History Cat

2011
History
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1114
History in Progress .......................................................... 12
Headstart in History ............................................................. 3
Think History! ................................................................. 45
Think Through History ......................................................... 6
Living Through History ......................................................... 7
Heinemann History Study Units ............................................ 7
Get Ready for Edexcel GCSE History ..................................... 8
1416
Edexcel GCSE History A: Modern World ........................... 910
ResultsPlus Revision: Edexcel GCSE History A ..................... 11
Edexcel GCSE History B: Schools History Project ........... 1213
ResultsPlus Revision: Edexcel GCSE History B ..................... 14
examWizard Humanities .................................................... 15
OCR GCSE History A: Schools History Project ................ 1617
OCR GCSE History B: Modern World ............................. 1819
AQA B GCSE Modern World History .............................. 2021
SOFTWARE
GCSE Bitesize ................................................................... 22
IGCSE
Edexcel IGCSE History ....................................................... 23
16+
Edexcel GCE History .................................................... 2425
OCR A Level History A ................................................. 2627
OCR A Level History B ....................................................... 28
International Baccalaureate ............................................... 29
Heinemann Advanced History....................................... 3031
SCOTLAND
Heinemann Scottish History ............................................... 32
Heinemann Scottish History for Standard Grade .................. 32
YOUR NEXT STEP
Your Next Step .................................................................. 33
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Unbeatable teaching, learning
and assessment resources
from Heinemann.
Also features Edexcels own
resources to provide even
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1
History 1114
Vibrant, relevant and clearly differentiated, History in Progress provides all the
inspiration and motivation your pupils need to develop key historical skills and
succeed in history at KS3.
Exciting, stimulating resources link past to present, capture pupils imagination and bring
lessons to life.
Differentiated colour-coded tasks maximise pupils progression as they take ownership of
their learning.
Skills Bank builds key historical skills across KS3 in preparation for GCSE.
Making Connections reinforces chronological understanding and enables pupils to form
links between events, countries and time periods.
Pupil Book
Features clearly differentiated tasks that support
and encourage pupils of all ability levels to progress.
Stimulating activities and accessible information
motivate your pupils whilst allowing them to build the
key historical skills necessary for GCSE.
Deals with key concepts, processes and
content from the Programme of Study to
provide complete support.
A clear focus on key concepts such as
chronology, signicance and interpretation.
A greater balance of British, European and
World History increases the relevance of the
subject to the current generation of pupils.
Covers all four required periods to ensure your
pupils receive a complete grounding in history.
Sample page from History in Progress: Pupil Book 3
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Pupil Book
Clearly dened objectives
so pupils know exactly what
theyre doing in every lesson.
Inspire every pupil to succeed in history at KS3
A wealth of sources
put learning into
context and bring
history to life.
LiveText
Enlarge, project and zoom every
page of the Pupil Book to aid
whole-class teaching.
History 1114
Teacher support
Inspirational whole-class resources
Our two types of teacher support for Key Stage 3 History are ideal for saving valuable preparation
time and come packed with imaginative ideas that will grab the attention of your pupils.
LiveText CD-ROMs provide the Pupil Books on screen as well as a bank of interactive activities
designed to give you maximum exibility and choice in lesson planning.
Teacher Planning and Resource Packs contain activities, yearly planning grids, customisable
lesson plans, worksheets and more.
2
Sample screen from History in
Progress: LiveText CD-ROM 2
www.
For sample pages and a LiveText demo,
visit www.pearsonschools.co.uk/
historyinprogress.
authors
Johannes Ahrenfelt,
Nichola Boughey, Stuart Clayton,
Martin Collier, Steve Day, Roy Huggins,
Neil McDonald, Reuben Moore,
Rosemary Rees, Colette Roberts,
Neal Watkin, Sarah Webb, Alf Wilkinson
series editors
Martin Collier
Rosemary Rees
Teacher Resource
1 Ruling
1.1 What did the suffragettes do to get the vote?
1.1a Were the suffragettes right to use vioIence?
Learning objectives
To fnd out about the methods used by the suffragettes.
To investigate reactions to the suffragettes of those in authority.
Historical background
n 1897, the various groups in the UK that supported votes for women came together as the National Union
of Women's Suffrage Societies (NUWSS) led by Millicent Fawcett. They aimed to use constitutional methods
to bring about change. Despite many debates and growing support for female enfranchisement in the
Commons, their bills did not have government support. n 1903, irritated by the lack of progress, Emmeline
Pankhurst and her daughter Christabel set up the Women's Social and Political Union (WSPU). Their
methods to bring votes for women to public attention were confrontational and often illegal. Many argue that
they harmed, rather than furthered, the women's cause.
Teaching Activities and Learning Outcomes
Assessment opportunity
Making links between actions and outcomes.
PupiIs wiII be abIe to
study a photograph and work in pairs to develop questioning about what it shows
consider evidence to reach a conclusion
empathise with suffragettes and the victims of their activities.
Starter
Ask the whole class to stand up. Tell all the girls that because they cannot vote, they must now sit down
(female staff in the room should sit down too, including the teacher). For every ten boys that are standing,
four must also be told: 'You can't vote', and should sit down. Explain that those left standing would have
been the only men who, in 1901, could vote in general elections. Ask the pupils how they feel about being
told: 'You can't vote'. Discuss whether these voting arrangements were fair.
DeveIopment
Historical background
puts the topic into context
and provides full support
for non-specialists.
History in Progress (Year 7)
Pupil Book 1
978 0 435318 50 5 12.25
Teacher Planning and Resource Pack 1 with editable CD-ROM
978 0 435318 51 2 105.00
LiveText Whiteboard CD-ROM 1
978 0 435318 54 3 280.00 (+VAT)
Pupil Book 2
978 0 435318 94 9 12.25
Teacher Planning and Resource Pack 2 with editable CD-ROM
978 0 435318 95 6 105.00
978 0 435318 96 3 280.00 (+VAT)
Pupil Book 3
978 0 435319 01 4 12.25
Teaching Planning and Resource Pack 3 with editable CD-ROM
978 0 435319 02 1 105.00
978 0 435319 03 8 280.00 (+VAT)
order and evaluate
Sample page from History in Progress: Teacher
Planning and Resource Pack
Links to an exciting bank of
multimedia resources.
Teach h|story |o Progress |o two years - see the scheme oI work at:
www.pearsooschoo|s.co.0klh|story|oprogresslS0w.
13 Kings, Queens and Parliament
King Richard ... arranged his footmen and cavalry. In front he placed his archers
under the command of John, Duke of Norfolk. Behind this leading body followed the
king himself, with a hand-picked body of soldiers.
Account of the battle by the historian, Polydore Vergil, written before 1512. It is based on
accounts of men who were at the battle.
SOURCE A
Richard drew near to Henry, and burning with anger, he spurred on his horse. Henry
saw King Richard approaching ... King Richard killed several in his first charge, threw
down Henrys standard and its bearer, William Brandon. Then he fought John Cheney,
a much stronger man than most. He stood against the king, who with great strength
smashed him to the ground. Henry held out against the charge much longer than his
men thought possible. They began to give up hope ... Then surprisingly William
Stanley came to the rescue with his 3000 men. Straight away King Richards men
fled, leaving Richard alone, fighting manfully in the thickest press of his enemies.
Again historian Polydore Vergil gives an account of the battle.
SOURCE B
1 Using the map on page 12 and the information above, as well as your
own research, draw and label a diagram of what took place on 22
August 1485. Indicate the positions of the armies and their movements
and shape.
2 Fighting with the king!
How might a foot soldier fighting closely alongside Richard III have
reported what happened at Bosworth? In diary format write up
details of what happened including the outcome of the battle, the
surprise of the Stanleys fighting against the king and what a foot
soldier would have thought of the whole event. Remember when
looking at these sources that Polydore Vergil was a supporter of the
Tudors, so his views may be biased in their favour.
Activity time
There was a third section of the army ghting for the king, led by
Northumberland. It brought up the rear. Henrys armies were positioned
close to the marshland, which acted like a fortication for them. As Henrys
men marched forward past the marsh, Richard III ordered his soldiers to
charge them. First archers sent their arrows into Henrys advancing army,
then foot soldiers moved in starting hand-to-hand combat. The Earl of
Oxfords troops with his men grouped closely together countered this attack
and in a triangular shape charged the enemy.
The battle was now in the balance. Who would win?
With the help of Stanleys men now ghting with Henry, Richard was killed.
His crown was found in a bush and placed triumphantly on Henrys head.
ordering details
Book 1: Power and the People 10661485
978 0 435323 02 8 20.75
Book 2: Reformation and Rebellion 14851750
978 0 435323 03 5 20.75
Book 3: Colonisation and Conict 17501990
978 0 435323 04 2 20.75
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History 1114
As its written specically for high-iers aged 1114, Headstart in History is perfect for gifted and
talented pupils and for Common Entrance.
The books are written in chapters rather than double-page spreads to enable topics to be covered in
enough depth and detail to keep your high-iers motivated.
Extended writing opportunities and investigations give your pupils ideas for further research and help
them to discover history for themselves.
Links to relevant websites, videos and historical ction promote further pupil investigation and research.
3
Pupil Book
12 Reformation and Rebellion 14851750
Henry VII gains power
The Battle of Bosworth, 22 August 1485
Wearing his crown, King Richard III charged forward into battle with his
army to defeat nally Henry Tudors men. In the heat of battle, Richard was
killed and his Yorkist army ed. Henrys soldiers found Richards crown
stuck in a bush. Henry wanted to prove to everyone that Richard had been
killed, so he ordered that Richards naked body be slung over a mule and
taken to Leicester. There it was paraded before the people, so declaring
Henrys ascension to the throne. Later, with great ceremony, Henry was
crowned king. When Parliament was summoned, the date of his reign was
backdated to 21 August, one day before the Battle of Bosworth. Therefore
anybody who had fought against the new king on 22 August could be tried
for treason that is, an attempt to get rid of, or depose, the sovereign king.
What actually happened at Bosworth?
The battle took place at Ambien Hill, Bosworth, Leicestershire between the
armies of the Yorkist king, Richard III, and the self-pronounced Lancastrian
king, Henry Tudor, who had returned from exile in France. There was also
a third army present, that of Sir William Stanley and his brother, Thomas,
Lord Stanley, which was held back. The question was for whom would
they ght? Henrys army was out-numbered by the Yorkist army. Henry
was hoping for the support of the Stanleys, but as yet had not received it.
SIR WILLIAM
STANLEY
RICHARD III
Sutton
Cheney
N
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T
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U
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B
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A
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NORFOLK
Richards
Well
Boggy ground
to Atherstone
THOMAS
LORD STANLEY
to Daddington
to
Le
ice
ste
r
Ambien
Hill
OXFORD
HENRY TUDOR
N
0 1 km
mile
2
1
A plan of the Battle of
Bosworth at its start.
Key
YORKISTS
Archers
Men-at-arms (on foot)
Men-at-arms (mounted)
STANLEY
Men-at-arms
and Archers
TUDOR
Men-at-arms (on foot)
Men-at-arms (mounted)
Each symbol represents
100 men
Archers
Sample pages from Headstart in History Book 2:
Reformation and Rebellion 14851750
Headstart in History
Inspire your high achievers
authors
08 Author Text Bold
Author Text Bold
Author Text Bold
Author Text Bold
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authors
Martin Collier, Bill Marriott
series editor
Rosemary Rees
Activities encourage pupils
to apply their learning.
Highly narrative content ensures
the right level of detail and stimulus.
History 1114
4
Think History! is a chronological course that seamlessly integrates Pupil Books with Interactive
Presentations and Teaching and Learning Files to help you get the best from your pupils.
Caters for all your pupils with Core and Foundation Pupil Books and corresponding support and
extension worksheets in the Teaching and Learning Files.
Supports personalised learning written to develop pupils thinking skills and encourage them to
take responsibility for their own progression.
Saves you time includes lesson ideas, mark schemes and whiteboard activities to provide
everything you need to plan your lessons. Also incorporates Assessment for Learning.
Delivers interactive lessons engaging whole-class presentations grab pupils attention and really
get them motivated.
Think History!
Bringing history to life
authors
Ros Adams
Caroline Beechener
Martin Collier
Steve Day
Barry Doherty
Clive Grifths
Amanda Jacob
Bill Marriott
Denise Waugh
Steve Waugh
Susan Willoughby
series editor
Lindsay Von Elbing
course structure
Core Foundation Core Foundation Core Foundation
Pupil Book Pupil Book Pupil Book Pupil Book Pupil Book Pupil Book
Year 7 Year 8 Year 9
Teaching and Learning File with CD-ROM Teaching and Learning File with CD-ROM Teaching and Learning File with CD-ROM
Interactive Presentations Interactive Presentations Interactive Presentations
Changing Times 10661500 (Year 7)
Core Pupil Book 1
978 0 435313 34 0 14.99
Foundation Pupil Book 1
978 0 435313 30 2 14.99
Interactive Presentations 1
978 0 435313 26 5 265.00 (+VAT)
Teaching and Learning File with CD-ROM 1
978 0 435313 33 3 82.50 (+VAT)
Revolutionary Times 15001750 (Year 8)
Core Pupil Book 2
978 0 435313 50 0 14.99
978 0 435313 51 7 14.99
978 0 435313 48 7 265.00 (+VAT)
978 0 435313 54 8 82.50 (+VAT)
Modern Times 17501990 (Year 9)
Core Pupil Book 3
978 0 435313 70 8 14.99
978 0 435313 71 5 14.99
978 0 435313 68 5 265.00 (+VAT)
978 0 435313 74 6 82.50 (+VAT)

