67720 unit f964 the german reformation 1517 to 1555 scheme of work and lesson plan booklet

8/12/2019 67720 Unit f964 the German Reformation 1517 to 1555 Scheme of Work and Lesson Plan Booklet

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Support Material

GCE History AOCR Advanced Subsidiary GCE in History A: H106

Unit: !6"

#$is Support Material boo%let is desi&ned to acco'pany t$e OCR Advanced SubsidiaryGCE speci(ication in History A (or teac$in& (ro' Septe'ber )00*+

, OCR )00-


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Contents

Contents 2Introduction 4

GCE HISTORY A: H106. F64 T!e Ger"#n Re$or"#tion 1%1&'1%%% 6

GCE HISTORY A: H106. F64 T!e Ger"#n Re$or"#tion 1%1&'1%%% 1(

GCE HISTORY A: H106. F64 T!e Ger"#n Re$or"#tion 1%1&'1%%% 1&

GCE HISTORY A: H106. F64 T!e Ger"#n Re$or"#tion 1%1&'1%%% 2

GCE HISTORY A: H106. F64 T!e )ni$ic#tion o$ It#*y 1+1%'1+&0 (4

GCE HISTORY A: H106. F64,T!e )ni$ic#tion o$ It#*y 1+1%'1+&0 40

GCE HISTORY A: H106. F64,T!e )ni$ic#tion o$ It#*y 1+1%'1+&0 4(

GCE HISTORY A: H106. F64,T!e )ni$ic#tion o$ It#*y 1+1%'1+&0 4

GCE HISTORY A: H106. F64 -ict#tors!i #nd -e"ocr#cy in Ger"#ny 1(('16( %%

GCE HISTORY A: H106. F64, -ict#tors!i #nd -e"ocr#cy in Ger"#ny 1(('16( +0

GCE HISTORY A: H106. F64, -ict#tors!i #nd -e"ocr#cy in Ger"#ny 1(('16( +

GCE HISTORY A: H106. F64, -ict#tors!i #nd -e"ocr#cy in Ger"#ny 1(('16(

S#"*e GCE /esson *#n 10+

GCE History A: H106, F64. Euroe#n History Enuiry: T!e Ger"#n Re$or"#tion1%1&'1%46 10+

S#"*e GCE /esson *#n 110

GCE History A: H106, F64. Euroe#n History Enuiry: T!e Ger"#n Re$or"#tion1%1&'1%46 110

S#"*e GCE /esson *#n 112

GCE History A: H106, F64. Euroe#n History Enuiry: T!e Ger"#n Re$or"#tion1%1&'1%46 112

S#"*e GCE /esson *#nGCE History A: H106, F64.T!e )ni$ic#tion o$ It#*y 1+1%'1+&0 114

S#"*e GCE /esson *#nGCE History A: H106, F64.T!e )ni$ic#tion o$ It#*y 1+1%'1+&0 116

S#"*e GCE /esson *#nGCE History A: H106, F64.T!e )ni$ic#tion o$ It#*y 1+1%'1+&0 11+

S#"*e GCE /esson *#n

GCE History A: H106, F64.T!e )ni$ic#tion o$ It#*y 1+1%'1+&0 120

S#"*e /esson *#n: 122

GCE History A: H106. F64, -ict#tors!i -e"ocr#cy in Ger"#ny 1(('6( 122

GCE History A 2 o$ 1(2


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S#"*e /esson *#n: 124


S#"*e /esson *#n: 126


S#"*e /esson *#n: 12+

GCE History A: H106. F64, -ict#tors!i -e"ocr#cy in Ger"#ny 1(('6( 12+

Ot!er $or"s o$ Suort 1(0

GCE History A ( o$ 1(2


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. /C# opportunity

/ntroduction

ac%&round

A ne structure o( assess'ent (or A 2evel $as been introduced3 (or (irst teac$in& (ro' Septe'ber

)00*+ So'e o( t$e c$an&es include:

#$e introduction o( stretc$ and c$allen&e 4includin& t$e ne A5 &rade at A) 7 to ensure t$at

every youn& person $as t$e opportunity to reac$ t$eir (ull potential

#$e reduction or re'oval o( courseor% co'ponents (or 'any 8uali(ications 7 to lessen t$e

volu'e o( 'ar%in& (or teac$ers

A reduction in t$e nu'ber o( units (or 'any 8uali(ications 7 to lessen t$e a'ount o(

assess'ent (or learners

A'end'ents to t$e content o( speci(ications 7 to ensure t$at content is up9to9date and

relevant+

OCR $as produced an overvie docu'ent3 $ic$ su''arises t$e c$an&es to History A+ #$is can

be (ound at 333.ocr.or.u5,alon& it$ t$e ne speci(ication+

/n order to $elp you plan e((ectively (or t$e i'ple'entation o( t$e ne speci(ication e $aveproduced t$is Sc$e'e o( or% and sa'ple 2esson ;lans (or History A+ #$ese Support Materials

are desi&ned (or &uidance only and play a secondary role to t$e Speci(ication+

Our Et$os

All our Support Materials ere produced (or'at 7 (or i''ediate use

ord (or'at 7 so t$at you can use it as a (oundation to build upon and a'end t$e content to

suit your teac$in& style and students= needs

http://www.ocr.org.uk/http://www.ocr.org.uk/http://www.ocr.org.uk/


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. /nnovative teac$in& idea . Stretc$ and c$allen&e opportunityidea

. /C# opportunity

GCE H/S#OR A: H106+ !6" #HE GERMAD REORMA#/OD 1?1-9

1???

S)GGESTE-TEACHIGTI7E )0 HOURS

TOIC

1+ $at ere lut$er=s 'ain ideas and $o and to $o' did t$ey spread

TOIC O)T/IES)GGESTE- TEACHIG A-HO7E8OR9 ACTIITIES

S)GGESTE- RESO)RCES OITS TO OTE

/ntroduction Students s$ould be provided it$ t$eessential in(or'ation relevant to t$e unit+

#$is s$ould include a su''ary o( t$e

sc$e'e o( or%3 speci(ication3

assess'ent and $o'eor% re8uire'ents

and a readin& list+

Unit !6" speci(ication

AS OCR History A ;lannin& B >eliverin&

Resources3 Heine'ann

OCR readin& list and e@e'plar e@a'

paper+ Use(ul te@ts include t$e (olloin&

and ill be used (or t$e individual

e@ercises in t$e sc$e'e+

Martin Fones3 Clashof Empires

4Ca'brid&e

Alistair Ar'stron&3 The European

Reformation4Heine'ann

eit$ Randell3 Luther and the German

Reformation 4Hodder and Stou&$tonAccess

Andre Fo$nson3= The Reformation in

Europe4Hodder and Stou&$ton

FA; Fones3Europe 1500-1600 4Delson)

Unit !6" is a docu'ent based paper3

and as suc$ all source s%ills s$ould be

stressed $ro" t!e st#rt.

$erever possible teac$in& o( t$e content

o( t$is unit s$ould be done t$rou&$ t$e

use o( sources and docu'ents+

#$e 'ar% sc$e'e s$ould be used to

$i&$li&$t t$e re8uired source s%ills+ #$ese

s$ould be practiced (re8uently+

#$ere is $elp and &uidance (or tutors in

recent e@a'iner reports it$ detailed

co''ents and su&&estions on

approac$es to teac$in& docu'ent

studies+



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#$e Ro'an Cat$olic C$urc$on t$e eve o( t$e Ger'anRe(or'ation+

Or&anisation and belie(s

Students could brainstor' ideas about

Cat$olicis' and t$e Cat$olic C$urc$

today+

;ost9its could be used to create a

discussion board and could t$en be

rearran&ed under t$e to $eadin&s

4or&anisation and belie(s+

A true(alse e@ercise it$ state'ents

about t$e sixteenth entury Cat$olic

C$urc$ could t$en (ollo as a

co"#rison and su""#ry e@ercise+

Ho'eor% could be to produce a dia&ra'

su''ary o( t$is introduction+

So'e students ill bene(it (ro' %eepin& a

dictionary o( %ey ter's in t$eir (ile+ #$is

could also (or' part o( a all display+

#$e nature o( t$e ay in $ic$ t$e

si@teent$ century Cat$olic C$urc$ as

or&anised 'ust be e'p$asised $ere so

t$at 2ut$er=s opposition can be

understood+

#$e Ro'an Cat$olic C$urc$on t$e eve o( t$e Ger'anRe(or'ation

#$e ;rotestant Iie o(e@istin& abuses+

#utors could create an JArt GalleryK in t$e

classroo' usin& enlar&ed copies o(

oodcuts+ Students al% around loo%in&

at eac$ picture3 notin& don ideas and

8ueries about t$e i'a&es+

#utors t$en allocate a oodcut to pairs o(

students and &ive &uidance on

understandin& t$e i'a&es+

E@a'ples o( si@teent$ century oodcuts3

$ic$ can be (ound in= Clash of Empires!

