as learning journey

7/31/2019 As Learning Journey

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AS HistoryLearning Journey

Contact - Mr P Devlin or Mr D Roberts - Humanities Faculty

Your Subject needs

YOU

HISTORIANS


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Welcome

Congratulations on choosing AS Level History. Welcome to the best subject in the

world. The most important, the most respected and the most interesting subject that

one can study at AS Level. It isnt Rocket Science or Brain Surgery because its more

important and a lot more fun than either of those. Maths and English can teach you

how to add up and how to write but History teaches you how to think and how to be.This is a difficult subject that will stand you in good stead. You will be considering the

impact of certain events of the past and will be trying your hardest to explain

exactly why the world is the way it is. Good Luck!

Whats it all about?

A Level History is a broad subject that allows you to develop your core literacy,

thinking and communication skills through an interesting and exciting learning journey.

The course aims to help you acquire an understanding of different identities

within,improve as effective and independent learners and as critical and reflectivethinkers with curious and enquiring minds anddevelop the ability to ask relevant andsignificant questions about the past and to research them

We will be going on a journey together that will take us from the mud, blood and snow

of the Crimea, through the death and destruction of the Boer War, past the first

concentration camps and on into the horrors of the trenches. On the way we will

witness incredible changes in Russia as the ancient Tsarist system is replaced by the

greatest tyrannical regime of the Twentieth Century. It is a journey that will teach

you lots and a journey that will be incredibly enlightening as we move along it.

Any fool can make history, it takes a Genius to write it Oscar Wilde


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For Unit 1 you will have to answertwo essay questions about RussianHistory. It is important that youare fully conversant with the ways

of answering an essay. The nextfew pages will tell you what youwill be studying as well as how todo well in essays.

Unit 1 Russia in Revolution and Stalins Russia

Who does not know that the first law of historical writing is the truth - Cicero

AS Unit 1: Historical Themes in Breadth *Unit code 6HI01

50%

two

six topics,

sixtwo

F7:

From Second Reich to Third Reich: Germany 1918-45

Unit 3, Topic D1From Kaiser to

Fhrer: Germany 1900-45

Britain and the Challenge of Fascism: Saving Europe at a Cost.

two

Yourfirstunittestsayouressay

writingskills.Youwillbeaskedtospend80minutes

doingnothingbutwritingessays


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A-level history is all about writing essays. No matter how much you know, if you can't:write a good essay you will not do well. Unfortunately, a good essay does not justconsist of writing all you know about a given topic; at A-level examiners tend to insiston tricky things like answering the question, analysis rather than narrative and

including information to support your point of view. Unless you are particularlygifted, these skills take time to learn and poor marks are common early on.Fortunately, however, these skills can be learnt. Although every essay will demand aunique answer, there are techniques common to all essays which will ensure that youdon't go too far wrong. First some general points.

Read the question

This sounds too obvious to mention. But every year some students see a word orphrase in the title and proceed to reel off an a prepared answer without consideringwhether what they are writing actually addresses the question asked. This will be

immediately obvious to anyone reading the essay and gain you a few marks. Read thequestion several times to make sure you understand what it is asking.

Analyse the question

When you have read the question should then analyse it. This is vital many peopledo not make the distinction between what the question is asking and what thequestion is about. By breaking down the title into key words (the issue to beconsidered) and topic words (the subject matter), you can ensure that you actuallyanswer the question rather than provide a simple narrative of events. A look at acouple of examples will show what I mean:

Examine the motives that influenced the Stalins Foreign Policies Main topic foreign policies of Stalin Key word motives How far were Wittes Economic Reforms successful? Main topic economic policies of Sergei Witte Key word successful?

Planning

This is without doubt the most vital part of writing an essay. It is your plan thatdetermines what approach you take to answering the question. If you have written

your plan properly, you will know exactly what your answer is going to be this is notsomething that should be decided while you are writing your essay. More importantly,your plan will ensure that you actually answer the question. Everything you writemust be related to the question, and without a plan it is all too easy to lose focus andwrite irrelevant nonsense. Not answering the question is the most common failing inA-level essays, and there is nothing a teacher likes doing more than crossing outhuge chunks of an essay with the word 'irrelevant'! Write a good plan and this won'thappen to you.

