hij Teacher Resurce Bank GCE Histry Cursewrk Guidance Cpyright 2008 AQA and its licensrs. All rights reserved. The Assessment and Qualificatins Alliance (AQA) is a cmpany limited by guarantee registered in England and Wales (cmpany number 3644723) and a registered charity (registered charity number 1073334). Registered address: AQA, Devas Street, Manchester M15 6EX. Dr Michael Cresswell, Directr General.
Teacher Resurce Bank / GCE Histry / Cursewrk Guidance / Versin 1.0 COURSEWORK GUIDANCE HISTORICAL ENQUIRY (UNIT 4) This bklet prvides further guidance fr teachers and explains in greater detail the requirements f the Histrical Enquiry. Tw exemplar appraches are als included t shw hw the 100 years requirement may be met. Cntents Additinal guidance 2 Practicalities 6 Hw t cver 100 years: Exemplar Apprach 1 8 Hw t cver 100 years: Exemplar Apprach 2 9 klm Cpyright 2008 AQA and its licensrs. All rights reserved. 1
Teacher Resurce Bank / GCE Histry / Cursewrk Guidance / Versin 1.0 Additinal guidance fr teachers All candidates must undertake a piece f cursewrk f apprximately 3500 wrds in length. This cnstitutes 20% f the verall A-level mark. It is internally marked and externally mderated. The chsen investigatin must: arise frm, and be placed in the cntext f, 100 years be based upn a cuntry r perid different frm that chsen fr Unit 3 must nt have substantial verlap with the material ffered in Units 1 and 2 (fr further clarificatin see belw). Varius appraches can be adpted: a centre can select a curse f study frm ne f the exemplar tpic utlines prvided by AQA (and available n the AQA website) a centre can devise its wn curse f study, in which case its validity will need t be verified by AQA. Verificatin can be btained at any time. See sectin entitled practicalities an individual candidate may chse his/her wn curse f study, under the supervisin f a teacher wh must ensure that the required 100-year cntext is understd and addressed. Chsen tpics will need t be apprved by AQA. Fllwing an intrductry study f a 100-year perid either led by the teacher, r pursued by an individual under the guidance f a teacher teachers and candidates must: Either: select a specific tpic within the 100-year framewrk fr mre detailed study. This can be the same fr the whle class r each candidate may chse a different tpic. Questins fcussing n this tpic, but allwing fr cntextual reference t the full 100 year perid, shuld be submitted t AQA n a Histrical Enquiry Outline Frm, available frm the AQA website. Students begin their persnal investigatins as sn as the taught curse, r mre detailed individual study, is cmplete Or: chse a questin (r questins) which addresses the whle 100-year perid. Questins must be submitted t AQA n a Histrical Enquiry Outline Frm, which can be cmpleted and submitted via the AQA website: http://www.aqa.rg.uk/qual/gce/histry_new_unit4_frm.php Nte that the chsen questins can either be different fr every individual r the same fr the whle class r grups within the class. Hwever, the wrk submitted must be that f the individual student and any subsequent guidance and advice must nt cmprmise this requirement. 2 Cpyright 2008 AQA and its licensrs. All rights reserved. klm
Teacher Resurce Bank / GCE Histry / Cursewrk Guidance / Versin 1.0 Additinal requirements: the enquiry must demnstrate sme awareness f histrigraphy the enquiry must be based n a range f surces (either primary r secndary r bth) the enquiry must be accmpanied by a bibligraphy and an evaluatin f apprximately 500 wrds prviding a critical evaluatin f the surces used. This evaluatin shuld include a brief bibligraphy. Teaching Unit 4 If the centre chses t allw free chice f tpic areas by individual candidates, the teacher s rle will be: t ensure apprpriate chice f study areas and questins t prvide general advice and supervisin. The guidance belw is primarily fr centres which pt fr a teacher-led intrductry curse, althugh cmments n the chice f tpic area are applicable t bth rutes. Chsing a tpic area Unit 4 ffers the pssibility t: teach a tpic which des nt