Martin Fones 4Ca'brid&e or The

Reformation3 Andre Fo$nston 4Hodder

and Stou&$ton

;rovide clip boards and s$eet it$ t$e

titledate o( eac$ oodcut and space to

ta%e notes

S%ills (ocus is on co"#rison 4o( t$e

;rotestant vie it$ t$e Cat$olic structure

previously covered+

#$e idea t$at 'any o( t$e oodcuts ere

e@a&&erated 4as propa&anda s$ould

e'er&e (ro' t$e discussions+

Anot$er discussion topic could be t$e

GCE History A & o$ 1(2


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TOIC




;airs t$en Jteac$K t$e rest o( t$e class+

ey (ocus s$ould be t$e role o( t$e ;ope

and t$e Ro'an Cat$olic C$urc$

Hierarc$y+

#utor needs to 'a%e t$e lin% beteen t$is

in(or'ation3 and 2ut$er=s re(or'3 $ic$

ill be covered ne@t+ A list o( %ey abuses

can be 'ade and %ept on a discussion

board so t$at students can loo% bac% to

see $ic$ abuses 2ut$er (ocused on and

$en+

#$ere is a use(ul picture o( an indul&ence

in Clash of Empiresby Martin Fones

4Ca'brid&e

4See points to note (or e'p$asis on

s%ills+

intended #udienceo( t$e oodcuts+

A clear e@planation o( an Jindul&enceK

s$ould be &iven at t$is point+

Martin 2ut$er: #$e 'an Students co'plete a co'ic strip styledia&ra' o( 2ut$er=s li(e3 or%in& (ro' an

outline c$ronolo&y+

+pbs+or& $as a ran&e o( relevant

'aterial includin& a video and trivia

section+

+nes+bbc+co+u% $as &ood lin%s+

+'artin lut$er+de $as in(or'ation on

various 2ut$er related sites in Ger'any

and interactive &a'es 4in Ger'an+


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early li(e and can be used t$rou&$out to

introduce relevant events+As a revision

topic t$is (il' could be evaluated at t$e

end o( t$e unit+

2ut$er=s 'ain ideas:

#$e !? #$eses

#$is topic s$ould be tau&$t usin& source

'aterial and a variety o( $istorical

docu'ents+

Students could or% it$ a si'pli(ied

version o( t$e !? #$eses to identi(y:

o 2ut$er=s vie o( t$e ;ope

o 2ut$er=s vies on ait$

o 2ut$er=s vies on /ndul&ences

E@a' s%ills practice (or $o'eor% and(ollo up lesson+

;ractise part A 4co'parison by providin&

to di((erent ;rotestant vies o(

/ndul&ences 4one 2ut$er=s vie (ro' t$e !?

#$eses3 and one a oodcut

Si'pli(ied copy o( t$e !? #$eses

Clash of Empires3 Martin Fones $as &ood

e@a'ples o( sources to use (or

co'parisons+ #$is provides a &ood

c$ance to co'pare sources as an initial

introduction to source s%ills+

#$is topic could be introduced usin& a copy

o( t$e oodcut s$oin& #etel it$ $is

stron&9bo@+ #$e r$y'e s$ould be noted+ A

copy o( t$is is available in "Luther and the

German Reformationby eit$ Randall

4Hodder and Stou&$ton

#utor to provide su''ary $andout+

GCE History A o$ 1(2


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#$e abylonian Captivity o(t$e C$urc$



docu'ents+

Students could or% it$ a si'pli(ied

version o( JOn t$e abylonian Captivity o(

t$e C$urc$K to identi(y:

o 2ut$er=s vie o( t$e

sacra'ents

o 2ut$er=s vie o( t$e

Euc$arist

Martin Fones Clash of Empires $as &ood

e@a'ples o( sources to use (or

co'parison+

#utor to provide su''ary $andout+

/t ould be use(ul to introduce ele'ents o(

co'parison by provenance $ere e+&+

Contentnatureaut$orpurposedate etc+

E@a' s%ills practice (or $o'eor% and

(ollo9up lesson+ ;ractise part

A4co'parison by providin& to di((erent

sources 4one ta%en (ro' #n the

$a%ylonian Capti&ity) s$oin& t$at 2ut$er=svies ere developin& by 1?)0



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An appeal to t$e C$ristianDobility o( t$e Ger'an Dation



docu'ents+ A su&&estion is t$at students

could or% it$ a si'pli(ied version o( JAn

appealNK to identi(y:

o 2ut$er=s vie o( t$e ;ope

o 2ut$er=s vie o( t$e role o( t$e ;rinces

o 2ut$er=s vie o( t$e role o( t$e laity

4priest$ood o( all believers

E@a' s%ills practise (or $o'eor% and

(ollo up lesson+ ;ractise part A

4co'parison by providin& to sources

s$oin& 2ut$er=s developin& vies+

Re9e'p$asise co'parison by provenance

and content+

/t ould be use(ul (or t$e tutor to introduce

de(initive criteria (or anserin& part 4A at

t$is point

#utor to provide a su''ary $andout+

2ut$er=s 'ain ideas: Su''ary Su''ary activity could be to produce ac$art s$oin& 2ut$er=s vies ;y 1%20.

#$ere s$ould be (our $eadin&s: t$e

C$urc$3 t$e ;apacy3 reli&ious belie( and

reli&ious practice+

Martin Fones


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TOIC




#enty point test to (ollo sources to a proposition+

Ho did 2ut$er=s ideasspread

Students could brainstor' t$e 8uestion


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S)GGESTE-REA-IGTI7E 10 $ours

TOIC

)+ Ho did t$e aut$orities react to lut$er (ro' 1?1-91?)1



#$e reaction to 2ut$er by t$eecclesiastical aut$orities:

/n Ger'any

#$e ;apacy

#utor introduces t$is topic it$ a narrative

4poer9point3 or $and9out to e@plain t$e

reaction o( #etel and $is >o'inican order3

and 2ut$er=s Au&ustinian order+

#$e rest o( t$e topic s$ould be tau&$t

t$rou&$ source 'aterial it$ use 'ade o(

t$e ori&inal c$ronolo&y+

Students s$ould be provided it$ a ran&e o(

source 'aterial and as%ed to identi(y t$e

(olloin&:

o #$e ;apal vie o( 2ut$er

o Ec%=s vie o( 2ut$er

o 2ut$er=s on vie o( $is stand9point on

t$e !? t$eses

#$e video J2ut$erK 4)00L provides an

interestin& i'a&e o( #etel as a sales'an

and opponent o( 2ut$er+

Clash of Empires pa'es 1(-1(6 or a past

e@a' 8uestion ill provide e@a'ples o(

sources to use (or t$e e@ercise listed under

su&&estions+

/( a Jro&ues= &alleryK $as been created in t$e

classroo'3 it ill be a use(ul re(erence point in

t$is topic (or students $o need re'indin& $o

t$e ne c$aracters are+ or e((ect3 A" portraits

could be $un& (ro' t$e classroo' ceilin& as

ellNN+

#utors s$ould point out on t$e ti"e sc#*e and

t$e vie o( so'e t$at t$e ;apal response as

slo+

#$e o*itic#*concerns o( t$e ;ope s$ould also

be $i&$li&$ted3 includin& t$e e((ect t$at $is

desire not to cross rederic% t$e ise $ad on

$is reaction to 2ut$er+ #$is lin% provides a

&ood lead into t$e ne@t topic+

Students s$ould record t$ese points in t$eir

GCE History A 1( o$ 1(2


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o 2ut$er=s vie o( $is debate it$ Ec% at

2eipi&

#utors could provide a (actual su''ary

s$eet+

E@a' 8uestion practice on part A and part

8uestions+

SAMs 'aterials could be used to (acilitate

discussion o( t$is 8uestion(ocussin& on t$e

s%ill o( co'pre$ension o( sources+

Co'parison s%ills can also be developed3

e&+ y co'parin& Ec% and 2ut$er on t$eir

debate at 2eipi&+

(iles3 includin& an anser to t$e 8uestion3


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9 Citiesni&$ts etc+ o Ai's

o Actions

o Outco'es (ro' 1?1-91?)1

#$ere s$ould be a clear (ocus on #$e >iet o(

or's and a past e@a' e@ercise could be

co'pleted $ere+

A su''ary activity ould be to discuss

J$o $elped 2ut$er 'ore: rederic% t$e

ise or C$arles IK #$is could be used to

&enerate a dia&ra' on t$e roles o( rederic%

and C$arles+ A ei&$in& scales could be

used as a visual i'a&e (or students to (ocus

on reac$in& a ud&e'ent+ Alt$ou&$ C$arles

$elped 2ut$er by de(ault3 $is


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supported $i'+



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S)GGESTE-TEACHIGTI7E 1? $ours