Once you have made your plan, you are ready to begin. How do you start an essay?Unfortunately there is no hard and fast rule it will depend very much on eachindividual title. However, one thing is certain: your introduction must make a good




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impression. It is the first thing anyone will read: if it fails to grip, the rest of theessay will have to be very good to retrieve the situation. Ideally your introductionshould sparkle, leaving the impression 'Wow, this girl knows what she's talking about:I want to read more'. At the very least it must be competent. Preferably, it shouldalso be short if your introduction lasts much more than a third of a page, you havemissed the point. So, faced with a blank piece of paper, what do you actually write?

Let's consider the title 'In 1680 Louis XIV was awarded the title 'Great'. Consideringhis reign as a whole, did he merit it?' The safe way to begin is simply to state whatyou are going to do: sum up in a few sentences what the question is asking and sayhow you are going to answer it. This approach will not excite an examiner, but as longas you have identified the key areas for investigation (which you will have worked outin your plan), you will have made a satisfactory start.

Another approach is actually to state your answer in the introduction and then go onto prove your case in the essay. This approach is far mare exciting because it showsthat you have a definite point of view, and are prepared to argue it. It shows an

examiner that you have planned your essay, know what you are going to say and in allprobability will support it with good evidence.

The final type of introduction is far more individual You might use an interestingquote, describe a significant event, take issue with the question or otherwise set thescene It is hard to define, but the effect will be to show that you have completemastery of the subject, understand the issues at stake and will be dealing with themthoroughly.

This kind of introduction will grip readers, impress them and make them want to know

more. Its also very difficult to write! Not everyone can do this but, as long as youfollow some of the guidelines above, you will avoid shooting yourself in the footbefore you have even begun.

The Middle

The main body of the essay is where you prove your case. Once you have plannedyour essay, this section will almost write itself It is just a question of filling in thegaps. You will know what paragraphs you are going to write and what information youare going to use. However, remember that you are making an argument, not narratinga story. You have already identified the key words in the question now is the time to

use them. Every paragraph must refer in some way to the key words or it will beirrelevant. Be ruthless you will have far more information than you need and mustselect carefully only that which you need to support your argument.

However, you must equally avoid an essay consisting only of argument you must notmake unsubstantiated claims. For everything you say you must have a supporting factor example otherwise your essay will be just so much hot air. This balance betweenanalysis and supporting detail is what makes up the skill of' essay writing, and takestime to learn. Once you have done so, success will be yours.

Quotes

After all your efforts making notes, you will naturally want to use some of them inyour essay that is why you made them. However, you must be very careful how you




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use quotes. They can only be used in a discussion of various historians' paints ofview, i.e. 'Wilkinson says..., but Shennan says...', or to sum up an argument you havealready proved. What they absolutely 100% can never be used for is to prove apoint. The most common use of quotes is 'Wilkinson says that...', with no furtherinformation. This does not prove your point. A quote from an historian, however wellrespected, is not proof. Saying that Wilkinson has said something does not prove

that what he has said is true. If you are going to use a quote you must support it withthe relevant facts or examples, just as if' it was your own words, or you will gain nomarks for your carefully memorised notes.

Conclusions

The conclusion is where you sum up what you have said in your essay. It is absolutelyvital never fail to write one. This is the last thing an examiner reads and counts fora great deal: a good conclusion can rescue an indifferent essay and set the seal on agood one. It is here that you draw together the threads of your argument andhammer home your points, leaving the reader in no doubt as to your answer. You

should refer explicitly to the key words of the question and reinforce the points youmade in the main body. Above all it should contain nothing new it is simply arestatement of your argument. If there is anything you have not already said it is toolate now!




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We will now look at the construction of a good essay, how exactly should you goabout writing it?

(a) Writing an Introduction. An introduction should show how you intend to answerthe question, by (1) indicating the line of argument you intend to take, by (2) giving anoverview of the organisation of what follows, and by (3) indicating the sort ofmaterial or evidence you will be using. It is an effective strategy, especially whenwriting a short essay, to begin with a bold, attention-grabbing, first sentence whichshows the marker that you know what you are doing: that is, answer the question asbriefly as possible with your first sentence. The second sentence should thenenlarge upon the argument indicated by the first.

