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A LEVEL Specification History A H 5 05 For first assessment in 201 7 Version 1.2 (August 2018)

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A LEVELSpecification

History AH505 For first assessment in 2017

Version 1.2 (August 2018)

Our aim is to provide you with all the information and support you need to deliver our specifications.

¨ Bookmark ocr.org.uk/alevelhistorya for all the latest resources,information and news on AS and A Level History A

¨ Be among the first to hear about support materials and resources as theybecome available – register for Geography updates at ocr.org.uk/updates

¨ Find out about our professional development at cpdhub.ocr.org.uk

¨ View our range of skills guides for use across subjects and qualifications atocr.org.uk/skillsguides

social.ocr.org.uk

¨ Discover our new online past paper service at ocr.org.uk/exambuilder

¨ Learn more about Active Results at ocr.org.uk/activeresults

¨ Join our Geograph y social network community for teachers at

YOUR CHECKLIST

© OCR 2016A Level in History A i

Contents

Introducing… A Level History A (from September 2015) iiTeaching and learning resources iiiProfessional development iv

1 Why choose an OCR A Level in History A? 11a. WhychooseanOCRqualification? 11b. WhychooseanOCRALevelinHistoryA? 21c. Whatarethekeyfeaturesofthisspecification? 31d. HowdoIfindoutmoreinformation? 3

2 Thespecificationoverview 42a. Overview of A Level in History A (H505) 42b. Content of A Level in History A (H505) 52c. Contentofunitgroup1:Britishperiodstudyandenquiry(UnitsY101toY113) 102c. Contentofunitgroup2:Non-Britishperiodstudy(UnitsY201toY224) 352c. Contentofunitgroup3:Thematicstudyandhistoricalinterpretations(UnitsY301

toY321) 622d. Nonexamassessment:Topicbasedessay(UnitY100) 1052e. Prior knowledge, learning and progression 106

3 Assessment of OCR A Level in History A 1073a. Formsofassessment 1073b. Assessmentobjectives(AOs) 1083c. Assessmentavailability 1083d. Retakingthequalification 1093e. Assessmentofextendedresponse 1093f. Nonexamassessment:UnitY100Topicbasedessay–Nonexamassessmentguidance1093g. Nonexamassessment:UnitY100Topicbasedessay–MarkingCriteria 1103h. Synopticassessment 1133i. Calculatingqualificationresults 113

4 Admin:whatyouneedtoknow 1144a. Pre-assessment 1144b. Accessibilityandspecialconsideration 1154c. Externalassessmentarrangements 1154d. Nonexamassessment 1164e. Resultsandcertificates 1174f. Post-resultsservices 1184g. Malpractice 118

5 Appendices 1195a. Overlapwithotherqualifications 1195b. Avoidance of bias 1195c. Examplesofroutesthroughthespecification 1195d. Title(s)ProposalForm 122

Summary of updates 125

© OCR 2016A Level in History Aii

Introducing… A Level History A (from September 2015)OurALevelHistoryAspecificationprovidesafantasticcurriculum for your students to ignite and engage their passions and interests. We’ve never thought that there’s any one ‘correct’ approach to History as asubject.It’stoovaluableandsimplytoomassivetobelimitedtoamerehandfulofapprovedoptions.As there is no core content in History, our vision is to allow you to have as much professional freedom as possibletoapproachthesubjectinyourchosenvalidway.

This means your students will:

• Study the history of more than one countryorstateinadditiontothestudyofBritishhistory

• Undertakeathematicstudy,coveringan extended period of history of approximately 100 years

• Exploreatopicinhistorytheyhavean interest in through the coursework element.

Ouraimistocreateindependentlearners,criticalthinkersanddecision-makers–allpersonalassetsthatcan make them stand out as they progress to higher educationand/ortheworkplace.

Meet the team

We have a dedicated team of people working on our ALevelHistoryqualifications.

FindoutmoreaboutourHistoryteamat ocr.org.uk/historyteam

If you need specialist advice, guidance or support, get in touch as follows:

• 01223 553998

[email protected]

• @OCR_History

© OCR 2016A Level in History A iii

Teachingandlearningresources

Werecognisethattheintroductionofanew Plentyofusefulresourcesspecificationcanbringchallengesforimplementationand teaching. Our aim is to help you at every stage and You’llhavefourmaintypesofsubject-specificteachingwe’reworkinghardtoprovideapracticalpackageof andlearningresourcesatyourfingertips:supportincloseconsultationwithteachersandother • Delivery Guidesexperts, so we can help you to make the change.

• TransitionGuidesDesignedtosupportprogressionforall

• TopicExplorationPacksOur resources are designed to provide you with a rangeofteachingactivitiesandsuggestionssoyoucan • LessonElements.selectthebestapproachforyourparticularstudents. Alongwithsubject-specificresources,you’llalsohaveYouaretheexpertsonhowyourstudentslearnand accesstoaselectionofgenericresourcesthatfocusour aim is to support you in the best way we can. on skills development and professional guidance for

teachers.Wewantto…

SkillsGuides–we’veproducedasetofSkillsGuides• Support you with a body of knowledge thatarenotspecifictoHistory,buteachcoversatopicthatgrowsthroughoutthelifetimeofthethatcouldberelevanttoarangeofqualifications–forspecificationexample,communication,legislationandresearch.

• Provideyouwitharangeofsuggestionsso Download the guides at ocr.org.uk/skillsguides.youcanselectthebestactivity,approachorcontextforyourparticularstudents ActiveResults–afreeonlineresultsanalysisservice

to help you review the performance of individual • Makeiteasierforyoutoexploreand students or your whole school. It provides access to

interact with our resource materials, in detailed results data, enabling more comprehensive particulartodevelopyourownschemes analysis of results in order to give you a more accurate of work measurement of the achievements of your centre and

individualstudents.Formoredetailsreferto • Createanongoingconversationsowecanocr.org.uk/activeresults.develop materials that work for you.

© OCR 2016A Level in History Aiv

Professional development

Take advantage of our improved Professional These events are designed tohelpprepareyouforfirstDevelopment Programme, designed with you in mind. teaching and to support your delivery at every stage.Whether you want to come to face-to-face events, look at our new digital training or search for training Watch out for details at cpdhub.ocr.org.uk.materials,youcanfindwhatyou’relookingforallin

Toreceivethelatestinformationaboutthetrainingone place at the CPD Hub.we’llbeoffering,pleaseregisterfor A Level email

Anintroductiontothenewspecifications updates at ocr.org.uk/updates.

We’ll be running events to help you get to grips with ourALevelHistoryAqualification.

© OCR 2016A Level in History A 1

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1 Why choose an OCR A Level in History A?

1a. WhychooseanOCRqualification?

Choose OCR and you’ve got the reassurance that you’reworkingwithoneoftheUK’sleadingawardingbodies. Our new A Level in History A course has been developedinconsultationwithteachers,employersandHigherEducationtoprovidestudentswithaqualificationthat’srelevanttothemandmeetstheirneeds.

We’re part of the Cambridge Assessment Group, Europe’slargestassessmentagencyandadepartmentoftheUniversityofCambridge.CambridgeAssessmentplays a leading role in developing and delivering assessmentsthroughouttheworld,operatinginover150 countries.

Weworkwitharangeofeducationproviders,includingschools,colleges,workplacesandotherinstitutionsinboththepublicandprivatesectors.Over13,000centreschooseourAlevels,GCSEsandvocationalqualificationsincludingCambridgeNationalsandCambridge Technicals.

OurSpecifications

Webelieveindevelopingspecificationsthathelpyoubringthesubjecttolifeandinspireyourstudentstoachieve more.

We’vecreatedteacher-friendlyspecificationsbasedonextensive research and engagement with the teaching community.They’redesignedtobestraightforwardand accessible so that you can tailor the delivery of the course to suit your needs. We aim to encourage learners to become responsible for their own learning, confidentindiscussingideas,innovativeandengaged.

We provide a range of support services designed to helpyouateverystage,frompreparationthroughtothedeliveryofourspecifications.Thisincludes:

• Awiderangeofhigh-qualitycreativeresourcesincluding:

o Delivery Guideso TransitionGuideso TopicExplorationPackso LessonElementso …and much more.

• AccesstoSubjectAdvisorstosupportyouthroughthetransitionandthroughoutthelifetimesofthespecifications.

• CPD/Trainingforteacherstointroducethequalificationsandprepareyouforfirstteaching.

• ActiveResults–ourfreeresultsanalysisserviceto help you review the performance of individual students or whole schools.

AllAlevelqualificationsofferedbyOCRareaccreditedbyOfqual,theRegulatorforqualificationsofferedinEngland.TheaccreditationnumberforOCR’sALevelinHistoryAisQN:601/4701/5.

Verticalblacklinesindicateasignificantchangetothepreviousprintedversion.

© OCR 2016A Level in History A2

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1b. Why choose an OCR A Level in History A?

OCR’s A Level in History A will include a variety of excitinghistoricaltopicswithoverfiftydifferentunitsto choose from.

It is our strong desire to ensure that OCR History shouldcaptivatethelearneranddevelopadesirewithinthemtocontinuelearningbeyondtheconfinesof the classroom.

ThemainpurposeofthisqualificationistopreparelearnersbyprovidingasuitablefoundationforthestudyofhistoryorrelatedcoursesinHigherEducation.Afurtherpurposeofthisqualificationistopreparelearners intending to pursue careers or further study in history,oraspartofageneraleducation.

Thisqualificationisdesignedtofosterthedevelopmentofcriticalandreflectivethinkingwithanunderstandingof historical topics and issues; and to encourage an awareness of the importance of historical awareness in explaining contemporary issues.

OCRHistoryAprovidesafantasticcurriculumtoignite and engage learners’ passions and interests. Ourcontentwillcreateindependentlearners,critical

thinkersanddecision-makers–allpersonalassetsthatcan make them stand out as they progress to Higher Educationand/ortheworkplace.

We have never thought that there is any one ‘correct’ approachtohistoryasasubject.Historyistoovaluable,andsimplytoomassive–nottomentiontoocontroversial–tobelimitedtoamerehandfulofapprovedoptions.Thereisnocorecontentinhistory,and our view is that the logical extension of this is that teachers should have as much professional freedom as possibletoapproachthesubjectintheirchosenvalidway.Thisspecificationprovidesthatfreedom.

Centres should have the opportunity to deliver the historyofpre-colonialnon-westerncivilisationsandpeoples,forexample,aswellasBritishandEuropeanhistory,andshouldbeabletodosowithconfidence,and so topics are included to encourage centres to look beyond the most commonly taught areas of history.

OCR’s A Level in History A has been designed to emphasise knowledge and argument, and to encompassalargerangeoftraditionalandnewoptionaltopics.

LearningAimsandObjectives

OCR’s A Level in History A will encourage learners to:

• develop their interest in and enthusiasm for history and an understanding of its intrinsic valueandsignificance

• acquireanunderstandingofdifferentidentitieswithinsocietyandanappreciationofaspectssuch as social, cultural, religious and ethnic diversity, as appropriate

• build on their understanding of the past through experiencing a broad and balanced course of study

• improveaseffectiveandindependentlearnersandascriticalandreflectivethinkerswithcurious and enquiring minds

• developtheabilitytoaskrelevantandsignificantquestionsaboutthepastandtoresearchthem

• acquire an understanding of the nature of historical study, for example that history is concernedwithjudgementsbasedonavailableevidenceandthathistoricaljudgementsareprovisional

• develop their use and understanding of historical terms, concepts and skills

• makelinksanddrawcomparisonswithinand/oracrossdifferentperiodsandaspectsofthepast

• organise and communicate their historical knowledgeandunderstandingindifferentways,arguingacaseandreachingsubstantiatedjudgements.

© OCR 2016A Level in History A 3

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1c. Whatarethekeyfeaturesofthisspecification?

Here are some of the key features of OCR’s A Level in History A for you and your learners:

• astraightforwardspecificationwithdetailedguidance to support delivery

• awiderangeofcontentoptionstomeetyourcentre’sexpertise,maximisingyouropportunityto create the most appropriate course for you and your students

• ourSpecificationCreatortoolwhichwillenableyou to create a bespoke course

• improved support, resources and more teacher guidance

• thefirstyearofthiscourseisco-teachablewithourASlevelspecification.

1d. HowdoIfindoutmoreinformation?

IfyouarealreadyusingOCRspecificationsyoucancontact us at: www.ocr.org.uk

If you are not already a registered OCR centre then youcanfindoutmoreinformationonthebenefitofbecoming one at: www.ocr.org.uk

If you are not yet an approved centre and would like to become one go to: www.ocr.org.uk

Wanttofindoutmore?