TOIC

L+ $at as t$e i'pact o( 2ut$eranis' in Ger'any (ro' 1?1- to 1?L0



#$e e((ects o( 2ut$eranis'on Ger'an princes3 %ni&$ts3tons and peasants 1?1-91?L0+

#$e nature o( t$e HolyRo'an E'pire

A brie( ;oer;oint presentation o( t$is topic

could be used to illustrate t$e nature o( t$e

Holy Ro'an E'pire+

Students could be provided it$ an outline

'ap to annotate+

A %ey discussion topic ould be t$e e@tent to

$ic$ t$e nature o( t$e Holy Ro'an E'pire

$elped 2ut$eranis' spread+

#$ose (actors s$ould be e@pressed as a

dia&ra'3 $ic$ s$os priority+

Charles *! Ruler +ynast and +efender ofthe

,aith3 Steart Mc>onald 4Hodder and

Stou&$ton $as detail on C$arles= rule and

position in t$e Holy Ro'an E'pire+

Students ill bene(it (ro' a brie( study o(

t$e nature o( t$e Holy Ro'an E'pire in

ter's o(:

o Social structure

o ;olitical structure

o Geo&rap$ical (eatures

A %ey (ocus s$ould be t$e status o( t$e

Holy Ro'an E'peror C$arles3 co'pared

to t$at o( t$e ;rinces+

GCE History A 1& o$ 1(2


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#$e e((ects o( 2ut$eranis'on Ger'an princes3 %ni&$ts3tons and peasants 1?1-91?L0+

/ntroduction

Students could build a narrative o( t$is period

(ro' a c$ronolo&y $ic$ is divided into t$ree

colu'ns: ;rinces3 ni&$ts and #ons+

#$ere is potential $ere (or &roup or% in t$rees

4actin& li%e a i&sa or as a class activity

divided into t$ree+

;lenary discussion s$ould (ocus on $ere

'ost $elp ca'e (ro' (or 2ut$er durin& t$is

period+

Students can t$en produce (urt$er notes on

%ey eventsindividuals3 $ic$ s$ould include:

o #$e >iets at Speyer

o #$e >iet at Au&sbur& 1?L0+

o

;$illip o( Hesseo Albrec$t o( Ho$enollen

o #$e %ni&$ts ar

o Ulric$ Ion Hutten

o Dotes on eac$ eventindividual s$ould

relate to $o 2ut$eranis' as &roin&

and t$e role o( t$e eventindividual in t$is+

A $and9out s$ould be providedproduced (or

#utors need to e@plain t$e i'portance o(

urban support (or 2ut$eranis' as

opposed to ;rincely support at t$e ti'e

41?1- 7 1?L0+

GCE History A 1+ o$ 1(2


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#$e e((ects o( 2ut$eranis'on t$e ;rinces 1?1-91?L0

#$is part o( t$e topic s$ould be tau&$t usin&

pri'ary source 'aterial+

Students could be &iven a variety o( sources

$ic$ re(lect t$e vies o( a leadin& Ger'an

prince $o supported 2ut$er3 rederic% t$e

ise+

Students could be directed to identi(y:

o #$e ;rince=s vies o( t$e ;apacy

o #$e ;rince=s interpretation o( 2ut$er=s

'essa&e

o Any lin%s it$ 2ut$er

o 2ut$er=s vie o( t$e role o( t$e ;rinces

#utors could (acilitate a discussion about $y

so'e ot$er ;rinces ere attracted to2ut$eranis'

E@a' s%ills can be practised $ere usin& t$e

sources (or co'parison e&+ ;apal and ;rincly

vies o( 2ut$er3 and to test a $ypot$esis 4part

b+3

Students could produce a dia&ra' o( L

colu'ns3 to s$o t$ese reasons3 $i&$li&$tin&

Clash of Empires $as so'e &ood e@a'ples o(

sources relatin& to rederic% t$e ise3 and a

detailed section on t$e ot$er reasons $y

;rinces supported 2ut$er+

#utors need to 'a%e students aare t$at

;rincely support o( 2ut$er ;e$ore 1%(0

as sli&$t+ Albrec$t o( Ho$enollern and

;$ilip o( Hesse s$ould be $i&$li&$ted as

e@a'ples o( so'e o( t$e (irst ;rinces to

beco'e 2ut$eran3 Students could

produce brie( bio&rap$ical detail $ere+



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#$e e((ects o( 2ut$eranis'on t$e ni&$ts 41?1-91?L0

#$is part o( t$e topic s$ould be tau&$t usin&

pri'ary source 'aterial+

Students s$ould be &iven a variety o( sources

$ic$ re(lect t$e vies o( a leadin& Ger'annationalist 4Ulric$ Ion Hutten and directed toidenti(y:

o His vie o( t$e papacy

o His interpretation o( 2ut$er=s 'essa&e

o His lin%s it$ 2ut$er

E@a' practice and peer 'ar%in& o( past e@a'

8uestion s$ould be &iven+

Clash of Empires$as so'e e@a'ples o(

sources by Ulric$ Ion Hutten

#utors s$ould ensure t$at students

understand t$e role o( Ger'an

nationalis' as a political 'otive (or anti9

clericalis'beco'in& 2ut$eran

#$e e((ects o( 2ut$eranis'on t$e #ons 41?1-91?L0

ey issue: $at did it 'ean (or a ton to

beco'e 2ut$eran

Students could be provided it$ a variety o(pri'ary and secondary source 'aterial+ ro't$is t$ey s$ould be able to:

o ;roduce a dia&ra' s$oin& t$e step9by9

step c$an&es involved in beco'in& a2ut$eran ton

o Hi&$li&$t %ey individuals involved in t$e

#$ere is an e@tract (ro' 2++ Spit J#$e

;rotestant Re(or'ationK in Europe 1500-1600by F+A+;+ Fones 4Delson $ic$ (ocuses onHa'bur&+

ey (ocus $ere is on t$e i'portance o(

tons in t$e early part o( t$e 2ut$eran

re(or'ation+ #$ere is scope $ere (or role play3 i( ti'e+

Students could be &iven c$aracter cards

and as%ed to 'a%e c$oicesdecisions it$

re&ard to t$e (uture reli&ious or&anisation

o(= t$eir=


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c$an&es

o ocus on $o 2ut$eranis' spread

o Su''arie t$e di((erences beteen a

2ut$eran and a Cat$olic ton

E@a' practice 8uestion set (or $o'eor% it$

tutor (eedbac%+ ocus s$ould be onco'parison s%ill practised by a co'parison o(cityton and princely support+

#$e e((ects o( 2ut$eranis'on ;easants 41?1-91?L0

;easant &rievances

#$is topic could be tau&$t entirely t$rou&$

source 'aterial

Students study t$e J#elve Articles o(


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2ut$er and t$e ;easants 41 Students study t$e


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2ut$er and t$e ;easants 4) Students study a copy o( JA&ainst t$eMurderin& Hordes o( ;easantsK 4April9May

1?)? to $i&$li&$t t$e c!#nes in 2ut$er=s

t$in%in&+

#utors could pose t$e 8uestion J$at

$appened to c$an&e 2ut$er=s point o( vieK

or%in& in pairs3 students place

ansersspeculation on 'ini $ite boards+

;lenary discussion and anser session3 it$

(ocus on t$e e((ect o( t$is on 2ut$er=s support

(ro' t$e peasants+

Students could be provided it$ (our 'odel

ansers to JbK type 8uestions and as%ed to

'ar% t$ese usin& 'ar% sc$e'es

#$ese s$ould relate to t$e relations$ipbeteen 2ut$er=s ideas and t$e support o( $e

peasants+

OCR SAM scripts

OCR e@a'iner reports and 'ar% sc$e'es

E@e'plar e@a' papers

#$ese s$ould $ave been introduced and

e@plained at t$e start o( t$e course and need

e'p$asis no

At t$is point students s$ould be aare o(

$at is e@pected in a &ood 8uality

response+

or part Ja= t$ey s$ould be providin& a

&enuine co'parison o( bot$ content and

provenance3 evaluatin& 8ualities suc$ as:

o Aut$enticity

o Co'pleteness

o Consistency

o #ypicality

o Use(ulness

So'e conte@tual %noled&e ill be

i'portant $ere+

Students s$ould be aare o( t$e need to

co'pare t$e to sources #s e>idence

$ort$e (actor $i&$li&$ted in t$e 8uestion+

or part Jb= students s$ould evaluate t$e

sources usin& t$eir on %noled&e in

order to testt$eir 8uality+



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2ut$er=s vie o( t$e;rotestant radicals:

