Welcome to Access History

Welcome to the new Access History Blog. This is specifically intended as a means by which GCSE and AS students can access useful lesson resources, and be directed to other websites of interest.

Scroll through the Posts in the 'Pages' section of the sidebar to access loads of stuff!!

The 'History Forum (Open Access)' provides you with the opportunity to share revision tips with your peers, to ask questions about your work and to share newly discovered History websites with all users. The 'Lesson Content' Post allows you to access the information studied by the class during lessons to enable catch-up in the event of absence. This will enable you to keep totally up-to-date with all your work!

GCSE Coursework (Multiculturalism and Castles)

Having finished our study of the American West, we now turn our attention to your coursework, which will remain our focus for the remaining few months of Year 10. Your coursework questions account for 25% of your final GCSE grade, it is therefore vital that you devote your energies to the learning involved in the forthcoming weeks and to the writing of the coursework itself. What follows below is a quick run-down of the themes explored in lesson (beginning with April 19th).

Multiculturalism

We begin this Unit by studying the reasons why people emigrated to Britain in the late nineteenth and early twentieth centuries. This will be the focus of your first coursework question......which is only weeks away!!

Thursday April 19th 2007

We studied events in Russia beginning with the assassination of the Russian Tsar in 1881 and how this was used as a pretext for the introduction of anti-Jewish legislation (The May Laws of 1882) and a number of violent pogroms (attacks) against the Jewish population. We discussed how these events help us understand why Jewish people might choose to leave Russia, but not why they would specifically come to Britain! We then examined an English source passing commentary on the May Laws, and discussed what the attributes of the source were, and whether there were any problems with the source. Statistics were then shown showing the influx of Jewish immigrants into Britain during this period, most significantly between 1880 and 1905. We finished the lesson by ascertaining that the factors considered were ‘Push factors’ which once again help explain why the Jewish people would leave Russia, but that next we would have to consider the ‘Pull factors,’ which would help us understand why they specifically chose the UK as their new home.


Monday 23rd April 2007

We began the lesson by once again examining the reasons why Jewish people were attracted to life in Britain - better standard of living, freedom of religion, employment prospects, better communication and transportation, stronger economies etc. We then considered which was most important in explaining Jewish immigration - push factors (pogroms, anti-semitic laws etc) or pull factors (better economy etc). Next we looked at the reasons why many Poles came to live in England in 1939 (Hitler had invaded Poland), their contribution during the war and why they stayed in the country after the war. We then went onto look at the post-war labour shortage and how immigrants were encouraged to settle and work in the UK after 1945. Again we did this by first looking at the reason why they left their own homes, and then examining why, and how, Britain appealed to them.

History Forum (Open Access)

Use this forum to share revision tips with your peers, or to post any queries/ problems you may have! Anyone can post a comment here, and reply to those made by others!

All content will be moderated!

Making Games (Great for Revision!)

Making your own games is an excellent way of revising a specific subject area, whether to test what you know, or improve your factual knowledge! The following sites will allow you to make your own games quickly, easily and most importantly..........for free!!!


The link below is excellent!! This site enables you to produce good quality games with as many questions as you like. When accessing the site you will see the games which are free to download at the bottom of the page. Before you are allowed to download them though you will have to register your email address and a password with the site. This is all prefectly safe, and free! You will then be contacted via email with a link to activate your membership. Once this is done there are three 'generators' you can download for free 'Multiple Choice Generator', 'Fling the Teacher Generator' and 'Match-up Quiz Generator.' Once these are downloaded on to your computer you never have to use the website again, and can simply make the games on your own desktop.



http://www.contentgenerator.net/




This is a very basic one, requiring no registration. So you can simply log on to the site and start making your own quiz (the 'CannonBall Fun' is quite good.) However you are not allowed more than twenty-five questions! There are also some other useful bits on this site which allow you to create various mind-maps and interactive diagrams!


http://www.classtools.net/welcome.htm



Let us know how you get on, or if you need any help, either in school or via the History Forum. Be sure let me have copies of any games you make so they can be shared across the site!

(AS) Seeds of Evil Podcasts

The following sites have a series of podcasts relevant to our period of study........

http://web.mac.com/gileshill/iWeb/history%20at%20hand/Germany%201918-1939.html

http://web.mac.com/gileshill/iWeb/history%20at%20hand/GCSE%20Podcasts/Archive.html

http://www.redhotscott.co.uk/revision/

(AS) The Seeds of Evil: Reading List

These are all accessible via the college library, or the County Library.