ordering details
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History 1114
5
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Think History! follows themes through really well. I nd the sources really
accessible and there are excellent illustrations. Overall it is practical and
stimulating. Brilliant.
Fiona Osborn, Southelds Community School, Head of History
Year 7 (Changing Times 10661500) Pupil Book contents
1. Did Harold deserve to lose the English throne?
2. Did Williams conquest change England?
3. Was medieval medicine all doom and gloom?
4. What were peoples beliefs in the Middle Ages?
5. Who was the best and who was the worst king 10871307?
6. What was life like in the Middle Ages?
Year 8 (Revolutionary Times 15001750 Pupil Book contents
Theme: Religion and internal politics
1. Did England become Protestant in the sixteenth century?
2. Why were Mary I of England and Mary, Queen of Scots, such controversial gures in Tudor England?
3. Why were English people ghting each other in the seventeenth century?
4. How far did the Puritans change life in England in the late 1640s and early 1650s?
5. What different problems did James I and James II face in the seventeenth century?
Theme: Social life
6. How did people live in the sixteenth and seventeenth centuries?
7. Did Elizabeth I effectively tackle the problems of begging?
8. Did crime pay in the sixteenth and seventeenth centuries?
9. Why was there a witch-craze in the seventeenth century?
Theme: External relations
10. Why did England have enemies abroad in the sixteenth century?
11. The Celtic fringe: why were the Scots and Irish discontented in the seventeenth and eighteenth
centuries?
12. Why did British people explore and settle in different countries in the sixteenth and seventeenth
centuries?
Year 9 (Modern Times 17501990) Pupil Book contents
Theme 1: Revolutions
1. Were the changes in agriculture a revolution?
2. Were the changes in industry a revolution?
3. Working-class reactions: did everyone agree with the changes in agriculture and industry?
4. What political hurdles did people have to overcome to gain the vote?
Theme 2: Rights and freedoms
5. From slavery to civil rights: what was the black persons experience of the United States of America?
6. How great was the British Empire?
7. How did life change for Jews living in Europe, 191445?
Theme 3: The changing nature of warfare in the twentieth century
8. Why do wars happen?
9. How and why did twentieth century warfare change?
10. Has the impact of war on civilians changed during the twentieth century?
6
History 1114
A best-selling series, Think Through History provides a fascinating enquiry-based approach built around
key historical issues and characters.
Thought-provoking pages, combined with a wealth of source material, really engage pupils.
Builds on understanding through each enquiry to develop thinking skills.
Encourages and challenges pupils of all abilities through differentiated activities.
Delivers interactive lessons engaging whole-class presentations grab pupils attention and really
get them motivated.
Think Through History
Building enjoyment and understanding of history
Think
Through
History
Think
Through
History
Meetings of
Minds:
Islamic Encounters c610 to 1750
Jamie Byrom
Christine Counsell
Michael Riley
Jamie Byrom
Christine Counsell
Michael Riley
Meetings of
Minds:
Islamic Encounters c610 to 1750
authors
Jamie Byrom
Christine Counsell
Michael Gorman
Derek Peaple
Michael Riley
Paul Stephens-Wood
Andrew Wrenn
Pupil Book
Sample pages from Think Through History: Meeting Of Minds: Islamic Encounters c6101750
Exciting enquiries engage pupils with
meaningful historical questions and
develop important historical skills.
An array of sources hold
pupils interest.
ordering details
Pupil
Changing Minds Pupil Book
978 0 582294 99 8 13.50
Citizens Minds Pupil Book
978 0 582535 90 9 13.50
Medieval Minds Pupil Book: Britain 10661500
978 0 582294 98 1 13.50
Meeting of Minds Pupil Book
978 0 582535 91 6 13.50
Minds and Machines Pupil Book
978 0 582295 00 1 13.50
Modern Minds Pupil Book
978 0 582295 17 9 13.50
Teacher
Changing Minds Britain 15001750 Teacher Book
978 0 582294 96 7 56.00
Citizens Minds Teacher Book
978 0 582535 92 3 56.00
Medieval Minds Teacher Book: Britain 10661500
978 0 582294 97 4 56.00
Meeting of Minds Teacher Book
978 0 582535 93 0 56.00
Modern Minds Teacher Book
978 0 582298 24 8 56.00
History 1114
7
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ordering details
Individual Core Books
Native Americans: The Indigenous Peoples of
North America
978 0 435310 15 8 10.99
Roman Empire
978 0 435309 55 8 10.99
Medieval Realms
978 0 435309 51 0 12.99
The Making of the United Kingdom
978 0 435309 75 6 12.25
Black Peoples of the Americas
978 0 435309 91 6 10.99
The Twentieth Century World
978 0 435309 83 1 12.99
Individual Foundation Books
Native Americans: The Indigenous Peoples of
North America
978 0 435310 18 9 10.99
Roman Empire
978 0 435309 57 2 10.99
978 0 435309 90 9 10.99
978 0 435309 82 4 12.99
Compendium Volumes
Living Through History 1 (Roman Empire,
Medieval Realms)
Core Book 1
978 0 435309 48 0 15.50
Living Through History 2 (The Making of
the United Kingdom, Black Peoples of the
Americas)
Core Book 2
978 0 435309 59 6 15.99
Living Through History 3 (Britain 17501900,
The Twentieth Century World)
Core Book 3
978 0 435309 63 3 16.50
Foundation Book 3
978 0 435309 64 0 16.50
Living Through History
Helping you win the battle for history!
This best-selling series explores the enjoyable parts of history: the exciting events, the good stories
and the real people.
Provides a clear focus on making history real and relevant, paying particular attention to the key
people throughout time.
authors
Nigel Kelly
Maggie Maggs
Rosemary Rees
Fiona Reynoldson
Jane Shuter
David Taylor
Susan Willoughby
The overriding impression
is very positive. History
is lively! History is
fun! History is relevant!
Ann McEwan, History Teaching Review
Heinemann History Study Units
A exible approach to help create the course you need
A wide range of topics allows you to choose the books you need easily and gives you full exibility to
build your own course.
Packed full of carefully chosen sources to engage and inspire pupils of all abilities.
authors
John Child, Nigel Kelly,
Patricia Kennedy, Peter Mantin,
Bob Rees, Rosemary Rees,
Fiona Reynoldson, Joe Scott,
Marika Sherwood, Paul Shuter,
Martin Whittock
ordering details
Core Books
The Medieval Realms
978 0 435312 78 7 10.99
The Making of the UK
978 0 435312 86 2 10.99
978 0 435312 92 3 12.99
The Roman Empire
978 0 435312 74 9 10.99
Britain 17501900
978 0 435312 93 0 12.99
The French Revolution
978 0 435312 82 4 10.99
The Italian Renaissance
978 0 435312 81 7 10.99
The Crusades
978 0 435312 83 1 10.99
978 0 435314 25 5 10.99
Indians of North America
978 0 435314 26 2 10.99
Britain and the Great War
978 0 435312 84 8 10.99
Foundation Books
The Medieval Realms
978 0 435316 82 2 10.99
The Making of the UK
978 0 435316 85 3 10.99
978 0 435316 88 4 12.25
Indians of North America
978 0 435316 93 8 10.99
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88
Get Ready for Edexcel GCSE History has been designed specically to help your Year 9
students develop the key historical skills they need so theyre motivated and ready to succeed
when they start GCSE.
Provides step-by-step guidance and targeted support to help pupils bridge the gap between
KS3 and GCSE.
Builds on the proven success of our market-leading Edexcel GCSE 2009 resources to
help make the transition equally as successful.
Comprehensive teacher support includes customisable lesson plans and worksheets, plus
video and interactive activities to provide support for all your pupils.
Offers you full exibility with different pathways, to use in different ways and at different
times in Year 9.
Get Ready for Edexcel GCSE History
Helps your students make a smooth transition to GCSE
200310: the Iraq War
30
In 2003 Britain was at war in Iraq. By now,
advances in technology meant that there were
many more ways of getting the news and the old
ways were getting the news faster. The intensive
bombing of Iraq by coalition forces, mainly from
the USA and Britain, began on 19 March 2003.
The attack on Baghdad on 21 March 2003 was
reported live on TV and radio world-wide. It was
reported in the news the next day. Advances in
computer technology meant that people could
also get the news online from ofcial newspaper
and broadcasting websites.
Most people in Britain had access to one or other
of the many ways of getting the news at this point
newspapers, radio, TV and computers. They may
not have used it, for a variety of reasons, but in
2003 the news was far more accessible than ever
before.
Source E: The Times report of the bombing of Baghdad
on the 21 March 2003.
Get Ready for Edexcel GCSE History
Reacting to news, creating news
During the Iraq War, people could respond publicly
to the news as it happened too. They could go
online and discuss the war, rather than just talk
about it with friends, colleagues and family. Online
blogs and debates gave people a new way to feel
involved in the news, and many of them used it to
protest at Britains involvement in the war at all.
The online website Wikileaks (which rst went
online in 2007) created a new news format. People
could post information on the site anonymously.
This meant they could post without fear of harm
coming to them as a result of them doing so.
Thousands of documents, mostly concerning the
actions of governments world-wide, have been
posted. Wikileaks insists that their posts are
checked by several editors before they are posted,
to assess whether they are actual documents or
fakes. In 2010, the site posted secret US military
logs, over 300,000 reports that showed how the US
conducted the war. These documents were then
broadcast by other media.
Samples pages from Get Ready for Edexcel GCSE History Student Book
HIstozy
AIIanTodd MaztynWhIttock
8ezIes edItoz: AngeIa Leonazd
Get ready for...
Engaging 20th century
content and sources retain
the enjoyment of history and
attract students to GCSE.
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31
Change: how getting the news has changed
1. a) Give one way that ways of reporting the
news changed between 1900 and 1940.
b) Give one way that ways of reporting the
news changed between 1940 and 2003.
c) Give one way that ways of reporting the
news remained the same between 1900
and 2003.
2. Read Source A. Think about how it shows the
general problems faced by new technologies.
Write a paragraph to describe this.
3. Draw a diagram like the one on the right and
write Who has access to the news is affected
by... in the centre box. Complete the other
boxes.
4. Write a short paragraph for each of the
following, explaining how they changed
between 1900 and 2000 (refer to sources
where useful):
the speed at which we get the news
the media that provides the news
the number of people who have access to the
news.
Activities
Source F: From an article by the reporter Allan Little
(from Kuwait) in the BBC online news for 24 March
2003.
The Coalition War [war in Iraq] plan demands that
by the time US tanks reach the gates of Baghdad,
the Iraqi regime [government] will know because
they will have seen it on satellite television that
their authority has collapsed everywhere else in the
country.
What we report and the way we report it is
therefore a key part of the military campaign. The
military have a word for it. They call it Information
Operational Effect. Information is part of the war
effort.
In this lesson, you have seen how the invention of
different means of communication has affected
how people get the news each day. Which do you
think is the most signicant change in the way we
get the news:
how soon we get the news
how many people have access to the news
the way we get the news?
Making a judgement
People can
read/view the news
in different ways.
How computer
technology affects
news reporting.
People can respond to the
news, publicly, at once and
can discuss it with others.
News is
transmitted
faster.
The access
reporters have to the
technology when
reporting.
How fast we get the
news is affected by ...
How easily
and quickly the
equipment, and
reporters, can be
moved
The access we
have to media:
newspapers, TV, radio
and computer media
The technology
reporters can use
to send the news.
(eg. modern satellite
technology)
n
e
w
!
Activities build key historical
skills step by step to prepare
students for GCSE.
Key concepts and skills
are clearly explained.
History 1114
Get Ready for Edexcel GCSE History Evaluation Pack
- Student Book
- Course Guide with sample material
978 1 446900 11 6 9.99* Summer 2011
Student Book
978 1 846909 57 3 9.99* Summer 2011
Teacher Guide
978 1 846909 58 0 120.00* Summer 2011
order and evaluate
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new
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* Prices are provisional until publication.
authors
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series editors
Angela Leonard