As an introduction to t$is topic3 students could

recap 2ut$er=s vies so (ar+ #$is could be done

t$rou&$ cards cut (ro' a su''ary s$eet $ic$

need reasse'blin&+ #$e s$eet could t$en be

&iven out as a revision aid+

#$e ittenbur& 'ove'entand Andreas arlstadt

Students could co'plete individual researc$ to

produce a note (or' $and9out about arlstadt

and t$e ittenbur& 'ove'ent3 (ocusin& on

$o 2ut$er=s ideas di((ered+

#$e (olloin& s$ould be covered:

o $o as involved

o $at c$an&es ere 'ade

o #$e ittenbur& Ordinance

o 2ut$er=s reaction

o 2ut$er=s return to ittenbur&

;lenary discussion to clari(y students

%noled&e o( $o t$e ;rotestant radicals

di((ered in t$eir belie(s (ro' 2ut$er+

"The European ReformationAlastair

Ar'stron& 4Heine'ann $as a brie( section

on t$is pa&es L"9L?+

#o t$e'es need e'p$asis $ere:

o 2ut$er=s intolerance toards

radicalis' and t$ere(ore $is

conservative nature+ 2in%s bac% to

$is belie( in t$e role o( princes and

$is belie( in public obedience to

t$e' can be 'ade+

o #$e e'er&ence o( alternative

re(or' 'ove'ents to

2ut$eranis'3 so'e (ro' di((erentori&ins and sources+



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#$e Pican Pic%au;rop$ets

Students could be &iven cards s$oin&

state'ents about t$e prop$ets ideas++ #$ey

could t$en sort t$e' into:

o #$ose it$ $ic$ 2ut$er ould a&ree

o #$ose it$ $ic$ 2ut$er ould not a&ree

o #$ose indicatin& t$e radicalis' o( t$e

prop$ets vies

FA; Fones


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2ut$er=s vie o( t$e radicals and its e((ect on

t$e (ra&'entation o( t$e ;rotestant

Re(or'ation+

#$e Anabaptists

ey issue is 2ut$er=s vie o(t$e radicals+

Students could co'plete a cate&orisin& ter's

e@ercise+ ;rovide ords and p$rases (or sortin&

into related &roups3 so'e covered so (ar3 and

so'e not3 it$ a pile (or Jnot understood yetK

#$is ill provide pro'pts (or t$e or% on

Anabaptists3 $ic$ can t$en be done as pair

or% researc$ and t$e production o( a ;oer

;oint slide$andout+#$is needs to $ave a clear

(ocus on t$e %ey issue in t$e speci(ication+

#$is e@ercise can be done on co'puter or

S'artboard3 by eit$er $i&$li&$tin&3 or cut

and paste+

#$is also 'a%es a &ood recap activity in

t$e or% co'pleted on 2ut$er so (ar+

#$ere is opportunity $ere (or ider

readin& on t$e Anabaptists+#$is ill

(acilitate a ider understandin& o( t$e

ter'+



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Pin&li #$is topic could be tau&$t t$rou&$ docu'entsand source 'aterial+

Students could be provided it$ pri'ary source

'aterial $ic$ s$os t!e di$$erin oinions

o$ /ut!er #nd ?3in*i #;out t!e Euc!#rist.

;lenary discussion could also (ocus on a recap

o( 2ut$er=s vies+

A use(ul revisionrecap ould be to $ave

students $ot9seat J2ut$erK in s'all &roups+ A

JpeasantK3 J%ni&$tK3 JprinceK and Jtons'anK

could as% 2ut$er (or $is vies in relation to t$eir

lives

Si'ilarly3 J2ut$erK could c$allen&e t$e JradicalsK

to e@plain t$eir ideas+ or t$ere could be a

session $ere a panel could be $ot9seated3 e&Pin&li3 Anabaptist etc+

#utor could provide a su''ary $andout it$

t$e (ocus on 2ut$er=s vies o( t$e radicals+

eit$ Randell


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ull e@a' practice 8uestion (or $o'eor%+

GCE History A 2+ o$ 1(2


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"+ $ did 2ut$eranis' survive in Ger'any beteen 1?L0 and 1???



/ntroductionRecap o( events so(ar 1?1-91?)! (ocussin& on t$espread o( 2ut$eranis'3 toestablis$ t$e situation by 1?L0

Students could (or' a Jlivin&

c$ronolo&yK in t$e classroo' (ro' date

and event cards re(lectin& %ey events in

t$e spread o( 2ut$eranis' 1?1-91?L0+

Students ta%e it in turns to be %ey

c$aracters and to place t$e'selves in

t$e c$ronolo&y3 e@plainin& t$eir

roleturnin& pointsc$allen&esdi((iculties

at a &iven date+

#utor (acilitates a (ocus on t$e situation

in 1?L0 by e@plainin& t$e role and

$ereabouts o( C$arles I (ro' t$e

Edict o( or's to 1?L03 $i&$li&$tin& t$e

reasons (or C$arles= return to Ger'any

in 1?L0+

Students could participate in a %eystate'ent brainstor'3@8!#t s!ou*d

C!#r*es do #;out /ut!er in 1%(0B

#$e decisions could be plotted on a

S'artboard i( available and re(erred to

later+

#$e c$ronolo&y used at t$e be&innin& o( t$is

topic could be enlar&ed and put onto card $ere+

#$e (ocus $ere is on t$e Jpro&ressK o(

conciliation t$rou&$ t$e >iets3 and t$e %ey

(actor is t$e >iet o( Au&sbur& in 1?L0+

#$e varied political obli&ation o( C$arles I

and $is on9&oin& stru&&les it$ t$e ;apacy

need $i&$li&$tin& $ere+

/( no S'artboard is available3 a discussion

board can be used instead+

#$e role o( C$arles I up to 1?L0 s$ould

e'er&e (ro' t$e livin& c$ronolo&y3 but

s$ould also be $i&$li&$ted by t$e tutor+ His

proble's need care(ul recap prior to

brainstor' activity+



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1?L0 7 #$e >iet o( Au&sbur&

Ho did t$e >iet o( Au&sbur&(acilitate t$e &rot$ o(2ut$eranis'

Usin& ori&inal source 'aterial3 students

co'plete a detailed $and out on t$e

>iet o( Au&sbur&3 s$oin&:

o t$e ;rotestant vie

o t$e role o( Melanc$t$on

o t$e Cat$olic vie

o C$arles=sQ actions

Students s$ould relate t$is to t$e


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o #$e reli&ious truce o( Dure'bur&3

t$e restoration o( Ulric$ von

urttenbur&3 t$e conversion o(

randenbur& and >ucal Sa@ony to

;rotestantis'3 t$e >iet o(

Re&ensbur&3 (orei&n proble's (or

C$arles 1?L*91?"6+

#$e role o( t$e ;rinces and t$eSc$'al%aldic 2ea&ue

Case study on ;$ilip o( Hesse+

Students could produce a 'ini9essay

entitled JAssess t$e 'otives o( ;$ilip o(

Hesse in supportin& t$e 2ut$eran

cause+K

E@a' s%ills $ere too it$ practise on

past e@a' 8uestion on 2ut$er and t$e

;rinces+

#$ere is a pro(ile o( ;$ilip o( Hesse in ears of

Rene.al3 Fo$n 2ot$erin&ton 4Hodder and

Stau&$ton+

#$is ould 'a%e a &ood $o'eor%

assi&n'ent $ic$ s$ould relate to t$e %ey

issue o( t$e spread o( 2ut$eranis' and

;$ilip=s role in t$is+

2ut$er=s leaders$ip Students could co'plete t$is part o( t$etopic entirely by analysis o( docu'ents

and sources+ Students could be

directed to e@a'ine:o Ho (ar t$e evidence su&&ests t$at

2ut$er as personally responsible

(or t$e success o( t$e re(or'ation

Sources available in Martin Fones3=Clas$ o(

E'pires=+

/n c$oosin& docu'ents and sources (or

t$is activity it is i'portant to include

'aterial t$at ar&ues (or and a&ainst a

pivotal role (or 2ut$er+

#$is s$ould enable a prioritisin& and

co'parative approac$ to t$e discussion

GCE History A (1 o$ 1(2


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o Ho (ar t$e evidence su&&ests t$at

2ut$er=s contribution to t$e

Re(or'ation as virtually co'plete

by t$e end o( t$e >iet o( or's in

1?)1

Students to co'plete a (ull e@a'

8uestion in ti'ed conditionsbased on

topics covered so (ar+

4as t$e ;rince=s support 'ore i'portant

t$an 2ut$er=s leaders$ip in t$e spread o(

2ut$eranis'

Consolidation and Revie #o e'p$asise t$e need to practisedocu'ent s%ills3 t$is activity could be&in

t$e revision pro&ra''e (or t$is 'odule+

#$e (olloin& is a revision e@ercise:

Students or% in pairs it$ a pac% o(

sourcese@tractsdocu'ents coverin&

c$osen topics+ #$is could represent t$e

entire topic across t$e class3 in $ic$

case a plenary e@ercise could be

arran&ed3 or it could represent ust one

topic+

Students could co'plete a variety o(

tas%s:

/t is i'portant to practise e@a' s%ills $ere too3

especially co'parison o( content3 analysis and

co'parison o( provenance3 application o(

sources to a proposition+

As a $o'eor%e@tension activity3

students could be as%ed to produce 'ini9

essays on so'e o( t$e (olloin& issues:

o Assess $o (ar Martin 2ut$er as t$e

drivin& (orce o( t$e Ger'an

Re(or'ation

o #o $at e@tent do you a&ree it$ t$e

vie t$at Martin 2ut$er as intolerant

in $is belie(s

o E@a'ine t$e vie t$at t$e 2ut$eran

re(or'ation as lar&ely t$e result o(

Ger'an nationalis'

o Assess t$e role played by C$arles I in

GCE History A (2 o$ 1(2


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o Arran&e sources c$ronolo&ically

o Hi&$li&$t pri'arysecondary

sources

o Group pro92ut$er and anti92ut$er

e@tracts

o Group accordin& to 2ut$er=s belie(s

o Groups into use(ultrustort$y

propa&anda

o Select to sources to

c$allen&esupport it$ t$eir on

%noled&e etc+

t$e spread o( 2ut$eranis'+

o #$ese can be &iven at intervals

t$rou&$out t$e revision period+

Students can be directed to t$eir

source pac% and as%ed to (ind

evidence to support a speci(ic

proposition+

GCE History A (( o$ 1(2


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. /C# opportunity

GCE H/S#OR A: H106+ !6" #$e Uni(ication o( /taly 1*1?91*-0

S)GGESTE-REA-IGTI7E

1?HOURS

TOIC

1+ HO AR >/> #HE E;ER/EDCES O 1*1? #O 1*"- CREA#E SU;;OR# OR /#A2/AD UD/#

Toic out*ineSuested te#c!in #nd!o"e3or5 #cti>ities

Suested resources oints to note

/taly and t$e Iienna

Settle'ent 1*1?

Use sources on /taly in t$e 1* t$century+

Use a 'ap o( Europe 1-!? to e@plain

concepts suc$ as eliverin&Resources3 Heine'ann+

$ttp:+(ord$a'+edu$alsall'od'odsbo

o%+$t'lModern History Sourceboo%+

$ttp:+$istory+ac+u% /nstitute o(

Historical researc$ ebsite+

#$e 'aps could be displayed usin& an OH#

or a data proector+

Centres $o $ave previously tau&$t OCR)?*) ill $ave a ban% o( past e@a' papers3

t$e sources (ro' previous papers can be used

as source 'aterial t$rou&$out t$e course+De

centres can purc$ase past papers (ro' OCR

or oin t$e OCR e9co''unity $ere teac$ers

across t$e country are illin& to s$are past

papers and ot$er resources+

/ntroduce t$e AS level source

evaluation usin& t$e sources on /taly

under Dapoleon+

>iscuss $at tec$ni8ues are

necessary (or source analysis 7 build

on $at students %no (ro' GCSE+

/n pairs or s'all &roups students

analyse t$e sources+ eedbac% ideas

to t$e board+

Usin& t$e sources students rite a

s$ort anser to


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S)GGESTE-REA-IGTI7E

1?HOURS

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/taly and t$e Iienna

Settle'ent 1*1?

Ho'eor%: &lossary creation3students continue to add to t$eir

&lossary it$ ords suc$ as

nationalis'3 liberalis'3 autocracy3

aut$oritarian ords t$at t$ey $ave

encountered $en loo%in& at t$e

bac%&round: /taly 1-!?91*1?+

#eac$ers could provide students it$

a list o( ords t$at t$ey ill need to

%no (or t$e course etc+ #$is could be

tested t$rou&$out t$e course+

O@(ord En&lis$ >ictionary /nternet >ictionarycould be used+

$ttp:+$istoryont$enet+co' History on

t$e Det $as various resources+

A 'ap could be displayed usin& OH# or a

data proector or $anded out+

$ttp:+$istory$o'e+co+u%c9

ei&$t(rance'ap1*10+$t'+

#$e students add to t$is &lossary t$rou&$outt$e course+

Iienna Settle'ent 1*1? /ntroduce t$e ienn# Sett*e"ent: itspurpose3 %ey personalities and

decisions+

Usin& a blan% 'ap o( /taly 1*1?3

students annotate t$e 'ap it$ rulers3

na'es o( states3 &eo&rap$ical

locations+ #$is could be tested later+

/n &roups students discuss $et$er

t$e peace'a%ers at Iienna &ot it ri&$t

in /taly and $at c$an&es t$ey ould

$ave 'ade+

Ho'eor%: students researc$ /taly in

1*1?: &eo&rap$ical3 social and political

situation3 to prepare (or a discussion

A $andout3 OH#3 ;oer;oint could be used+

#$e (olloin& boo%s could all be used to

provide (actual in(or'ation3 be used to create

$andouts and (or student readin&+ #$ey could

be used as class readers or available in t$e

library and can be used t$rou&$out t$e

course:

o #$e Uni(ication o( /taly 1*1?91*-0 by A+

Stiles

o #$e /talian Risor&i'ento by M Clar%

o /talian Uni(ication 1*)091*-1 by M Collier

o /talian Uni(ication by G >arby

Create a &uidance s$eet it$ 8uestions or

/t is i'portant t$at students $ave a clear

understandin& o( t$e &eo&rap$y o( /taly 1*1?9

1*-0+

#$e su&&ested boo%s could be used

t$rou&$out t$e unit (or e@tracts etc+ Students

could be &iven t$e Stiles boo% as a


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. /C# opportunity


S)GGESTE-REA-IGTI7E

1?HOURS

TOIC




on $et$er t$ere as support (or t$eidea o( unity+

$eadin&s to $elp structure note ta%in&+

$ttp:pates$istory+co+u%contenti talian9

uni(icationitaly91*1?+ppt;oer;oint on /taly

a(ter 1*1?+

Students clearly need to $ave a body o(

notes (or revision and so t$at t$ey can brin&

in(or'ation to class to use in discussions and

ot$er or%3 #$e idea o( t$e 8uestions is to

&uide students by si&npostin& t$e areas t$ey

need to 'a%e notes on+ #$ese notes could

be c$ec%ed by t$e teac$er as part o( an early

assess'ent+

Restoration /taly Usin& t$e 'ap o( /taly3 studentspresent t$eir researc$ into /taly 1*1?

and t$eir ideas on $o (ar /taly as a


37/132


. /C# opportunity


S)GGESTE-REA-IGTI7E

1?HOURS

TOIC




unity+ Students could ta%e a (actor t$att$ey $ave researc$ed suc$ as t$e

position o( Austria3 t$e e@perience o(

unity under Dapoleon3 t$e re&ional

divisions3 t$e li'ited 'iddle class3 t$e

econo'ic division beteen Dort$ and

Sout$+

Revolutions 1*)091 and

1*L091

Handout sources on early revolutions

and students co'plete a table o(

events and reasons (or (ailure+ #$e

sources s$ould (or' t$e basis o(

%noled&e (or t$e students+ #$e

student read and analyse t$e' loo%in&

(or t$e %ey (eatures o( Uni(ication so

t$at t$ey can co'pare t$e revolutions

and consider t$e reasons (or (ailure+

#$ere s$ould be at least one source

(ro' a boo% on eac$ o( t$e

Revolutions in eac$ state+ Students use t$e table t$ey $ave

created to discuss in s'all &roups


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S)GGESTE-REA-IGTI7E

1?HOURS

TOIC




co'e to an overall conclusion on $yt$e Revolutions (ailed and created a

$ierarc$y o( reasons+

#$e /ntellectuals and t$eirdi((erent attitudes to /taly and t$ee@tent o( support (or t$ese+

/ntroduce 7#iniand oun& /taly $is

revolutionary ideas and i'pact on t$e

Risor&i'ento+

/n s'all &roups students read and

su''arise t$e ideas o( D#*;oand

Gio;ertiand C#tt#neoand t$en

i&sa t$e' it$ ot$er &roups+

/ntroduce a source e@ercise on


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. /C# opportunity


S)GGESTE-REA-IGTI7E

1?HOURS

TOIC




created a co'parison o( content+

/ntroduce t$e 1*"0s C!#r*es A*;ert

and ius I. Students discuss $o

liberal t$ese 'en really ere+

Su''arise t$e period 1*1?91*"- 7

students could rite t$is up as a s$ort

su''ary o( t$e situation in /taly by

1*"- and co''ent on $et$er

c$an&e see'ed li%ely+

Iideo aric% University /talian Uni(ication+

OH# or ;oer;oint slides includin& pictures

o( ;ius and C$arles Albert to introduce and

&ive basic in(or'ation on ;ius and C$arles

Albert+

More able students could iden t$eir su''ary

to analyse $o 'uc$ continuity and c$an&e

t$ere as in t$e period+

1*1?91*"-+

GCE History A ( o$ 1(2


40/132


. /C# opportunity

GCE H/S#OR A: H106+ !6"3#$e Uni(ication o( /taly 1*1?91*-0

S)GGESTE-TEACHIGTI7E

1)