(b) The body of the essay. Intelligent use of paragraphing is crucial to the success

of an essay. Often, it is best to organise the paragraphs so that each makes anddefends a point or premise essential to the argument of the essay. (By 'premise' ismeant a point which is part of and essential to the argument of the essay.) It mustbe entirely clear how your points fit into the argument: essays which meander aroundthe topic leaving the marker to join the dots to comprise an answer are notacceptable, since they fail to demonstrate understanding.

It is a good idea to use 'topic sentences' to signal the subject and make explicit thepoint of each paragraph. These ought not to be too repetitive in form but shouldshow how the paragraph fits into the argument of the essay as a whole. Thefollowing topic sentences (here marked in red for clarity) would, for example, be

appropriate as a way of introducing paragraphs that comprised a series of 'tests' ina 'to-what-extent' essay that called for an assessment of the effects of theHydrogen Bomb on the Cold War.

It is possible to argue that the Hydrogen Bomb made the world a much moredangerous place. This was because, whilst the bombs were merely atom bombsmaybe slightly bigger than the Hiroshima bomb, a nuclear war could be won by oneside if they were decisive and able to deliver the bombs. This would have left adefeated but not destroyed enemy. Now, with the advent of the hydrogen bomb itwould be possible that destruction would be total and that is not actually a desirableoutcome of war.

One could also possibly argue that it was the impact of Soviet espionage that reallymade the world a dangerous place. They Soviets were able to spy on the Americansand learn their secrets thus enabling a much earlier development of their ownHydrogen Bomb. This prompted further development from the American which,coupled with fear and an inability to penetrate Soviet research made the Americansfar more likely to react badly to any development.

Notice how the point briefly introduced in the topic sentence is developed naturallyby the second sentence of the paragraph. It is better to avoid trying the explain

everything in a single sentence: clusters of sentences that flow from one to anotherare much more effective!




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Signposting your evidence will give the essay that all important sense of criticaldepth and originality:

The development of effective and capable delivery systems also made the worldmore dangerous. For instance, whilst the Americans had Hydrogen bombs and theRussians didnt, the delivery systems were poor enough that the Russians could have

shot down the bombers on their way to Russia. Once ICBMs had been developed theworld faced the possibility of a surprise attack and an inability to preventdestruction once the button had been pushed

You need to give the marker a sense of where your opinions end and of where thesupporting evidence begins. But remember to vary your signposts: using the samephrase over and over again will distract and bore the reader. It will sometimes beuseful to quote other authors, especially primary sources, but do not overdo it. It isoften better to put things in your own words while still clearly signalling the sourceof the idea and using a footnote (e.g. 'According to Mayer the first crusade.'), sincethis helps to show that you have understood what was being said - providing that you

have indeed grasped what was being said!

(c) The Conclusion. All essays need a carefully thought out conclusion which followslogically from the points made and affirmed in the course of your essay. It need notrehearse the points you have rejected. Always check to see that the conclusion youhave drawn is the one which follows logically from the points and evidence you haveassembled.

There are several different types of question that you may be asked when it comes

to essays. Each of them is fairly simple to understand once you can grasp thefundamental points that should always be included in an essay of that type.

Explain' and 'why' questions demand a list of reasons or one big reason; each reasonwill have to be explained - that is, clarified, expounded, and illustrated.

'Assess', 'evaluate' and 'define-the-significance-of' questions require judgementssupported by reasons, explanation and evidence. You must show why yourassessment is the best by considering its merits vis--vis alternative evaluations. It

might be useful to define and defend the criteria on which your judgement depends.That is, to explain why they are the best criteria for judging the historicalphenomenon at issue.

'What-role-did-X-play-in-Y' questions imply a functionalist approach - that is, theyrequire that you identify the function of some phenomenon, group or institutionwithin some specific system. Thus, the subject of the question is the 'Y' rather thanthe 'X' element. That is, the question requires a discussion of the system as a wholeand the consideration of alternative explanations of how 'X' worked within it.

'To-what-extent' questions involve a judgement of measure. One way of answering the

question would be set up a series of 'tests', as it were, that can be investigated inturn.