AskourSubjectAdvisors:

Email:[email protected]

Telephone:01223553998

Join our history community: http://social.ocr.org.uk/groups/history

Signupforthee-bulletin:www.ocr.org.uk/updates

© OCR 2016A Level in History A4

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2 Thespecificationoverview

2a. OverviewofALevelinHistoryA(H505)Learnersmusttakeoneunitfromeachofunitgroups1to3aswellasthemandatorynonexamassessmentunitY100 Topic based essay.

ContentOverview AssessmentOverview

Britishperiodstudyandenquiry: (unitgroup1)Learners study oneofthe13unitsavailable,eachofwhichconstitutesasubstantialandcoherentelementofBritishHistory.The enquiry is a source-based study which immediately precedes or follows the outline period study.

Britishperiodstudyandenquiry

(Y101-Y113)

50 marks

1hour30minutepaper

25%

of total A level

Non-Britishperiodstudy: (unitgroup2)Learners study oneofthe24unitsavailable,eachofwhichconstitutesacoherentperiodofnon-BritishHistory.

Non-Britishperiodstudy

(Y201-Y224)

30marks

1 hour paper

15%

of total A level

Thematicstudyandhistoricalinterpretations: (unitgroup3)Learners study one of the 21 units available. Eachunitcomprisesathematicstudyoveraperiod of at least 100 years, and three in-depth studies of events, individuals or issues that are key parts of the theme.Learners will develop the ability to treat the wholeperiodthematically,andtousetheirdetailed knowledge of the depth study topics toevaluateinterpretationsofthespecifiedkeyevents, individuals or issues.

Thematicstudyandhistoricalinterpretations

(Y301-Y321)

80marks

2hour30minutepaper

40%

of totalA level

Topic based essay: (unitY100)***Learnerswillcompletea3000–4000wordessayon a topic of their choice, which may arise out of content studied elsewhere in the course. This is an internally assessed unit group. A Title(s) ProposalFormmustbesubmittedtoOCR.

3000–4000wordessay

(Y100/03or04)

Non exam assessment

40marks

20%

of totalA level

*Includessynopticassessment

**Learnerswhoareretakingaqualificationcanchooseeithertoretakethenonexamassessmentunitortocarryforwardtheirmarkforthatunit.SeeSection4dforfurtherdetails.

© OCR 2016A Level in History A 5

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2b. Content of A Level in History A (H505)

Learners will be required to study a variety of historical topics from a chronological range of at least 200 years, inordertocreateaqualificationthatisbothbroadandcoherent.TheSpecificationCreatortoolontheOCRwebsite is a quick and easy way of checking that the units chosen create a valid course of study. It is also avaluablemechanismforpointingcentrestowardsappropriatesupportandbuildingcommunitiesofcentresteachingthesameoptions.UseoftheSpecificationCreatortoolbeforelearnersbegintostudy the course is mandatory in order to ensure that therulesofcombinationaremet.

Ensuringcoursecoherence

Otherthantheaboverestrictions,centreshaveafree choice over how to combine units in order to maximisethepotentialtoexploitinterest,expertiseand resources. Coherence can be achieved in many ways,butisguaranteedbythenatureofthedifferentunit,thedifferentemphasesandapproacheswhichcollectivelyengenderanunderstandingofthenatureand purpose of history as a discipline and of how historians work:

o in unit group 1 a source-based enquiry either sets up or concludes a period study, developingdifferentapproaches,butcollectivelyconstitutingasubstantialandcoherentelementofEnglishorBritishHistory

o inunitgroup2non-BritishHistoryisstudied, with an emphasis on use of knowledge and understanding and judgement

o inunitgroup3changeandcontinuityoverasubstantialperiodoftimeisstudied,with embedded depth studies focusing on interpretationsofsignificantindividuals,events, developments etc.

o theTopicbasedessay(unitY100)brings together many of the skills in an independently researched enquiry.

Throughtheircourseselection,centresmayusethe range of units available to enhance coherence. Thequalificationcanbeconstructedthroughassociationsincluding,butnotlimitedto,thosebased on chronology, theme (e.g. warfare, religion, conquest/expansion,empire,rebellion/unrest,nationbuilding),geographyordiversity.Examplesaregiveninappendix 5c.

Rulesofcombination

Learners must take four units as follows:

• Learners must take one unit from each of unit groups1to3.

o Thecombinationofthreeunitschosenmust meet the ‘200 year rule’ as required bythesubjectcriteria.Thismeansthattheearliest date studied in any unit group must be separated by at least 200 years from the latest date studied in any unit group.

• Breadth and coherence is achieved through the structureofthespecificationandthenatureofthe units. However, in order to ensure breadth, certainrestrictionsbeyondthe200yearruleapply:

o learnerstakingunitY101AlfredandtheMakingofEngland871–1016inunitgroup1cannotalsotakeunitY302TheVikingAgec.790–1066inunitgroup3

o learnerstakingunitY106England1485–1558inunitgroup1cannotalsotakeunitsY306RebellionandDisorderundertheTudors1485–1603orY307TudorForeignPolicy1485–1603inunitgroup3

o learnerstakingunitY107England1547–1603inunitgroup1cannotalsotakeunitsY306RebellionandDisorderundertheTudors1485–1603orY307TudorForeignPolicy1485–1603inunitgroup3

o learnerstakingunitY219Russia1894–1941inunitgroup2cannotalsotakeunitY318RussiaanditsRulers1855–1964inunitgroup3.

• Learners must take the mandatory non exam assessmentunitY100Topicbasedessay.

All units must be taken in the same series as certificationasa100%terminalruleapplies.

Tocheckthattheunitcombinationyouhavechosenis valid, you mustuseOCR’sSpecificationCreatortool,available from www.ocr.org.uk.Itisessentialthatyou perform this check. Centres are reminded that ifthecombinationtakendoesnotmeettherulesofcombination,asexplainedabove,thenlearnerswillnotbeawardedagradeforthequalification.ForanyfurtheradviceonvalidcombinationspleasecontactOCR using [email protected]

The following pages list the units available in each unit group.

© OCR 2016A Level in History A6

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Unit group

Grouptitle

Unit entry code

TitleHistorical date

Earliest Latest

Unitg

roup

1

Britishperiodstud

yan

den

quiry

Y101

AlfredandtheMakingofEngland871–1016(Enquirytopic:AlfredtheGreat)(ThisunitcannotbetakenincombinationwithunitY302TheVikingAgec.790–1066)

 871 1016

Y102Anglo-SaxonEnglandandtheNormanConquest1035–1107(Enquirytopic:NormanEngland1087–1107)

1035 1107

Y103England1199–1272(Enquirytopic:KingJohn1199–1216)

1199 1272

Y104England1377–1455(Enquirytopic:RichardII1377–1399)

1377 1455

Y105England1445–1509:Lancastrians,YorkistsandHenryVII(Enquirytopic:WarsoftheRoses1445–1461)

1445 1509

Y106

England1485–1558:theEarlyTudors(Enquirytopic:MidTudorCrises1547–1558)(ThisunitcannotbetakenincombinationwithunitsY306RebellionandDisorderundertheTudors1485–1603orY307TudorForeignPolicy1485–1603)

1485 1558

Y107

England1547–1603:theLaterTudors(Enquirytopic:MidTudorCrises1547–1558)(ThisunitcannotbetakenincombinationwithunitsY306RebellionandDisorderundertheTudors1485–1603orY307TudorForeignPolicy1485–1603)

1547 1603

Y108

TheEarlyStuartsandtheOriginsoftheCivilWar1603–1660(Enquirytopic:TheExecutionofCharlesIandtheInterregnum1646–1660)

1603 1660

Y109TheMakingofGeorgianBritain1678–c.1760(Enquirytopic:TheGloriousRevolution1678–1689)

1678 c.1760

Y110FromPitttoPeel:Britain1783–1853(Enquirytopic:PeelandtheAgeofReform1832–1853)

1783 1853

Y111Liberals,ConservativesandtheRiseofLabour1846–1918(Enquirytopic:EnglandandaNewCenturyc.1900–1918)

1846 1918

Y112Britain1900–1951(Enquirytopic:EnglandandaNewCenturyc.1900–1918)

1900 1951

Y113Britain1930–1997(Enquirytopic:Churchill1930–1951)

1930 1997

All units in unit group 1: British period study and enquiry,areexternallyassessed(writtenpapers)

© OCR 2016A Level in History A 7

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Unit group

Grouptitle

Unit entry code

TitleHistorical date

Earliest Latest

Unitg

roup

2

Non

-Briti

shperiodstud

y

Y201 TheRiseofIslamc.550–750  c.550.c  750

Y202 Charlemagne768–814  768  814

Y203 TheCrusadesandtheCrusaderStates1095–1192 1095 1192

Y204 GenghisKhanandtheExplosionfromtheSteppesc.1167–1405 c.1167.c 1405

Y205 Exploration,EncountersandEmpire1445–1570 1445 1570

Y206 Spain1469–1556 1469 1556

Y207 TheGermanReformationandtheruleofCharlesV1500–1559 1500 1559

Y208 PhilipII1556–1598 1556 1598

Y209 AfricanKingdomsc.1400–c.1800:fourcasestudies c.1400.c c.1800.c

Y210 Russia1645–1741 1645 1741

Y211 TheRiseandDeclineoftheMughalEmpireinIndia1526–1739 1526 1739

Y212 TheAmericanRevolution1740–1796 1740 1796

Y213 TheFrenchRevolutionandtheruleofNapoleon1774–1815 1774 1815

Y214 France1814–1870 1814 1870

Y215 ItalyandUnification1789–1896 1789 1896

Y216 TheUSAinthe19thCentury:WestwardexpansionandCivilWar1803–c.1890 1803 1890

Y217 Japan1853–1937 1853 1937

Y218 InternationalRelations1890–1941 1890 1941

Y219Russia1894–1941(ThisunitcannotbetakenincombinationwithunitY318RussiaanditsRulers1855–1964)

1894 1941

Y220 Italy1896–1943 1896 1943

Y221 DemocracyandDictatorshipsinGermany1919–1963 1919 1963

Y222 TheColdWarinAsia1945–1993 1945 1993

Y223 TheColdWarinEurope1941–1995 1941 1995

Y224 ApartheidandReconciliation:SouthAfricanPolitics1948–1999 1948 1999

All units in unit group 2: Non-British period study,areexternallyassessed(writtenpapers)

© OCR 2016A Level in History A8

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Unit group

Grouptitle

Unit entry code

TitleHistorical date

Earliest Latest

Unitg

roup

3

Them

aticstud

yan

dhistoricalinterpretatio

ns

Y301 TheEarlyAnglo-Saxonsc.400–800  c.400.c  800

Y302TheVikingAgec.790–1066(ThisunitcannotbetakenincombinationwithunitY101AlfredandtheMakingofEngland871–1016)

 c.790.c 1066

Y303 EnglishGovernmentandtheChurch1066–1216 1066 1216

Y304 TheChurchandMedievalHeresyc.1100–1437 c.1100.c 1437

Y305 TheRenaissancec.1400–c.1600 c.1400.c c.1600.c

Y306

RebellionandDisorderundertheTudors1485–1603(ThisunitcannotbetakenincombinationwithunitsY106England1485–1558:theEarlyTudorsorY107England1547–1603:theLaterTudors)

1485 1603

Y307

TudorForeignPolicy1485–1603(ThisunitcannotbetakenincombinationwithunitsY106England1485–1558:theEarlyTudorsorY107England1547–1603:theLaterTudors)

1485 1603

Y308 TheCatholicReformation1492–1610 1492 1610

Y309 TheAscendancyoftheOttomanEmpire1453–1606 1453 1606

Y310 TheDevelopmentoftheNationState:France1498–1610 1498 1610

Y311 TheOriginsandGrowthoftheBritishEmpire1558–1783 1558 1783

Y312 Popular Culture and the Witchcraze of the 16th and 17th Centuries

16th Century

17th Century

Y313 TheAscendancyofFrance1610–1715 1610 1715

Y314 TheChallengeofGermanNationalism1789–1919 1789 1919

Y315 TheChangingNatureofWarfare1792–1945 1792 1945

Y316 BritainandIreland1791–1921 1791 1921

Y317 ChinaanditsRulers1839–1989 1839 1989

Y318RussiaanditsRulers1855–1964(ThisunitcannotbetakenincombinationwithunitY219Russia1894–1941)

1855 1964

Y319 CivilRightsintheUSA1865–1992 1865 1992

Y320 FromColonialismtoIndependence:TheBritishEmpire1857–1965 1857 1965

Y321 TheMiddleEast1908–2011:OttomanstoArabSpring 1908 2011

Allunitsinunitgroup3:Thematic study and historical interpretations,areexternallyassessed(writtenpapers)

© OCR 2016A Level in History A 9

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Nonexamassessment

Unit code Title

Y100 Topic based essay

This unit is internally assessed by centres and externally moderated by OCR. There is a choice of moderationmethods.Seesection4forfurtherdetails.