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Student Books are topic-based and tailor-made to the options you
choose.
examzone section provides revision resources for complete exam
success.
ResultsPlus features combine exam performance data with examiner
insight to give guidance on understanding performance.
ActiveTeach CD-ROMs provide a range of interactive activities for
focused and inspirational whole-class teaching.
Support for controlled assessment and revision to make sure your
students are well-prepared.
Edexcel GCSE History A:
The Making of the Modern World
Edexcels own resources for the 2009 Edexcel GCSE History A specication
History 1416
Sample pages from Edexcel GCSE History A: The Making of the Modern World Unit 1
Student Book
The development of the Cold War: the Truman Doctrine and Marshall Aid
Initial reaction to the Marshall Plan
European leaders met at the Paris Conference of 1948 to discuss
the American offer. Many European countries were keen to receive
Marshall Aid. However, representatives from the USSR walked out
of the conference claiming that the Americans were attempting to
split Europe into two camps. They argued that Marshall Aid was the
frst step in creating a military alliance that would wage war on the
Soviet Union. Stalin also insisted that Eastern European countries in
the Soviet sphere of infuence refuse the help offered by America.
By contrast, 16 countries including Britain and France welcomed the
offer, seeing it as a way of rebuilding their economies and defeating
communism in their own countries.
Exam question: Briey explain
the key features of the Truman
Doctrine. (6 marks)
The examiner wants you to identify
important points, not simply write
all you know. Here, for example, you
could choose briey to explain an aim
and an effect of the Truman Doctrine
and a key point from what Truman
said.
A basic answer (level 1)
gives simple statements that are
accurate but contain no supporting
details.
A good answer (level 2) gives
a statement that is accurate and is
developed with specic information.
An excellent answer (full
marks) contains at least three
statements. Each statement explains
a relevant key feature and is backed
up with specic information.
For the exam question above, develop
the following key features of the
Truman Doctrine:
containment
the division of the world into two
rival ideologies
America has a responsibility to
protect the world.
Build Better Answers
A British newspaper cartoon from June 1948 showing the Iron Curtain and Marshall
Aid. The gure on the right is Stalin. The gure looking over the Iron Curtain is Tito, the
communist leader of Yugoslavia. Although Tito was a communist, he did not see eye-to-eye
with Stalin and found some aspects of Western Europe very attractive.
You are one of Trumans advisors. Prepare a letter to be sent to the leaders of
all European governments inviting them to the Paris Conference of 1948. The
letter should:
describe Americas offer of assistance (the Marshall Plan)
explain why America is offering this assistance
set out what governments must do in order to qualify for this offer.
Remember to be persuasive!
Activity
81
Section 4: How did the Cold War develop? 194356
80
The Truman Doctrine (1947)
Following the Long Telegram (see page 78), Truman asked
the American military to assess the strength of the USSRs
army. He learned that the USSR was in no position to wage
a war. Nonetheless, Truman believed that the USSR had a
second strategy that would allow it to conquer more and
more territory without having to declare war: Stalin would
encourage communist revolutions across Europe. After the
Second World War, much of Europe was devastated and
citizens in countries such as Italy, France, Greece, Turkey
and the United Kingdom were suffering great hardships. In
these conditions communism was highly appealing because
communists believed that the wealth of the richest people
should be shared out among the poor. To address this threat,
in 1947 Truman set out a new policy that soon became
known as the Truman Doctrine.
The Truman Doctrine stated that:
the world had a choice between communist tyranny and
democratic freedom
America had a responsibility to fght for liberty wherever
it was threatened
America would send troops and economic resources to
help governments that were threatened by communists
communism should not be allowed to grow and gain
territory.
The signicance of the Truman Doctrine
The Truman Doctrine was important because it suggested
that America, rather than the United Nations, had a
responsibility to protect the world. This marked a reversal
of the USAs traditional policy of isolationism by which
America had stayed out of international affairs. It was
also signifcant because it divided the world according to
ideology: it stated clearly that capitalism and communism
were in opposition.
The development of the Cold War:
the Truman Doctrine and Marshall Aid
Learning objectives
In this chapter you will learn about:
the key features of the Truman Doctrine and Marshall Aid
Americas reasons for offering Marshall Aid.
Did you know?
The United Nations (UN) is an
organisation created in 1945 to maintain
international peace. The rst meeting
of the UN, in 1946, was attended by 51
nations. Today, the UN is made up of 192
nations.
This suggested that there could be no
further co-operation between East and
West due to their ideological differences,
and in this sense it marked the unoffcial
end of the Grand Alliance and the
beginning of the Cold War. Finally, it set a
realistic goal for American foreign policy:
Truman was committed to containment.
This implied that although America
would not invade the USSR, it would
make every effort to stop the spread of
communism.
The Marshall Plan (1947)
Truman described containment and the
Marshall Plan as two halves of the same
walnut. By this he meant that America
had a dual strategy for dealing with
communism. First, containment aimed
to beat communism through military
force. Secondly, the Marshall Plan of 1947
committed $13 billion of American money
to rebuild the shattered economies
of Europe. By encouraging prosperity,
the Marshall Plan would weaken the
attraction of communism. To those
suffering economic hardship following
the Second World War, the promise
of sharing resources equally under
communism had great appeal. If people
were wealthy, however, the idea of sharing
resources would have less appeal. In order
to qualify for American money, European
countries had to agree to trade freely with
America. In this way, the Marshall Plan
also helped the American economy.
Motivating activities are
perfect for individual class work
and work at home.
Text is written at the
right depth to make it
accessible to students
of all abilities.
ResultsPlus boxes can be found
frequently through the Student Book,
making the mark scheme clear.
History 1416
ActiveTeach
The ultimate front-of-class teaching tool!
Our three ActiveTeach CD-ROMs for this course comprise the Unit 1, 2 and 3 Student Books
on screen as well as interactive ResultsPlus and examzone features, a wealth of whole-class
activities and much more.
authors
Rob Bircher, Robin Bunce,
Nigel Bushnell, John Child,
Laura Gallagher, Nigel Kelly,
Angela Leonard, Daniel Magnoff,
Steve May, Victoria Payne, Jane
Shuter, Kirsty Taylor, Cathy Warren,
Steve Waugh, Martyn Whittock.
series editors
Nigel Kelly, Angela Leonard
www.
Visit www.pearsonschools.co.uk/
EdGCSEMWH for sample pages.
10
Sample screen from Edexcel GCSE History A: Modern World History Unit 1 ActiveTeach CD-ROM
Part B
8
Understanding and analysing
representations of history
Learning Outcome
By the end of this topic you should be able to:
understand what is meant by
understand how historical representations
are created
analyse representations and judge how far
they differ from one another
What are representations?
A representation is a depiction of the past created visually
or in words. It is designed to create an image of things in
the past an event, a movement, the role of an individual
and so on. Historians create representations when they
write about the past. They create for us a picture of what
life was like, why people acted as they did, and what the
consequences of events and developments were. Novelists,
lmmakers and cartoonists also give us an image of past
societies and events. In each case, the way they choose
to portray that is to show their subject creates a
representation of it.
8
Analysing representations
Someone who creates a representation
takes some of the same steps you might
take when taking a photograph or creating
a Facebook entry. You choose what you
are taking a photograph of or how to
show yourself. Do you want to record an
important event? And do you want to
show it as happy or solemn? Do you want
to show the beauty of a particular place?
To get the effect you want, you choose
which things to focus on. Sometimes you
decide to leave things out. In this way, you
make decisions about how to portray the
scene or the event.
When you analyse a representation you
should look at each part separately and
think about how it affects the overall
image. From the details you can infer
you can work out what impression the
artist or author is trying to give.
A modern example of a representation
Lets rst take a modern example and then use skills of analysis of a historical representation.
Study source A below.
the blue sky (would
the photograph
have been taken
on a rainy day?)
the uncrowded
scene no objects
in the centre of
the picture
the inclusion
of the boat and
the windmill
the happy-looking young couple (Do
people look happy all the time? Why
has the photographer not shown just
one person alone?)
Source A: An illustration from the website of the British Tourist board 2009. It shows a scene on the East Coast.
Note the details the photographer has chosen to include. Why have these
details been included? What message are they designed to give? Can you
suggest anything which may have been deliberately left out?
What do you think is the purpose of the representation in Source A?
Now study source B.
It is a photograph taken in the middle of an August morning. It shows a part
of the coast near to source A. The building in the background is a nuclear
power station.
What parts of Source A are supported by
details in Source B?
Would you use Source B to advertise
holidays on the Suffolk Coast? If not, why
not? If yes, what parts of the photograph
would you select?
Source A is not inaccurate, but Source
B helps to show us that Source A is not
a complete representation. Source A is
one view and when we analyse it, we
can infer the message and purpose of
this representation from the choices the
photographer has made.
Source A is designed to portray the coast
as attractive and uncrowded; a place to
enjoy walks and be happy. Its purpose is
to encourage people to take holidays in
the area.
Part B: Understanding and analysing representations of history
9
1. Describe the representation of the East coast of England
given in Source A. Use details from Source A. You could
begin Source A is representation of the East Coast. It is
designed to portray it as. We can tell this because.
2. Try to use most of the following words and phrases in
your description. You can use them in any order:
selected
chosen to
ouitted
deliberately
highlighted
included
incouplete
You can also use details from Source B if you wish.
Activity
Source B: A holiday
photograph taken at
Sizewell on the Suffolk
Coast, August 2009.
Six Controlled Assessment Student Books give you the tools to prepare your students for
their research and controlled assessment with condence.
Sample pages from CA8 Crime, policing and punishment in England c1880-1990
Controlled Assessment Student Books
n
e
w
!
Enlarge and project
every page of the
Student Books for
focused whole-class
teaching.
Edexcel GCSE History A Results Plus Examzone
0/1 of 21
+
Section 4: How did the Cold War develop? 194356
80
The Truman Doctrine (1947)
Following the Long Telegram (see page 78), Truman asked
the American military to assess the strength of the USSRs
army. He learned that the USSR was in no position to wage
a war. Nonetheless, Truman believed that the USSR had a
second strategy that would allow it to conquer more and
more territory without having to declare war: Stalin would
encourage communist revolutions across Europe. After the
Second World War, much of Europe was devastated and
citizens in countries such as Italy, France, Greece, Turkey
and the United Kingdom were suffering great hardships. In
these conditions communism was highly appealing because
communists believed that the wealth of the richest people
should be shared out among the poor. To address this threat,
in 1947 Truman set out a new policy that soon became
known as the Truman Doctrine.
The Truman Doctrine stated that:
the world had a choice between communist tyranny and
democratic freedom
America had a responsibility to fght for liberty wherever
it was threatened
America would send troops and economic resources to
help governments that were threatened by communists
communism should not be allowed to grow and gain
territory.
The signicance of the Truman Doctrine
The Truman Doctrine was important because it suggested
that America, rather than the United Nations, had a
responsibility to protect the world. This marked a reversal
of the USAs traditional policy of isolationism by which
America had stayed out of international affairs. It was
also signifcant because it divided the world according to
ideology: it stated clearly that capitalism and communism
were in opposition.
The development of the Cold War:
the Truman Doctrine and Marshall Aid
Learning objectives
the key features of the Truman Doctrine and Marshall Aid
Americas reasons for offering Marshall Aid.
Did you know?
The United Nations (UN) is an
organisation created in 1945 to maintain
international peace. The rst meeting
of the UN, in 1946, was attended by 51
nations. Today, the UN is made up of 192
nations.
This suggested that there could be no
further co-operation between East and
West due to their ideological differences,
and in this sense it marked the unoffcial
end of the Grand Alliance and the
beginning of the Cold War. Finally, it set a
realistic goal for American foreign policy:
Truman was committed to containment.
This implied that although America
would not invade the USSR, it would
make every effort to stop the spread of
communism.
The Marshall Plan (1947)
Truman described containment and the
Marshall Plan as two halves of the same
walnut. By this he meant that America
had a dual strategy for dealing with
communism. First, containment aimed
to beat communism through military
force. Secondly, the Marshall Plan of 1947
committed $13 billion of American money
to rebuild the shattered economies
of Europe. By encouraging prosperity,
the Marshall Plan would weaken the
attraction of communism. To those
suffering economic hardship following
the Second World War, the promise
of sharing resources equally under
communism had great appeal. If people
were wealthy, however, the idea of sharing
resources would have less appeal. In order
to qualify for American money, European
countries had to agree to trade freely with
America. In this way, the Marshall Plan
also helped the American economy.
The development of the Cold War: the Truman Doctrine and Marshall Aid
Initial reaction to the Marshall Plan
European leaders met at the Paris Conference of 1948 to discuss
the American offer. Many European countries were keen to receive
Marshall Aid. However, representatives from the USSR walked out
of the conference claiming that the Americans were attempting to
split Europe into two camps. They argued that Marshall Aid was the
frst step in creating a military alliance that would wage war on the
Soviet Union. Stalin also insisted that Eastern European countries in
the Soviet sphere of infuence refuse the help offered by America.
By contrast, 16 countries including Britain and France welcomed the
offer, seeing it as a way of rebuilding their economies and defeating
communism in their own countries.
Exam question: Briey explain
the key features of the Truman
Doctrine. (6 marks)
The examiner wants you to identify
important points, not simply write
all you know. Here, for example, you
could choose briey to explain an aim
and an effect of the Truman Doctrine
and a key point from what Truman
said.
A basic answer (level 1)
gives simple statements that are
accurate but contain no supporting
details.
A good answer (level 2) gives
a statement that is accurate and is
developed with specic information.
An excellent answer (full
marks) contains at least three
statements. Each statement explains
a relevant key feature and is backed
up with specic information.
For the exam question above, develop
the following key features of the
Truman Doctrine:
containment
the division of the world into two
rival ideologies
America has a responsibility to
protect the world.
A British newspaper cartoon from June 1948 showing the Iron Curtain and Marshall
Aid. The gure on the right is Stalin. The gure looking over the Iron Curtain is Tito, the
communist leader of Yugoslavia. Although Tito was a communist, he did not see eye-to-eye
with Stalin and found some aspects of Western Europe very attractive.
You are one of Trumans advisors. Prepare a letter to be sent to the leaders of
all European governments inviting them to the Paris Conference of 1948. The
letter should:
describe Americas offer of assistance (the Marshall Plan)
explain why America is offering this assistance
set out what governments must do in order to qualify for this offer.
Remember to be persuasive!
Activity
81
Develops students skills in
understanding, analysing and
evaluating representations.
Case studies and
practice activities build
students enquiry skills.
Includes a VLE site pack to give you maximum
exibility of use. Tested on Fronter, Moodle and
Kaleidos. Go to www.pearsonschools.co.uk/vlesupport
to nd out about compatibility with other VLEs.
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11 11
History 1416
6
SuperFacts Section 1.1
Why did war break out 190014?
SuperFacts are the key bits of information. Learn themand ask someone to test you.
The Triple Alliance (1882) between Germany, Austria-Hungary, and Italy, said these
countries would help each other in time of war. It left France isolated and nervous.
p.8
The Entente Cordiale (1904) was an agreement between France and Britain not to
quarrel over colonies. It strengthened themagainst the growing power of Germany.
p.9
The Triple Entente (1907) was between France, Britain and Russia. It gave them
security against the Triple Alliance. Europe split into two powerful, rival groups. p.9
Economic competition In 1913, Britain made about 1.2 million fromtrade, just ahead
of Germany, with 1 million. But by 1914, Germany was producing more iron, more steel,
and more cars than Britain. This rivalry caused tension. p.14
Colonial competition Britain and France gained cheap raw materials and export markets
in their colonies. These things made themmore powerful. Britain took 1000 million in
tax and goods just fromIndia from1750 to 1900. Germany had few colonies and wanted
more. This caused tension. p.10
The Algeciras Conference was held in 1905 to discuss Morocco. The Kaiser said it should
be independent. He knew France wanted it as a colony. Britain backed France and the
conference agreed. Britain also promised troops to help France if it was attacked by
Germany. p.11
The Agadir Crisis In 1911, after a rebellion in Morocco, France took over. A German
gunboat, the Panther, sailed to Agadir and threatened the French. Britain said it would go
to war if Germany kept bullying France. Germany had to back down again. p.11
Morocco The two crises in Morocco (Algeciras and Agadir) made war more likely. Twice
the Kaiser tested the Entente Cordiale, but the Alliance held and he just made Britain and
France keener to resist him. p.11
Naval rivalry Germany began to threaten Britains naval superiority. In1898, the Kaiser
announced that Germany would build 41 battleships and 61 cruisers. In 1906, Britain
responded with the frst dreadnought, a much more powerful battleship.From1906 to
1914 Britain built 29 dreadnoughts and Germany built 17. p.12
The Arms Race As tensions rose, all the Great Powers, except Britain, introduced
conscription. By 1914, the German army numbered 1.5 million. Large armies, in rival
alliances committed to defend each other, were a dangerous development. p.13
Ottoman weakness in the Balkans The Balkans were divided among surrounding
powers, mostly the Ottoman Empire. But the Ottoman Empire was now weak and started
to break up.In 1878, Serbia and Bulgaria split fromthe Ottoman Empire. p.16
Section summary
In 1900, the Great Powers
(especially Germany, France
and Britain) were rivals over
trade, colonies and military
strength.
European countries formed
alliances (both open alliances
and secret ones) that led
to increasing suspicion and
tension between rival nations.
This led to an arms race
that both sides justied as
preparing for defence.
By 1914, this rivalry had
produced considerable
tensions, especially in the
Balkans. When the heir to
the Austrian Empire was
assassinated in the Balkans,
Europe was tipped into a war.
the Great Powers were Britain, Germany,
France, Austria-Hungary, Russia and Italy.
1
The Peace Settlement 191828
7
Why did war break out 190014?
Top tip
When using SuperFacts to support a
statement, make sure you do not just
produce a list of facts. Always say how
the detail supports the statement.
Balkan nationalismEncouraged by Serbia, Slav people in the Balkans demanded that
they should be independent. This also threatened Austria-Hungary, where there were
millions of Slavs, Czechs, and Croats. p.16
The Great Powers split over the Balkans The Ottoman Empire and Austria-Hungary
actively opposed Balkan nationalism. Russia, a Slav country, encouraged it. Britain and
France did all they could to protect their Balkan trade routes. p.16 & 18
Bosnian Crisis In 1908, Austria-Hungary ran Bosnia-Herzegovina. The new Turkish
government threatened to take Bosnia-Herzegovina back into the Ottoman Empire.
So, in September 1908, Austria-Hungary formally annexed Bosnia-Herzegovina. This
angered Russia and Balkan nationalists. p.18
The Balkan League In 1911 the Turkish government fell. Balkan states took advantage.
Serbia, Greece, Montenegro, and Bulgaria set up the Balkan League. This was a clear
threat to the Ottoman and Austrian empires. p.19
The First Balkan War (191213) In 1912, the Balkan League attacked the Ottoman
Empire and forced it out of Europe. This worried Austria-Hungary. At a conference in
London, Austria-Hungary, Britain, and France put pressure on both sides to make peace
in 1913. p.19
The Second Balkan War (1913) broke out a month after the frst war ended. Balkan
states fought each other for land; the Turks joined in too. When fghting stopped, no one
was content. Serbia had grown in power, but still wanted more land. p.19
Franz Ferdinand was heir to the throne of Austria. In June 1914 he went to Sarajevo, the
capital of Bosnia-Herzegovina. Balkan nationalists resented himbeing there. Gavrilo
Princip, a Serbian nationalist fromBosnia, assassinated him. p.20
Franz Ferdinands assassination was an attack on Austria-Hungary by nationalists.
Austria-Hungary said Serbia had organised the killing. On 23 July, they sent Serbia a list
of unreasonable demands, which Serbia rejected. Austria declared war on 28 July.
p.21
The Alliance Systemnow turned a local confict into a world war. To help Serbia, Russia
prepared for war against Austria-Hungary, so Germany declared war on Russia on 1
August. To support Russia, France joined the war on 2 August. When Germany invaded
France through Belgium, Britain joined the war on 4 August. p.22
The Schliefen Plan speeded up the start of war. This was because if Germany was to
fght Russia, it needed to attack and defeat France quickly to avoid a war on two fronts.
p.24
Watch out!
The names Ottoman Empire and Turkish
Empire are often used interchangeably.
Ottoman is more correct, but political
writings and cartoons from the 1900s
often refer to Turkey and the Turk.
Need more help?
You can nd a longer explanation
of each SuperFact in your
Edexcel textbook, Peace and War:
International Relations 190091.
Look for this symbol, which will give
you the page number .
Written by a team of subject specialists, this interactive Revision Guide for Edexcel GCSE
History A provides expert support for your students.
Easy-to-use guide comes with a CD-ROM of diagnostic tests and practice questions.
Contains information on what students need to revise, with helpful ResultsPlus features
highlighting common pitfalls, showing key terms and suggesting how to write stronger
answers.
Sample pages from ResultsPlusRevision for Edexcel GCSE History A: Modern World History
Student Books
Unit 1: Peace and War: International relations
19001991 Student Book
978 1 846908 03 3 12.25
Unit 2A: Germany 19181939 Student Book
978 1 846905 47 6 11.25
Unit 2B: Russia 19171939 Student Book
978 1 846905 48 3 11.25
Unit 2C: The USA 19191941 Student Book
978 1 846905 53 7 11.25
Unit 3A: War and the transformation of British
society c19031928 Student Book
978 1 846905 50 6 11.25
Unit 3B: War and the transformation of British
society c19311951 Student Book
978 1 846905 51 3 11.25
Unit 3C: A divided union? The USA 19451970
Student Book
978 1 846905 52 0 11.25
ActiveTeach CD-ROMs
Unit 1 ActiveTeach CD-ROM
978 1 846908 15 6 130.00 (+VAT)
978 1 846905 45 2 130.00 (+VAT)
978 1 846905 46 9 130.00 (+VAT)
Controlled Assessment
Edexcel CA1 Germany 19181939
978 1 846908 78 1 10.99
Edexcel CA5 Vietnam 19601975
978 1 846906 47 3 10.99
Edexcel CA6 Government and protest in the
USA 19451970
978 1 846906 45 9 10.99
Edexcel CA8 Crime, policing and punishment in
England c1880c1990
978 1 846906 46 6 10.99
Edexcel CA10 The Impact of War on Britain
c19141950
978 1 846908 79 8 10.99
Edexcel CA11 Change in British Society
19551975
978 1 846906 44 2 10.99
ResultsPlus Revision
ResultsPlus Revision for Edexcel GCSE Modern
World History
978 1 846905 87 2 5.99 (+VAT)
ResultsPlus Revision for Edexcel GCSE Modern
World History
Pack of 10 SAVE 33%
978 1 846908 21 7 40.00 (+VAT)
ordering details
www.
ResultsPlusHistA for more information.
Key terms are
clearly dened.
Content is broken down into chunks called
Superfacts so students can get to grips
with what they need to learn quickly.
Clear guidance is given on
how to answer a question
in the Top Tips boxes.
n
e
w
!
new
!
new
!
Student Book
Section 1: Medicine and treatment c.13S0-17S0
8
What were your chances of a
long life if you were born in
1350?
Key terms
apothecary a person who made
medicines and ointments from a range of
ingredients such as herbs and spices
Black Death a highly infectious disease
that spread throughout Europe in the
mid-14th century
bloodletting the drawing of blood from a
patient by a doctor
the Church the international organisation
of all Christian believers
Four Humours a theory that developed
in Ancient Greece to explain illness
medieval a name for the Middle Ages,
the period between the Ancient World
(which ended when the Romans left
Britain) and the Renaissance of the 16th
and 17th centuries
physician a trained doctor
Reformation a period of challenges to
the authority and teachings of the Catholic
Church
Renaissance a period in the 16th and
17th centuries when people thought they
were reviving Ancient Greek and Ancient
Roman culture
Royal Society a group set up in 1660
to enable educated people to discuss
scientic ideas
supernatural forces outside normal
nature that some people believe can
affect events, e.g. God, charms and luck,
witchcraft or astrology
Before
The Ancient Greeks had developed an explanation for ill
health based on natural causes rather than supernatural
ones.
The Romans introduced good standards of public health
throughout their empire.
When the Romans left Britain in the 5th century, much of
their civilisation gradually collapsed as England was then
invaded by the Angles, Saxons, Vikings and then Normans.
After
In the late 18th and 19th centuries there were signifcant
advances in the understanding of the causes of ill health
and a greater use of science and technology in medicine.
8
Learning outcomes
demonstrate why many peoples life expectancy was
so low during the Middle Ages
Fascinating fact
T e fur worn by rich people kept them warm but also
tended to attract f eas.
Many students assume that life in the Middle Ages
was the same for everyone. Remember that there was great
variation between different areas of the country and different
groups within society.
Watch out!
Life expectancy
Nowadays the average
life expectancy is
around 80 years.
In the 1350s it was
around 30 years,
although the rich,
who didnt do manual
work and had better
diets, might have lived
longer. Of course, some
individuals lived to be
50, 60 and even 80, but
this was unusual.
So what were your
chances of a long life?
Infant mortality was
high. Out of every fve
children born, there
was a high chance that one would die
before their frst birthday and another
would die in childhood. They died from
illness, injury, poor living conditions or
malnutrition. The remaining three might
grow up and get married and have their
own families. Even so, many women died
in childbirth and working men could die
from injuries at work, while diseases such
as smallpox, leprosy and various fevers
called agues killed people of all ages.
Medicine in the medieval period was
focused on dealing with infectious
diseases but also on treating daily aches
and pains. Conditions that we can now
treat successfully, such as heart problems,
types of cancer or the need for a hip
replacement, were less of a problem
because fewer people lived to old age. But
when these conditions did develop, there
was usually no successful treatment for
them.
Section 1: Medicine and treatment c. 13S0-17S0
9
1 Make a list of the main causes of death in the
medieval period described on these pages.
2 What clues can you see in the picture of a
peasants home to suggest reasons why people
might become ill?
3 Summarise the reasons why life expectancy in
medieval times was so much shorter than it is
nowadays, using the headings: Living Conditions;
Disease; Other Reasons.
Challenge
4 How far do you think it is still true that richer
people in Britain tend to live longer than poorer
people? You should be able to think of points to
both support and challenge this idea, so make
sure you explain why you nd some points are
stronger than others.
410 CE
Romans left
Britain
1348
Black Death
reached Britain
1543
Vesalius
1628
Harvey
1660
Royal Society
established
1665
Plague in
London
Activities
In 13S0, most peopIe Iived in smaII viIIaes.
TIey rev tIeir ovn Iood, made tIeir ovn
cIotIes and bouIt anytIin eIse tIey needed
at tIe IocaI market or nearest tovn. TIey
probabIy Iad onIy one room in tIeir Iome
and durin tIe vinter tIey oIten brouIt tIeir
animaIs, sucI as covs and pis, indoors.