**Noakes J and Pridham G, - Nazism, 1919-1945: Volume 1, The Rise to Power (University of Exeter Press, 1998)
Kershaw I, - Hitler: Hubris (1999)
Rees L, - The Nazis: A Warning from History, also on DVD (BBC Books, 1999)
Simpson W, - Hitler and Germany, chapters 1-4, (Cambridge Press 1991)
Layton G, - Germany: The Third Reich 1933-’45, chapters 1-3 (Hodder, 1992)
Collier M and Pedley P, - Germany 1919-1945 (Heinemann, Advanced History, 2000)
Conan F, - The Rise of the Nazis (Manchester University Press, 2002)
Culpin C and Henig R, - Modern Europe, 1930-1945, chapters 16&17 (Longman, 1997)
Evans R, The Coming of the Third Reich (2005)
Evans D and Jenkins J, - Years of the Weimar Republic and the Third Reich (Hodder Murray, 1998)
Farmer A, - An Introduction to Modern European History,1890 – 1990 (Hodder Murray, 2000)
Henig RB, - The Weimar Republic (Routledge, 1998)
Hite J and Hinton C, - Weimar and Nazi Germany (Hodder Murray, 2000)
Johnson R - Hitler and Nazi Germany (Studymates Publishing, 1999)
Kitson A - Germany, 1858-1990: Hope, Terror and Revival (Oxford University Press, 2001)
Laver J - Imperial and Weimar Germany, 1890-1933 (Hodder Murray, 1992)
Layton G -Weimar and the Rise of Nazi Germany, 1918-1933 (Hodder Murray, Access to History, 2005)
Lee S - Hitler and Nazi Germany (Routledge, Questions and Analysis in History, 1998)
McDonough F - Hitler and Nazi Germany (Cambridge University Press, Perspectives in History, 1999)
Murphy D and Morris T - Europe, 1870-1991 (Collins Educational, Flagship History, 2004)
Todd A - The European Dictatorships (Cambridge, Cambridge Perspectives in History, 2002)
Traynor J - Europe, 1890-1990, chapter 8 (Macmillan, Challenging History, 1991)
White A - The Weimar Republic (Collins Educational, Questions in History, 1997)
Wolfson R and Laver J - Years of Change, Europe, 1890-1990, Third Edition (Hodder Murray, 2001)

(AS) The Seeds of Evil: Exam Specifications

The June examination will be upon us in no time. What follows is a breakdown of the new exam format, how it will be assessed, and some general advice offered by Edexcel (the examining body).

Unit 1 assesses skills of source evaluation in context through Assessment Objective 2 (A02), and the recall, selection and deployment of knowledge, together with an understanding of appropriate concepts and the ability to make substantiated judgements through Assessment Objective 1 (A01). A02 carries 45 of the 60 available marks. The basis of Unit 1 questions will be four to six pieces of source material. The source material will be predominantly written, but non-written sources may also be used. At least three pieces of source material will be contemporary to the period being studied and there will always be one secondary source. The secondary source will form the focus of the final question.

The paper will consist of one source-based question, comprising two sub-questions.

The first sub-question will test candidates' ability to reach a judgment by the analysis, cross-referencing and evaluation of source material. It targets A02 only. `Cross-referencing' is taken to mean the process of comparing two or more sources and reaching a conclusion based on the comparison. Here, cross-referencing will encompass more than a comparison of source content: questions will require candidates, where appropriate, to consider factors such as provenance as well as content in order to assess, for example, the degree to which a statement in one source is challenged by the evidence of another. Typically, candidates will be asked to analyse the ways in which the set of sources can be said to support a statement. They may also be asked to consider whether one or more contemporary sources offers support for, or challenges, ideas or claims made in another source and to offer a judgement based on their analysis.

Question stems for the cross-referencing question include:

• How far do these sources support the view that...?
• How far do these sources suggest that...?
• How far do sources 2 and 3 challenge the portrayal of source 1 of...?
• How far do sources 1 and 2 support the arguments of the author of source 3...?
• How far do sources 1 and 3 challenge the conclusions of source 2 about...?
• Does a study of... offer support for the view that...?