HOURS

TOIC

)+ H >/> #HE REIO2U#/ODS O 1*"*! A/2 #O UD/#E /#A2

Toic out*ine Suested te#c!in #nd!o"e3or5 #cti>ities


#$e Revolutions o( 1*"*9!: Main(eatures and outco'es+

$y did t$e Revolutions $appen

/ntroductory overvie o( t$e Revolutions

o( 1*"*9! $i&$li&$tin& %ey t$e'es+

Students create a ti'eline o( events (or

eac$ state+

Students start or%in& t$rou&$ a

or%boo% on t$e Revolutions 1*"*!3

readin& narrative3 analysin& sources3

and anserin& 8uestions+ #$is can be

co'pleted (or $o'eor%+

#$e or%boo% s$ould include ra out t$e %ey reasons 7 particularly

Austrian stren&t$ and t$e a'bi&uity o(

;ied'ont=s intentions+

or%boo% available on sc$oolcolle&e I2E

or /ntranet 7 students could or% on t$e

or%boo% on t$e /ntranet and e'ail to ot$er

students+

Events in rance and t$e Ger'an

Con(ederation could also be included 'ore

able students could be &iven t$e tas% o(

readin&su''arisin& in(or'ation on t$is+

$ttp:users+o@+ac+u%c$ri)0?-1!!!'ai

ni+$t'#$e Rise and all o( Mainian

Dationalis'

http://www.ohiou.edu/~chastain/index.htmhttp://www.ohiou.edu/~chastain/index.htmhttp://users.ox.ac.uk/~chri2057/z1999mazzini.htmhttp://users.ox.ac.uk/~chri2057/z1999mazzini.htmhttp://users.ox.ac.uk/~chri2057/z1999mazzini.htmhttp://users.ox.ac.uk/~chri2057/z1999mazzini.htmhttp://www.ohiou.edu/~chastain/index.htmhttp://www.ohiou.edu/~chastain/index.htmhttp://users.ox.ac.uk/~chri2057/z1999mazzini.htmhttp://users.ox.ac.uk/~chri2057/z1999mazzini.htm


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. /C# opportunity



1)

HOURS

TOIC




ey Vuestions $y t$e Revolutionsbro%e out in 1*"* Ho t$e Revolutions

di((ered in eac$ state $y t$e

revolutions (ailed+ Students could be

divided into tea's and tables could be

set up it$ di((erent tas%s related to t$e

8uestions+ Groups 'ove around t$e

roo' co'pletin& t$e tas%s usin& t$eir

or%boo% 7 and creatin& posters3

creatin& su''aries or analysin&

sources to anser t$e t$ree %ey

8uestions+

Create a sortin& e@ercise usin& t$e

ti'eline o( t$e revolutions+ Rando'ly

$and out a card to eac$ student as% t$e

students to &et into date order o( t$e

events+ As% eac$ student to e@plain t$eir

event and its si&ni(icancei'pact on t$e

revolutions+ Students su&&est $ic$events are %ey events and 'a%e lin%s

it$ ot$er cards+

#$e reasons (or (ailure: in &roups

students dra up a list o( reasons $y

t$e revolutions (ailed usin& t$eir notes

and sources+

$ttp:+(ord$a'+edu$alsall'od'

odsboo%+$t'lModern History

Sourceboo%: docu'ents on Uni(ication

1*"*91*61+

Materials (ro' pervious e@a' papers3

AL paper and coloured pens (or

posters3 'aps etc+

Sortin& e@ercise on la'inated card+

http://www.fordham.edu/halsall/mod/modsbook.htmlhttp://www.fordham.edu/halsall/mod/modsbook.htmlhttp://www.fordham.edu/halsall/mod/modsbook.htmlhttp://www.fordham.edu/halsall/mod/modsbook.htmlhttp://www.fordham.edu/halsall/mod/modsbook.html


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1)

HOURS

TOIC




/n &roups eac$ student selects a reasonand ar&ues t$e case (or its i'portance in

relation to ot$er (actors usin& sources

and t$eir notes to create an ar&u'ent

c$a'pionin& t$eir reason as t$e 'ain

cause+

Use a past 8uestion 4May )001 on t$e

Revolutions o( 1*"*9! to discuss

reasons (or (ailure+

Use t$e past 8uestion to de'onstrate

t$e s%ills needed (or analysis usin& all

(our sources3 Groups could analyse one

source in relation to t$e 8uestion3

considerin& content and provenance+

#$eir analysis could be s$ared it$ t$e

rest o( t$e class and (eedbac% to t$e

board to create su&&estions (or a

co'plete anser+

Students t$en rite up t$e anser to t$e


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)0

HOURS

TOICL+ HO /M;OR#AD# #O UD//CA#/OD ERE #HE COD#R/U#/ODS O #HE /#A2/AD S#A#ES

AD> O /D>/I/>UA2S

Toic out*ineSuested te#c!in #nd !o"e3or5

#cti>itiesSuested resources oints to note

Ho i'portant to t$e uni(icationo( /taly ere t$e contributions o(t$e /talian states 4especially;ied'ont and its ai's

Recap t$e situation in /taly and ;ied'ont

in 1*"!+ Eac$ student to ta%e a di((erent

role 7 Dationalist3 Austrian3 ;ope3

;easant etc+ and to consider t$eir vie o(

t$e state o( /taly in 1*"! and $at t$e

(uture 'i&$t $old in role+ Eac$ student

ould s$are t$eir vie in role it$ t$e

class+ #$ey s$ould consider t$e political3

social and econo'ic aspects t$at a((ect

t$eir role+ Students consider $et$er t$e

Revolutions present a success or (ailure

to t$eir &roup or individual+

#$e ideas &enerated by t$e students

s$ould be presented as a s$ort

presentation it$ ;oer;oint+

olloin& on (ro' role play3 t$e class

co'es to a decision on t$e situation in/taly in 1*"! and $et$er uni(ication as

a realistic prospect+ Students could

consider: $at ere t$e 'ain stu'blin&

bloc%s to uni(ication $at (actors ould

need to c$an&e (or Uni(ication to be

success(ul+ Ho (orei&n intervention $ad

a((ected t$e Revolutions3 $et$er (uture

;repare role cards $ic$ could be

distributed at rando'+ Role cards

su&&est areas to consider3 and

pro'pts (or t$e student+

Students present usin& ;oer;oint

and t$eir presentation could be

assessed in ter's o( %ey s%ills: $o

t$ey present t$eir ideas3 $o t$ey

deliver t$e in(or'ation3 $et$er t$ey

$ave alloed (or 8uestions+

#$is could be used (or Co''unication ey

S%ills L+1a or L+1b+

Students could be assi&ned di((erent roles+

More able students could be assi&ned

speci(ic roles suc$ as Maini3 Garibaldi3

C$arles Albert3 2ouis Dapoleon3 it$ ot$er

students considerin& ot$er roles3 suc$ as

peasant3 soldier3 and nationalist in s'all

&roups+



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)0

HOURS


AD> O /D>/I/>UA2S

Toic out*ineSuested te#c!in #nd !o"e3or5#cti>ities


intervention ould be needed and $at$ad been &ained+

Students researc$ bio&rap$ical details o(

%ey (i&ures: C#>our3 G#ri;#*di3 ictor

E""#nue*3 #o*eonIIIand ud&e

$et$er3 in t$e early 1*?0s3 t$ese %ey

(i&ures anted a totally united /taly+

;resent to t$e rest o( t$e class+

/ntroduce


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HOURS


AD> O /D>/I/>UA2S



And Austria=s increasin& isolation3 (ro' Use dia&ra's to e@plain t$ec$an&in& alliances in Europe+