Tiered activities allow students to work and progress at a pace
that works for them.
examzone section provides resources for revision support.
ResultsPlus features combine exam performance data with
examiner insight to give guidance on understanding performance.
ActiveTeach, the digital Medicine and Surgery Student Book
with a range of interactive activities, provides the tools needed to
cut preparation time and make whole-class teaching exciting.
Support for controlled assessment and revision help maximise
potential.
Edexcel GCSE History B:
Schools History Project
Edexcels own resources for the 2009 Edexcel GCSE History B specication
Sample pages from Edexcel GCSE History B: Schools History Project:
Medicine and Surgery
A range of fascinating sources
brings history to life.
History 1416
12
Unit opener pages, complete
with objectives, set the scene and
engage from the start.
authors
Rob Bircher, Robin Bunce, Nigel
Bushnell, John Child, Nick Fellows,
Laura Gallagher, Angela Leonard,
Daniel Magnoff, Steve May,
Victoria Payne, Rosemary Rees,
Allan Todd, Cathy Warren,
Steve Waugh, Mike Wells,
Martyn Whittock, Susan Willoughby
series editor
Angela Leonard
www.
EdGCSESHP to order.
Timelines are included at the start of
each unit to make students familiar
with the timescale of the period.
13
History 1416
ActiveTeach
The ActiveTeach CD-ROM contains an electronic version of the Medicine and Surgery Student
Book, interactive ResultsPlus and examzone features, plus a wealth of extra resources to
provide you with all the support you need to plan and deliver engaging lessons.
0/1 of 21
+
Edexcel GCSE History B Results Plus Examzone
Sample screen from Edexcel GCSE History B: Schools History Project: Medicine and Surgery ActiveTeach
Six Controlled Assessment Student Books give you the tools to prepare your students for
their research and controlled assessment with condence.
Covers the main subject content required as a basis for the Part A enquiry and the Part B
representation focus.
Controlled Assessment Student Books
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Part B
8
Understanding and analysing
Learning Outcome
understand what is meant by
understand how historical representations
are created
analyse representations and judge how far
they differ from one another
What are representations?
A representation is a depiction of the past created visually
or in words. It is designed to create an image of things in
the past an event, a movement, the role of an individual
and so on. Historians create representations when they
write about the past. They create for us a picture of what
life was like, why people acted as they did, and what the
consequences of events and developments were. Novelists,
lmmakers and cartoonists also give us an image of past
societies and events. In each case, the way they choose
to portray that is to show their subject creates a
representation of it.
8
Analysing representations
Someone who creates a representation
takes some of the same steps you might
take when taking a photograph or creating
a Facebook entry. You choose what you
are taking a photograph of or how to
show yourself. Do you want to record an
important event? And do you want to
show it as happy or solemn? Do you want
to show the beauty of a particular place?
To get the effect you want, you choose
which things to focus on. Sometimes you
decide to leave things out. In this way, you
make decisions about how to portray the
scene or the event.
When you analyse a representation you
should look at each part separately and
think about how it affects the overall
image. From the details you can infer
you can work out what impression the
artist or author is trying to give.
A modern example of a representation
Lets rst take a modern example and then use skills of analysis of a historical representation.
Study source A below.
the blue sky (would
the photograph
have been taken
on a rainy day?)
the uncrowded
scene no objects
in the centre of
the picture
the inclusion
of the boat and
the windmill
the happy-looking young couple (Do
people look happy all the time? Why
has the photographer not shown just
one person alone?)
Source A: An illustration from the website of the British Tourist board 2009. It shows a scene on the East Coast.
Note the details the photographer has chosen to include. Why have these
details been included? What message are they designed to give? Can you
suggest anything which may have been deliberately left out?
What do you think is the purpose of the representation in Source A?
Now study source B.
It is a photograph taken in the middle of an August morning. It shows a part
of the coast near to source A. The building in the background is a nuclear
power station.
What parts of Source A are supported by
details in Source B?
Would you use Source B to advertise
holidays on the Suffolk Coast? If not, why
not? If yes, what parts of the photograph
would you select?
Source A is not inaccurate, but Source
B helps to show us that Source A is not
a complete representation. Source A is
one view and when we analyse it, we
can infer the message and purpose of
this representation from the choices the
photographer has made.
Source A is designed to portray the coast
as attractive and uncrowded; a place to
enjoy walks and be happy. Its purpose is
to encourage people to take holidays in
the area.
Part B: Understanding and analysing representations of history
9
1. Describe the representation of the East coast of England
given in Source A. Use details from Source A. You could
begin Source A is representation of the East Coast. It is
designed to portray it as. We can tell this because.
2. Try to use most of the following words and phrases in
your description. You can use them in any order:
selected
chosen to
ouitted
deliberately
highlighted
included
incouplete
You can also use details from Source B if you wish.
Activity
Source B: A holiday
photograph taken at
Sizewell on the Suffolk
Coast, August 2009.
Sample pages from CA8 Crime, policing and punishment in England c18801990
Develops students skills in
understanding, analysing and
evaluating representations.
ResultsPlus
and examzone
features provide
revision support.
Add your own resources to
create personalised lessons
and for easy integration into
your scheme of work.
Includes a VLE site pack to give you
maximum exibility of use. Tested on
Fronter, Moodle and Kaleidos. Go to
www.pearsonschools.co.uk/vlesupport
to nd out about compatibility with
other VLEs.
Enlarge and project every
page of the Student Books for
focused whole-class teaching.
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Case studies and practice
activities build students
enquiry skills.
History 1416
14
Written by a team of subject specialists, this interactive Revision Guide for Edexcel GCSE
History B provides expert support for your students.
Easy-to-use guide comes with a CD-ROM of diagnostic tests and practice questions.
Contains information on what students need to revise, with helpful ResultsPlus features
highlighting common pitfalls, showing key terms and suggesting how to write stronger
answers.
Sample pages from ResultsPlusRevision for Edexcel GCSE History B:Schools History Project
Student
Edexcel GCSE History B: Schools History Project
Medicine (1A) and Surgery (3A) Student Book
978 1 846904 40 0 15.99
Crime (1B) and Protest (3B) Student Book
978 1 846904 41 7 15.25
Edexcel GCSE History B: Schools History
Project Warfare (1C) and Its Impact (3C)
Student Book
978 1 846904 42 4 15.25
Project Transformation of British Society (2A)
Student Book
978 1 846906 39 8 10.99* March 2011
American West (2B) Student Book
978 1 846904 43 1 11.25
Life in Germany (2C) Student Book
978 1 846904 44 8 11.25
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978 1 846904 46 2 77.50 (+VAT)
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Guide
978 1 846904 47 9 77.50 (+VAT)
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Teacher Guide
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Edexcel CA1 Germany 19181939
978 1 846908 78 1 10.99
Edexcel CA5 Vietnam 19601975
978 1 846906 47 3 10.99
Edexcel CA6 Government and protest in the
USA 19451970
978 1 846906 45 9 10.99
Edexcel CA8 Crime, policing and punishment in
England c1880c1990
978 1 846906 46 6 10.99
Edexcel CA10 The Impact of War on Britain
c19141950
978 1 846908 79 8 10.99
Edexcel CA11 Change in British Society
19551975
978 1 846906 44 2 10.99
ResultsPlus Revision
ResultsPlus Revision for Edexcel GCSE Schools
History Project
978 1 846905 90 2 5.99 (+VAT)
ResultsPlus Revision for Edexcel GCSE Schools
History Project
Pack of 10 SAVE 33%
978 1 846908 22 4 40.00 (+VAT)
ordering details
Content is broken down into
chunks called SuperFacts so
students can get to grips with
what they need to learn quickly.
new
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www.
ResultsPlusHistB for more information.
Clear guidance is given on
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in the Top Tip boxes.
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Key terms are clearly dened.
History 1416
15
examWizard
Create customised practice exams and topic tests for
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a huge bank of past Edexcel exam questions and create your own mock exams, topic tests and
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examWizard
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Contains a number of networkable
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Edexcel Internal Review
3

3. Study the source below.
Source: A picture oI a workhouse ward Ior elderly women in the mid-nineteenth century.

What can you learn Irom the source about liIe in a workhouse? (Total 4 marks)

4. Study the source.
Source: From the memories oI a German woman, Frau Mundt. Frau Mundt was a child growing
up in Germany in the early 1930s.

In 1930 the banks Iailed and this meant people had to pay oII their bills straight away. Do you
know what that means? No money, no work, no Iood. Only seven marks a week Ior the
unemployed. Families with two children, ten children and more, seven marks. And then came
1932. My mother and Iather went and heard AdolI Hitler. The next morning they told us what
he had Ior aims, Ior ideas and how he was on the side oI the unemployed. My mother wept
Ior joy. My parents prayed, Dear God, give this man all the votes so that we can escape Irom
poverty`. There was no one else who promised what Hitler did.
What can you learn Irom the source about the impact Hitler had on people who attended his
meetings?
(Total 4 marks)

Edexcel Internal Review
2

2. Study the source below.
Source: The picture shows the Iinishing oI the building oI the Iirst transcontinental railroad in
May 1869 at Promontory Point in Utah.