appear elsewhere in the Specificatin maybe a persnal enthusiasm f the teacher r pupils teach a tpic which des appear in anther unit but where an alternative chice f unit has been made. Any tpic will be acceptable prvided it is histrical and meets the requirements f the Histrical Enquiry, as set ut in the specificatin. Hwever, in chsing bth the 100-year curse f study and mre specific areas fr investigatin, teachers and candidates d need t ensure: there are themes, issues r debates within the tpic area which will prvide sufficient depth fr individual enquiries adequate accessible resurces are available fr students t undertake a persnal enquiry it will be pssible t devise questins which draw n the 100-year cntext with a minimum 80:20 prprtin (80% f the study with a narrwer fcus, 20% f the study linking t the 100-year cntext). klm Cpyright 2008 AQA and its licensrs. All rights reserved. 3
Teacher Resurce Bank / GCE Histry / Cursewrk Guidance / Versin 1.0 Chsing questins There are tw imprtant cnsideratins: the questin must make reference t the full 100 years cntext the questin shuld enable candidates t demnstrate high level cnceptual, analytical and evaluative skills. Questins stems such as t what extent r hw far are t be encuraged. What and hw shuld be avided. Why may be apprpriate, but care must be taken t ensure that it des nt merely encurage a list (see the cursewrk sectin f the specificatin fr further guidance). Other suggestins fr questin stems include: hw seriusly; hw successfully; hw imprtant; a qutatin fllwed by t what extent is this a valid view?. Hw t incrprate 100 years cntext Varius appraches may be emplyed: Questins may be directed t the full 100 years. Enquiries culd examine issues f change and cntinuity, perhaps identifying significant turning pints r lking in depth at a particular issue ver the whle perid. This type f apprach culd be particularly apprpriate fr questins n ecnmic, scial and cultural themes Examples: T what extent did ppular rebellins pse a serius threat t the Tudr mnarchy? Hw far did the strength f the Ottman Empire in the 16 th century depend n the ability f individual sultans? T what extent was Eurpean culture in the 16 th century shaped by humanism? With reference t the perid 1800 1900, t what extent did the publicatin in 1859 f On the Origin f the Species mark a turning pint in mdern science and technlgy? Within the cntext f the perid 1815 1917, t what extent did the emancipatin f the serfs by Alexander II in 1861 create mre prblems than it slved? questins might be directed t a narrw perid but invite cntrasts and cmparisns ver the brader 100-year cntext. In such enquiries, while there wuld be a strng fcus n the identified perid, students wuld be able t reflect back t what had gne befre and frward t ther develpments that ccurred Examples: Within the cntext f the perid 1750 1850, hw serius was the danger f a revlutin ccurring in Britain in the years 1789 1822? 4 Cpyright 2008 AQA and its licensrs. All rights reserved. klm
Teacher Resurce Bank / GCE Histry / Cursewrk Guidance / Versin 1.0 Within the cntext f the perid 1815 1915, why was the Habsburg Empire able t survive the revlutins f 1848 1849? Within the cntext f the perid 1848 1948, why did many Eurpean pwers adpt imperialist plicies in the years 1871 1914? Within the cntext f the perid 1851 1951, t what extent were the Liberal Welfare Refrms f 1906-1915 indicative f a new relatinship between state and peple? questins might be directed t a narrw perid which sits cmfrtably at the end r beginning f a 100-year perid. Events with shrt and lng-term causes r an immediate and lng-term impact might be included here Examples: Within the cntext f the perid 1700 1800, why did revlutin break ut in France in 1789? Within the cntext f the perid 1871 1975, explain the successes f the West German ecnmy between 1955 and 1975. Within the cntext f the perid 1474 1598 t what extent did Ferdinand and Isabella lay the fundatins fr a Spanish glden age in the 16 th century? Within the cntext f 1815 1915, t what extent was the Cngress f Vienna an unqualified failure? Finally, it is wrth remembering that any suitable 100-year cntext is admissible. Fr example, an enquiry fcussing n the Refrmatin might be set within the cntext f 100 years f German histry/eurpean histry/british r anther natin s histry/religius histry/the histry f thught/the histry f ppular mvements/ecnmic r scial histry and s n. klm Cpyright 2008 AQA and its licensrs. All rights reserved. 5