Learnerswhoareretakingthequalificationcanchooseeither to retake the non exam assessment unit or to

carryforwardtheirmarkforthatunit.SeeSection4dfor further details.

© OCR 2016A Level in History A10

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2c. Contentofunitgroup1:Britishperiodstudyandenquiry(UnitsY101toY113)

Introductiontounitgroup1

Centres should choose one unit from the thirteen available in unit group 1.

Eachunithastwoelements:aPeriodStudyandanEnquiry.TheEnquiryelementeitherprecedesorcontinuesthePeriodStudyelementsoastoprovideincreased coherence and coverage of the chosen periodofBritishhistory.

The Period Study element of the unit is assessed by essays, which will allow learners to develop their use and understanding of historical terms, concepts and skills. The length of the periods studied will encourage learners to develop their interest in, and understanding of, important developments. The topics available in the unitsinthisgroupwillenablelearnerstoasksignificantquestionsaboutimportantissues.Theyaresufficientlybroad and balanced to ensure both coherence and varietyandhavesufficientchronologicalrangetoprovideforthestudyofcontinuityandchange,whichallows analysis of causes and consequences within the periods.

TheadditionoftheEnquiryelementtoeitherthebeginning or end of the period will ensure that learners do not have a borehole approach to their study, but will be able to see change and developments, and makesubstantiatedjudgements,overasubstantiallengthoftime,sothattheycanseeissuesinawiderperspective.TheEnquirytopicareasincludethestudyofsignificantindividuals,societies,eventsandissues.Theyalsoincludearangeofdifferenthistoricalperspectives,forexampleaesthetic,cultural,economic,ethnic,political,religious,scientific,socialand technological.

Thenatureoftheexaminationwillrequirelearnerstodemonstrate an understanding of the key historical terms and concepts relevant to the period studied. ThequestionsrelatingtothePeriodStudyelementwill require learners to recall, select and deploy

appropriate knowledge and communicate this clearlyandeffectively.Learnerswillbeexpectedtodemonstrateabilitiestoexplain,assess,analyseandconsidertherelationshipsbetweenkeyfeaturesoftheperiodstudiedinordertoreachsubstantiatedjudgements.Allresponseswillrequirejudgements,andatthetoplevelwillbemoreanalyticalwithjudgementsmoreeffectivelysubstantiatedthansimilarquestionssetatASLevel.Thisisensuredbyamoredemanding top level to the generic mark scheme.

IntheEnquiryelement,thefocuswillbeonthecriticaluseofevidenceininvestigatingandassessinghistoricalquestions,problemsandissues.ThelinkwiththePeriod Study will make it easier for teachers to provide the historical background, context and awareness of howtheiroptionislocatedwithinthelongertermdevelopmentsofthetopic.ThefocusofthequestionsmaybeondepthofoneKeytopicorbreadth,usingpartsofseveralkeytopicsfortheevaluationofatheme.EachEnquirytopicisofsufficientlengthtoprovide a coherent and worthwhile study within the overallperiod.Eachprovidesarangeofperspectivesaffectingindividuals,societiesandgroupsandwillenablelearnerstoanalyseandevaluatedifferentinterpretationsandrepresentationsofthepastthroughcontemporaryperspectives.Thecriticalevaluationofsourceswillbecentraltothiselement,with all marks awarded against AO2. The sources selectedforexaminationwillbearangeoftypesofwrittensources,contemporarytotheperiod.Learnerswill always have to analyse and evaluate four sources, answering onequestionwhichsetsthesourcesintheir historical context. The complexity of this task thusrepresentsdifferentiationfromAS,wherefewersourcesareanalysedandshorter-answerquestionsareset.Sourceswillbefullyattributedandonlyeditedfor accessibility. Learners’ knowledge of the historical context will only be credited insofar as it is used to analyseandevaluatethesourcesinrelationtothequestionset.

© OCR 2016A Level in History A 11

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UnitY101:AlfredandtheMakingofEngland871–1016

EnquiryTopic:AlfredtheGreat

Key Topics Content Learnersshouldhavestudiedthefollowing:

AlfredandtheVikings Alfred’spositionin871;thedefenceofWessex;thethreatoftheGreatHeathenArmy(865–878),Alfred’srefugeatAthelneyand defeat of the Great Heathen Army, terms of peace, the captureofLondon(886);reorganisationofthearmyandnavy;reasons for and extent of military success (leadership, strategy, tactics,resources-reorganisationofthearmyandnavy,logistics,chance);returnoftheVikingsinthe890s.

AlfredandthegovernanceofEngland AdministrativereformsandestablishmentofunityinAlfred’sterritory;thecreationofburhs(origins,functions,growth,consequences); the Burghal Hidage, examples of burhs including Winchester, Oxford, Chichester and Wareham; the links between burhs and local economies; Alfred’s law code; EnglandatthetimeofAlfred’sdeath;Alfredas‘KingoftheEnglish’.

Therevivalofliteracyandlearning:theAlfredian Renaissance

Court intellectuals and the programme for learning; the connectionbetweenlearning,religionanddefeatoftheVikings;theroleofwritingsandtranslations(includingBede’sEcclesiasticalHistory);theroleofAsser;Latineducationforpriests; the use of literature as propaganda.

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BritishPeriodStudy:TheMakingofEngland899–1016

Key Topics Content Learnersshouldhavestudiedthefollowing:

EdwardtheElder899–924 Theavoidanceofdynasticfeuds;thechallengeofScandinaviansettlementandmigrationfromDenmark;thecampaignsofEdwardandAethelflaed(the‘conquestoftheDanelaw’);the‘submission’oftheWelshkings(918),theScottishking(923)andRaegnald(920);thethreatoftheNorwegiansfromIreland(includingRaegnald);theextentofEdward’spowerin924.

Athelstan924–939 ThecaptureofYork927;relationswithScotland(includingthebattleofBrunanburh,937);continuedproblemswiththeVikings;connectionswiththeContinent(includingFlanders,France,GermanyandNorway);governmentandadministration(role of magnates and ealdorman; changes in the nature of the court and royal council); Athelstan’s legal codes (II and VI).

Edmund939–946,Eadred946–955andEdgar957–975

ThereturnoftheVikings(includingOlafGuthfrithsonasKingofYork);therecoveryofthenorthernDanelaw;thetakingofStrathclyde;EdmundasliberatoroftheDanes;Eadred’sstruggleswithEricBloodaxeandOlafSihtricsonandEadred’sinvasionofNorthumbria;Edgar’sreforms:legalcodes,charters,the role of the Witan, improvements in local government and administration,coinage;Edgar’spatronageofnewmonasteriesandmonasticreform,developmentsinChurchartandarchitecture;Edgar’scoronationasKingofallEngland973.

Aethelred978–1016 Thecrisisoverthenewmonasticism;themurderofEdwardtheMartyr(978);thereturnoftheVikings:theinfluenceofDanishroyalty,thetreatyof991withRichard,DukeofNormandy,thebattleofMaldon,tribute,divisionswithintheEnglishnobility,the role of Viking leaders (including Sweyn, Thorkell and Cnut); thelegislationofAethelred(includingthe‘10’legalcodes,monetarylaw,theroleofthe‘jury’);culturaldevelopments(includingtheChurchandeducation,therolesofWulfstanandAelfric,Aethelweard’stranslationoftheChronicle).

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UnitY102:Anglo-SaxonEnglandandtheNormanConquest1035–1107

BritishPeriodStudy:Anglo-SaxonEnglandandtheNormanConquest1035–1087

Key Topics Content Learnersshouldhavestudiedthefollowing:

Anglo-SaxonEngland1035–1066 Englandin1035;theconsequencesofCnut’sdeath(1035);instabilityresultingfromthecontinuationofDanishinfluence(HaroldI1035–1040andHarthacnut1040–1042);Edward’supbringing,theproblemshefacedandleadershipqualities;Edward’spolicies(taxation,lawandorder,governmentandadministration,militaryorganisation);Edward’sNormanconnections;theimportanceoftheGodwinfamily(EarlGodwin,Edward’smarriagetoEdith,thecrisisof1051–1052,Harold Godwinson and his brothers); the succession crisis including the claim of Harald Hardrada.

William of Normandy’s invasion and the BattleofHastings1066

WilliamofNormandy’sinvasionpreparations;Hardrada’sinvasion,FulfordGateandtheBattleofStamfordBridge;theNormanlandingsinHastingsandHarold’sresponse;thecourseandoutcomeoftheBattleofHastings;reasonsforWilliam’svictory(leadershipskills,strategy,tactics,resources,logistics,chance);William’smarchthroughthesouth;William’scoronation.

WilliamIandtheconsolidationofpower William’sdeparturein1067;theimpositionofNormanrule;thesuppressionofrebellions(including,Exeter1067,EdwinandMorcar1068andtheNorth1069–1070HerewardtheWake);theHarryingoftheNorth;castlebuilding(motives,techniques,effectiveness);theestablishmentofandchallengesfromanewelite; threats from Scotland, Norway.

WilliamIandthegovernmentandadministrationofEngland

Changeandcontinuityingovernmentandadministrationduringthe reign of William I; the fate of Anglo-Saxon earls; the role of Normanbaronsandknights;relationsbetweenthecrownandtheChurch;militaryorganisation;changeinurbanandruralareas; Domesday Book.

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EnquiryTopic:NormanEngland1087–1107

Key Topics Content Learnersshouldhavestudiedthefollowing:

WilliamII‘Rufus’andtheconsolidationofpowerandgovernment

DisputeovertheConqueror’sinheritance;William’srelationshipwithRobert;rebellionfromtheNormanbarons(1088and1095);theroleofOdoofBayeux;William’sdiplomacyinScotland(KingMalcolm,homage,thetreatyof1091,Malcolm’sdeath);theNorthumbriancampaigns(1092and1094);William’sinvasionofWales(1095and1097);RanulfFlambardand government.

WilliamII‘Rufus’andtheChurch William’sattitudetowardstheChurch;thetrialofWilliamofSaint-Calais(1088);William’srelationshipwiththepapacy,includingUrbanII;theappointmentofandrelationshipwithAnselmasArchbishopofCanterbury(1093);theCouncilofRockingham(1095);thespreadofmonasticism,includingtheAugustinians.

ThedeathofWilliamII‘Rufus’andthesuccessionofHenryto1107

William’sreturntoEnglandin1099;negotiationswithDukeWilliam IX of Aquitaine; Robert’s return from the Crusade; theeventofWilliam’sdeath(2August1100huntingtrip);circumstancesofWilliam’sdeath;HenryIasthebeneficiaryofWilliam’s death.

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UnitY103:England1199–1272

EnquiryTopic:KingJohn1199–1216

Key Topics Content Learnersshouldhavestudiedthefollowing:

JohnandNormandy The securing of the Angevin inheritance; peace with Philip; the importance of John’s marriage to Isabelle of Angoulême; the murderofArthur;thefallofChâteauGaillard(1204);noblesupport for Philip; distrust of John; the loss of Normandy and itsimpact;financialproblemsandtheirimpactonhisabilitytowage war.

The Baronial Rebellion of 1215 ThegovernmentofEngland1204–1212;John’spresenceinEngland;patronage;effortstoregaintheAngevininheritance,Poitou(1206),Bouvines(1214);financialdemands;feudalrights;royaljustice;treatmentofbarons;theroleofthe‘Northerners’1212–1213;thecourseoftherebellion;The‘ArticlesoftheBarons’andMagnaCarta;thesignificanceofMagnaCarta;theresumptionofwar.

JohnandtheChurch John’srelationshipwiththeEnglishChurch,andPapacy,exploitationoftheChurch,theroleofStephenLangton,Johnand Innocent III; the Interdict, its impact on John’s kingship, theimpactofexcommunication;theendoftheInterdictandEnglandasaPapalfief;thequashingofMagnaCartabythePope.

BritishPeriodStudy:England1216–1272

Key Topics Content Learnersshouldhavestudiedthefollowing:

TheminorityandearlyyearsofthereignofHenryIII1216–1232

Henry’s succession; Regency and Council, the role of William theMarshalingovernment;thesettlementafter1215;rebellionin the 1220s; the roles of Hubert de Burgh and Peter des Roches ingovernment;warwithFrance(1230);Rebellionof1232,causes and results.

Henry’srule1232–1258 Personal rule; Henry’s marriage and its impact; Henry’s piety; the nature of Henry’s kingship, his use of imagery, and imperial vision;policytowardstheJews;governmentinthelocalities;causesofgrowingunpopularityby1258includingwarwithFrance(1242),theLusignans,rebellioninGascony;theproblemofCrusadingandtheSicilianaffair.