Usin& " sources on 'odernisation "

students =Ae&lio3 Iictor E''anuel etc+

Students could as% 8uestions related to

t$e i'pact o( t$e c$an&es 'ade3 $at

t$eir ai's ere and $et$er t$ey t$in%

;ied'ont $ad beco'e a 'ore 'odern

state+

Create a sortin& e@ercise it$ state'ents

about ;ied'ont3 Cavour and

Modernisation3 events and ai's and as%

t$e' to sort t$e' into 'ost9leasti'portant (actors in ;ied'ont=s

'odernisation in relation to beco'in& a

European state+

Students could t$en be as%ed $o (ar

;ied'ont=s 'odernisation could

contribute to Uni(ication+

Use sources (ro' e@a' paper OCR

Fan )00)+

State'ents on la'inated card

includin& 8uotes3 %ey ter's3 (i&ures+

Co'parisons it$ ot$er European

countries could be included in t$e

state'ents+

$ttp:pates$istory+co+u%contentt$e9'ove9

toards9uni(ication9a(ter9t$e91*"*9

revolutions+ppt;oer;oint overvie o(

;ied'ont=s role in 1*?0s+

GCE History A 4% o$ 1(2
http://pateshistory.co.uk/content/the-move-towards-unification-after-the-1848-revolutions.ppthttp://pateshistory.co.uk/content/the-move-towards-unification-after-the-1848-revolutions.ppthttp://pateshistory.co.uk/content/the-move-towards-unification-after-the-1848-revolutions.ppthttp://pateshistory.co.uk/content/the-move-towards-unification-after-the-1848-revolutions.ppthttp://pateshistory.co.uk/content/the-move-towards-unification-after-the-1848-revolutions.ppthttp://pateshistory.co.uk/content/the-move-towards-unification-after-the-1848-revolutions.ppthttp://pateshistory.co.uk/content/the-move-towards-unification-after-the-1848-revolutions.ppt


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HOURS


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#$e (irst p$ase o( Uni(ication1*?*91*60

irst p$ase o( Uni(ication+ 1*?*91*60+Orsinio'b ;lot3 ;lo'bieres, 8#r o$

1+%3 i**#$r#nc#3 Centr#*-uc!ies3

?uric!+

Create a or%boo% o( events3 'aps3

ti'eline3 sources interspersed it$ %ey

8uestions+ Students or% t$rou&$ t$e

boo%let analysin& events and anserin&

8uestions suc$ as


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HOURS


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discussed in class it$ t$e teac$erclari(yin& areas t$e students (ind di((icult+

actual test on events 1*?*91*60 so

teac$ers can assess $et$er t$e

students %no $at $appened and t$e

order o( events3 particularly in central

/taly+ A clear understandin& o( $at

$appened is vital (or sound source

analysis and so students can place

sources in conte@t+

G#ri;#*diand Sici*y: Overvie o(

Garibaldi=s ca'pai&n in Sicily+ Causes

and outco'es+

Garibaldi and Sicily docu'ent or% on

Garibaldi=s 'otives relations$ip beteen

Cavour and Garibaldi and $o /taly as

united by 1*60+

#$e docu'ent or% ould rein(orce t$es%ills o( co'parison3 use o( provenance

and t$e analysis o( sources+ More able

students could be assi&ned to assess a

&roup o( sources a&ainst a %ey 8uestion

it$ ea%er students or%in& on

co'parison o( content and provenance+

OH# or ;oer;oint+ Students could

be &iven copy o( slides+

aric% University Iideo /talian

Uni(ication+

E@a' paper Fan )006+

Su&&est ar&u'ents (or students+

Could create a te'plate (or students

to prepare a clear ar&u'ent+

>ebate could be videoed or recorded

(or use in %ey s%ills Co''unication

L+1a or L+1b it$ t$e (ocus on

presentin& an ar&u'ent3 'ovin& an

ar&u'ent (orard and incorporatin&

t$e vies o( ot$ers3 en&a&in& it$

More able students could be assi&ned

speci(ic roles or ar&u'ents to prepare to

develop debatin& s%ills+

GCE History A 4& o$ 1(2


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HOURS


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Students consider $o (ar3 by Marc$1*603 /talians united Dort$ern /taly+ /n

&roups students prepare (or a debate on

t$e contribution o( /talians and /talian

states to t$e (irst p$ase o( uni(ication+ A

'ore speci(ic debate on t$e contribution

o( speci(ic individuals could be $eld

toards t$e end o( t$e course once t$e

topic o( uni(ication is co'plete and

Garibaldi and Iictor E''anuel=s and

Dapoleon ///=s contributions can be

considered 'ore (ully+

ot$er spea%ers+ #$e video could beused in class to assess t$ese s%ills+

#i'ed docu'ent in class on Garibaldi

and Sicily )00)+

;eer 'ar%ed by students and t$en

$anded in (or teac$er c$ec%in&+ ;eer

'ar%in& builds on t$e peer 'ar%in& done

earlier in t$e /talian #$in%ers e@ercise

usin& t$e &eneric 'ar% sc$e'e and t$e'ar% s$eet used to 'ar% previous

docu'ents+ Students s$ould 'a%e

su&&estions (or i'prove'ent as ell as

positive points about t$e or% 'ar%ed+

A buddy syste' (or peer 'ar%in& could

be used $ere 'ore able students are

E@a' paper )00)

Mar% s$eet (or students and

&uidance on 'ar%in&+ A list o( %ey

criteria could be created usin& t$e

'ar% sc$e'e3 it$ students

c$ec%in& t$at t$e %ey points $ave

been included in t$e anser+ #$iscould be done as a tic% bo@ s$eet+

Students ould need a copy o( t$e

'ar% sc$e'e and t$e &eneric 'ar%

sc$e'e+

A su&&ested anser could be used

(or t$e


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HOURS


AD> O /D>/I/>UA2S



paired it$ ea%er students+ could ud&e t$e 8uality o( t$e ansert$ey $ave been &iven to 'ar%+



TOIC "+ HO /M;OR#AD# /D #HE ;ROCESS O UD//CA#/OD ERE ORE/GD HE2; AD> ORE/GD

C/RCUMS#ADCES



Ho i'portant in t$e process o(Uni(ication ere (orei&n $elp and(orei&n circu'stance

Recap (irst p$ase o( Uni(ication and

consider t$e role o( (orei&n poers:

rance3 ritain3 ;russia3 Austria+

Students (eedbac% ideas to t$e $ole

class+ Groups assi&ned to loo% at t$e

Students could present t$eir recap as

a ;oer;oint+

Map o( /taly 1*60 and 1*-0 create a

ti'eline+

$ttp:+$istory9

E@tension 'aterial: students could use Clar%

or ot$er te@ts to add to t$eir basic notes+

#i'eline and ;oer;oint could be 'ade

http://www.history-ontheweb.co.uk/noticeboard/noticeb_qac72_cavour.htmhttp://www.history-ontheweb.co.uk/noticeboard/noticeb_qac72_cavour.htm


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role o( di((erent countries+

Second p$ase o( Uni(ication+ rainstor'

position o( /taly 1*60+ /ntroduce 1*60=s

it$ 'aps and ti'eline overvie o(

events+ Students consider $at stu'blin&

bloc%s to uni(ication still e@isted and

$et$er /taly needed (orei&n intervention

a(ter 1*60 to ac$ieve uni(ication+

Ho'eor%: Students 'a%e notes on t$e

events o( 1*60s and t$e (inal uni(ication

o( /taly so t$at students $ave a or%in&

%noled&e o( t$e events o( t$e 1*60s

$ic$ t$ey can use to consider t$e %ey

8uestion o( t$e necessity and i'pact o(

(orei&n intervention and $et$er /taly as

really united by 1*-0+

Recap and &o over events 1*60s

Vuestion and Anser usin& students=

prepared or%+ Students could use t$eir

prepared or% to as% eac$ ot$er

8uestions

ont$eeb+co+u%noticeboardnoticeb8ac-)cavour+$t'Anser to a

8uestions on proble's (acin& /taly

1*6191*-0+

Dote ta%in& &uidance s$eet it$

$eadin&s and sub $eadin&s and

directed 8uestions+

OH# or ;oer;oint Maps+

$ttp:+u'+de$%'lare&ionital

yituni(+$t'l'aps o( /talian

Uni(ication+

$ttp:+victorianeb+or&$istoryri

sor&i'ento"+$t'lArticle on t$e #$ird

ar o( /ndependence+

Source e@tracts (ro' e@a' papers

Fan )001 Role o( rance Fune )00?