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'Quote-and-discuss' questions require you to identify the issue at stake and toproduce a reasoned response. You may respond, for example, by agreeing with thequotation in which case you will need to explain why agreement is the best response,why it would be wrong to disagree. You should consider the merits of a variety ofresponses. If possible you should always examine the book or article from which thequotation has been taken in order to discover what its author meant by it, to discover

how the author has understood the issues.

'Compare-and-contrast' questions demand the identification of similarities anddifferences. One method of tackling such an essay would be to distinguish five or sixareas of similarity and contrast, and to devote a section of the essay to each area -a section in which you would assess the degree of similarity and reach a sub-conclusion. The conclusion would then require a summation of the various 'sub-conclusions'.

It needs to be stressed that none of these types of question calls for a narrativeapproach. You will never be asked to produce a narrative of what happened. In rare

circumstances, a few sentences of narrative may form part of the evidence cited insupport of a point, but the essay as a whole should be organised according to alogical structure in which each paragraph functions as a premise in the argument.The analytical and expository voice will always prove more effective than thenarrative mode of writing.




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Here is a list of essays that you will be doing in the Autumn Term of your Year 12.

Essay Question Due Date

1 How far were divisions among its opponents responsible for

the survival of Tsarist rule in the years 18811905?

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2 How far were divisions over the continuation of the NewEconomic Policy responsible for the contest to succeed Leninin the years 192428?

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3 How accurate is it to say that the growth of reformist groupsin the years from 1881 was the main cause of the 1905Revolution?

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4 How significant were the personalities of the contenders to

succeed Lenin in accounting for Stalins defeat of hisopponents in the years 192429?

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5 To what extent did Russia undergo economic and politicalreform in the years 190614?

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6 How accurate is it to say that the most important result of thecollectivisation of agriculture was that it imposed Communistcontrol on the countryside?

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7 To what extent was the Tsarist system of government

modified in the years 18811914?

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8 How far did the aims and key features of the Five-Year Planschange in the years 192841?

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9 To what extent does the impact of the First World War explainthe outbreak of two revolutions in Russia in 1917?

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10 How far do you agree that the most important result of therepression of 193438 was the strengthening of Stalinspolitical dominance?

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11 Why was the Provisional Government so short-lived? 7/12

12 How far did Stalins social policies change the lives ofchildren and women in the years to 1945?

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13 To what extent were the weaknesses of their opponentsresponsible for the survival of the Bolshevik government inthe years 191724?

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13 How far was the dramatic development of a war economyresponsible for the USSRs victory in the Second World War?

Timed on9th

January




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Content:

This unit focusses on the impact of war on British Society. It does thisthrough the study of three different wars.

The Crimean War of the 1850s

The Boer War at the turn of the two centuries

The Great War 1914-1918

In your studies you will compare and contrast how the wars were reported,how they were carried out and the changes brought about both within themilitary and in wider society as a result.

Your examination will be 80 minutes long and you will have two questions toanswer.

One question is worth 20 marks and will ask you to defend or refute ahypothesis utilising the information that you extract from three of thesources. It is testing you ability to make a judgement as well your ability to

work with sources.The second question will focus on your ability to argue and explain if youagree with a particular historical idea using all of the sources and your ownknowledge.

Marks for both questions are split with some being awarded for theknowledge that you have and deploy and others awarded depending on howwell you handle the sources.

Unit 2 - Conflict and Change in Nineteenth and Twentieth Century Britain.

Writing intelligent history is like trying to nail jelly to the wall - William Hesseltine

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AS Unit 2: British History Depth Studies *Unit code 6HI02

50%

two

* SeeAppendix 3



Hereis an

example of aUnit 2

Examinationpaper


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2

*N36156A0220*

6HI02/C Conflict and Change in 19th and 20th Century Britain

Choose EITHER C1 (Question 1) OR C2 (Question 2) for which you have been prepared.

C1 The Experience of Warfare in Britain: Crimea, Boer and the First World War,18541929

Study Sources 1 to 7. Answer Question 1, parts (a) and (b). There is a choice ofquestions in part (b).

You should start the answer to part (a) on page 4.You should start the answer to part (b) (i) OR (b) (ii) on page 9.