PoliticalCrisis1258–1263 Thechangesandcoupof1258;theexpulsionofthePoitevins;thejudicialinquiryanddutiesimposedonknightsoftheshire; the Provisions of Oxford; the crisis of 1260; the papal dispensation;Henryregainstheinitiative1261–1262;dissensionandchaosintheWelshMarches1262–1263.

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SimondeMontfort,civilwarandreconstruction1263–1272

DeMontfort’sseizureofpower(1263);theemergenceofLordEdward;secondBarons’War;BattleofLewesandresults(1264)theformofgovernmentofJune1264;thethreatofinvasion,theparliamentof1265;BattleofEveshamandresults(1265);DictumofKenilworth;reconstructionandrecoveryafterCivilWar;parliament,legislationandfinancialdevelopments,includingthesubsidyof1269–1270.

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UnitY104:England1377–1455

EnquiryTopic:RichardII1377–1399

Key Topics Content Learnersshouldhavestudiedthefollowing:

RichardII’sminority1377–1380 Englandin1377;CoronationofRichardII;RuleoftheCouncils;theinfluenceandroleofJohnofGaunt;therenewalofwarwithFrance;theparliamentof1377,financialproblemsandthePollTaxof1377;theparliamentof1378andWycliffe;theendoftheCouncils.

PersonalRule1380–1388 Richard’s concept of monarchy; the causes, events and results of the Peasants’ Revolt; Richard’s quarrel with Gaunt; the influenceofdelaPoleanddeVere;warwithFranceandScotland1385–1386;theWonderfulParliamentandtheimpeachmentofChancellorPole(1386);theLordsAppellantandtheirrule;theMercilessParliament(1388).

PersonalRuleandoverthrow1388–1399

ThereturnofGauntandstability1388–1397;QuarrelwithLondon(1392);deathofQueenAnne(1394)andimpact,RichardII’spurge(1397),arrestofWarwick,ArundelandGloucester;theparliamentof1397;theparliamentof1398;Richard II’s ‘tyranny’; the return and aims of Henry Bolingbroke; RichardII’soverthrow(1399).

BritishPeriodStudy:England1399–1455

Key Topics Content Learnersshouldhavestudiedthefollowing:

ThereignofHenryIV Henry Bolingbroke’s claim to the throne; the problem of Richard;plots,rebellionsandassassinationattempts,includingtheEpiphanyRising(1400),GlyndwrRising(1400–1415),PercyRebellion(1402–1408);foreignrelations;financesandrelationswith parliament; the problem of Lollardy; Henry IV’s illness and factionalstruggles.

ThedomesticruleofHenryV Therestorationoforderandroyalauthority;theparliamentof1413;anti-clericaldevelopments,causes,natureandreasonsforthegrowthofLollardy,theOldcastleRebellion(1414)andits impact; the burning of John Badby; the Leicester Parliament; theSouthamptonPlot(1415);developmentsinGovernment.

WarwithFrance1399–1453 ReasonsfortherenewalofwarwithFrance;relationswithFranceunderHenryIV;thecampaignof1415andAgincourt;commandoftheseasandreliefofHarfleur;thecampaignof1417–1420andtheTreatyofTroyes(1420);the1421campaign;FrenchrevivalunderJoanofArc;desertionofBurgundy;Frenchrecovery,thelossofNormandyandGasconyandtheBattleofCastillon(1450–1453);theimpactofthewaronEnglishdomesticpolitics.

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TheminorityofHenryVIandtheoriginsofthe Wars of the Roses

The plan for a minority; Gloucester as the Protector; Gloucester andBeaufort;thepreservationofroyalauthorityduringtheminority;dominationofSuffolk;ActofResumption(1450);Cade’sRebellion(1450);returnofRichardofYork;HenryVI’sinsanityandtheruleofEngland1453–1455.

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UnitY105:England1445–1509:Lancastrians,YorkistsandHenryVII

EnquiryTopic:WarsoftheRoses1445–1461

Key Topics Content Learnersshouldhavestudiedthefollowing:

TheOutbreakoftheWars1445–1450 TheGovernmentofEnglandc.1445;thegrowthofopposition,theissueoftaxation,HenryVI’sadvisors,patronage,Cade’srebellion(1450);Henry’sillness(1453–1455);theproblemofthenobility;SomersetandYork;failureinFranceto1450anditsimpact on Government.

TheearlyactionsofRichard,DukeofYork York’sreturnfromIreland(1450);York’sattemptedcoup(1452);reactiontothebirthofHenry’sheir(1453);York’sfirstProtectorate(1454);York’sremovalfromtheProtectorate;York’sresponsetotheactionsofMargaretofAnjouandthesecondProtectorate(1455).

WarandthedefeatofRichard,DukeofYork BattleofStAlbans(1455);captureofHenryVI;restorationofYorktoProtectorate;GovernmentofMargaretofAnjou;theroleofNeville;the‘love-day’(1458);flightoftheYorkists;‘ParliamentoftheDevils’;BattleofNorthampton(1460);Yorkasheir;deathofYork(1460)andEdward’sclaimtothethrone.

BritishPeriodStudy:England1461–1509

Key Topics Content Learnersshouldhavestudiedthefollowing:

EdwardIV’sfirstruleandthecrisisof1470–1471

EdwardIV’smanagementofthegovernment;Edward’srelationswiththenobility;unrest;marriagetoElizabethWoodvilleincludingtheEarlofWarwick;relationswithFrance;Edward’sfallfrompowerandtherestorationofHenry1470–1471includingtheroleofMargaretofAnjou.

EdwardIVandRichardIII1471–1485 EdwardIV’smanagementofgovernment;relationswiththenobility;finances;RichardIII’saccession;claimtothethrone,the Princes in the Tower, the removal of the Woodvilles and Hastings;theBuckinghamrebellion;governmentunderRichardIII, policy towards the nobility; defeat by Henry Tudor and reasons for his overthrow.

HenryVII’sruleinEngland1485–1509 Henry’sclaimtothethrone;Yorkistopposition,Lovel,StaffordandSuffolk,thePretenders,SimmelandWarbeck;relationswiththenobility,rewardsandpunishments;royalfinancesandtheiradministration,oppositiontotaxationinYorkshireandCornwall;administration,thepersonnel,Councils,localgovernment and parliament.

HenryVII’sforeignpolicy1485–1509 England’spositioninEuropein1485,HenryVII’saims;relationswithBurgundy,France,ScotlandandSpain;treatiesofMedinadelcampo,Redon,EtaplesandAyton;marriagenegotiations;tradeagreements,includingMagnusIntercursusandMalusIntercursus.

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UnitY106:England1485–1558:theEarlyTudors

BritishPeriodStudies:England1485–1547

Key Topics Content Learnersshouldhavestudiedthefollowing:

ThegovernmentofHenryVIIandthreatstohisrule

Henry’sclaimtothethrone;Yorkistopposition,Lovel,StaffordandSuffolk,thePretenders,SimnelandWarbeck;relationswiththenobility,rewardsandpunishments;royalfinancesandtheiradministration,oppositiontotaxationinYorkshireandCornwall;administration,thepersonnel,Councils,localgovernmentandparliament.

HenryVII’sforeignpolicy England’spositioninEuropein1485,HenryVII’saims;relationswithBurgundy,France,ScotlandandSpain;treatiesofMedinadelcampo,Redon,EtaplesandAyton;marriagenegotiations;tradeagreements,includingMagnusIntercursusandMalusIntercursus.

Henry VIII and Wolsey HenryVIII’spersonality;hisroleingovernmentto1529;aimsandpoliciesinforeignaffairsto1529,Wolsey’sroleinforeignaffairs;Wolsey’sadministrationofgovernment,finances,lawandsocialreforms;theChurchanditsconditionunderWolsey;the divorce and Wolsey’s fall.

ThereignofHenryVIIIafter1529 Religiouschangeandopposition,religiouslegislationinthe1530sand1540s,theDissolutionoftheMonasteries,thePilgrimage of Grace; the rise and fall of Thomas Cromwell; the extentofHenryVIII’sroleingovernmentinthe1540s;factionin1540s;foreignpolicyinthe1540s,warwithFranceandScotland and its impact.

EnquiryTopic:MidTudorCrises1547–1558

Key Topics Content Learnersshouldhavestudiedthefollowing:

The stability of the monarchy IssuesofEdwardVI’sageandMaryTudor’sgender,marriageofMaryTudorandPhilip;theDeviseforthesuccessionin1553andthesuccessionin1558;factionanditsimpactduringtheruleofSomersetandNorthumberland;factionalconflictbetweenPagetandGardinerunderMary.

Religiouschanges Thereligiousandecclesiasticalpolicies1547–1558;legislation,includingthePrayerBooksandActsofUniformityandtheextentandresultsofreligiouschangeunderEdwardandMary;supportfor,andoppositionto,thereligiouschangesatalocallevelincludingunrest,attitudestoMarianpolicies,Catholicrestorationandpersecution.

Rebellionandunrest Causes and nature of rebellion and unrest; the rebellions of 1549(WesternandKett),1553(LadyJaneGrey)and1554(Wyatt);socialandeconomicdevelopments,includinginflation,poverty, price rise and enclosure and their link to unrest.

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UnitY107:England1547–1603:theLaterTudors

EnquiryTopic:MidTudorCrises1547–1558

Key Topics Content Learnersshouldhavestudiedthefollowing:

The stability of the monarchy IssuesofEdwardVI’sageandMaryTudor’sgender,marriageofMaryTudorandPhilip,theDeviseandsuccessionin1553andthesuccessionin1558;factionanditsimpactduringtheruleofSomersetandNorthumberland;factionalconflictbetweenPagetandGardinerunderMary.

Religiouschanges Thereligiousandecclesiasticalpolicies1547–1558;legislation,includingthePrayerBooksandActsofUniformityandtheextentandresultsofreligiouschangeunderEdwardandMary;supportfor,andoppositionto,thereligiouschangesatalocallevelincludingunrest,attitudestoMarianpolicies,Catholicrestorationandpersecution.

Rebellionandunrest Causes and nature of rebellion and unrest; the rebellions of 1549(WesternandKett),1553(LadyJaneGrey)and1554(Wyatt);socialandeconomicdevelopments,includinginflation,poverty, price rise and enclosure and their link to unrest.

BritishPeriodStudy:ElizabethanEngland

Key Topics Content Learnersshouldhavestudiedthefollowing:

Elizabethandreligion Thereligioussituationandproblemsin1558;theforeignsituationanditsimpactonreligiousdevelopments;theElizabethanReligiousSettlement;thePuritanchallengeandaims,supportforPuritanism,theinfluenceofPuritanleaders,attemptstochangethechurch,theMP’stactics,separatism;theattitudeofElizabeth’sarchbishops;theCatholicthreatanditsnature,theincreasedthreatafter1568,governmentreaction,theNorthernRebellion(1569),Papalexcommunication(1570),MaryQueenofScots,plots,seminarypriests,Jesuits;theproblemsfacingCatholics1558–1589.

ThenatureoftheElizabethanMonarchy,GovernmentandParliament

The role of the court, ministers and Privy Council, including theroleandinfluenceofWilliamCecil;Elizabeth’suseandmanagementoffaction;theroleofgender;therolesoftheHouseofCommonsandLords;Parliament’srelationshipwiththeQueen;theattitudesofElizabeth,thePrivyCounciland Parliament to the issues of marriage, succession and parliamentary privilege; the impact of marriage and succession ondomesticandforeignaffairs;theimpactofMaryQueenofScots and James VI.

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Elizabeth’smanagementoffinancial,economicandsocialaffairs

Thefinancialandeconomicsituationin1558;sourcesofcrownincome;theproblemofinflation;methodsofraisingfinances;ordinaryrevenue,parliamentarytaxation;methodsofreducingcosts,financialadministration,theimpactofwar;overseastrade; the issue of purveyances and monopolies; the Statute of Artificers,povertyandthepoorlaw.

Elizabethanlateryears1588–1603 Thedefenceoftheroyalprerogative,relationswithParliament;thedomesticeffectsofwarwithSpain;economicandsocialproblems, harvests and the impact of rising prices, local unrest, foodriots,theOxfordshirerising;theIrishrebellion,Essex’srebellion;Elizabeth’sreputationinthisperiod.

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UnitY108:TheEarlyStuartsandtheOriginsoftheCivilWar1603–1660

BritishPeriodStudy:TheEarlyStuarts1603–1646

Key Topics Content Learnersshouldhavestudiedthefollowing:

JamesIandParliament JamesIandDivineRight;JamesIandhisfinancialproblems,inheritedproblems,theinadequacyofroyalfinances,JamesIandhisextravagance,financialdisputes,theGreatContract;JamesIandforeignpolicy,hisaimsandreactionstothepolicyinParliament,peacewithSpain(1604),EnglandandtheThirtyYearsWar,theSpanishMatch.