The cross-referencing question will be worth a maximum of 20 marks out of 60. No additional recalled knowledge is required in this question. It is not expected that candidates will have prior knowledge of all the individuals or events to which the source material relates.


The second sub-question will require candidates to use two or three pieces of source material and their own knowledge to construct an historical explanation. A piece of secondary source material will always be included among those which candidates will be expected to make use of in their answer. Questions will be set that require candidates to test a hypothesis or challenge a particular view. A typical question stem is `Do you agree with the view that...?' Sometimes, the view will relate directly to what is said in the secondary source, in which case a likely question stem is `Do you agree with the view expressed in source 5 (tines 32-33) that...?' When the question might otherwise logically, if unhelpfully, be answered either `yes' or `no' the question will end with the injunction `Explain your answer.' This second sub-­question, worth a maximum of 40 of the 60 marks available, targets both A01 and A02. 15 marks are allocated to A01 and 25 to A02. It follows that candidates who make no use of the sources, or candidates who use the sources alone, will be penalising themselves severely.

Specific advice
(a) When cross-referencing to agree with or challenge a view or attitude, or to explain a change, or to assess how far a claim is valid:

• accurate comprehension and analysis of the sources is needed
• responses should go beyond simple matching of surface features; they should consider, as appropriate, inferences that can be made from the sources when comparisons are made
• comparisons should be supported by reference to brief, specific phrases, words or ideas in a source; excessive quotation from sources is not encouraged
never be tempted to write about the focus of the question from knowledge that comes from beyond the source; the stem of the question will always focus on what can be claimed on the basis of the provided material, not what the candidate knows about that specific issue
• responses should go beyond the content of the sources to consider, from the information given in the captions, the nature of the sources, their origins and likely purpose
• the task involves giving weight to evidence by taking into account the implications of the nature and purpose of a source in order to consider how much support it can provide for a given statement
• attention should be paid explicitly to `how far' there is support or challenge.


(b) Use of two or three sources and own knowledge to agree or disagree with a presented view or interpretation. Candidates should:

• focus on the question
• note the relationship between the sources and the statement in the question
• use own knowledge to add depth and range to the points which can be drawn from the provided sources
• present an argument
• use the required sources and own knowledge to support the argument
• reach a reasoned, supported and balanced judgement; this judgment should be based on both precise knowledge and appropriately selected evidence from the sources.

American West Programme of Study

Below is a link to the programme of study for the American West course. Click on the format required and the document will open in a separate window.

GCSE American West Podcasts

The following site has a number of podcasts relevant to our period of study!

http://www.matravers.wilts.sch.uk/curriculum/faculties/history/histmp3.htm

GCSE Revsion Links (and explanation)

General

Fine-tune your exam skills! http://www.bbc.co.uk/schools/gcsebitesize/history/examskills/index.shtml


How to do source work. Some more guidance offered here!
http://www.johndclare.net/how_to_do_sourcework.htm

Revision Checklist. Be honest!!!
http://www.bbc.co.uk/schools/gcsebitesize/sitemap/shp_history.pdf

This is worth a look! A newly established forum for GCSE students, where ideas/resources can be shared.
http://www.schoolhistory.co.uk/studentforum/


Medicine Through Time

Below is an excellent website for use for Medicine Revision. It includes relevant worksheets, links, interactive diagrams and games!
http://www.schoolhistory.co.uk/revision/medicine.shtml

Another excellent site. Check your understanding here and make sure you take on board their excellent advice for exam preparation! There are also some useful links here to other websites.
http://www.bbc.co.uk/schools/gcsebitesize/history/shp/

Excellent overview of key individuals, concepts and factors. There are plenty of games here to try out and test your knowledge, and loads of links!
http://www.schoolshistory.org.uk/gcsehistoryrevision_medicinethroughtime.htm

The following site has some excellent worksheets for use for Medicine Revision. It also has some practice paper questions and relevant mark scheme. Well worth a look!!
http://www.heinemann.co.uk/shared/Resources/NonSecure/00000000/Med%20through%20time.pdf

Lots of annoying pop-ups and advertising here, but the side-bar to the left of the page has loads of useful links to helpful information ranging from course specific stuff to exam preparation. Well worth persevering with!
http://www.historygcse.org/


The American West

An excellent website which allows you to test what you know, and provides links to other sites.
http://www.bbc.co.uk/schools/gcsebitesize/history/shp/americanwest/

Another excellent site with relevant interactive diagrams, games and an abundance of links to other sites
http://www.schoolhistory.co.uk/revision/west.shtml

Some useful, but basic information here!
http://www.learnhistory.org.uk/west/

Again, useful but basic!
http://www.historyonthenet.com/American_West/americanwestmain.htm

GCSE AQA Grade Descriptors

The following grade descriptors are published by the AQA Examination Board to indicate the level of attainment characteristic of the given grade at GCSE. They are useful in outlining the expectations your examiner will have of you in the Summer Examinations!!