Question 1

Answer part (a) and then answer EITHER part (b) (i) OR part (b) (ii).

(a) Study Sources 1, 2 and 3.

How far do the sources suggest that the British army leaders were not concerned withthe welfare of soldiers in the British army?

Explain your answer, using the evidence of Sources 1, 2 and 3.(20)

EITHER

(b) (i) Use Sources 4 and 5 and your own knowledge.

Do you agree with the view that the most important outcome of the Second BoerWar (18991902) was the pressure for welfare reforms?

Explain your answer, using Sources 4 and 5 and your own knowledge.(40)

OR

(b) (ii) Use Sources 6 and 7 and your own knowledge.

Do you agree with the view that, as far as strategy and tactics were concerned,Haig and his generals were pretty good (Source 7)?

Explain your answer, using Sources 6 and 7 and your own knowledge.

(40)

(Total for Question 1 = 60 marks)


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2


C1 The Experience of Warfare in Britain: Crimea, Boer and World War I, 18541929

Sources for use with Question 1

SOURCE 1

(From an article published in The Times newspaper on 25 November 1854. It was writtenby William Russell, the principal war correspondent.)

SOURCE 2

(In January 1855, Queen Victoria wrote to Lord Raglan, Commander-in-Chief of the Britisharmy, expressing her concerns about the welfare of soldiers in the Crimea. This is part ofLord Raglans reply.)

SOURCE 3

(From Lieutenant Colonel Anthony Sterling, The Story of the Highland Brigade in theCrimea, published in 1895. He fought in the Crimean War and later made many criticismsof the way in which the war was run.)

It is now pouring rain the skies are black as ink the wind is howling over thestaggering tents the trenches are turned into water-filled ditches in the tentsthe water is sometimes a foot deep our men have not either warm or waterproofclothing they are out for twelve hours at a time in the trenches they are plungedinto the inevitable miseries of a winter campaign and not a soul seems to care fortheir comfort or even for their lives.

1

5

I can with truth assure your Majesty that my whole time and all my thoughts areoccupied in attempting to provide for the various needs of your Majestys troops.However, it has not been in my power to lighten the burden of their duties. Muchhas been said in private letters of the inefficiency of the staff concerned with the

needs of the troops. I do assure your Majesty that I have every reason to be satisfiedwith their exertions, their untiring efforts, and unwavering close attention to theirduties.

10

The mistake that has been made has been a very common one in our country.

Certain military establishments have not been kept up in peacetime because peopletook it into their heads that war would never come. In France there is a permanentwagon-train always organised, a permanent commissariat, and also a permanentambulance. The English people destroyed these above named departments thatexisted during the Spanish war. The British government, on deciding upon war,should have instantly begun to organise them again.

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SOURCE 4

(Part of a poem The Lesson written by Rudyard Kipling at the end of the Second Boer War)

SOURCE 5

(From Anthony S Wohl, Endangered Lives, published 1983)

SOURCE 6

(Corporal W H Shaw of the 9th (S) Battalion, Royal Welch Fusiliers, records his experienceof the Battle of the Somme, 1916)

SOURCE 7(From Gordon Corrigan, Mud, Blood and Poppycock, published 2003)

Let us admit it fairly as business people should,We have had no end of a lesson: it will do us no end of good.It was our fault, and our very great fault and now we must turn it to use.We have forty million reasons for failure, but not a single excuse.So the more we work and the less we talk, the better results we shall get.We have had an Imperial lesson. It may make us an Empire yet!

25

The great agitation over physical degeneration which swept England during theSecond Boer War (18991902) was related to military strength and was fuelled

by statistics of rejected recruits and by military set-backs. It, too, was linked to arealisation that England was a nation primarily of town dwellers and that, sinceurban conditions had bred a weakened race, the deterioration of the whole nationwould probably follow. The Liberal governments legislative programme indicatedthat at last the thorny problem of the physical consequences of poverty was beingtackled in earnest.

30

Our artillery had been bombing that line for six days and nights, trying to smashthe German barbed-wire entanglements, but they hadnt made any impact. Theresult was we never got anywhere near the Germans. Never got anywhere nearthem. Our lads were mown down. They were just simply slaughtered. It was justone continuous go forward, come back, go forward, come back, losing men allthe time and there we were, wondering when it was going to end. You couldnt doanything. You were caught between the shelling or the machine-guns and yet wewere kept at it. Making no impact on the Germans at all.