JamesIandreligion Thereligioussituationin1603;theAnglicanChurchandPuritanism;theHamptonCourtConference(1604),thedevelopmentofArminianism,thegrowthofPuritanopposition;James’attitudetoCatholics;theGunpowderPlot;theimpactofCatholicism on policies.

CharlesI1625–1640 Charles’aimsandproblemsin1625;relationswithParliamentandtheimpactofforeignpolicy;financialproblems,Buckingham;thedissolutionofparliamentin1629;PersonalRuleandthereasonsforembarkingonPersonalRule,financialpoliciesandthereactionstothem,Laud’sreligiouspoliciesandthereactiontothem;WentworthandthepolicyofThoroughinEnglandandIreland,ScotlandandtheBishops’Wars,thebreakdown of Personal Rule.

Charles I and the victory of Parliament 1640–1646

The Short and Long Parliaments; the aims and policies of Charlesandtheopposition;thecrisesof1640–1642,includingPym,dismantlingofprerogativegovernment,divisionsoverreform of the Church, the impact of the Irish Rebellion, the GrandRemonstrance,theFiveMembers;theoutbreakofCivil War; Royalists and Parliamentarians (strengths and weaknesses),thecourseandoutcomeoftheFirstCivilWar,theformationoftheNewModelArmy,thedevelopmentofneutralism.

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EnquiryTopic:TheExecutionofCharlesIandtheInterregnum1646–1660

Key Topics Content Learnersshouldhavestudiedthefollowing:

Thefailuretoachieveasettlement1646–1649

NegotiationswithCharlesI;theroleofOliverCromwell,theScots and the army; the emergence and growth of radicalism, theLevellerdebateandthereactiontothem;theSecondCivilWar;religiousissues;Pride’sPurge;thetrialandexecutionofCharles I.

CommonwealthandProtectorate Religiousandpoliticalissues,theruleoftheRumpParliament1649–1653,itsachievementsanddismissal;theParliamentof the Saints (Barebones); the Instrument of Government; CromwellasLordProtector,royalistplots,theofferofthethrone,theroleofthearmy;theruleoftheMajorGenerals;Cromwell in Ireland; death of Oliver Cromwell.

TheRestorationofCharlesII RichardCromwell;theroleofthearmyandGeneralMonckintheRestoration;theConventionParliament;CharlesII’sactions,theDeclarationofBreda;proclamationofCharlesaskingandthereactiontohisreturn.

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UnitY109:TheMakingofGeorgianBritain1678–c.1760

EnquiryTopic:TheGloriousRevolution1678–1689

Key Topics Content Learnersshouldhavestudiedthefollowing:

ThelastyearsofCharlesII1678–1685 Englandin1678,Shaftesburyandopposition,thesuccessionissueandtheExclusionCrisis,dissolutionoftheOxfordParliament;extentofCharles’power1681–1685,financialweakness, bureaucracy, gentry and local government, the judiciary,controloverboroughs,quo warranto proceedings; the RyeHousePlot;TorypowerandWhigweakness1681–1685;theAnglicanChurchin1685.

JamesII1685–1688 James’aims;James’accessionandfirstyear,the1685elections,reassurancestoProtestants;ArgyllandMonmouthRebellions,theBloodyAssizes;James’attemptstowinnon-conformistsupport,James’useofdispensingpower,attemptstopackparliament,remodellingofcorporations;JamesandtheCatholics,DeclarationsofIndulgence;SevenBishopsTrial;birthof an heir.

TheGloriousRevolutionof1688–1689 Thecrisisof1688,invitationtoWilliam;William’sdecisiontoinvade;James’actions;defeatanddepartureofJames;theConventionParliament;theofferingofthecrowntoWilliamandMary.

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BritishPeriodStudy:TheMakingofGeorgianBritain1689–c.1760

Key Topics Content Learnersshouldhavestudiedthefollowing:

TheRevolutionarySettlementandpolitics1689–1714

Thepoliticalandreligioussettlement1689–1701underWilliamandMary,includingtheBillofRights,Toleration,Triennial,Licensing,MutinyActsandActofSettlement;QueenAnne, personality and internal policies, Whigs and Tories; the Marlborough-Godolphinministry,theHarleyministry,differentviewsofwar;theScottishsettlement;theUnionwithScotland1707.

AspectsofPolitics1714–1780 Toryeclipseanddefeats;Jacobitism,the’15andthe’45;Walpole1721–1745,theSouthSeaBubbleandfinancialpolicies;parliamentarymanagementandpatronage;relationswith George I and II and Queen Caroline; religious policies and theIndemnityacts,ExciseBill1733;WarandParliamentarydefeats1741–1742;callsforreforminthereignofGeorgeIII:the growth of radicalism, Wilkes; Wyvill and the County Associations.

Social and economic developments c.1700–1780

The evangelical revival; the emergence and growth of Methodism,Wesleyandthereasonsforhisappeal;populationgrowth, the growth of trade and early industrial developments; finance;financialsettlement(BankofEngland1694),NationalDebt and commercial growth; urban development and problems, including crime; urban unrest, including the Porteous Riots and the Gordon Riots.

Foreignpolicy1689–1763 WilliamIII’sforeignpolicy,theNineYearsWar1689–1697and the Peace of Ryswick; Grand Alliance and the War of the SpanishSuccession,1702–1714(andtheTreatyofUtrecht1713);HanoverandtheforeignpoliciesofGeorgeIandII;Walpole’spolicies1721–1745(peace,commerce,treaties,relationswithFrance,AustriaandSpain–WarofJenkins’EarwithSpain1739andwarwithFrance1744);PitttheElderandtheSevenYearsWar.

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UnitY110:FromPitttoPeel1783–1853

BritishPeriodStudy:BritishGovernmentintheAgeofRevolution1783–1832

Key Topics Content Learnersshouldhavestudiedthefollowing:

PitttheYounger Royalsupport,the1784election;reformoffinanceandadministration;trade;theimpactoftheFrenchRevolution;radicalthreats;Whigsplits1790–1794;anti-radicallegislation1794–1801.

LordLiverpoolandtheTories1812–1830 Liverpoolandtheradicalchallenge1812–1822,theCornLaw1815,Peterloo,governmentpolicyonlawandorder,theGaggingActsandtheSixActs1819.Torygovernments1815–1830;Liverpool,CanningandWellingtonasPrimeMinisters;Huskissonontradeandfinance;PeelattheHomeOffice;repealoftheCombinationLawsandTestandCorporationActs;RomanCatholicEmancipation.

ForeignPolicy1783–1830 Endingisolation1783–1789;FrenchRevolutionto1793;PittasWarMinister1793–1806(Bluewaterstrategy,Coalitions,PeaceofAmiens);WarwithNapoleon–blockades,coalitionsandthePeninsularcampaign;Castlereagh1812–1822(ViennaSettlement,Congressdiplomacy),Canning1822–1827(HolyAlliance,Spain,Portugal,LatinAmericaandtheGreekQuestionto1830).

ParliamentaryreformandtheGreatReformAct 1832

WhigsandToryattitudestoreform1783–1830;earlyreformattempts1785–1830;reasonsforparliamentaryreform1828–1830,extentofpopulardiscontent1830–1832,theaimsandtermsofthe1832Act.

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EnquiryTopic:PeelandtheAgeofReform1832–1853

Key Topics Content Learnersshouldhavestudiedthefollowing:

PeelandtheConservativeparty1832–1846 Peelaspartyleaderandprimeminister1834–1846,includingtheTamworthManifesto,electionsandorganisationto1841;government1841–1846,financeandtheeconomyincludingthebudgets,incometax,banking,tariffreformandthesugarduties,businessreform(companiesandrailways);theAnti-CornLawLeague, the Corn Laws, Peel and the reasons for their repeal, the debate over the Corn Laws and Peel’s fall from power.

Peelandsocialreform1832–1846 Children:thefamilyandtheimpactoftheFactoryActs1833–1846:pauperapprenticesandchildlabour,oppositionto measures taken to protect children, pressures leading to change(RoyalCommissiononFactoryReform1833,MinesAct1842,Graham’sFactoryAct);thequestionofpoverty:pressuresleadingtochangeintheOldPoorLaw1815–1834(theRoyalCommission1832,Chadwick,theattitudesofgovernment),theNewPoorLaw1834–1847(workhouses,opposition,theAnti-PoorLawLeague);theconditionofIreland:Peel’sapproachtolandissues,universityreform,thecrisisoverMaynoothandthe famine.

Peelandpressuregroups TradeUnionsandtheGNCTU;theTolpuddleMartyrs:reasonsfortheemergenceofChartism,supportforChartism,themethodsandleadershipofChartism,governmentattitudesandtheimpactofChartism1837–1848.

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UnitY111:Liberals,ConservativesandtheRiseofLabour1846–1918

BritishPeriodStudy:Liberals,ConservativesandtheRiseofLabour1846–1902

Key Topics Content Learnersshouldhavestudiedthefollowing:

WhigstoLiberals The repeal of the Corn Laws and its impact on the Whigs, PeelitesandConservatives;therolesandinfluenceofPalmerston, Gladstone and the Radicals in the emergence of the Liberal party; the reasons for the emergence of the Liberalparty;theimpactofforeignaffairsonBritainandintheemergenceoftheLiberalpartyincluding1848,DonPacifico,theCrimeanWar,theItalianWarsofUnification.

GladstonianLiberalism The ideas and policies of Gladstonian Liberalism: support for free trade laissez faireandadministrativecompetence;attitudestoIrelandandforeignpolicy;appealtodifferentsocialgroups;the‘People’sWilliam’;domesticreforms(includingIreland); the reasons for and impact of reforms; the roles of Gladstoneandhiscolleagues;reasonsfordefeatin1874.

DisraelianConservatism TheideasandpoliciesofDisraelianConservatism;theeffectsofthedefeatofPeelontheConservativeparty;theleadershipofDerby;mistrustandpoliticalqualitiesofDisraeli;hissupportforconstitutionalreform;theaimsandimportanceofthe1867ReformActandreasonsfordefeatin1868;OneNationConservatism:thecreationofTorydemocracy;supportforthemonarchy,theChurchofEnglandandthearistocracy;beliefinsecurityathome;attitudestoEmpireandBritishInterestsabroad;domesticreformsandforeignandimperialpoliciesofthe1874–1880ministry,includingtheirimpact;therolesofDisraeliandhiscolleagues;reasonsfordefeatin1880.

LateVictorianpolitics:GladstoneandSalisburyuntil1902

Gladstone’sthreeministriesof1880–1885,February–July1886and1892–1895;domestic,imperialandforeignpolicy; Ireland and the failure of Home Rule (including the Gladstone-Chamberlainsplitof1886);Gladstone’simpactonlateVictorianpolitics;Salisbury’sministriesof1885–1892and1895–1902;domestic,imperialandforeignpolicy;organisationalchangeswithintheparty,includingthePrimroseLeague(1883);LiberalUnionism;SocialReform(education,housing and land); Policy towards Ireland; the Boer War.

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EnquiryTopic:EnglandandaNewCenturyc.1900–1918

Key Topics Content Learnersshouldhavestudiedthefollowing:

Politicalissuesc.1900–1914 Englandin1900;TheConservativegovernmentunderBalfour1902–1905;reasonsfortheLiberallandslide;theoriginsanddevelopmentoftheLabourPartyandtheTradeUnionsfrom1893to1914;constitutionalcrisis,causes,courseandresults;theissueofwomen’ssuffrage1906–1914;problemsinIreland1910–1914;TradeUnionsandproblemsofindustrialunrest.

Socialissues1900–1918 The development of ideas of new liberalism, including the role of Lloyd George and Churchill; the debate over poverty (Booth, RowntreeandGalt)andthedebateovernationalefficiency;educationandyoungpeople:theactsof1902,1906and1918,school measures, the Children’s Charter; Old Age pensions; NationalInsurance;measurestoprotectworkers.

Britainatwar1914–1918 Attitudestowar;theimpactofwarontheHomeFront;politicaldevelopmentsduringthewar:thecoalitionof1915,thecreationoftheLloydGeorgeCoalition;thesplitsintheLiberalParty and their importance; the development of the Labour PartyanditsConstitutionof1918;theroleofwomeninthewar,andtheextensionofthefranchisein1918.

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UnitY112:Britain1900–1951

EnquiryTopic:EnglandandaNewCenturyc.1900–1918

Key Topics Content Learnersshouldhavestudiedthefollowing:

Politicalissuesc.1900–1914 Englandin1900;TheConservativegovernmentunderBalfour1902–1905;reasonsfortheLiberallandslide;theoriginsanddevelopmentoftheLabourPartyandtheTradeUnionsfrom1893to1914;constitutionalcrisis,causes,courseandresults;theissueofwomen’ssuffrage1906–1914;problemsinIreland1910–1914;TradeUnionsandproblemsofindustrialunrest.