Corbis Picture Agency
What can you learn Irom Source A about the Iirst transcontinental railroad across the USA?
(Total 4 marks)

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GCSE History
Updated for the latest specication for rst teaching September 2009.
2009 CD-ROM licences contain many new questions from the sample
assessment material as well as a remapping of all 2003-07 papers to the
current specication.
Step 2:
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History 1416
16
authors
Johannes Ahrenfelt
Ellen Carrington
Bill Marriott
Colette Roberts
Rick Rogers
Paul Shuter
Allan Todd
Neal Watkins.
series editor
Greg Lacey
Tailored to the 2009 OCR GCSE History A: Schools History Project specication, our student and teacher
resources cover every option and focus on building the skills needed to prepare students for the exam.
Endorsed by OCR for use with the 2009 OCR GCSE History A: Schools History Project specication.
Full-colour textbooks, written in digestible chunks, motivate students throughout every topic and
every option.
Unique Grade Studio feature provides clear advice to help students improve their performance.
The Medicine Through Time option is supported by our ActiveTeach CD-ROM, containing the Student
Book on screen and hosting a range of interactive activities.
The Teacher Guide and editable CD-ROM support your planning and delivery, saving you time.
His!cry A
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Official Publisher Partnership OCR AND HEINEMANN WORKING TOGETHER TO PROVIDE BETTER SUPPORT FOR YOU
OCR GCSE History A:
Schools History Project
Endorsed support to help students reach their potential
course structure
Study in Development Study in Depth
Crime and Punishment Through Time
Student Book
Germany 19191945
Student Book
Elizabethan England
Student Book
Britain 18151851
Student Book
Medicine Through Time Student Book with
CD-ROM
American West 18401895
Student Book
Medicine Through Time ActiveTeach
CD-ROM
Medicine Through Time Teacher Guide
with editable CD-ROM
See ao oo||oe demoostrat|oo oI Act|veTeach at www.he|oemaoo.co.0kl00860SShP.
History 1416
17
t 0845 630 33 33 f
0845 630 77 77
Building skills, condence and interest
Each Student Book will grab the attention of your students with the range of different sources that add
variety to learning. From start to nish, youll also nd clear advice on how students can improve their
performance.
www.
For sample pages visit:
www.heinemann.co.uk/OCRGCSESHP.
Student Books
His!cry A
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Student Book
12 0CR CC5 Bistery A: Medicine 1hreugh 1ime
8 Ancient 8gypt - what was new?
The ancient Egyptian civilisation lasted approximately 3000 years,
from around 3000 BC to about 30 BC. Egypt was a well-organised and
hierarchical society, from the pharaoh and the vizier at the top, down
to the peasants who worked the land. Most of Egypt is desert, and the
only places people can live are the banks of the Nile, which gave them
water for drinking and for agriculture. As the Nile ooded once a year,
the surrounding land was very fertile. Farming of this land was
relatively easy, and so the Egyptians
had time to do other things as well.
A specialised society developed,
with different people working as
priests, scribes, lawyers and doctors,
as well as craft workers like the
stonemasons and painters who
created the great buildings. Fathers
trained their sons in their line of
work, from an early age. In some
professions, including medicine, a
father might train his daughter, if
he had no sons.
The most important difference
between the ancient Egyptians and
prehistoric people was that the
Egyptians had developed writing.
The development of writing affected
their medicine. They could write
about illnesses and treatments, and
so keep a record of treatments that
worked and those that did not. This
enabled them to develop treatments
by trial and error.
Study Sources A and 8, whlch are
thlngs that have survlved from
anclent Fgypt.
uslng |ust these sources, how
many dlfferences can you fnd
between anclent Fgypt and
prehlstorlc socletles!
ln what way are these two
sources slmllar!
C11tkC 51AR10
The pyramids at Giza. They were built as tombs for three pharaohs
Menkaura, the nearest to the camera, (nished in 2503 BC), then Khafra
(2532 BC), then Khufu (2566 BC).
S0ukCE A
ln thls lesson you wlll:
fnd out about the key features of anclent Fgypt
practlse your skllls ln maklng inIerences from sources
LARktkC 0|C1tv5
TIMELINE
3500 BC
Papyrus Edwin Smith written
3000 BC 2500 BC 2000 BC
Age of pyramid building
order
Student
Medicine Through Time Student Book with ActiveBook CD-ROM
978 0 435501 40 2 15.50
American West 18401895 Student Book
978 0 435501 43 3 14.25
Germany 19191945 Student Book
978 0 435501 44 0 14.25
Crime and Punishment Student Book
978 0 435501 45 7 14.25
Elizabethan England Student Book
978 0 435501 46 4 14.25
Britain 18151851 Student Book
978 0 435501 47 1 14.25
Teacher
Medicine Through Time Teacher Guide with CD-ROM
978 0 435501 41 9 105.00 (+VAT)
Medicine Through Time ActiveTeach CD-ROM
978 0 435501 42 6 325.00 (+VAT)
Medicine in Ancient gypt 13
gyptian re|igien
Religious beliefs were very important in ancient
Egypt. People believed that there were many gods
and that these gods made everything happen, from
the rising of the sun to the ooding of the Nile each
year, without which the Egyptians would not have
been able to grow crops. Some gods were thought to
cause and cure disease. The goddess of war, Sekhmet,
was also thought to cause and cure epidemics. A
medical book known as the Papyrus Ebers, said that
the god Thoth gives physicians the skill to cure.
Mediterranean Sea
Nile Delta
River Nile
Areas of settlement
Desert
Key
N
A painting from the tomb of Roy, an ancient Egyptian
noble, c.1290 BC. The wife of the dead nobleman kneels
by the case for his mummied body. The case is held by a
priest wearing a mask of the god Anubis. The texts are
extracts from ancient Egyptian religious writings known as
the Book of the Dead.
S0ukCE
Papyrus Ebers written
Papyrus Berlin written Visit of Herodotus
KomOmbo temple carvings made
Destruction of the library
at Alexandria
1500 BC 1000 BC 500 BC 0 AD 400
Rule of Ptolomies
Inference a conclusion reached by studying and
judging evidence.
K W0R05
: 0raw a tlmellne from ooo to o . Mark on lt
the dates of all the sources mentloned ln Chapter
z, as you meet them.
z what were the maln dlfferences between llfe ln
anclent Fgypt and llfe ln a prehlstorlc soclety!
y Fxplaln the connectlon between the followlng palrs.
(Fxpress your answer llke thls: The connection
between the River Nile and the settlement pattern in
Egypt is that people lived on the banks of the Nile
because they needed its water.)
a The foodlng of the hlle and speclallsed |obs
such as prlest and lawyer.
b The god Thoth and medlclne.
AC1tvt1t5
Learning objectives at the start of each lesson
link directly to the specication.
A variety of activities gets students
thinking about the topics.
Timelines put historical
learning in context.
Sample pages from OCR GCSE History A: Schools
History Project: Medicine Through Time
History 1416
18
Student Book
4 0CR CC5 Bistery : Medern Wer|d Bistery
were the peace treaties ef 1010-88 fair?
what were the metives and aims ef
the '8ig 1hree' at Versailles?
1he terms eI the armistice
When nations make peace at the end of a war, they
rst agree the terms on which they will stop ghting
(the armistice), before they meet to discuss and
agree the terms of the peace treaty that formally
ends the war. The First World War was
exceptionally damaging and bitterly fought. As it
came to an end, the defeated powers sought an
armistice, but the victors were determined that its
terms should be so severe that there would be no chance of hostilities
breaking out again. The armistice terms came to have an important
effect on the terms of the peace treaties themselves. For example, in
the armistice agreed with Germany, the principle of reparations was
accepted. Germany also agreed to leave Alsace-Lorraine, and that its
armies would evacuate all areas on the left bank of the Rhine. Each of
these found its way into the nal peace treaty, as did other military
restrictions placed on Germany by the armistice. Thus terms that
were intended primarily to bring the ghting to an end actually
became part of the treaty that punished Germany.
In January 1919 representatives from 32 countries met in Paris for a
conference that would make the peace settlement at the end of the
First World War. The tasks they faced were huge. The Europe of 1914
had been swept away by the impact of war. Nobody knows how many
died in the war at least 8 million ghting men and a further 8 million
civilians is a reasonable guess.
The Russian and Austro-Hungarian empires had collapsed, the former
replaced by an unpredictable communist dictatorship pledged to
destroy capitalism throughout the world. Large areas were left
devastated by the ghting, and the European economy was shattered
by the costs of war.
In these circumstances, to agree a peace settlement that everyone,
victors and defeated, found fair and acceptable would have been an
impossible task. What is remarkable is that the peacemakers achieved
as much as they did.
All the politicians at the Paris Peace Conference were under pressure
to meet the expectations of public opinion. The problem was that
people in different countries wanted different outcomes.
The Italians were determined to gain the territory that they thought
would make them a great power. The French wanted to make
Germany pay, and so did the British, although they had a leader who
increasingly doubted the wisdom of doing this. The Americans were
examlne the key motlves and alms of the '8lg
Three' at the peace conference
evaluate the lmpact of the dlfferent alms and
motlves ln shaplng the Treaty of versallles.
hlstorlcal skllls:
A0z - Causatlon, consequence, slgnlfcance
A0 - Fnqulry.
LARktkC 0|C1tv5
1he tnter-War ears 1919-39 5
500 km
N
GERMANY
AUSTRIA-
HUNGARY
uroe before 1919.
500 km
N
GERMANY POLAND
AUSTRIA
HUNGARY
ROMANIA
YUGOSLAVIA
CZECHOSLOVAKIA
BULGARIA
uroe after 1919.
not really enthusiastic about
being involved in European
affairs at all. Wilson, Clemenceau,
Lloyd George and the Italian
Prime Minister, Orlando, all
found that they were not free to
make the peace they wanted, as
public opinion at home would not
let them.
1he 'ig 1hree'
Of the nations that assembled in Paris to make
peace, three possessed the power to make decisions
which, more often than not, the others would have
to accept. These were the great powers that had
won the war: the USA, France and Britain. They
were represented at the peace conference by
President Wilson and prime ministers Clemenceau
and Lloyd George, known collectively as the
Big Three. Italy and Japan were the other
members of the Council of Ten (there were two
members from each of the ve powers), which met
daily at the conference to take all the important
decisions.
a|ancing activity
Answer the followlng questlons by placlng the countrles or thelr
respectlve leaders on an oplnlon llne.
who was to blame for the war!
who caused the most damage!
who |olned the latest!
who lost the most men!
who was ln a posltlon to fx thlngs!
who could galn the most from the peace settlement!
AC1tvt1t5
The peace treatles made wlth the defeated natlons ln
11-zo redrew the map of Furope, set up the League
of hatlons - the frst lnternatlonal organlsatlon for
malntalnlng world peace - and brought freedom to
many ethnlc groups prevlously under forelgn rule.
0o you thlnk there are any reasons why thls vlew
mlght be too ambltlous!
how would the natlons of Furope devastated by
war be able to uphold thelr promlses!
v0tC 0UR 0Ptkt0kI
Reparations
payments made by
Germany to compensate
other countries for
damage caused during
the First World War.
Treaty ((denition to
come))
K W0R05
Woodrow Wilson
President of the USA
191321.
David Lloyd George
Prime Minister of
Britain 191622.
Georges Clemenceau
Prime Minister of
France 191720.
K P0PL
Sample pages from OCR GCSE History B: Modern World
Ofcially endorsed by OCR for use with the 2009 OCR GCSE History B: Modern World specication, these
materials focus on exam preparation and cover every option to build students skills and condence.
Full-colour Student Book is written in easy-to-digest chunks to hold the attention of students, and
appeals to all ability ranges.
Our popular Exam Caf feature helps you to engage the whole class in preparing for their exams.
Our contemporary-feel Grade Studio section offers clear advice, from start to nish, on helping
students improve their performance.
ActiveTeach, the Student Book on screen, makes whole-class teaching crystal-clear and saves you
valuable planning time.
The Teacher Guide and editable CD-ROM support your planning and delivery, saving you time.
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OCR GCSE History B:
Modern World
Equipping students with the skills for exam success
authors
Tony Beaumont, Alex Brodkin,
Ellen Carrington, Andy Hill,
Roy Huggins, Rachel Jones,
Richard Kerridge, Greg Lacey,
Neil MacDonald, Bill Marriott,
Emma Norcliffe.
Activities and Voice your
Opinion boxes get students
thinking about the topics.
Clearly highlighted objectives
give students a clear understanding
of what they will learn.
Clear page layout engages
students of every ability.
ActiveTeach
History 1416
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order
Student
OCR GCSE Modern World History Student Book with ActiveBook CD-ROM
978 0 435510 22 0 19.99
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OCR GCSE Modern World History Teacher Guide with CD-ROM
978 0 435510 20 6 105.00
OCR GCSE Modern World History ActiveTeach
978 0 435510 21 3 330.00 (+VAT)
Incorporating an interactive Student Book, Grade Studio and Exam Caf features,
plus a wealth of extra resources, the ActiveTeach CD-ROM provides you with support
to plan and deliver engaging lessons.
Interactive activities, including simulations and animations, help students get to grips with key
concepts, gures and dates.
Create-your-own-lesson facility allows you to draw upon materials in the electronic book and
Teacher Guide to compile a lesson that totally suits your needs.