35

40

Haig and his generals may not have been the best team that the British army hasever produced, but they were pretty good. They did their best with what they had ina war whose like had never been contemplated. The men who served under themalso thought the generals were pretty good, for had there not been trust betweenleader and led, the British army would surely have gone the way of the French.

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C2 Britain, c18601930: The Changing Position of Women and the SuffrageQuestion

Sources for use with Question 2

SOURCE 8(From a letter written by William Gladstone in 1892 to Samuel Smith MP. Gladstone wasleader of the Liberal party and Prime Minister.)

SOURCE 9(Mrs Humphrey Ward, first President of the Anti-Suffrage League, gives her views in 1889about female suffrage)

SOURCE 10(George Sturt, Change in the Village, published 1912. He was the son of a wheelwrightand wrote about life in his village.)

SOURCE 11(From an address made in 1877 to the Trades Union Congress by Henry Broadhurst, itsPresident)

I am afraid that, if we give women the vote, we will interfere with somethingfundamental and sacred the family. We would injure relationships within it anddislocate domestic life. I am not afraid that women would begin to take powerfrom men. I am afraid that, by giving women the vote, we would be inviting themto give up something of their delicacy, purity and refinement which are the sourceof womens power.

1

5

To men belong the struggle of debate and legislation in Parliament; the hard andexhausting labour implied in the administration of the national resources andpowers. In all these spheres, womens direct participation is made impossible eitherby the disabilities of sex, or by physical difference. Therefore it is not right to give towomen direct power of deciding questions of parliamentary policy.

10

The main fact is that the two sexes, each engaged daily upon essential duties,stand in surprising equality to each other. It would be absurd to treat these wivesand mothers, who have to face every trial of life and death, as though they were allinnocence, timidity and daintiness. No labouring man would esteem a woman fordelicacy of that kind and the women certainly would not like to be esteemed for it.Hence the sexes habitually meet on almost level terms.

15

It is your duty as men and as husbands to use your utmost efforts to bring abouta condition of things where your wives should be in their proper sphere at home,seeing after the house and family, instead of being dragged into competition forlivelihood against the great and strong men of the world.

20




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SOURCE 12(Average earnings of women as a percentage of male earnings in 1906)

Industry Female earnings as % of male earnings

Textiles 58.5

Clothing 46.3

Food, drink, tobacco 41.5

Paper, printing 36.4

Metal industries 38.1

Total (of all industries) 43.7

SOURCE 13(From Paula Bartley, Votes for Women 18601928, published in 1998)

SOURCE 14(From an article in the May 1916 edition ofThe Common Cause, a newspaper publishedby the NUWSS)

After 1870 the new state-funded system of education gave some chances forworking-class girls to become numerate and literate. But it offered too narrow a

curriculum to have any great effect. State schools emphasised the domestication,rather than the emancipation, of working-class girls, teaching cookery, needleworkand housewifery at the expense of other subjects. In this way they reaffirmed,rather than challenged, womens role in society. Change, for the young working-

class school-girl, did not necessarily mean progress.

25

From all parts of the country, evidence is constantly reaching our headquarters thatanti-suffragists are dropping their opposition to the full citizenship of women, andassigning as the reason for this the eagerness of women of all classes to take their

share in the national burden and national sufferings caused by the war, coupled

with the professional and industrial capacity of women, their adaptability, courageand endurance. These things have made a deep impression on the public mind,and have done more than anything else to produce the great change in publicopinion on Womens Suffrage, of which everyone is conscious.

30

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SOURCE 15

(From B Harrison, The First World War and Feminism in Britain, in History Review 16,published 1993)

In some ways, the war actually obstructed votes for women. First, the war seemed

to confirm the Antis physical force the idea that men and women had separateroles because women are, on average, weaker than men. Although many womenserving in the Armed Forces were extremely brave, they did not experience thehorrors of the front line. This separation of role was reinforced by geography withmany men across the Channel while most women stayed at home. Second thewar weakened the suffragist movement. It pushed all peacetime problems downthe political agenda. The WSPU ended their militant campaign and almost allsuffragists diverted their energies into war work of some sort or another.