Socialissues1900–1918 The development of ideas of new liberalism, including the role of Lloyd George and Churchill; the debate over poverty (Booth, RowntreeandGalt)andthedebateovernationalefficiency;educationandyoungpeople:theactsof1902,1906and1918,school measures, the Children’s Charter; Old Age pensions; NationalInsurance;measurestoprotectworkers.

Britainatwar1914–1918 Attitudestowar;theimpactofwarontheHomeFront;politicaldevelopmentsduringthewar:thecoalitionof1915,thecreationoftheLloydGeorgeCoalition;thesplitsintheLiberalParty and their importance; the development of the Labour PartyanditsConstitutionof1918;theroleofwomeninthewar,andtheextensionofthefranchisein1918.

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BritishPeriodStudy:Britainc.1918–1951

Key Topics Content Learnersshouldhavestudiedthefollowing:

Britishpolitics1918–1929 Theresultof,andreasonsfor,theoutcomeofthe1918election;thedeclineoftheLiberalpartyto1924;LloydGeorge’scoalition,policiesandreasonsforfall;the1923electionanditssignificance;thefirstLabourgovernment1924,MacDonald’saims,domesticreforms,internationalrelationsandfallfrompower;theConservativerecovery1918–1924;theConservativesinpower1924–1929,theleadershipofBaldwin,Churchill as Chancellor, the work of Neville Chamberlain; extensionofthefranchise;the1929election.

Britishdomesticpolitics1929–1939 TheSecondLabourgovernment1929–1931,economicproblems,domesticpolicies,MacDonaldasleader,SnowdenasChancellor;theformation,natureandimpactoftheNationalGovernment;MacDonald,BaldwinandChamberlainasPrimeMinisters;theAbdicationCrisis;politicalextremismincludingCommunism,MosleyandtheBritishUnionofFascists;theimpactofforeignaffairsondomesticgovernment.

Economicissues1918–1939 Post-wareconomicconditions;theproblemsofthestapleindustries; economic unrest; the problems of the mining industry, the causes and failure of the General Strike; the impact of the Great Depression; unemployment in the interwar period, causes,extent,regionalpatterns;theeconomicpoliciesoftheNationalGovernment,successandlimitations;socialpoliciesoftheNationalGovernment;therecovery,causes,extent,regionalvariations.

Domesticpolitics1940–1951 The fall of Chamberlain and replacement by Churchill; the effectsofthewaronfood,women,industry,healthandhousing;wartimereportsandtheirimpact,includingBeveridge(1942)andButlerAct(1944);theissuesinthe1945election,thereasonsforLabourvictory,reputationoftheConservativeandLabourparties,outcomeoftheelection;theLabourgovernments1945–1951,AttleeasPrimeMinister,governmentpoliciesandachievements,itsrecordonnationalinsurance,health,educationandnationalisation;theimpactoftheirreforms; Labour’s achievements, the problems of balance ofpayments,rationing,wagefreezes,internaldivisions,Conservativereorganisation;the1950and1951elections.

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UnitY113:Britain1930–1997

EnquiryTopic:Churchill1930–1951

Key Topics Content Learnersshouldhavestudiedthefollowing:

Churchill’sviewofevents1929–1940 WhyChurchillwasoutofoffice1929–1939;hisattitudetotheAbdicationCrisis;hisviewsaboutEmpireandIndiaandclasheswithhisparty;attitudetowardsGermanyafter1933;hisviewsabout rearmament and appeasement; why Churchill became PrimeMinister.

ChurchillaswartimePrimeMinister WhyChurchillbecamePrimeMinister;stancein1940andstyleofleadership;relationswithhisgeneralsandhisimpactonstrategicdecisionsintheMediterranean,bombingofGermanyandthewarinEurope1944–1945;plansforreconstructionandlossof1945election.

Churchillandinternationaldiplomacy1939–1951

Churchill’sviewonBritain’sworldandimperialrole;relationswithotherwartimeleaders(Roosevelt,StalinanddeGaulle);contributiontointernationalconferences;plansforpost-warEurope;IronCurtainspeech;attitudetoEmpireandEuropeafter1945.

BritishPeriodStudy:Britain1951–1997

Key Topics Content Learnersshouldhavestudiedthefollowing:

Conservativedomination1951–1964 ReasonsfortheConservativevictory1951;socialchanges,immigration,unrest,socialmobilityandtensions,education,living standards, housing, prosperity and unemployment; Conservativeeconomicpolicies,Butskellism,industrialgrowthandstagflation;ConservativeleadershipofChurchill,Eden,MacmillanandHome;scandalsincludingtheVassallaffair,Philby,ArgyllandProfumo;reasonsforConservativedecline;Labour leadership, divisions and electoral failures of the Labour Party.

LabourandConservativegovernments1964–1979

Labourvictory1964,Wilsonasleader1964–1970;economicproblemsandpolicies;relationswiththeTradeUnions;Labourpartydivisions;1970election,HeathaspartyleaderandPrimeMinister;aimsandpoliciesofHeath’sgovernment;industrialrelations,miners’strike;WilsonandCallaghan1974–1979,problemsandpolicies1974–1979.

Thatcherandtheendofconsensus1979–1997

Electionvictories;Thatcherandherministers;reasonsforsupportandopposition;socialandeconomicpoliciesincluding monetarism, free-market, supply-side economics andprivatisation;socialpoliciesandunrest;unemploymentandtheTradeUnions,theMiners’Strike;fallofThatcherandreplacementwithMajor;ConservativedivisionsunderMajorandelectoraldefeat1997.

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Britain’spositionintheworld1951–1997 RelationswithandpoliciestowardstheUSAandtheUSSR;Britain’sinfluenceattheUN;roleinEurope;nuclearpolicy;responsetocrises:KoreanWar,Suez,theFalklandsWar,FirstGulfWar;decolonisationandchangingattitudestotheCommonwealth.

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2c. Contentofunitgroup2:Non-Britishperiodstudy(UnitsY201toY224)

Introductiontounitgroup2

Centres should choose one of the twenty-four units available in this unit group.

Theperiodsofnon-BritishstudywillhavethesamenumberofKeyTopicsasfortheBritishPeriodStudyelement,butthereisnoassociatedEnquiryelement.

Fortheassessmentofthisunitgroup,eachunitwillhavetwoquestionssetandlearnerswillanswerbothpartsfromoneofthequestions.Learnerswillberequiredtoanswerbothatraditional‘PeriodStudy’essay(asinaunitgroup1)andashorterquestionassessingthesignificanceoftwoevents,pertainingtoadifferentkeytopicfromwithintheoptionchosen.

Thenatureofbothquestionsensuresthatlearnerswillhavetoreachasupportedjudgementiftheywanttoaccess the higher mark range.

The length of the periods studied within this unit group will encourage learners to develop their interest in, and understanding of, important developments. They willalsoenablelearnerstoasksignificantquestionsaboutimportantissues.Theyaresufficientlybroadandbalanced to ensure both coherence and variety. The unitshavesufficientchronologicalrangetoprovideforthestudyofcontinuityandchange,whichwillallowthedevelopmentoftheKeyTopicsandfortheanalysis of cause and consequences within the periods. The length of periods studied will prevent a borehole

approach to their study and learners will be able to see changeanddevelopments,andmakesubstantiatedjudgements,oversubstantiallengthsoftime,sothattheycanseeissuesinawiderperspective.Thetopicareas available in the units in this group also include thestudyofsignificantindividuals,societies,eventsandissues.Theyalsoincludearangeofdifferenthistoricalperspectives,forexampleaesthetic,cultural,economic,ethnic,political,religious,scientific,socialand technological.

Centres will be able to choose, should they desire, anon-EuropeanperiodfromthesametimeperiodastheirBritishunitandthiswillalsoallowabroadunderstanding of the period in a wider context.

Thenatureoftheexaminationwillrequirelearnerstodemonstrate an understanding of the key historical terms and concepts relevant to the period studied. Thequestionswillrequirelearnerstorecall,selectand deploy appropriate knowledge and communicate thisclearlyandeffectively.Learnerswillbeexpectedtodemonstrateabilitiestoexplain,assess,analyseandconsidertherelationshipsbetweenkeyfeaturesoftheperiodstudiedinordertoreachsubstantiatedjudgements.Allresponseswillrequirejudgements,andatthetoplevelwillbemoreanalyticalwithjudgementsmoreeffectivelysubstantiatedthansimilarquestionsetatASLevel.Thisisensuredbyamoredemanding top level to the generic mark scheme.

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UnitY201:TheRiseofIslamc.550–750

Key Topics Content Learnersshouldhavestudiedthefollowing:

TheMiddleEastc.550–620 The structure of pre-Islamic Arabia in the mid 6th Century, economic and social issues; religious beliefs in pre-Islamic Arabia;thecommercialimportanceofMecca;theinfluenceoftribalism;thedeclineoftheByzantineandtheSassanianEmpiresandtheimpactontheArabworld;theimpactofplagueandwarfare;Arabmilitarystrengths;theMeccanperiodc.570–620.

TheestablishmentofIslamc.620–632 TheimpactofRevelationandthehijra;theMedinanperiodc.622–632;challengestotheProphetMuhammad;theflightoftheProphetMuhammad;theConstitutionofMedinaanditssignificance;theearlygrowthofIslamandreasonsforitsappeal, the economy and its role in the rise of Islam.

ThebeginningoftheEmpireandtheruleofthe‘RightlyGuidedCaliphs’

Disagreements about the succession; the succession of Abu Bakr(632);theRiddaWarsofWarsofApostasy(632–633);thebeginningsoftheEmpireandexpansionintoPersia,reasonsforsuccess;theruleofAbuBakr(632–634),hisemergenceasCaliph,thenatureofhisruleandachievements;Umaribnal-Khattab(634–644),thereasonsforhisrise,expansionand the governance of conquered lands, the treatment of non-Muslims,thefallofDamascusandJerusalem(637);UthmanibnAffan(644–656),earlysuccesses,growinginternalproblems,rebellionandthemurderofUthman;AliibnAbiTalib(656–661),oppositionandarbitration.

TheestablishmentandexpansionoftheUmayyad Empire

TheruleofMu’awiya(661–680),problemsandachievements,successioncrisis;theSecondFitnaof680;theruleof‘Abdal-Malik(685–705);theestablishmentofSyriaandDamascus;expansionoftheEmpireinNorthAfrica,Spain,theMiddleEastandSindhandPunjab;relationswithChristians;systemsandmethodsofgovernment;unrest,includingtheThirdFitna;declineoftheUmayyadEmpire.

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UnitY202:Charlemagne768–814

Key Topics Content Learnersshouldhavestudiedthefollowing:

Warandconquest SituationintheFrankishlandsonCharlemagne’saccessionin768;successiondisputeswithCarloman768–771;reasonsandchangingmotivesforwar;warsagainsttheSaxons;thedestructionoftheIrminsul,Danes,Avars,thedestructionofthering,Lombards,Pavia,Slavs,MuslimSpain,BarcelonaandBasqueambitions,Roncasvelles,Byzantines;methodsofwarfare; reasons for success.

Administrationandinternalaffairs Aimsandmethodsofcontrolandorganisation;capitularies,conciliar decrees, counts and missi dominici; economic policies includingcoinage;importanceoftheChurchtoeffectivegovernment; religious policies, synods, Admonitio Generalis, churchschools,literacyandclericaleducation;legalreforms,theProgrammaticCapitulary(802)andrevisionofSalicLaw;extentofsuccessofadministrativeandreligiouspoliciesacrossthe empire.

TheCarolingianRenaissance Motivesforpatronage;monasteries,Carolingianminusculeand the revival of classical texts; Gregorian chant; schools of Metz,SoissonandStGall;theworkofscholarsincludingAlcuin,EinhardandPaultheDeacon;Byzantineandpre-Romanesquearchitecture;courtsatFrankfurt,AachenandPaderborn;extentof a cultural revival.

Laterkingshipandimperialrule Charlemagne’smotivesandaidtoPopeLeoIII;reasonsfortheimperialcoronationin800andeffectonCharlemagne’srule,imageandFrankishcustoms;relationswithByzantium;Divisio, deathofhissonsandroleofLouis;consolidationordeclineinlater years.