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OCR GCSE History B: Modern World
16 0CR CC5 Bistery : Medern Wer|d Bistery
1he remaining peace treaties, 1010-88
1he 1reaty eI 5t Cermain, 5eptember ::
This was the treaty signed by the Allies with Austria.
Austria accepted the break-up of the Austro-Hungarian
Empire. Austria and Hungary were left as small
independent states.
Reparations
Austria agreed to pay reparations, but the
collapse of the Bank of Vienna in 1922 meant nothing
was paid.
Military restrictions
Austria was permitted an army of no more than 30,000
men.
The impact of defeat
0eald the treaties be jastihed at the time?
examlne the methods of settlement used to deal wlth the other
members of the Trlple Alllance
analyse, wlth reference to wllson's 1 polnts, how far a workable
peace was achleved elsewhere ln Furope.
hlstorlcal skllls:
A0 - Fnqulry.
LARktkC 0|C1tv5
what ls natlonallty!
why ls lt lmportant for people who
share the same culture to feel they
have the opportunlty to express lt!
what are the dangers of redrawlng
boundarles wlth countrles when you
don't consult the people who llve
there!
C11tkC 51AR10
: South Tyrol and Trentlno to ltaly.
z lstrla and Trleste to ltaly.
y Croatla, 8osnla and herzegovlna to Serbla, creatlng ugoslavla.
Transylvanla to komanla.
y 0allcla to Poland. The new state of Poland also recelved
terrltory from 0ermany and kussla.
6 The new state of Czechoslovakla was created.
1he 1reaty eI keui||y,
kevember ::
This was the treaty signed by the
Allies with Bulgaria.
Reparations
Bulgaria had to pay 100 million
in reparations.
Bulgarias army was limited to
20,000 men.
It was impossible to give every -
national group self-
determination. Most of the
new states contained defeated
minorities who continued to
create problems.
Splitting up the empire created -
economic problems. Roads and
railways had not been built to
suit the new states, and the new
nations had their own taxes on
trade, where previously trade
had been free.
Several small, weak states now -
existed where there had
previously been one large
state.
N GERMANY
HUNGARY
to Yugoslavia
(3)
to Romania
(4) (1)
(2)
ROMANIA
AUSTRIA
POLAND
300 km
to Poland (5)
YUGOSLAVIA
CZECHOSLOVAKIA (6)
BULGARIA
ROMANIA
TURKEY
TURKEY
Western Thrace
YU
G
O
S
LA
V
IA
Constantinople
160 km
N
Black Sea
Aegean Sea
GREECE
The Treaty of Neuilly,
November 1919
This was the treaty
signed by the Allies
with Bulgaria.
Reparations
Bulgaria had to pay
100 million in
reparations.
Bulgarias army was
limited to 20,000 men.
Land lost by Bulgaria
Land lost by Turkey to Bulgaria
1he tnter-War ears 1919-39 17
1he 1reaty eI 1rianen, |une :ze
This was the treaty signed by the Allies with
Hungary. With the Treaty of St Germain, it marked
the break-up of the Austro-Hungarian Empire.
Reparations
Hungary agreed to pay reparations, but the collapse
of Hungarys economy in the early 1920s meant
nothing was ever paid.
Hungary was permitted an army of no more than
35,000 men.
The impact of the defeat
A communist state under Bela Kun was -
established in 1919. He was overthrown later in
the year and a military dictatorship set up under
Admiral Horthy.
The Hungarians continued to resent a settlement that left up to -
3 million Magyars (Hungarians) under foreign rule.
1he 1reaty eI 5vres, August :ze, amended by the 1reaty
eI Lausanne, |u|y :zy
These treaties were signed by the Allies with Turkey.
Impact of the Treaty of Svres
The Turks were so outraged by the terms of the Treaty of Svres -
that the Sultans government was overthrown in an uprising led by
Mustapha Kemal.
Rather than ght Kemal, the Allies agreed to amend the Treaty of -
Svres. This led to the signing of the Treaty of Lausanne in July 1923.
Look at the terms of the other
peace treatles.
a how do they compare to the
Treaty of versallles!
b ln what way dld they lmprove
the countrles!
c what other lmpacts dld they
have!
AC1tvt1t5
Partition ((denition to come))
Mandate system system after
the First World War by which
colonies of the defeated powers
were given by the League of
Nations to the victorious powers
to administer.
Plebiscite a referendum,
when all electors can vote on an
important issue.
K W0R05
The Treaty of Lausanne
Turkey recovered Smyrna and -
Eastern Thrace fromGreece.
All foreign troops left Turkey. -
Turkey regained control over -
the Straits.
Turkey did not have to pay -
reparations.
No limits were placed on -
Turkeys armed forces.
1he 1reaty eI 5vres
: Smyrna and z Fastern
Thrace were lost to
0reece. ln Furope Turkey
was left wlth only the
small area around
Constantlnople.
y The Stralts of the
0ardanelles and the
8osphorus were opened
to shlps of all natlons.
The 0ttoman Fmplre was
spllt up. Arabla was made
lndependent. Turkey's
other possesslons ln the
Mlddle Fast were made
League of hatlons
mandates and allocated
to 8rltaln and France.
An lndependent
Armenlan State was to be
created. The Allles could
keep troops ln Turkey to
ensure the treaty was
obeyed.
200 km
N
HUNGARY
Budapest
Vienna
Fiume
Transylvania
R O M A N I A Y U G O S L A V I A
AUSTRI A
C Z E C H O S L O V A K I A
Hungarys frontier in the Treaty of Trianon
Hungarys frontier (within the
Austro-Hungarian Empire) to 1918
Land lost
by Hungary

Turkish land lost
to Bulgaria
Other territorial
losses
British mandates
French mandates
The Treaty of Lausanne
Turkey recovered Smyrna and
Eastern Thrace fromGreece.
All foreign troops left Turkey.
Turkey regained control over the Straits.
Turkey did not have to pay reparations.
No limits were placed on Turkeys
armed forces.
TURKEY
GREECE
PALESTINE
LEBANON
TRANSJORDAN
BULGARIA
IRAQ
ARABIA
(made independent)
SYRIA
Constantinople (3)
Smyrna (1)
(2)
Persian
Gulf
Rhodes and the
Dodecanese Is.
to Italy
Black Sea
Mediterranean Sea
N
500 km
Enlarge and zoom into any area
of the Student Book for focused
whole-class teaching.
Add your own resources for
personalised lesson planning and easy
integration into your schemes of work.
Exam Caf provides a
range of exam preparation
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aspect of answering an
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ActiveTeach CD-ROM
Sample screen from OCR GCSE
History B: Modern World ActiveTeach
Includes a VLE site pack to give you
maximum exibility of use. Tested on
Fronter, Moodle and Kaleidos. Go to
www.pearsonschools.co.uk/vlesupport
to nd out about compatibility with other
VLEs.
History 1416
20
With a focus on exam practice and preparation, this completely updated series for AQA B GCSE Modern
World History covers every single option and provides unbeatable, all-round support to ensure every
student gets the best possible grade.
Written by experienced examiners and teachers, you can be sure this totally updated, trusted
series matches the specication and works in the classroom.
Tiered skills activities allow students to work at their own pace and take control of their learning.
Grade Studio sections provide students with the inside track on how to achieve a better grade.
Exam Caf features make sure your students get the maximum benet from their revision time.
ActiveTeach, the interactive Student Book on screen, makes whole-class teaching crystal-clear and
saves you valuable planning time.
Controlled Assessment Workbook gives you the tools to prepare students for the controlled
assessment task and to ensure complete coverage of AQA requirements.
AQ
A
M
a
k
e

t
h
e

G
r
a
d
e
!
AQA B Modern World History

John D Clare
Examiners: David Ferriby Jim McCabe Alan Mendum Tony Hewitt
GCSE
AQA B GCSE Modern World History
Helping every student get better grades
authors
John D. Clare
examiners
Tony Hewitt
David Ferriby
Jim McCabe
Alan Mendum
Student Book
Sample pages from AQA B GCSE Modern World
History
The examiners verdict shows
students what they need to write in
the exam to get the best grades.
Eye-catching Grade Studio
pages grab the attention of
all students.
Controlled Assessment Workbook
44
Section 4:Topic 3 - Britain and the aftermath
Depressed Britain in the 1930s
Using the impact of the Jarrow Crusade as an example, answer the following questions to help establish whether or not the 20s and 30s were a period of
industrial unrest and economic depression.
The following four categories in the table below represent different ways to measure the impact. Your task is to complete this table by showing the
impact of the Jarrow Crusade in each of these areas. You should also aim to nd sources that relate to these different areas and support your answers.
Type of Impact of the
Jarrow Crusade
Verdict on the Jarrow Crusade Source
Did it directly improve
the situation for the
marchers?
Did it change the attitude
of the government?
Did it change the
attitude of the people?
Did it change the way in
which industrial relations
operated?
Section 4: Topic 3 - Britain and the aftermath
History 1416
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Incorporating an interactive Student Book, extensive grade improvement features,
plus a wealth of extra resources, the ActiveTeach CD-ROM provides you with all the
support you need to plan and deliver engaging lessons.
ActiveTeach CD-ROM
Front-of-class teaching resources to bring out the best
Teacher Guide
ActiveTeach
order and evaluate
Student
AQA GCSE Modern World History Student Book
978 0 435510 41 1 17.99
Teacher
AQA GCSE Modern World History Teacher Guide
978 0 435510 42 8 105.00
AQA GCSE Modern World History ActiveTeach
978 0 435510 43 5 325.00 (+VAT)
AQA GCSE History B: Modern World Controlled Assessment Workbook
978 0 435017 00 2 5.99

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AQA B GCSE Modern World History
The orlglns of the Ilrst worlJ war
1he nava| arms race, :e6-:
As an island with a large overseas empire, Britain needed to
have a powerful navy, particularly since the British army was
very small. Britain had the largest navy in the world.
In 1898, however, Kaiser Wilhelm ordered Admiral Tirpitz to
rapidly increase the German navy, so that it could challenge
Britains. The British thought that it was an attempt to
challenge Britain and its empire. These British fears were
partly responsible for Britain entering into agreements with
France and Russia.
The German navy became a real threat to Britain after
1006 nn |o:n s:os |g.n |u:o:ng D:.onougn:s . n
battleship that could easily destroy all of the older type
battleships. Britains naval supremacy was in the older ships,
so :n :.. .s on :o |u:o :n nos: D:.onougn:s
n n.\. :.. :..no ::s . :n 1000 n G:n.ns
:fuso :o .g: on :n nun|: of D:.onougn:s :n ouo
build.
The government in Britain had only planned to build four
D:.onougn:s :n 1000-10 Pu: n.n o :n P:::.:n
believed that the German eet build-up was aimed at
challenging British naval superiority. Public pressure
demanded the government spend more money building
D:.onougn:s uno: :n sog.n .n: :gn: .no on:
wait. The government gave way and increased spending
on the eet to maintain Britains naval superiority over
Germany.
The naval race did much to make the British resent and
fear the Germans and lead Britain into better relations with
!:.n. Ho\: :n:s .s no: :n n.:n ..us of P:::.:n go:ng
:o .: :n 101~ .s | :nn P:::.:n n.o f.: no: D:.onougn:s
than the Germans.
This painting by William Lionel Wyllie shows
The First Battle Squadron of Dreadnoughts
Steaming down the Channel in 1911.
Wyllie was a British artist and a sailor. What is
this painting trying to show?
S0ukCE f
Number of Dreadnoughts completed
Great Britain Germany
1907 1
1908 3
1909 3 4
1910 3 1
1911 4 6
1912 11 5
1913 2 1
1914 7 5
Total 34 22
S0ukCE C
'The natlons of Furope thought they were
avoldlng war, but everythlng they dld only
brought war closer'. 0o the facts support
the thesls!
v0tC 0UR 0Ptkt0kI
S0ukCE f
8 AA CC5 Bistery
Riva|ry increases
P:n 100 .no 101~ :n G:.: Fo:s : :n\o\o :n .
series of crises in Morocco (in North Africa) and the Balkans
(Eastern Europe) which increased tension.
vents in Merecce, :ey-6
!n 100 on . \:s:: :o Mo:o..o K.:s: ':nn !! :on:so :o
support Moroccos independence. This upset the French, who
were interested in occupying Morocco as a colony. Wilhelm
was also testing the strength of the new friendship between
Britain and France.
!n . .onf:n. no .: g.::.s :n 1006 P:::.:n .no Russ:.
stood by France and it was agreed that Germany should have
no say in Morocco.
This strengthened Frances alliance with
Britain who shortly afterwards made a
colonial .g:nn: ::n Russ:. :n 100 so
forming the Triple Entente with France. The
Germans sensed they were being surrounded
and the Kaiser became even more resentful.
Merecce again - the Agadir crisis :::
In 1911 there was a rebellion against the
Sultan of Morocco which was put down with
French help. This was an opportunity for the
French to take Morocco. They were prepared
to grant compensation to countries such as
Germany and Spain who were concerned by
the French action. But the Germans sent a
gunboat, the Panther to Agadir, a port on the
Atlantic coast of Morocco, to challenge the
French. The Kaiser hoped to force the French
into giving Germany a share of Morocco.
The British feared that Germany was going
to set up a naval base in Agadir to challenge
Britains naval supremacy.
Germanys aggressive action in Morocco seemed to conrm
P:::.:ns o:s: f.:s :n.: G:n.n .s .:n:ng :o oon:n.:
Europe.
So Britain made a naval agree ment with France, promising
to defend the north coast of France if it was attacked from
the sea. The French took over Morocco, and the Kaiser was
fo:.o :o |.. oon G:n.n .s g:\n 100000 su.:
n:s of :n !:n.n ongo :n .onns.::on |u: :n .no .s
mostly swamp and jungle.
The Agadir crisis was a clear victory for France and the
Entente. The Kaiser was determined not to be the loser in the
next crisis.
This British cartoon was published in 1905.
Haselden was a patriotic British cartoonist.
This cartoon shows Britain and France dancing
the hornpipe (a sailors dance) to celebrate
Germanys defeat. Behind them in the harbour
are the ships of the Royal Navy. Wilhelm
dressed like the villain in a pantomime, and
with the German eagle on his hat accepts
that he is beaten, but vows to try again.
S0ukCE B
S0ukCE B
Sample screen from AQA B GCSE
Modern World History
!: :s ssn::. ou ou:sf .: ..: ..: of no :n n.:s .: s.o:o .no n.: :n u:s
need to do to improve their mark particularly how to get pupils over that critical (and substantial)
:n:snoo f:on D :o
n foo:ng n.: sn:s : n ou .no :n u:s .ssss :n:: ss.-.::n:s .no gu:o :nn
as to how to improve next time. It is interesting to note that a pupil only needs to get to the top of
L\ 2 :o g.:n . g:.o
Nark scheme - 8valaatien ef an Interpretatien 8ssay
You have done your essay. This checklist will show you what you managed to do satisfactorily.
!f ou us :n .n.:s: :s :: : sno ou nno ou go: :n \ ou ..n:\o .no .so
what you have to do next time to get a higher level.
tf 0U:
1a - Say some things about the content of the interpretation (for instance simple facts which
do not go much beyond the facts in the source),
OR
1b - Make simplistic statements the person who wroteJdrew it (such as 'it is biased')
You are awarded a level 1 for a general response (1 mark worth the equivalent of a Grade G)
(You can get a higher level if you):
2a - Talk about the content of the interpretation, relating it in general terms to the events of
the times and declaring it 'true' or 'false' with a simple explanation.
OR
2b - Make basic comments about the provenance of the interpretation, explaining in simple
ways why you nd it biased or trustworthy.
You are awarded a level 2 for simple explanation (2-3 marks depending on how much detail
u:\.n: :o G:.o )
1eacher ketes - ssays in Unit 1
Sample page from AQA B GCSE
Modern World History
The searchable resource bank
lets you build your own lessons
for totally exible teaching.
All the materials in the Teacher Guide are
totally customisable via the CD-ROM.
Write-in, topic book format provides
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Includes a VLE site pack to give you maximum exibility
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compatibility with other VLEs.
Revision software
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Bitesize provides the complete revision experience for students,
with books and interactive CD-ROMs that link directly to BBC
Bitesize, the UKs most popular revision website.
Students learn what and how to revise in order to plan and organise their revision, check progress
and increase their condence.
Key facts are covered in a motivating and visual way to consolidate learning and ll any gaps.
Direct links to the BBC Bitesize website provide extra interactive practice and tests.
Exam questions, model answers and papers allow students to practise their exam technique,
giving them the condence to improve their performance in exams and raise their grades.
Sample screen from GCSE Bitesize History
Interactive Revision Tutor Pack
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978 1 406656 19 0 99.99 (+VAT)
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www.
For more information and details of
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Interactive revision planner
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See ao oo||oe t0tor|a| at www.pearsooschoo|s.co.0klb|tes|ze.
Last-minute learner:
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23
History 1416
Edexcel IGCSE History
Edexcels own resource for the 2009 Edexcel IGCSE
History specication
Provides coverage of the 2009 Edexcel IGCSE specication, so you can be sure you and your
students have all the material you need.
Written by highly experienced history teachers in a clear, engaging style that students
will nd easy to understand.
Includes learning objectives, activities, Build better answers sections, carefully chosen
source material, engaging historical photos and examzone sections at the end of every unit.
Covers the following sections of the specication: The USA, 191729 (B4); Development
of dictatorship: Germany, 191845 (A3); A world divided: superpower relations, 194562
(A10); The changing role of international organisations: the League and the UN, 19192000
(C4); A divided union: Civil Rights in the USA, 194574 (A8).
IGCSE
authors
Robin Bunce
John Child
Laura Gallagher
Jane Shuter
Steve Waugh
www.
To access sample material visit:
www.pearsonIS.com/EdexcelIGCSE.
Sample pages from IGCSE History USA
Student Book
Flappers
Flappers was the name given to some young
women in the 1920s. They did not depend on men
to support them. They helped change western
attitudes to women.
Flappers wore silk stockings and short dresses
made from modern fabrics. They did not wear the
traditional layers of underclothes or corsets, so
their bodies were far more evident. They cut their
hair short, in a bob. They wore make-up and many
of them smoked and drank. Most of them worked,
alongside men (if not for equal pay). They went to
racecourses, boxing matches and clubs. In short,
they did things that previously only men had done.
They did not conform to the image of women as
home-based wives, mothers and daughters.
Many fappers married eventually. When they did,
they had to change their behaviour. However, many
of them took advantage of all the new household
gadgets to live as labour-saving a home life as
possible, and some even continued to work.
Source D: One of the covers of a weekly magazine called Judge for
the year 1925.
Women were now competing with men in the
business world more than ever before. Whereas
before prohibition the saloon bar had been a male
space, women now drank with men in speakeasies.
Women had taken to swearing, smoking and using
contraception. Tey were not keeping inside the
limits of their traditional role. Tey were becoming
nancially, and therefore in other ways, independent
of their fathers and husbands in record numbers.
Source C: From an article on appers, written in 1969.
Some of the statements below are correct, some are
wrong. Copy the correct ones. Copy a corrected version
of the wrong ones.
a American women got equal voting right to men in 1918.
b The number of women working rose sharply between
1910 and 1930.
c Flappers was the name given to young, single,
independent women who did not conform to the
traditional image of women.
d Flappers who married changed their ways and behaved
exactly as their mothers and grandmothers had.
Activity
In the 1920s the position of women changed
enormously. Use the sources and your own
knowledge to explain whether you agree with
this view. (15 marks)
Section B part (c) questions expect an extended piece of
writing, weighing up how far the sources and your own
knowledge support a statement.
A basic answer (level 1) will make a generalised
statement.
A good answer (level 2) will use detail from
the sources for OR against the statement. Adding own
knowledge will gain higher marks in the level.
A better answer (level 3) will use detail from
the sources for and against the statement. Adding own
knowledge will gain higher marks in the level.
An excellent answer (top of level 4) would use
detail from the sources and their own knowledge to give
an overall view on the level of support (for and against)
the statement.
U
n
i
t