Teacher Resurce Bank / GCE Histry / Cursewrk Guidance / Versin 1.0 Practicalities The fllwing suggestins are designed t help teachers seeking guidance in the planning f this unit and are nt prescriptive. Centres adpting the teacher-led apprach might be expected t devte arund 10 weeks (r 30 hurs) t the intrductry teaching f this unit. Suggestins fr the intrductry teaching: prvide students with an verview at the utset, cmparing the beginning f the chsen perid with the end and lking at aspects f cntinuity and change. (It may be helpful t cmpare maps/sets f statistics/tw r mre surces/phtgraphs/paintings r the like fr this purpse) ensure students are aware f the themes, issues and debates cntained within this 100- year perid f Histry. (It is a gd idea fr the teacher t already have sme idea f the srts f questins t which students may be directed s as t drive the teaching but these shuld nt be cmmunicated t the students until the teaching perid is cmplete) build up a timeline/chart/graph, r mixtures f all three, highlighting the main features f the 100-year perid. Students can add t this in the curse f the teaching perid prvide mre in-depth treatment f episdes within the 100-year framewrk, lking fr and explaining thse examples which bth cnfrm and fail t cnfrm t the verall pattern f the 100 years d nt get bgged dwn in excessive year-by-year detail. Students will have the pprtunity t research the areas they chse t write n later. The main purpse f these weeks is t ensure that the subsequent individual enquiry can be undertaken frm a psitin f brad understanding intrduce students t basic and mre specialised texts apprpriate t the field f study and, where pssible, t articles and ther surces f infrmatin, as suggested in the specificatin. They will need t use mre specialist material in their final enquiry in rder t reach the highest mark levels fr AO2(a). Encurage sme critical reading, develping an awareness f differing interpretatins and histrigraphical cntrversy ensure students have the crrect vcabulary and cnceptual understanding t be able t pursue an enquiry in the chsen area it wuld be bth apprpriate and helpful t expect sme written wrk frm students during this teaching time. Essays and shrter tasks arund specific themes can help prmte reading and independent learning whilst encuraging students t reflect n what they have learnt, in particular cmparing and cntrasting events. Hwever, fr bvius reasns, wrk shuld nt be set which culd be replicated in the final enquiry where enquiries are ging t have a narrwer fcus, apprximately 4 weeks f this teaching time might be devted t that fcus. Allwance shuld als be made fr a week f skills based teaching in which students are taken thrugh the requirements, 6 Cpyright 2008 AQA and its licensrs. All rights reserved. klm
Teacher Resurce Bank / GCE Histry / Cursewrk Guidance / Versin 1.0 given additinal guidance n research methds and where t access infrmatin and n technique and presentatin. Candidates shuld als be familiar with the assessment criteria students shuld decide n their questin (r accept ne prvided by the teacher) and submit an Histrical Enquiry Outline Frm (cmplete the nline frm r e-mail histry@aqa.rg.uk fr a cpy) in rder t have this apprved befre undertaking the persnal investigatin, each candidate needs t knw whether his/her questin will address the whle 100 year perid, fcus n a narwer perid within it and cntain cmparisns and cntrasts back and frwards r fcus n a narrwer perid at the beginning r end f the 100 year perid and draw n the brader perid in rder t answer t the questin. The individual research perid candidates are likely t spend