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UnitY203:TheCrusadesandtheCrusaderStates1095–1192

Key Topics Content Learnersshouldhavestudiedthefollowing:

TheFirstCrusade ThesituationinWesternEurope,ByzantiumandtheIslamicNearEastontheeveoftheFirstCrusade;theideaofHolyWar;theAppealofAlexius1095;UrbanII’saimsandappealatClermont;thepreachingoftheFirstCrusade;motivesofCrusaders;thePeople’sCrusade;leadershipoftheFirstCrusadeanddivisions;journeyacrossAnatolia;thepoliticalandreligiousdivisionsintheIslamicworld;militarytacticsoftheCrusadersandopponents;thecaptureofEdessa(1098),Antioch(1098)andJerusalem(1099).

TheCrusaderStatesinthe12thCentury Establishment,development,reasonsforsurvivalofCrusaderStates,includingJerusalemandAntioch;theroleofrulers(especiallytheKingsofJerusalem);westernaid;problemsofsuccession, including the death of Baldwin II; internal rivalries includingBaldwinIIIandMelisende,theeventsof1183–1186;Muslimdisunity;manpower;castles;themilitaryordersoftheTemplarsandHospitallers;finance.

TheSecondCrusade CircumstancesinOutremerin1130sand1140s;riseofZengiand the development of Jihad;takingofEdessa(1144);Bernardof Clairvaux and the call for Second Crusade; reasons for the failureoftheSecondCrusade;eventsinAnatolia,Antioch,Acre(1147–1148);siegeofDamascus(1148);theIslamicresponseto the Second Crusade; the impact of the failure of the Second Crusade on the West, Outremer and the Islamic world.

TheThirdCrusade Reasons for and aims of the Third Crusade; the development of the idea of Jihad;Zengi,NuradDinandSaladin;problemsinOutremer,Hattin(1187)andthelossofJerusalem(1187);reasonsforthefailureofFrederickBarbarossa’sexpedition;therolesofRichardIandPhilipAugustus;eventsatAcreandJaffa(1191–1192);negotiationswithSaladin;consequencesoftheThird Crusade for the West, Outremer and the Islamic world.

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UnitY204:GenghisKhanandtheExplosionfromtheSteppesc.1167–1405

Key Topics Content Learnersshouldhavestudiedthefollowing:

GenghisKhanandtheCreationoftheMongolEmpirec.1167–1264

The nature of nomadic Steppe tribes in the mid-12th century; riseofGenghis;reasonsforexpansionfromGenghistoMongke,militarytactics,aims,organisation,leadership;strengthsandweaknessesofMongolrule;Karakorum;defeatoftheKhwarazmians,Jin,andAbbasids;invasionsinEurope,CentralAsia,India,theLevant;roleofSubedei,Batu,Hulegu,KhubilaiandBerke;civilwaranddisunityby1264.

TheReignofKhubilaiKhan1264–1294 ConsolidationofruleandcontrolofChina;economicpolicies;politicalstructures;provincialadministration;legalcode;religiouspoliciesandinteractionwithBuddhists,Confucians,Nestorians and Daoists; court rituals, patronage and culture; Dadu, Shangdu and the Grand Canal; military success and failureinChinaandSouthEastAsia;limitationsaskhagan; extentofMongolruleintheGoldenHorde,ChagataiKhanateandIlkhanateby1294.

TheKhanates1294–1405 NatureofMongolrule1294–1405;impactofGhazan,UzbegandtheYuan;roleofIslam;disunityandreasonsfordecline;Tokhtamysh; rise of Tamerlane and his impact in Persia, Azerbaijan,IndiaandtheLevant.

ImpactoftheMongolinvasionsandinteractionbetweenEastandWestto1405

EffectonChristian,MuslimandMongolculture,medicine,science,andtechnology;influenceofPersiaandChinaontheMongolsandtheWest;bubonicplague;roleoftrade,theSilkRoadandPaxMongolica;travellersandcontactswiththeEastincludingMarcoPolo;ideologicalimpact.

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UnitY205:Exploration,EncountersandEmpire1445–1570

Key Topics Content Learnersshouldhavestudiedthefollowing:

Exploration Reasonswhythiswasanageofexploration;Renaissancelearning and values; trade; religion; technological change; Ottomanexpansion;geographyofandinternaldevelopmentsinPortugalandSpain;motivesforpatronage;motivesandcontributionsofindividualexplorers:Diaz,daGama,Vespucci,Columbus,Magellan,Balboa,Cabral,Cortes,Pizarro;routes;difficultiesfaced.

Encountersandconquest TheTreatyofTordesillas(1494);encountersbyPortugal:AtlanticandAmericas,Africa,Asia;encountersbySpain:theCaribbean, the Americas; Portuguese conquest: Albuquerque, Brazil;SpanishConquests:theCaribbean,Mexico(MoctezumaII),PanamaandPeru(Atahualpa);difficultiesfacedinencounters and conquests; reasons for success; gains and losses for individual explorers and their patrons.

Settlementandconsequences Portuguese forts, staging and trading posts: Africa, India andtheFarEast;settlementofBrazil;SpanishsettlementoftheCaribbean,Mexico,PanamaandPeru;centralandlocaladministrativesystemsbySpainandPortugal;consequences(military, economic, social, religious) for indigenous peoples of PortugueseandSpanishconquestandsettlements.

ImpactofoverseasempireonEurope Political,religious,social,economicandfinancialconsequencesforPortugal,SpainandEurope;Europeanbalanceofpower;bullion; the slave trades; the balance sheet of personal and nationalbenefitsandlosses.

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UnitY206:Spain1469–1556

Key Topics Content Learnersshouldhavestudiedthefollowing:

IsabellaandFerdinand:government ThesituationinSpainin1469;campaigntosecurethethroneby1479;administrativemethods;controlofthenobilityandtowns;lawandorder;finances;tradeandeconomy:customsbarriers;similaritiesanddifferencesintheruleofCastileandAragon;extentofunificationand‘NewMonarchy’;powersofthemonarchs;Ferdinand’sruleafterIsabella’sdeath;thesituationin1516.

IsabellaandFerdinand:religion Themonarchs’religiousaimsandbeliefs;relationswithRome;title‘TheCatholicKings’;Laconvivencia;theReconquista;thecaptureofGranada(1492)anditssignificance;treatmentoftheMoriscosandConversos;Cisnerosandchurchreform;theInquisitionanditsimpact.

CharlesI:governmentandreligion Thesuccession;administrativemethods,inheritanceandprioritiesby1519;relianceonforeigners;relationswiththeSpanish nobility and towns, handling of the Comunero and Germaniarevolts(1519–1524),reasonsforstabilityafter1524;finances;religiousdevelopments,CharlesI’stolerancetoMoriscotraditions;relationswithRome;thePolyglotBible,IlluminismandErasmianism;PhilipasRegent(1540–1555);Charles’sabdication(1555).

Overseas policies and the economy Explorationanddiscovery;Columbusandthediscoveryandexplorationsofthe‘Indies’,theCaribbean,Hispaniola;CortesandtheConquestofMexico(1518–1541);PizarroandtheConquestofPeru(1524–1541);theeconomicimpactoftheNewWorldonSpanishtradeandtheeconomy;domestictrade,industry and agriculture; foreign policy: aims and threats, alliances, the Italian Wars, the impact on Spain of Charles I’s problemsasHolyRomanEmperor.

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UnitY207:TheGermanReformationandtheruleofCharlesV1500–1559

Key Topics Content Learnersshouldhavestudiedthefollowing:

TheGermanReformation1517–1529 Charles V’s inheritance and foreign problems; the structure andstateoftheHolyRomanEmpire,CharlesV’selectionasEmperor;thestateoftheRomanCatholicChurchc.1500,Indulgences;reactionstothe95Theses(1517),disputations;Luther’sideasandpublicationsandtheprintingpress;Papalexcommunication(1520–1521),theDietofWorms,inhidingintheWartburg;Luther’srelationswithradicalsandhumanists,theKnights’andPeasants’Wars,Luther’s1525pamphlets;ImperialDiets,viewsofGermanprincesandcities,includingPhilipofHesse,FredericktheWise,Augsburg,Nuremburg;thesituationin1529.

ThespreadofLutheranism1530–1555,theSchmalkaldicWarandPeaceofAugsburg

Areasacceptingthe1530AugsburgConfession,Melanchthon,Luther, Lutheran church leadership; Charles V’s problems elsewhere;opposingLeague,reconciliationattemptsandleadership, the death of Luther; the Schmalkaldic War (1546–1547):theBattleofMühlberg(1547),theAugsburgInterim(1548),trucesandshiftingalliancesincludingMauriceof Saxony, the Treaty of Chambord (1552), the Peace of Passau(1552);CharlesV’sflightfromtheEmpire,thePeaceofAugsburg 1555.

CharlesV’srelationswiththeOttomanEmpire

Thesituationin1520;expansionofOttomanpowerintheBalkansandMediterranean,CharlesV’saimsandactionsagainstBarbarossaintheMediterranean;theimpactonrelationsof:CharlesV’swarwithFrance,FerdinandandHungary,SiegeofViennaandthecampaignof1532;thesituationin1540s,impactofproblemsintheHolyRomanEmpire.

CharlesV’swarswithFrance ThesituationintheHabsburg-Valoiswarsin1520;thestrengthsandweaknessesofCharles’sEmpireandofFranceinrelationtothewar;thedevelopmentofthewarsandwarfare1521–1559,extent of and reasons for Charles’s successes and failures, his foreignlegacyonhisabdicationin1555anduptotheTreatyofCateau-Cambrésis1559.

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UnitY208:PhilipII1556–1598

Key Topics Content Learnersshouldhavestudiedthefollowing:

Politicalauthority LegacyofCharlesI;conditionofSpain,‘absolutism’,theconciliarsystem,centralisation,methodsandstyleofgovernment;financialandsocialpolicies;advisers,factionse.g.RuyGomez,GonzaloandAntonioPerez,Escobedo;justice;thefatesofDonCarlosandMontigny;provincialism,revoltsoftheMoriscos(1568)andofAragon(1590);government,lawandorder,financesandeconomyin1598.

Religion Philip II’s inheritance, family issues, personal religion; religious reforms;relationswiththePapacy,theSpanishChurchandInquisition;attitudetowardstheTridentinedecrees,Jesuits,theIndex,heretics,MoriscosandConversos;themoralandspiritualimpactoftheInquisition,thereligiousconditionofSpainin1598.

Foreignpolicy Theforeignsituationin1555;priorities,defence,crusade,expansion,peaceorwar;foreignrelationsandmilitaryoperationsintheMediterranean,withthePapacy,theOttomans,BarbaryCorsairs,Venice;theHolyLeagueandtheBattleofLepanto(1571);relationswithEngland,France,Portugal;annexation(1580);theconsistencyofSpain’saims,methodsandthenatureofpolicies;Philip’sreputationabroad;his achievements and failures.

The Netherlands Political,religious,regional,financialandeconomicoriginsoftherevolt;Philip’santi-heresyandcentralisationpolicies;ministers and military commanders: Granvelle, Alva, Requesens, DonJohn,Parma;WilliamofOrangeandMauriceofNassauasleadersoftheRevolt,theiraims,politicsandmilitaryabilities;foreign involvement in the revolt; religion; divisions between northandsouth,thePacificationofGhent(1576),theUnionsofUtrechtandArras(1579);effectsoftheassassinationofWilliamofOrange(1584);economicandstrategicpositionofnorthernprovinces; reasons for Spain’s failure to crush the revolt; the situationin1598.

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UnitY209:AfricanKingdomsc.1400–c.1800:fourcasestudies

Key Topics Content Learnersshouldhavestudiedthefollowing:

TheSonghayEmpirec.1450–1591 SituationinSahelianAfricac.1450;reasonsfortheriseoftheSonghayEmpireincludingmilitarysuccessanduseofcavalry,collapseofMaliEmpire;keyfigurese.g.SonniAli,captureofTimbuktu1468;weaknessesofandrelationshipswithclientstates;political,social,militaryandeconomicnatureanddevelopmentofSonghayEmpire:SonniandAskiadynasties;problemsandachievements;administrationandpoliticalcentralisation;importanceofTimbuktu;centresoflearning;role of lawyers and clerics; Shari’a; the economy (including gold, salt,agriculture,trade,slavery,taxation);Islamandtraditionalreligion; territorial expansion; nature and development of the military especially cavalry; jihad; reasons for decline of Songhay Empireparticularlysuccessioncrises,CivilWarofsuccessionandMoroccanInvasion(1591).

