scots, in captivity. 10 Who plotted to become Mary, Queen of Scots husband? Exam-style question, Section B Religion was Elizabeth s main problem between 1558 and How far do you agree? Explain your answer You may use the following in your answer: the settlement of religion Mary, Queen of Scots arrival in England in You must also use information of your own. 16 marks Exam tip Recap pages at the end of every chapter include a recall quiz, activities to help students summarise and analyse the chapter, and consider how it links to what they ve learned throughout the course. Activities 1 Write Elizabeth I s report card. How successful was Elizabeth s first decade of rule? This will come in three sections: a The Settlement of Religion b Religious Challenges c The problem of Mary, Queen of Scots In pairs, for each of these sections, work out what you think Elizabeth I s aims were. Then get together with another pair and compare your lists. Add any aims you are missing. Now for each section you must give Elizabeth a score on the following scale: 1 = Complete failure. No aims met. 2 = Largely a failure. Majority of aims not met. 3 = Largely a success. Majority of aims met. 4 = Complete success. All aims met. Under each heading, write the score you are giving Elizabeth and a short assessment of her performance. To do this you should explain which of her aims were met and which weren t by referring to key events and outcomes. a Draw up a list of Elizabeth s strengths and weaknesses in How do they compare with the lists you drew up for the activity on page 15? Now identify her opportunities and threats. b What do you see as Elizabeth s greatest threat in the decade to come? Explain your decision. c What do you see as Elizabeth s greatest opportunity? Explain your decision. Draft material Checkpoints to enable students to reflect, consolidate and extend upon their learning. This question is asking you to assess the significance of many different factors and come to a conclusion of which was the most important. You will need to discuss problems other than religion in your answer. Remember to come to a conclusion at the end of your answer which summarises all your points and makes a judgement about the statement. 37 Realistic exam-style questions with tips. 9

10 Thinking Historically Ensuring students make progress is key for history teachers, but how do you define genuine progression in history? Working with Dr Arthur Chapman at the Institute of Education, University College London, we ve created a research-based model of how students conceptual understanding of history develops. This model focuses on the key strands of: Evidence, Interpretations, Causation and Change, and shows how these ideas grow into a sophisticated understanding of historical practice over time. Using this model, we ve worked with practising history teachers to develop engaging activities targeting the misconceptions that GCSE students often struggle with. We ve called these Thinking Historically activities, as they are designed to encourage students to think as historians. By helping students understand what good history is, and how historians create it, they gain a better understanding of how to write good history themselves, and succeed in their studies at GCSE and beyond. Key features of our approach: Thinking Historically activities appear regularly throughout our Student Books, so they can be easily integrated into your teaching. Activities match the requirements of the different exam papers for example, the Interpretations activities appear in the modern depth study books where they re most relevant. All activities are tailored to each topic, so you re teaching concepts using the historical content your students are currently learning. This means they can develop skills in context rather than using generic activities, which can seem divorced from what students are studying. The four main strands of Thinking Historically also cover the other second-order concepts of significance, and similarity and difference for example the Change strand covers assessing the significance of a change. Digital support To help you get even more out of the Thinking Historically activities, the Digital Service includes teacher notes for every activity, plus worksheets to help make delivering the approach even easier. The teacher notes explain the focus of each activity in detail and provide tips on how to focus your students on the conceptual learning, while avoiding other misconceptions. Read more about this approach, and download the conceptual map at: 10

11 THINKING HISTORICALLY Evidence (3a) The value of evidence Read Source F, then work through the tasks that follow. 1 Write down at least two ways in which Woolridge s memories are useful for explaining what happened at Balham station. 2 Compare your answers with a partner, then try to come up with at least one limitation of the source for explaining what happened at Balham station. 3 With your partner, decide how useful this source is for explaining what happened on a scale of 1 to 10 (10 being very useful). 4 What if the source was used to answer the question: Exactly how many people were killed when the bomb hit Balham station? a Write down any ways in which the source is useful for answering this new question. b Write down any limitations for answering the new question. c With your partner, decide how useful this source is for answering the question on a scale of 1 to 10. d Can you think of another enquiry about the Balham disaster for which this would be a useful source? Write it down and score the source on a scale of 1 to Compare your scores out of 10. How does the question being asked affect how useful a source is? Explain your answer. 6 Can you think of any other factors that might affect the usefulness of the source? This activity, focusing on understanding evidence, is from the Historic Environment section of our Warfare through time, c1250 present Student Book. It addresses misconception 3a in the Evidence strand of the Thinking Historically progression map: that the value of a source is a fixed property. The activity helps students to see that the usefulness of a source varies depending on the question being investigated. Though Thinking Historically activities are not explicitly exam-focused, the conceptual understanding they embed is important in helping students think independently and respond flexibly to exam questions. If left unchallenged, this misconception could lead to students not understanding what s being asked of them in source utility questions (such as Q 2a in Paper 1) and giving formulaic answers that limit their exam success. 11