1

T
h
e

U
S
A
,

1
9
1
7
2
9
29
U
n
i
t

1

T
h
e

U
S
A
,

1
9
1
7
2
9
28
New women
Effects of the war
Before the war, women in the USA were still struggling for
suffrage (the right to vote). When the USA entered the war,
the government asked women to do the work of men who
had gone to war. Women went to work in their millions.
The war gave women the experience of independence, of
earning wages and of showing what they were capable of
doing. They had to work for lower wages than men, but
even this was a victory. In 1918, even before the war was
over, President Wilson urged the Senate to pass a federal
law giving women equal voting rights, saying: We have
made partners of the women in this war. Shall we allow
them only a partnership of suffering and sacrifce and
toil, and not a partnership of privilege and right? The
19th Amendment to the United States Constitution, giving
women equal suffrage, became law on 18 August 1920.
After the war, women were expected to let the returning
men have their jobs back. Most young women worked. But
this was seen as only temporary, until they married.
Learning objectives
how the role of women changed in the 1920s
reasons for this change.
Source A: This Votes for Women stamp from 1913,
despite its positive message, shows that less than half
the US states allowed women the vote on an equal level
with men. The map shows states where women have
partial suffrage some voting rights, but not equal to
men.
1910 1920 1930
White-collar
workers
Male 6,019 7,176 9,564
Female 1,943 3,353 4,756
Manual and
service workers
Male 13,469 16,172 18,956
Female 4,327 4,115 5,088
Farmworkers
Male 10,359 10,221 9,414
Female 1,175 1,169 908
Total workers,
male and female
37,292 42,206 48,686
Source B: Men and women in the workforce, taken from
US government statistics (in thousands).
In the 1920s the position of women changed
enormously.
Use the sources and your own knowledge to
explain whether you agree with this view.
(15 marks)
Examination question
Learning objectives put students in charge
of their learning and clearly set out what they
should know by the end of the unit.
Student Book
Edexcel IGCSE History Student Book
978 0 435044 12 1 18.99
ordering details
Build better answers sections show
students how to maximise their potential.
History 16+
24
Edexcel GCE History
Edexcels own resources for its latest GCE
History specication
Tailored to the 2008 specication, Edexcel GCE History for AS and A2 Level ensures students
develop all the historical skills and understanding they need.
Written by examiners and experienced teachers.
An active, engaging approach that brings history alive in the classroom.
Exam tips, activities and sources in every chapter give students the condence to tackle
typical exam questions.
Carefully written material ensures exactly the right breadth and depth required at AS and
A2, and puts skills development at the heart of learning.
STUDENT BOOK
Edexcel AS History Unit 1
Russia in Revolution 1881-1924:
From Autocracy to Dictatorship
Derrick Murphy
Series Editors: Derrick Murphy and Angela Leonard
course components
Unit 1 Option D4
STUDENT BOOK
Stalins Russia 1924-53
Robin Bunce and Laura Gallagher
Unit 3 Option E2
Steve Phillips
Series editors: Martin Collier Rosemary Rees
AWorld Divided: Superpower Relations
194490
Unit 3 Student Book
Edexcel GCE History
Unit 4 Coursework Book
Martin Collier Rosemary Rees
Coursework Book
Name
Unit 4 Student Book
Edexcel GCE History
Unit 2 Option E2
Stuart Clayton
Mass Media, Popular Culture and Social Change
in Britain since 1945
Unit 2 Student Book
Edexcel GCE History
Unit 2 Option D2
Rosemary Rees
Britain and the Nationalist Challenge
in India 190047
Unit 2 Student Book
Edexcel GCE History
Unit 2 Option D1
Britain and Ireland18671922
AS History
kosemary kees Geoff Stewart
Series editors
MarLln Colller kosemary kees
Ldexce| GCL History
Unit 1 Option D3
STUDENT BOOK
Russia in Revolution 1881-1924:
FromAutocracy to Dictatorship
Derrick Murphy
Unit 3 Option D1
Martin Collier
FromKaiser to Fhrer: Germany, 190045
Unit 3 Student Book
Edexcel GCE History
Unit 2 Option E1
Geoff Stewart
British Political History 194590:
Consensus and Conict
Unit 2 Student Book
Edexcel GCE History
Unit 2 Option A1
Alastair Armstrong
Series editors:
MarLln Colller kosemary kees
Henry VIII: Authority, Nation
and Religion 15091540
AS History
Edexcel GCE History
Unit 1 Option D5
Unit 3 Option A1
Angela Anderson Sarah Moffatt
Protest, Crisis and Rebellion in England
153688
Unit 3 Student Book
Edexcel GCE History
Unit 3 Option C2
Les Barker
The United States 191754:
Boom, Bust and Recovery
Unit 3 Student Book
Edexcel GCE History
Unit 2 Option B2
Rosemary Rees
Poverty, Public Health and the Growth of
Government in Britain 183075
Unit 2 Student Book
Edexcel GCE History
Unit 2 Option C2
Rosemary Rees
The Changing Role of Women
in Britain 18601930
Unit 2 Student Book
Edexcel GCE History
Unit 1 Option D6
Unit 2 Option B1
David Wilkinson
Britain, 183085: Representation and Reform
Unit 2 Student Book
Edexcel GCE History
Unit 2 Option C1
kosemary kees GeoII SLewarL
Serles edlLors. MarLln Colller kosemary kees
The Experience of Warfare
in Britain 18541929
UnlL 2 SLudenL 8ook
Edexcel GCE History
Unit 1 Option E/F4 Unit 1 Option E/F3 Unit 1 Option F7
AS
A2
Unit 1
Unit 2
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series editors
Martin Collier, Rosemary Rees
Angela Leonard, Derrick Murphy
(Unit 1)
25 25
History 16+
www.
edexcelgcehistory for sample chapters.
Student Book
Sample pages from Britain and the Nationalist
Challenge in India 19001947
Edexcel GCE History AS
Russia in Revolution, 18811924: From
autocracy to dictatorship
Unit 1 Option D3
978 1 846905 81 0 10.75
Stalins Russia 19241953
Unit 1 Option D4
978 1 846903 05 2 10.75
Pursuing Life and Liberty: Equality in the
USA, 19451968
Unit 1 Option D5
978 1 846903 06 9 10.75
Ideology, Conict and Retreat: the USA
in Asia
Unit 1 Option D6
978 1 846903 07 6 10.75
The Collapse of the Liberal State and the
Triumph of Fascism in Italy, 1896
Unit 1 Option E/F3
978 1 846907 50 0 10.99* Spring 2011
Republicanism, Civil War and Francoism in
Spain, 1931
Unit 1 Option E/F4
978 1 846907 51 7 10.99* Spring 2011
From Second Reich to Third Reich: Germany
19181945
Unit 1 Option F7
978 1 846907 52 4 10.99
Henry VIII 15091540
Unit 2 Option A1
978 0 435308 10 0 14.25
Britain, 18301885: Representation and
Reform
Unit 2 Option B1
978 1 846905 02 5 13.99* Spring 2011
Poverty, Public Health and the Growth of
Government in Britain 18301875
Unit 2 Option B2
978 1 846905 03 2 13.99* Spring 2011
The Experience of Warfare in Britain
18541929
Unit 2 Option C1
978 0 435308 26 1 15.25
The Suffrage Question and the Changing
Position of Women c18601930
Unit 2 Option C2
978 0 435308 11 7 14.25
Britain and Ireland 18671922
Unit 2 Option D1
978 0 435308 27 8 14.25
Britain and the Nationalist Challenge in
India, 19001947
Unit 2 Option D2
978 1 846905 04 9 13.99
British Political History, 19451990
Consensus and Conict
Unit 2 E1
978 1 846905 05 6 13.99
Mass Media, Popular Culture and Social
Change in Britain since 1945
Unit 2 E2
978 1 846905 06 3 13.99
Edexcel GCE History A2
Protest, Crisis and Rebellion in England,
15361588
Unit 3 Option A1
978 1 846905 07 0 13.99* March 2011
The United States 19171954: Boom, Bust
and Recovery
Unit 3 Option C2
978 1 846905 08 7 13.99
From Kaiser to Fhrer: Germany 19001945
Unit 3 Option D1
978 0 435308 05 6 14.25
A World Divided: Superpower Relations
19441990
Unit 3 Option E2
978 0 435308 12 4 14.25
Unit 4 Coursework Book
978 1 846905 09 4 4.25
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* Prices are provisional until publication.
Skills Builder provides practice of key
examination skills, helping students
build condence before tackling
full-length examination questions.
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History 16+
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Written by examiners and subject experts, this series brings you tailored support for the latest OCR A Level
History specication with fantastic digital and print-based exam practice.
Endorsed by OCR for use with the latest OCR A Level History A specication.
Engaging, full-colour Student Books motivate students.
Two types of teacher resource: LiveText CD-ROM and Planning and Delivery Resource Pack.
OCR A Level History A
Tailored support to help your students succeed
course structure
Teacher Teacher Student
The German Reformation
15171555
Russia and its Rulers
18551964
with LiveText CD-ROM
Civil Rights in the USA
18651980
A2
HISTORYA
Civil Rights in the
\SA 18651980
OCR and Heinemann are working together to provide better support for you!
Official Publisher Partnership
Democracy and Dictatorship in Germany 19191963
The Unication of Italy
18151870
The Development of the Nation
State: France 14981610
A2
HISTORYA
The Levelopment
oI the ation State:
France 14981610
OCR and Heinemann are working together to provide better support for you!
Church and State
15291589
Liberals and Conservatives
18461895
HISTORYA
Liberals and
Conservatives
18461895
OCR and Heinemann are working together to provide better support for you
Churchill 19201945 The USA and the Cold War
in Asia 19451975
The First Crusade and
the Crusader States
10731192
Mid Tudor Crisis
15361569
MidTudor Crisis
153669
OCR and Heinemann are working together to provide better support for you
HISTORYA
AS
Nick Fellows
Planning and Delivery Resource Pack
with editable CD-ROM. Supports the
follwing AS options:
- Church and State 15291589
- The German Reformation 15171555
- Liberals and Conservatives 18461895
- The Unication of Italy 18151870
Russia and Its Rulers
18551964 Planning and Delivery Resource
Democracy and Dictatorship in Germany
19191963 Planning and Delivery Resource
with editable CD-ROM
Russia and its Rulers
18551964
Planning and Delivery Resource
Mike Wells with Nick Fellows
A2
HISTORYA
Official Publisher Partnership C D- R OM I NS I DE
The Levelopment oI the ation State:
France 14981610
Civil Rights in the \SA 86,-j8o
Nick Fellows and Mike Wells
HISTORYA
A2
HISTORY A
Civil Rights in the \SA 18651980
David Paterson | Series editors: Martin Collier | Rosemary Rees
AS
A2
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series editor
Nick Fellows
LiveText CD-ROM
5 Te division of Germany afer 1945 and the establishment of Communist GDR up to 1963
138
AS History OCR A Democracy and Dictatorship in Germany 191963
139
P
prized possessions, became widespread currency. Tose who lived on the land, or who were
unemployed and hence able to go out scavenging, were ofen better of than those with
wages, working in towns.
Te dif culties of achieving economic recovery led to pressures to relax inter-zonal
boundaries. In 1947 the British and Americans merged to formBizonia, an economic unit
which could be administered in common. Te French at frst resisted, but eventually came
to join what now became Trizonia with efect fromthe beginning of 1949. Te capitalist
economy of West Germany was efectively resuscitated with little change in either structure
or personnel, quite unlike the situation in the East.
Growing divergence between the economies of the western and the Soviet zones, as well as
disputes over Soviet reparations fromthe western zones, led to greater tensions between the
western powers and their former Soviet Allies.
Figure 5.4 Soviet soldiers overseeing the taking of reparations, in the rather unusual form of cows, through the
ruined streets of Berlin.
Why was Germany divided in 1949?
It was clear already in the early months afer the end of the war that there was fundamental
distrust building up between the Allies distrust which had, perhaps only tactically, been
kept under control while the principal goal was to defeat the common enemy of Nazism.
Among western historians, the traditional view was that Stalin had evil designs to spread
Communismin a bid for eventual world domination. Revisionist historians argued that the
Cold War was stirred up more by US fear of Communismthan by any realistic analysis of
the Soviet threat at the time: following the devastating experiences of German invasion and
destruction, the Soviet Union was in no economic shape to seek any kind of expansion or
commit military resources to new conficts. Furthermore, the US stood to gain both
economically and politically by its new interventionist role in Europe and the wider world.
Current thinking suggests at least that Stalin was keeping his options open at the time.
Te Cold War, the Truman Doctrine and the Marshall Plan
By the spring of 1946, the Western Allies claimed that the Soviets were seeking to expand
their sphere of infuence. Former British Prime Minister Winston Churchill famously
articulated this concern in his Iron Curtain speech, delivered in Missouri on 5 March 1946
(see Source A).
ACTIVITY Period Studies
1 At the present moment in world history nearly every nation must choose between
alternative ways of life. How far do you agree with this view?
2 To what extent was the Truman Doctrine the main reason for the stablilisation of
West Germany?
A
Winston Churchill outlines his views on the
emerging Communist infuence:
FromStettin in the Baltic to Trieste in the Adriatic, an iron
curtain has descended across the continent. Behind that line
lie all the capitals of the ancient states of central and eastern
Europe and all are subject, in one formor another, not only
to Soviet infuence but to a very high and increasing measure
of control fromMoscow [I]n a great number of countries,
far fromthe Russian frontiers and throughout the world,
Communist ffh columns are established and work in
complete unity and absolute obedience to the directions they
receive fromthe Communist centre .
Reprinted in Martin McCauley (ed.), (1983).The Origins of the Cold War
(pp. 11415). Harlow: Longman.
B
US President Trumans speech to Congress,
12 March 1947:
At the present moment in world history nearly every nation
must choose between alternative ways of life. Te choice is too
ofen not a free one.
One way of life is based upon the will of the majority, and is
distinguished by free institutions, representative government,
free elections, guarantees of individual liberty, freedomof
speech and religion, and freedomfrompolitical oppression.
Te second way of life is based upon the will of a minority
forcibly imposed upon the majority. It relies upon terror and
oppression, a controlled press and radio, fxed elections, and
the suppression of personal freedoms.
I believe that it must be the policy of the United States to
support free peoples who are resisting attempted subjugation
by armed minorities or by outside pressures.
I believe that we must assist free peoples to work out their own
destinies in their own way
Te seeds of totalitarian regimes are nurtured by misery and
want, Tey spread and grow in the evil soil of poverty and
strife. Tey reach their full growth when the hope of a people
for a better life has died.
We must keep that hope alive.
Te free peoples of the world look to us for support in
maintaining their freedoms
Great responsibilities have been placed upon us .
Reprinted in Martin McCauley (ed.) (1983). The Origins of the Cold War
(pp. 12122). Harlow: Longman.
Sources
Fear of Communist expansion in south-eastern Europe led directly to the Truman Doctrine
in which it became a major US foreign policy goal to prop up governments fghting for
freedom against Communist infuence.
Bizonia
A BritishAmerican
merging of zones for ease
of administration in 1947.
Trizonia
When the French joined
Bizonia in 1949 it became
known as Trizonia.
www.
For sample pages, visit
www.heinemann.co.uk/ocralevelhistorya.
ordering details
OCR A Level History AS Student
Democracy and Dictatorship in Germany 19191963 with LiveText
CD-ROM
978 0 435312 25 1 15.99
Church and State 15291589
978 0 435312 60 2 13.25
The German Reformation 15171555
978 0 435312 61 9 13.25
Liberals and Conservatives 18461895
978 0 435312 62 6 13.25
The Unication of Italy 18151870
978 0 435312 63 3 13.25
Churchill 19201945
978 0 435312 58 9 13.99
Mid Tudor Crisis 15361569
978 0 435312 68 8 13.99
The First Crusade and the Crusader Stages 10731192
978 0 435312 69 5 13.99
The USA and the Cold War in Asia 19451975
978 0 435312 30 5 13.99
AS Teacher
Democracy and Dictatorship in Germany 19191963 LiveText CD-ROM
with Planning and Delivery Resource
978 0 435312 26 8 320.00 (+VAT)
Planning and Delivery Resource Pack with editable CD-ROM
978 0 435312 32 9 105.00
OCR A Level History A2 Student
Russia and its Rulers 18551964 with LiveText CD-ROM
978 0 435312 42 8 15.99
The Development of the Nation State: France 14981610
978 0 435312 64 0 13.25
Civil Rights in the USA 18651980
978 0 435312 66 4 13.25
A2 Teacher
Russia and its Rulers 18551964 LiveText CD-ROM with Planning and
Delivery Resource
978 0 435312 43 5 320.00 (+VAT)
Planning and Delivery Resource Pack with editable CD-ROM
978 0 435312 45 9 105.00
45
Church and State
1520-89
1
OWNED BY OR UNDER LICENCE TO HARCOURT EDUCATION LIMITED 2007
unit overview
All of the Period Study units contain six Key Issues and they should provide
the focus for your teaching and designing your schemes of work. The questions
set in the examination will arise naturally from the Key Issues.
For this unit three questions will be set on each Study Topic and candidates will
be required to answer two questions, although they can be drawn from different
Study Topics.
Church and State 1529-89
Key Issues
The exam questions arise naturally from
the Key Issues, students should be aware
of the main areas of debate within each Key
Issue. This means breaking down the Key
Issue into further questions. By doing this it
will mean that your students are unlikely to
face an issue in the examination that they
have not already considered and about which
they will have an opinion. These questions
will also provide a further step in developing
your scheme of work and may well provide
questions that can be debated over the course
of a number of lessons.
This format can be best explained by
examining a Key Issue. Worksheet 1.1 does
this by asking the question `How much support
for, and opposition to, the Reformation was
there from 1529 to 1547?
Chronology
Although answers in the higher bands require
candidates to demonstrate a high level of
analytical skill, it is vital that their ideas are
supported by precise and accurate factual
material. Many candidates do not have a
secure grasp of the chronology of events
within the Study Topic; this is particularly true
in areas where a large number of important
events follow in a short period of time. It is
very important that they do have a sound
chronological understanding of the topic as the
wrong order of events frequently leads to the
candidate drawing the wrong conclusions!
There are many exercises that can be
developed to try and ensure that students
do have a full grasp of the key events in the
period they are studying. In order to help
them have this sound grasp it is important
that a number of different strategies are used
which will reinforce the correct chronological
order. The following set of activities is
designed to try and help achieve this.
Clothes Line
Produce a clothes line across the classroom
and hang the dates and appropriate events
from the line.
Cut and Paste
Issue students with Worksheet 1.2 which
lists the events concerning religious change
under Henry VIII. Using HAH: The English
Reformation 1485-1558 pages XX to XX
they should hnd out the dates of the events
and write them on the back, these can then
be stuck on the timeline. You can adapt
this exercise for other areas by using the
customizable Word hles.
LiveText CD-ROMs at AS
and A2 Levels for focused
front-of-class teaching can be
projected onto your whiteboard
for maximum engagement and
exibility.
Sample page from OCR A Level History A: AS
Sample screen from OCR A Level
History A: Democracy and
Dictatorship in Germany 19191963
LiveText CD-ROM
Whole-class resources to inspire
Teacher support
Planning and Delivery Resource Packs have
been designed to make planning A Level History
lessons as easy as possible.
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History 16+
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Inspiring students to think like historians, this exciting series for the 2008 OCR A Level History B
specication features all-round digital and print support for teachers and students.
Endorsed by OCR for use with the 2008 OCR A Level History B specication, these materials are
written by a team of experienced examiners and teachers.
Delivers a creative approach to teaching and learning.
Engaging materials are packed with sources to motivate students. They include advice about Stretch
and Challenge at A2.
www.
Download sample material at
www.heinemann.co.uk/ocralevelhistoryb.
OCR A Level History B
Resources to inspire the historians of
the future
ordering details
OCR A Level History AS Student
Historical Explanation and Using Historical Evidence with LiveText
CD-ROM
978 0 435312 35 0 15.99
The End of Consensus: Britain 19451990 with LiveText CD-ROM
978 0 435312 37 4 15.99
Protest and Rebellion in Tudor England 14891601 with LiveText
CD-ROM
978 0 435312 38 1 15.99
Race and American Society 18651970s
978 0 435312 31 2 14.50