They give a general indication of the required learning outcomes at each specific grade. The grade awarded will depend in practice upon the extent to which the candidate has met the assessment objectives overall. Shortcomings in some aspects of the examination may be balanced by better performances in others.

Grade A: Candidates recall, select, organise and deploy historical knowledge of course content accurately, effectively and with consistency, to substantiate arguments and reach historical judgements. Candidates produce developed, reasoned and well substantiated explanations which consider the events, people, changes and issues studied in their wider historical context. They also consider the diversity and, where appropriate, the interrelationship of the features and ideas, attitudes and beliefs in the periods, societies and situations studied. Candidates evaluate and use critically a range of sources of information in their historical context to investigate issues and reach reasoned and substantiated conclusions. They recognise and comment on how and why events, people and issues have been interpreted and
represented in different ways and consider their value in relation to their historical context.

Grade C: Candidates recall, select, organise and deploy historical knowledge of the specification content to support, generally and with accuracy and relevance, their descriptions and explanations of the events, periods and societies studied. Candidates produce structured descriptions and explanations of the events, people, changes and issues studied. Their descriptions and explanations show understanding of relevant causes, consequences
and changes. They also consider and analyse key features and characteristics of the periods, societies and situations studied, including the variety of ideas, attitudes and beliefs held by people at the time. Candidates evaluate and use critically a range of sources of information to investigate issues and draw relevant conclusions. They recognise and comment on how and why events, people and issues have been interpreted and represented in different ways.

GCSE "Medicine Through Time" Exam

Time is quickly running out before you will all be sitting your History GCSE examination papers on Medicine through Time (and The American West), the culmination of two year's note-taking and hard work. This blog will provide you with a link to some useful resources, and recommend some top websites specific to the Medicine through Time Unit (these can also be viewed on the Side Bar).

First though some information about the Medicine exam paper!!

Study in Development: Medicine and Public Health Through Time

Length: 1¾ hours Value: 37.5% of total marks

This question paper is in 3 sections, A, B and C. Candidates must answer 3 questions . One from each of the 3 sections as follows.

Section A: Section A will assess knowledge and understanding of the development of medicine through time. This will consist of one compulsory source-based enquiry of four or five questions on four or five sources of a specified aspect of developments in medicine. For examination in 2007 the area of enquiry is: Developments in surgery during the 19th century

Section B: In this section candidates must choose one question from a choice of two questions on medicine through time. The question chosen is divided into two parts. One sub-question is based on a source; the second on an understanding of key concepts in the development of medicine.

Section C: Candidates must choose one question from a choice of two on Public Health in Britain. This question will have three parts. All three sub-questions assess an understanding of key features of the development of public health in Britain. One subquestion is based upon a source.

Ensure you are familiar with the exam structure outlined above!!!

GCSE "American West" Exam

Time is quickly running out before you will all be sitting your History GCSE examination papers on The American West (and Medicine Through Time), the culmination of two year’s note-taking and hard work. This blog will provide you with a link to some useful resources, and recommend some top websites specific to The Amerian West Unit (these can also be viewed on the Side Bar).

First though some information about the American West exam paper!!


Enquiry in Depth: American West, 1840-1895
Length: 1¾ hours Value: 37.5% of total marks


Each paper is in two sections, A and B. Candidates must answer two questions. One from each section as described below.

Section A: Candidates must answer one compulsory source-based enquiry consisting of about six sub-questions. This section will mainly assess the candidate's ability to use historical sources critically in their context.

Section B: Candidates must answer one question from a choice of two, each of which normally has three sub-questions testing the candidate's knowledge and understanding of the chosen Enquiry in Depth.

Ensure you are familiar with the exam structure outlined above!!!