12 Writing Historically Good, clear writing is essential to success in history. That s why we ve included features in all our Student Books that explain key writing skills and give students the opportunity to practice. How do our Student Books help develop key writing skills? We started by analysing old GCSE History exam scripts to identify the most common writing problems that impact the quality of students answers. The top 12 techniques that might help students were identified, and these are the focuses of the Writing Historically spreads you will see in the books. The approach used to teach the techniques is based on the proven Grammar for Writing pedagogy developed by a team at the University of Exeter and used in many English departments. Grammar is addressed explicitly to explain the techniques that successful writers use. All the spreads are written using example questions and student answers relevant to the book they appear in, so the writing skills are always taught in the context of the history being studied and the types of questions that students will face. Students are encouraged to reflect on their own writing, as well as the sample answers given. The activities ask students to experiment with new structures and techniques for expressing their ideas, allowing them to write more nuanced arguments that more explicitly address the questions. Structuring and ordering arguments is also covered, helping students to plan their answers more effectively. Digital support Digital Service Explaining grammatical points can be tricky after all, you re a history teacher, not an English teacher. To help you get more out of the Writing Historically activities, and deliver seamless literacy support, the Digital Service includes teacher notes and worksheets for every Writing Historically spread. The teacher notes explain all the grammar know-how you need, and give extra examples of good answers and mistakes your students should avoid. 12

13 WRITING HISTORICALLY Writing historically: managing sentences The most successful historical writing is clearly expressed, using carefully managed sentence structures. Learning outcomes By the end of this lesson, you will understand how to: select and use single clause sentences select and use multiple clause sentences. Definitions Clause: a group of words or unit of meaning that contains a verb and can form part or all of a sentence (for example, William I conquered the Anglo-Saxons ) Single clause sentence: a sentence containing just one clause (for example, William I conquered the Anglo-Saxons. ) Multiple clause sentence: a sentence containing two or more clauses, often linked with a conjunction, (for example, William I conquered the Anglo-Saxons and ruled England for 21 years. ) Coordinating conjunction: a word used to link two clauses of equal importance within a sentence (for example, and, but, so, or, etc.) How can I structure my sentences clearly? When you are explaining and exploring complex events and ideas, you can end up writing very long sentences. These can make your writing difficult for the reader to follow. Look at the extract below from a response to this exam-style question: Describe two features of the social system of Anglo-Saxon England. Someone s position in Anglo-Saxon society depended on how much land they owned but the thanes who were the local lords could lose their land and become peasants or slaves and the ceorls who were free farmers could rise to become thanes. 1. The writer of the response above has linked every piece of information in his answer into one, very long sentence. How many different pieces of information has the writer included in this answer? Re-write each piece of information as a single clause sentence. For example: The thanes were local lords. DRAFT 2. Look again at your answer to Question 1. Which of the single clause sentences would you link together? Re-write the response twice, experimenting with linking different sentences together using conjunctions such as and, but or so. Remember: you are aiming to make your writing as clear and precise as possible. 3. Write three two-clause sentences using conjunctions on the topic of the Anglo-Saxon social system. 4. Rewrite the response to the exam-style question, taking into consideration single clause sentences and the use of conjunctions. 13

14 NEW for the 2016 specification Like what you see in the Student Books? There s even more available online... We ve created a whole host of time-saving digital tools and materials to help you plan, teach, track and assess the new Edexcel GCSE (9 1) qualification with confidence. Digital Service Editable lesson plans you can tailor to your students ü Linked to the Edexcel schemes of work ü Filled with differentiation ideas to engage all your students with history Online front-of-class version of the student books ü Include zoomable sources, images and activities, perfect for front-of-class teaching ü Embedded teaching and learning resources to inspire your lessons, such as video introductions and source materials for the Historic Environment unit Ready-made student worksheets ü Designed to complement the Student Books and lesson plans ü Editable, so you can personalise them to your students needs Extra materials for Thinking Historically and Writing Historically ü Teacher notes to help you use the Student Books Thinking Historically and Writing Historically pedagogies with your classes ü Additional worksheets to support your students as they develop their conceptual understanding and historical literacy skills Assessment materials to help your students get set for the new exams ü Exam skills PowerPoints with exam questions and sample answers ü Realistic exam-style assessments and mark schemes for each unit ideal for exam practice ü Diagnostic assessments linked to the Pearson Progression Scale to help you and your students pinpoint strengths and weaknesses. Sign up to hear more at 14

15 Track your students progress with the Pearson Progression Services A progression scale to track students progress in history, divided into steps of increasing demand. For ages we have created 12 steps from low to high performance. In most subjects, expected average progress for a student is one step per year. Example of expected progress from Years 7 11 Steps Transition 1st 2nd 3rd 4th 5th 6th 7th 8th 9th 10th 11th 12th In this example, a student starting on step 4 at the start of Year 7 will be expected to be on step 9 at the end of Year 11. A progression map representing our view of how learning progresses in history, and how understanding and skills build upon each other. Tests mapped to the scale and reporting in steps. You can also use the scale for your own assessments. An online markbook to help predict future performance, quickly identify problems, take the most effective actions, and compare student progress nationally. Download a free, ready-made and editable Progression Scale and Map at nschools.co.uk/histonline

16 Next steps Get set for September and save! Order our Student Books before 31st May 2016 and get 35% off. *Use the code GCSEHIS16 at Explore our Edexcel GCSE (9 1) History qualification at: * Applies to UK institutions only; this offer relates to print products and can t be used with any other discount. We are seeking endorsement for use with the Edexcel GCSE (9 1) History qualification. Pearson Ltd is committed to reducing its impact on the environment by using responsibly sourced and recycled paper. V375