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Here is the reading list for Unit 1

Russia

Introductory reading:

Figes, Orlando, A Peoples Tragedy: Russian Revolution, 1891-1924 (1997)Oxley, P, Russia 1855-1991: from Tsars to Commissars (2001)Reed, J, Ten Days that Shook the World (New edition, 2007)Service R Lenin: A Biography (Pan Books, 2002)Warnes, D, Chronicle of the Russian Tsars: the Reign-by-reign record of the Rulersof Imperial Russia (1999)

Exam board recommended texts

Culpin C and Henig R Modern Europe 1870-1945 (Chapter 6) (Longman, 1997)Daborn J Russia: Revolution and Counter Revolution, 19171924 (CambridgeUniversity Press,1991)Darby G The Russian Revolution: Tsarism to Bolshevism 18611924 (LongmanHistory inDepth series, 1998)Evans D and Jenkins J Years of: Russia and the USSR 18511991 (Hodder andStoughton, 2001)Farmer A An Introduction to Modern European History 18901990 (Hodder andStoughtonAccess to History Context series, 2000)Hite J Tsarist Russia, 18101917 (Causeway Press, 2004)Laver J Lenin: Liberator or Oppressor? (Hodder and Stoughton Personalities andPowersseries, 1994)Lynch M Reaction and Revolutions: Russia 18811924 (Hodder and StoughtonAccess toHistory series, 1992)Lynch M Trotsky: The Permanent Revolutionary (Hodder and StoughtonPersonalities and

Powers series, 1995)Lynch M Stalin's Russia 1924-53 (Hodder and Stoughton Access to History series1992Murphy D and Morris T Europe 18701991 (Collins Educational, 2004)Phillips S Lenin and the Russian Revolution (Heinemann Heinemann AdvancedHistoryseries, 2000)Service R Lenin: A Biography (Pan Books, 2002)Traynor J Europe 18901990 (Chapter 4) (Nelson Thornes, 1991)White A Lenins Russia (Collins, 1998)

Reading List

He who controls the past controls the present, he who controls the present controls the past George

Orwell 1984


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Here is the reading List for Unit 2

Option C: Conflict and Change in 19th and 20th Century BritainTopic C1: The Experience of Warfare in Britain: Crimean, Boer and World War 1

1854- 1929

Badsey, Stephen Crimean War (War Correspondents), Bramley Books 1997Beckett, Ian Home Front 1914-18 (National Archives, 2006)Byrne, Mike Britain 1895-1918 (Hodder and Stoughton 2005)Kelly, Christine (ed) Mrs Duberlys War (Oxford University Press, 2007)Lynch, Michael An Introduction to 19th century British History 1800-1914 (HodderMurray, 1999)Macdonald, Lyn 1914-18 Voices and Images of the Great War (Penguin Books,1991) Morgan, K O The Boer War and the Media in the Journal 20th CenturyBritish History Vol

13 No 1 March 2002 (published by Oxford Journals)Marwick, Arthur The Deluge (Macmillan, 1965)Marwick, Arthur The Home Front (Thames and Hudson, 1976)Packenham, Thomas The Boer War (Abacus, 1991)Ponting, C The Crimean War Chatto and Windus, 2004)Rappaport, H No Place for Ladies: the Untold Story of Women in the Crimean War(Aurum Press, 2007)Rees R and Stewart G AS Edexcel GCE Hisotry: the Experience of Warfare inBritain, 1854- 1929 (Heinemann, 2008)Robinson, Jane Mary Seacole (Constable and Robinson, 2005) Sibbald, Raymond War correspondents: the Boer War (Jonathan Ball,1993) Small, Hugh FlorenceNightingale: Avenging Angel (Constable, 1998) Van Reenan, R Emily Hobhouse: BoerWar Letters (Human and Rousseau) Wilson, K M The International Impact of theBoer War (Acumen, 2001) Winter, J M The Great War and the British People(Macmillan,1985) Winter, J M The Experience of World War I (Oxford UniversityPress, 1989)

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He who controls the past controls the present, he who controls the present controls the past George

Orwell 1984

as learning journey

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