OCR A Level History A2 Student
Historical Controversy and Historical Signicance (with
LiveText CD-ROM)
978 0 435312 46 6 15.99 (+VAT)
Different Interpretations of British Imperialism 18501950 (with
LiveText CD-ROM)
978 0 435312 48 0 15.50 (+VAT)
Different Interpretations of Witch Hunting in Early Modern Europe
c.1560c.1660 (with LiveText CD-ROM)
978 0 435312 49 7 15.50 (+VAT)
A2 Teacher
Historical Controversy and Historical Signicance LiveText CD-ROM
with Planning and Delivery Resource
978 0 435312 47 3 320.00 (+VAT)
course structure
Teacher Student
A2 full course with
LiveText CD-ROM and
Exam Caf
Historical Controversy
and Historical Signincance
| Series editor: Martin D W Jones
HISTORY B
A2
A2 option with LiveText
CD-ROM and Exam Caf
LiIIerent Interpretations
oI British Imperialism,
c.1850c.1950
Andrew Holland and Alex Holland | Series editor: Martin D W Jones
HISTORY B
A2
A2 option with LiveText
CD-ROM and Exam Caf
LiBerent Interpretations
oI \itch-hunting in Larly
Modern Lurope, c.1560c.1660
Andrew Pickering | Series editor: Martin D W Jones
HISTORY B
A2 full course LiveText CD-ROM with Planning
and Delivery Resource The Theory of Historical
Controversy and Historical Signicance
Historical Controversy
and Historical Signincance
| Series editor: Martin D W Jones
HISTORY B
A2
AS
A2
series editor
Martin D. W. Jones
AS full course with
LiveText CD-ROM and
Exam Caf
Historical Lxplanation
and \sing Historical
Lvidence
Angela Anderson and Andrew Pickering with Keith Lockton and Allan Todd | Series editor: Martin D W Jones
HISTORY B
AS
AS option with LiveText
CD-ROM and Exam Caf
Protest & Rebelion in
Tudor Lngland 148990
Tony Imperato | Series editor: Martin D W Jones
HISTORY B
AS option with LiveText
CD-ROM and Exam Caf
The Lnd oI Consensus:
Britain 194590
Andrew Boxer with Keith Lockton | Series editor: Martin D W Jones
HISTORY B
AS option
29
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0845 630 77 77
International Baccalaureate Diploma
History: A Comprehensive Guide to Paper 1
by Brian Mimmack, Daniela Sens and Eunice Price
20th Century World: The Cold War
by Jo Thomas and Keely Rogers
20th Century World: Causes, Practices and Effects of Wars
by Jo Thomas and Keely Rogers
20th Century World - Authoritarian and Single Party States
by Brian Mimmack, Daniela Sens and Eunice Price
Each 20th Century World textbook provides:
a clear overview and analysis of key leaders and events
essay-writing support, including essay frames
focus on the examination requirements, with Examiner Hints throughout
thematic approaches, comparative studies and cross-regional perspectives
explanations of the methods of historical research and writing
timelines, document-based activities, practice questions, essay practice and sample answers
an innovative Theory of Knowledge section to help with wider research and discussion.
The Comprehensive Guide to Paper 1 provides:
complete coverage of the prescribed subjects with a clear overview and detailed analysis of key events
material to equip students with the knowledge and skills necessary to answer source-based questions
extensive practice in analysing a wide range of different source materials
an innovative Theory of Knowledge section to help with wider research and discussion.

www.
Visit www.pearsonbaccalaureate.com
for more information.
History for the IB Diploma
Complete coverage of the most popular history topics
authors
The authors of these exciting new
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ordering details
History: A Comprehensive Guide to Paper One
978 0 435994 49 5 18.99
History: 20th Century World - The Cold War
978 0 435994 37 2 18.99
History: Causes, Practices and Effects of Wars
978 0 435994 43 3 18.99
History: Authoritarian and Single Party States
978 0 435032 64 7 18.99
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Providing affordable, thorough and accessible coverage of these key historical topics, all of the books
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Excellent this is the best series I have seen in a long teaching career.
Mrs Perrin, Head of History, South Downs College, Havant
Heinemann Advanced History
Extra material to support A Level and IB topics
British History
11th18th Century
Medieval England 10421228
978 0 435327 60 6 14.99
Unit 1: Options A2
and A3
Unit 2: Option A Unit F961: Option A:
Study Topic 1
Unit F964: Option A:
Study Topic 1
Study Topic 1
Study Topic 1
Route 1 Topics 1 and 3
HL Option 13
The War of the Roses and Henry VII
978 0 435327 42 2 14.99
Unit 1: Options A6
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Study Topic 2
Study Topic 2
Study Topic 2
The English Reformation 14851558
978 0 435327 12 5 14.99
Unit 2: Option B Unit F961: Option A:
Study Topic 6
The Reign of Elizabeth
978 0 435327 35 4 12.99
Unit 2: Option A2 Unit 3: Option B Unit F981: Study
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The Coming of the Civil War 16031649
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Unit 2: Option D
Study Topic 6
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England in Crisis 16401660
978 0 435327 14 9 14.99
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19th20th Century
Poverty and Public Health 18151948
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Unit F963: Option B:
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The Extension of the Franchise 18321931
978 0 435327 17 0 14.99
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Unit 4: Options CW14
and CW19
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British Imperial and Foreign Policy 18461980
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Britain 18901939
978 0 435327 57 6 12.99
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Britain 19291998
978 0 435327 38 5 12.99
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Unit 4: Option CW25
Unit 3: Options J
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Study Topic 6
Study Topic 3
Route 2 Topics 2
30
History 16+
31
t 0845 630 33 33 f
0845 630 77 77
The Io||ow|og t|t|es are eodorsed by
h|t|er aod the haz| State
V|etoam, korea aod 0S Fore|go Po||cy
OCR B IB Edexcel AQA OCR A Heinemann Advanced History
European History
15th18th Century
Spain 14741700
978 0 435327 33 0 14.99
Unit 4: Option CW6 Unit 3: Option C Unit F962: Option A:
Study Topic 4
Study Topic 6
The European Reformation 15001610
978 0 435327 10 1 12.99
Unit 1: Options B1 and B2 Unit 1: Option C
France in Revolution 17761830
978 0 435327 32 3 14.99
Unit 3: Option B1 Unit 1: Option F
Unit 3: Option E
Study Topic 3
Study Topic 1
Unit F982: Study
Topic 3
HL Option 5.1
19th20th Century
European Diplomacy 18701939
978 0 435327 34 7 14.99
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HL Option 5.6
Italian Unication 18201871
978 0 435327 54 5 12.99
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Unit 4: Option CW35
Unit 2: Option G Unit F983: Study
Topic 3
HL option 5.2
Mussolini and Italy
978 0 435327 25 5 14.99
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Study Topic 6
Unit F983: Study
Topic 3
HL option 5.8
Germany 18481914
978 0 435327 11 8 14.99
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HL option 5.2
Germany 19191945
978 0 435327 21 7 14.99
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Unit 1: Option N
Unit 2: Options M
and N
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Route 2 Topic 5
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