a further 10 weeks undertaking persnal research and writing their Histrical Enquiry. During this time, the teacher will be able t guide, advise and supervise candidates but the final piece f wrk must be that f the individual candidates shuld cnsider a range f surces (which, in additin t written material, might include infrmatin derived frm TV prgrammes, films, paintings, museums, and field trips etc.) and shuld select, rganise and analyse the infrmatin in the light f the knwledge, understanding and skills acquired during the intrductry teaching perid candidates shuld prduce an essay f apprximately 3500 wrds which prvides a cnvincing answer t the chsen questin, cnveys judgement and reaches a cnclusin in additin, a bibligraphy (which wuld be expected t cntain 4 6 substantial surces) and a 500-wrd critical evaluatin f the surces used, is required. Assessment f the Histrical Enquiry teachers are required t mark candidates enquiries using the assessment criteria detailed in the Specificatin. All centres will be required t attend a standardising meeting prir t the first submissin f the Histrical Enquiry at which these criteria will be fully explained within each centre, teachers shuld standardise their marking in rder t prduce an rder f merit fr the centre as a whle befre submitting the marks. Recrds f assessments shuld be kept Centres wishing t btain apprval fr centre-devised cursewrk units (at any pint in the year) can either cmplete the nline frm r cntact the AQA Histry Subject Office at histry@aqa.rg.uk. Centres will be prvided with their wn persnal cursewrk adviser nce AQA receives infrmatin n which centres will be fllwing the AQA Specificatin. klm Cpyright 2008 AQA and its licensrs. All rights reserved. 7
Teacher Resurce Bank / GCE Histry / Cursewrk Guidance / Versin 1.0 Histrical Enquiry Outline 1 Within the cntext f 1750 1850, t what extent were the lives f the peple f England affected by the ecnmic changes f the perid 1780 1830? Suggested intrductin shwing hw 100 year cntext might be incrprated During the perid 1750 1850 Britain experienced a massive ecnmic upheaval as it became the first cuntry t experience industrial revlutin. The transfrmatin f the ecnmy did nt ccur vernight, yet statistics shw a huge grwth rate during the take ff perid frm belw 0.7% per annum befre 1750 t 1.3% in the 1780s, 2% in 1800 and ver 3% by 1830, by which time this trend had becme self-perpetuating. The ecnmic changes that helped bring this abut were nt cntinuus, nr felt equally by all ecnmic enterprises r in all regins, yet they were t affect the lives f mst f the peple f England, directly r indirectly. A massive ppulatin increase was cupled with changes in transprt particularly the develpment f the canals and in agriculture. Industry was affected by the advent f the first mills and factries, new prcesses and new technlgies, which althugh largely cnfined t the Nrthern industrial twns befre 1830, were, with the cming f the railways, t spread the impact f industrialisatin further afield by 1850. This essay, which will incrprate Histrical cntrversy ver the standard f living f the wrking classes in these years (Hbsbawm v Hartwell and thers), and cmparisns with pre 1780 thrughut, might fllw the fllwing plan: The impact f change n the industrial wrkers emplyment; pprtunities; mney and real wages; paternalistic emplyers living cnditins; wrking cnditins; health; mrtality transfrmatin in family relatinships; wmen and children emergence f class divisins; plitical cncerns (lk ahead t Chartism). The impact f change n the agricultural wrkers pastral v arable; agricultural changes enclsure; selective breeding; new techniques; transprt imprvements dmestic wrk; market gardening; differing pprtunities nrth and suth fd prices; crn laws; the peratin f the pr law; rits and distress (lk ahead t 1834 Pr Law Amendment Act). The impact f change n the Middling Classes pprtunities t make mney; the factry entrepreneurs; merchants and tradesmen; new styles f living the imprtance f skills and enterprise; engineers, builders, lawyers and bankers; the emergence f the middle class plitical impact (lk ahead t 1832 Refrm Act). 8 Cpyright 2008 AQA and its licensrs. All rights reserved. klm