Austria3 could be used+

$ttp:+$istoryillustrated+co'cart

oons$ncpc1!t$century political

cartoons+

available on sc$oolcolle&e I2E or /ntranet(or revision+

#$ird ar o( /ndependence 1*66

ranco9;russian ar 1*-0 and Iictor

E'anuel=s ta%e over o( Ro'e+ E@plain

and elaborate on European

OH# or ;oer;oint+

E@tracts (ro' te@ts and sources 7

use )00" Ro'e and )00? 1*60s

Use t$is opportunity to recap docu'ent

s%ills+

Dote ta%in& s$eets could be 'ade available

GCE History A %0 o$ 1(2
http://www.history-ontheweb.co.uk/noticeboard/noticeb_qac72_cavour.htmhttp://www.history-ontheweb.co.uk/noticeboard/noticeb_qac72_cavour.htmhttp://www.history-ontheweb.co.uk/noticeboard/noticeb_qac72_cavour.htmhttp://www.zum.de/whkmla/region/italy/itunif.htmlhttp://www.zum.de/whkmla/region/italy/itunif.htmlhttp://www.zum.de/whkmla/region/italy/itunif.htmlhttp://www.victorianweb.org/history/risorgimento/4.htmlhttp://www.victorianweb.org/history/risorgimento/4.htmlhttp://www.victorianweb.org/history/risorgimento/4.htmlhttp://www.historyillustrated.com/cartoons/hncpc/http://www.historyillustrated.com/cartoons/hncpc/http://www.historyillustrated.com/cartoons/hncpc/http://www.history-ontheweb.co.uk/noticeboard/noticeb_qac72_cavour.htmhttp://www.history-ontheweb.co.uk/noticeboard/noticeb_qac72_cavour.htmhttp://www.zum.de/whkmla/region/italy/itunif.htmlhttp://www.zum.de/whkmla/region/italy/itunif.htmlhttp://www.victorianweb.org/history/risorgimento/4.htmlhttp://www.victorianweb.org/history/risorgimento/4.htmlhttp://www.historyillustrated.com/cartoons/hncpc/http://www.historyillustrated.com/cartoons/hncpc/


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circu'stances t$at a((ected /taly+

/n &roups students or% on posters

e@a'inin& t$e role o( di((erent (orei&n

poers+ Eac$ &roup assi&ned a di((erent

poer and ideas (edbac% to t$e $ole

class+ Students could discuss $ic$

(orei&n poer as t$e 'ost i'portant in

brin&in& about Uni(ication+

Vuic% (actual test on t$e events 1*609

1*-0 and (orei&n poers to assess

$et$er students %no $at $appened

so t$at t$ey ill be able to place sources

in conte@t and apply on %noled&e+

#$e /talian in&do's and t$e e@tent o(

Unity 1*6191*-0+ Outline and dra out

;ied'ontisation #$e ri&ands= ar t$e

issue o( Ro'e and t$e ;apacy+

Students consider 8uestions in &roups:Ho (ar as /taly a united country in t$e

1*60s /deas (eedbac% to t$e class+

Students select (our sources and rite an

assess'ent o( $et$er /taly as a united

country by 1*-0+ #$is could be s$ared

it$ t$e rest o( t$e class+

e@a' paper+

Sources (ro' e@a' papers as

above+

$ttp:+neadvent+or&cat$en1)

1L"b+$t'Cat$olic Encyclopaedia

article on ;ius /

on t$e /nternet or I2E+

$ttp:+italian9$erita&e9

ancoats+or&+u%sivdoc+$t'An article on

/talian identity $ic$ 'ore able students

could use in t$eir assess'ent o( $et$er

/taly as a united country by 1*-0MHR

article Septe'ber )000


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Ho'eor%: students prepare (orconsolidation or% by c$ec%in& and

co'pletin& t$eir notes+

Consolidation: Ho i'portant toUni(ication ere t$e contributionso( t$e /talian states andindividuals

Role ;lay: students ta%e on t$e role o(

/talians and ot$ers involvedinterested in

uni(ication: a peasant3 a liberal3 a

Mainian3 renc$ soldier etc+ Consider

t$eir attitudes to uni(ication and its

outco'e3 particularly t$e 1*60=s+

Students s$ould re(lect on t$e ele'ents

o( c$an&e and continuity since 1*"!+

Hot seat activity: " students ta%e on t$e

roles o( Cavour3 Garibaldi3 Iictor

E''anuel3 Maini and Dapoleon /// and

prepare to de(end t$eir contribution to

uni(ication+ Rest o( t$e class 8ui t$e' on

t$eir contribution3 ai's etc+ and vote on

$o 'ade t$e 'ost i'portantcontribution to uni(ication and $y+

More able students could be c$osen to

ta%e on t$e ? 'ain roles it$ ot$er

students in &roups creatin& 8uestions+

Create role cards it$ a role to be

distributed rando'ly+

Create an evaluation s$eet (or

students to note t$e ar&u'ents o( t$e

o t$e 8uestions (ocus on t$e %ey issues

>o t$e 8uestions test t$e individuals Has

t$e student ansered t$e 8uestion usin&

(actual %noled&e to support t$eir

ar&u'ents

Students s$ould understand t$at t$e

process o( Uni(ication as a co'bination o(

(actors and t$at t$e individuals involved $ad

di((erent ai's (or /taly $ic$ i'pacted on

t$eir role and t$e process o( uni(ication

itsel(+

At t$e end o( t$e activity students s$ould be

in a better position to 'a%e a ud&e'ent on

http://www.history-ontheweb.co.uk/noticeboard/pdf_101_skillsqacitalianunific.pdfhttp://www.history-ontheweb.co.uk/noticeboard/pdf_101_skillsqacitalianunific.pdfhttp://www.history-ontheweb.co.uk/noticeboard/pdf_101_skillsqacitalianunific.pdfhttp://www.history-ontheweb.co.uk/noticeboard/pdf_101_skillsqacitalianunific.pdfhttp://www.history-ontheweb.co.uk/noticeboard/pdf_101_skillsqacitalianunific.pdfhttp://www.history-ontheweb.co.uk/noticeboard/pdf_101_skillsqacitalianunific.pdfhttp://www.history-ontheweb.co.uk/noticeboard/pdf_101_skillsqacitalianunific.pdfhttp://www.history-ontheweb.co.uk/noticeboard/pdf_101_skillsqacitalianunific.pdfhttp://www.history-ontheweb.co.uk/noticeboard/pdf_101_skillsqacitalianunific.pdf


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Co'parison o( Cavour and Garibaldi t$e contributions o( t$e %ey individuals+

Consolidation: Ho i'portant int$e process o( uni(ication ere(orei&n $elp and (orei&ncircu'stance

Students prepare presentations ar&uin&

t$e case (or one country: rance3 ritain3

;russia3 and Austria and prepare

8uestions (or t$e ot$er &roups to anser+

Ho (ar as /taly united by 1*-0

>iscuss t$is 8uestion in relation to t$e

e@periences o( /talians in t$e 1*60=s+

Snoball activity3 students discuss in

pairs and t$en pro&ressively lar&er

&roups re(inin& t$eir ideas 7 ends it$

(eedin& bac% ar&u'ents to t$e $ole

class+

E@plore past e@a' papers t$at $ave not

already been used: students could

be as%ed to or% in s'all &roups toprepare su&&ested ansers to t$esee@a' papers+

Unseen ti'ed docu'ent on /talian

Uni(ication 'ar%ed by t$e teac$er+

Students $o $ave not 'astered t$e

s%ills3 or $o are $avin& di((iculty it$

particular s%ills could be &iven an

OH# or ;oer;oint create a tas%

s$eet to $elp students prepare+

Studentnotes source 'aterials (ro'past e@a' papers and ot$er te@ts+

;ast e@a' papers+

#$e presentations could be 'ade available

via t$e /nternet or I2E as revision aids+

Stretc$ and c$allen&e 7 'ore able students

could loo% speci(ically at t$e role o( t$e

Cat$olic C$urc$ and create a s$ort

presentation+

Students su&&ested ansers could be 'ade

available on t$e /nternet or I2E+

MHR article


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additional source or%in& on t$e s%illsidenti(ied as needin& 'ore $elp+ More

able students could be paired it$

ea%er students to $elp t$e' 'aster

tec$ni8ues+



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GCE H/S#OR A: H106+ !6" >/C#A#ORSH/; AD> >EMOCRAC

/D GERMAD 1!LL91!6L

S)GGESTE-

TEACHIGTI7E

1?

HOURS

TOIC

1+ HOEEC#/IE2 >/> H/#2ER ES#A2/SH AD> CODSO2/>A#E DAP/ AU#HOR/# 1!LL91!"?



/ntroduction

Unit !6"

Students could be provided it$ t$e

essential in(or'ation relevant to t$is Unit+

#$is could include a brie( su''ary o( t$e

sc$e'e o( or%3 an overvie o(

assess'ent$o'eor% re8uire'ents and

a readin& list+

Unit !6" Speci(ication+

OCR Readin& 2ist+

OCR e@e'plarpast e@a'ination papers+

Essential in(or'ation 'ust re'ind bot$ students

and teac$ers t$at t$e ne (or'at contains eit$er

? sources o( lon&er sources+

OCR #eac$in& Support (or AS Historical

En8uires+

AS OCR History A ;lannin& B >eliverin&

Resources3 Heine'ann+

Centres s$ould o((er students a


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GCE H/S#OR A: H106+ !6" >/C#A#ORSH/; AD> >EMOCRAC

/D GERMAD 1!LL91!6L


1?

HOURS

TOIC

1+ HOEEC#/IE2 >/> H/#2ER ES#A2/SH AD> CODSO2/>A#E DAP/ AU#HOR/# 1!LL91!"?



/ntroduction

67720 unit f964 the german reformation 1517 to 1555 scheme of work and lesson plan booklet

Documents