Teacher Resurce Bank / GCE Histry / Cursewrk Guidance / Versin 1.0 The impact f change n the upper classes increase in land prfits direct pprtunities fr industrial invlvement, e.g. mines, canals lk ahead t Incme Tax (1842) and the Repeal f the Crn Laws (1846). Suggested cnclusin A cnclusin prviding balanced and supprted judgement as t the effect f ecnmic change n the lives f the peple f England t 1830 and prjecting frward t assess hw these issues might be addressed (fr better r wrse) by actin, legislatin and changes t the ecnmic cycle t 1850. Histrical Enquiry Outline 2 Within the cntext f 1789 1890, t what extent was Ott vn Bismarck respnsible fr the unificatin f Germany? Suggested intrductin shwing hw 100-year cntext might be incrprated The Declaratin f the German Empire in the Hall f Mirrrs at Versailles in 1871 was the culminatin f a variety f different impulses, sme f which had already emerged befre 1789. It was als, in sme respects, nly the beginning f a mre prtracted unificatin prcess which was nt fully cmpleted, even when Bismarck retired frm ffice in 1890. Nevertheless, the achievement f unificatin was very much linked t the career and persnal ambitin f Ott vn Bismarck, wh used his psitin as Minister-President in Prussia frm 1862 t strengthen and expand the Prussian state. Whether he set ut t unify r nt, he had, by 1866, created a Nrthern German Cnfederatin, remving Austrian influence frm the area. After this, it tk nly victry in a war against France t persuade the suthern German states t jin a permanent unin. In ne sense, therefre, Germany was united because f Bismarck s successful diplmacy, a view put frward in Bismarck s wn memirs and perpetuated by German histrians fllwing the example f Heinrich vn Treitschke (German Histry in the 19 th Century, written between 1879 and1894). Hwever, mre recent histrians, such as A J P Taylr (Bismarck the Man and Statesman, 1968) have questined Bismarck s mtivatin and played dwn his persnal rle. This essay might fllw the fllwing plan: A critical appraisal f what might appear t be Bismarck s rle in the creatin f German unity the circumstances f Bismarck s appintment; the Prussian cnstitutinal crisis; Bismarck s plitical backgrund and attitude t Austria principle v pragmatism in Bismarck s freign plicy the strengthening f the Prussian psitin Bismarck s manipulatin f the Schleswig-Hlstein crisis and Austr-Prussian War Bismarck s mves twards Prussian dminance; the winning ver f the suthern states; the Luxemburg questin; the Hhenzllern candidature; the Franc-Prussian War and declaratin f Empire cntinuance f mves twards unity under Bismarck s chancellrship 1871 1890. klm Cpyright 2008 AQA and its licensrs. All rights reserved. 9
Teacher Resurce Bank / GCE Histry / Cursewrk Guidance / Versin 1.0 An assessment f the lnger-term factrs leading t German unity the rise f Prussia in the 18 th century; the effect f the Naplenic ccupatin n Germany; the establishment f the Cnfederatin, 1815 (and the Prussian Rhineland) ecnmic develpments and the develpment f the Zllverein the grwth f liberal and natinalist thinking (and emergence f scialist ideas) the impact f 1848 1849; the psitin f Prussia and changes in the Prussian/Austrian balance f pwer t 1862; the re-shaping f the Prussian army. An evaluatin f Bismarck s rle with reference t histrigraphy why German histrians chse t stress Bismarck s diplmacy why Taylr (after Wrld War II) psed an alternative interpretatin cnsideratin f ther views, e.g. W E Msse (The Eurpean Pwers and the German Questin,1958) that unificatin was primarily the result f favurable circumstances and J M Keynes (The Ecnmic Cnsequences f the Peace, 1919) that unificatin was the prduct f cal and irn, nt bld and irn. Suggested cnclusin A cnclusin prviding balanced and supprted judgement as t the part f Bismarck in German unificatin. 10 Cpyright 2008 AQA and its licensrs. All rights reserved. klm