TheKingdomofKongoc.1400–c.1709 SituationinWest-CentralAfricainc.1400;reasonsforriseofKongo:DiegoCaoandPortuguesecontact,politicalandadministrativecentralisation,populationchange,tradeandcommerce,slavery,geographicalposition,territorialexpansion;political,social,militaryandeconomicnatureanddevelopmentoftheKingdomofKongo;theKilukenikanda (dynasty);imperialstructureandimportanceofMbanzaKongo;NzingaaNkuwuandconversiontoChristianity;religiouschangeandestablishmentofKongoleseRomanCatholicChurch;achievementsofindividualmonarchs;politicalandadministrativecentralisation;ecclesiasticalstructures;territorialexpansion;clientage;relationshipwithPortugal;tradeandcommerce;slavery;challengesinthe17th century and early 18thcentury;changingrelationswithEuropeanpowersandFirst,SecondandThirdPortugueseWars(1622,1641–1643,1646–1649);successioncrisesandcivilwar(1665–1709);regionalEuropeanexpansion;relationswithclientkingdoms,impactandproblemofslavery;BeatrizKimpaVitaandAntonianism.

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TheKingdomofBeninc.1500–c.1750 SituationincoastalWestAfricac.1500;reasonsforriseofBenin:relationsandtradewithEuropeans,roleofObaEwuareandObaEzuola,militaryfactors,geographicallocation,tradingroutesandopportunities,introductionoffirearms,slavery;thepolitical,social,militaryandeconomicnatureanddevelopmentoftheKingdomofBenin;imperialstructureandrelationshipbetweentheBeninCityStateandtheEmpire;importanceofthe Oba, achievements of individual Oba,selectionprocedures,importance of ceremony and ritual, tribute, the Benin military (structure,tactics,fortifications,keycampaigns),materialcultureandculturalandartisticachievements;religionandthe Olokun Cult, commerce and the economy, including trade withEuropeans,especiallyPortugal;slavery;ivory;reasonsforthebeginningsofthedeclineofBeninfromc.1700:Europeancolonialism,slavery,changingpatternsoftradeandcommerce,successioncrisesandcivilwars,socio-politicalchange.

TheKingdomsandEmpiresofOyoandDahomey1608–c.1800

SituationinWestAfricac.1600;reasonsforriseofOyoandDahomeyEmpiresandrelationshipbetweenthem:military/cavalry,infantry/firearms,politicalchange,theimportanceofindividualrulers;political,social,militaryandeconomicnatureand development of Oyo and Dahomey: role of the Alafin/King,roleofceremoniesandritual;selectionprocedures;tax;tribute;imperialstructureandrelationshipbetweencitystateandempire;religionanditsroleinpoliticsandsocietyincludingthe Ogboni and the Oyo-Mesi (councillors) in Oyo; commerce (AfricanandwithEuropeans);slavery;reasonsforthedeclineof Oyo and Dahomey including: Conquest of Dahomey by Oyo, politicaldivisionsandsuccessioncrises,militaryfailuresandindependence movements in client states, economic changes, EuropeaninfluenceandimpactofTrans-Atlanticslavetrade.

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UnitY210:Russia1645–1741

Key Topics Content Learnersshouldhavestudiedthefollowing:

Russia1645–1698 Russiain1645,socialandeconomicbackwardness,problemswiththeTsar;personalityandruleofAlexis,legalisationofserfdom1649,churchreformandschism1649,growthofwesterninfluenceandtrade;ruleofFeodor,GolitsynandrelationswiththeBoyars;accessionofPeterandIvan,1682and regency of Sophia, role of Streltsi; early life and upbringing of Peter at Preobrazhenskoe, his character and personality; attemptedcoupofSophia1689;directruleofPeterandcampaignsagainstAzov;embassytotheWest1697–1698.

ThereformsofPetertheGreat1698–1725 ConsolidationofPeter’spower,relationswithBoyars,reformofdressandbeards,TableofRanks;modernisationofalphabetandcalendar;reformsincentralandlocaladministration,Senate,colleges,newprovinces,fiscalreforms,municipalgovernment; reforms of the Church; reform of army and navy; censusof1719;education;developmentsinindustryandagriculture;positionofpeasants;StPetersburg.

ForeignRelations1645–1725 Alexis’srelationswithZaporozhianCossacksandPoland;influenceofGolitsynandexpeditiontoCrimea;relationswithChinaandTreatyofNerchinsk;Peter’saimsintheBaltic;waragainst Sweden, defeat at Narva, invasion of Ingria and Livonia; Swedishinvasion1707;TurkishwarandlossofAzov1711;militarysuccessesintheBalticandtheBattleofPoltavaandtheTreatyofNystadt1721;reasonsforRussiansuccessesandconsequences of territorial gains; Peter’s campaign in Persia and capture of Derbent and Baku.

Oppositionandreaction1645–1741 RevoltofStenkaRazin;resistancetowesternisation;revoltanddestructionoftheStreltsi;theOldBelievers;Mazeppa;TsarevitchAlexis;extentofwesternisationby1725;problemsofRussia in the reigns of Catherine I and Peter II, Anne and Ivan IV 1725–1741,the‘Germanperiod’.

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UnitY211:TheRiseandDeclineoftheMughalEmpireinIndia1526–1739

Key Topic Content Learnersshouldhavestudiedthefollowing:

ThefoundationoftheMughalEmpireanditsrulers1526–1556

India and Central Asia in the early 16th century; Babur, military successesandweaknessesofopposition,hisconquestsinAfghanistan and the defeat of Ibrahim Lodi at Panipat in 1526; thenatureofMughalruleinIndiaunderBabur;warsandinstabilityunderHumayun(1530–1540andtherestoration1555–1556);linksbetweenHumayunandPersia;theAfghaninterlude(1540–1555);theSuriDynastyunderSherShah(SherKhan)andIslamShah;administrativedevelopment.

AkbartheGreat1556–1605 The accession of Akbar, his personality and rule of the emperor Akbar;relationswiththeRajputkingdoms;religiouspolicy;economic developments; military achievements, including thesecondbattleofPanipat1566;territorialgains;thedevelopmentofadministrationoftheEmpire;culturalandartisticdevelopments.

JahangirandShahJahan1605–1658 PersonalitiesandruleofJahangirandShahJahan;Persianinfluencesandcourtceremonial;Mughalarchitecture,includingtheTajMahal,theRedFortandtheMotiMasjid;theDeccan;thecomingofandMughalrelationswiththeBritish;thestruggleforthesuccessionandcivilwars1657–1658betweenShah Jahan’s sons; the triumph of Aurangzeb.

Ruleanddecline1658–1739 The personality and rule of Aurangzeb; religious policies; the resurgenceoftheMaharatas,conflictsintheDeccanandtheirconsequences;campaignsinBijapourandGolconda;foreignrelations;administrativereformsandthegrowthofrevenue;conflictswithSikhs;declineafter1707andAurangzeb’sresponsibility;thedynasticconflictsafterhisdeath;weakleadersafter1707,lossoflandsandtheinvasionofNadirShahofPersia1738,thebattleofKamalandtheSackofDelhi1739.

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UnitY212:TheAmericanRevolution1740–1796

Key Topics Content Learnersshouldhavestudiedthefollowing:

ThedevelopmentofBritishhegemonyinAmerica

British,FrenchandSpanishcoloniesinNorthAmericain1740;socio-economicdevelopmentandrelationswithsettlersandNativeAmericanIndians;territorialexpansionto1765;warswithFrance,reasonsforBritishsuccessincludingWarofAustrianSuccession,SevenYearsWar.

CausesoftheAmericanRevolution TherelationshipbetweenBritainandthecoloniesin1763;BritishpolicyandAmericareactionincludingProclamationAct(1763),StampAct(1765),DeclaratoryAct(1766),TownshendDuties(1767)andtheirrepeal,theBostonMassacre(1770);TeaAct(1773)andresponseincludingthe‘IntolerableActs’(1774–1775);developmentsinpoliticalthoughtandemergingleaders,includingLocke,Jefferson,Dickinson,JohnAdamsandSamuelAdams;colonialandpoliticalideasincludingviewsontradeandtaxation.

TheAmericanRevolution1774–1783 Themovetowardsindependence1774–1776includingthefirstandsecondContinentalCongresses,DeclarationofIndependence(1776);outbreakofhostilities,keymilitarydevelopments,theirroleinBritishdefeat;Americanunity,includingWashington,Frenchentrytothewar,qualityofBritishmilitaryleadership;1783PeaceofParis.

TheearlyRepublic1783–1796 Movetowardsthecreationofaconstitutionandchallengesfaced;ArticlesofConfederation;relationswithBritain,SpainandFrance,economicproblems,civildisobedience,Shay’srebellion1786–1787,1787PhiladelphiaConvention;natureofthe1787ConstitutionoftheUnitedStates;struggleforratification,divisionsbetweenFederalistsandAnti-Federalists;formationofthefirstgovernment(1789),WashingtonandtheExecutive;1791BillofRights;theproblemoffindingasuccessortoWashingtonin1796.

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UnitY213:TheFrenchRevolutionandtheruleofNapoleon1774–1815

Key Topics Content Learnersshouldhavestudiedthefollowing:

ThecausesoftheFrenchRevolutionfrom1774 and the events of 1789

ThestructureoftheAncienRégime;qualitiesofLouisXVIasKingofFrance;financialproblemsandattemptsbyTurgot,Necker and Calonne to deal with them; the ideas of the EnlightenmentandtheimpactoftheAmericanRevolutionand the War of Independence; social discontents; economic problemsfrom1787;theAssemblyofNotablesandthepoliticaldevelopments1787–May1789;theEstatesGeneral,eventsinParisin1789;the‘GreatFear’;theOctoberDays.

TheRevolutionfromOctober1789totheDirectory 1795

Theattemptstoestablishaconstitutionalmonarchy;reformsinchurchandstate;thesignificanceofriotsanddirectpoliticalaction1789–1792;theJacobins;theflighttoVarennes;theoverthrowofthemonarchy;theConventionandtheTerror;thedestructionoftheGirondins;theascendancyandfallofRobespierre; the establishment of the Thermidorian Regime; theconstitutionoftheDirectory.

Napoleon Bonaparte to 1807 ThecareerofBonaparteto1799:earlylifeandcharacter;hismilitaryleadershipandreasonsforsuccessto1799includingToulon,theItalianCampaign,Egypt,theweaknessesoftheThermidorianregimeandthecoupofBrumairein1799;Napoleon’sreformsasConsul,includingtheconstitutional,legal,financial,educationalchanges;theestablishmentandnatureoftheEmpireinFrance;natureofandreasonsformilitarysuccessesandfailuresafter1799:MarengoandtheWaroftheThirdCoalition,includingthebattlesofUlmandAusterlitz, Trafalgar.

ThedeclineandfallofNapoleon1807–1815 TheContinentalSystemandthewaragainstBritain;thewarinSpain;theRussianCampaign;Napoleon’sruleinFranceafter1807;thecampaignsof1813–1815andabdication;theHundred Days; personal failings and reasons for fall.

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UnitY214:France1814–1870

Key Topic Content Learnersshouldhavestudiedthefollowing:

ThereignsofLouisXVIIIandCharlesX1814–1830

ThelegacyoftheFrenchRevolutionandNapoleonin1814;thefirstandthesecondrestorations;theproblemsfacingLouisXVIII;theCharter;Ultras;liberalandreactionarypolicies,Richelieu,Decazes,Villèle;thedomesticandforeignpoliciesof Charles X and his ministers; Charles X’s views on monarchy; socialandeconomicproblems,religiouspolicy;Polignac;1830election;OrdinancesofStCloud;JulyRevolution.

ThereignofLouisPhilippeandthe1848Revolution

Personality of Louis Philippe and the establishment, nature andproblemsoftheJulyMonarchy;foreignpolicyincludingBelgium,MehmetAliCrisis,Tahiti,relationswithBritain;domesticproblems;Guizot;socialandeconomicdevelopmentsandproblems;opposition:liberal,republican,Bonapartistandsocialistcriticism;corruption;longandshort-termpolitical,socialandeconomiccausesofthe1848Revolution;theestablishment of the Second Republic.

DomesticpolicyunderLouisNapoleon(Napoleon III)

ElectionofLouisNapoleon;personality;aimsandpoliciesaspresident;Coupof1851;domesticpolicyasemperor;economicand social policies; including railways, banking, free trade, Haussman;armyreforms;constitution,Ollivierand‘theliberalempire’.

Foreignandimperialpolicy1848–1870 Napoleon’saimsandideas;attitudestotheRomanRepublic;overseascolonisation;theCrimeanWar;ItalyandrelationswithCavour;Mexico;relationswithBritain;NapoleonIII’sreactionstotheAustro-PrussianWar,PrussiaandGermany1867–1870;theFranco-PrussianWarandthefalloftheEmpire.

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UnitY215:ItalyandUnification1789–1896

Key Topic Content Learnersshouldhavestudiedthefollowing:

Italy1789–1847 Italyin1789;theimpactoftheFrenchRevolution;NapoleonicItaly;ItalyandtheimpactoftheViennaSettlement;unrestandnationalism;theCarbonari;therevolutionsof1820–1821and1831;theinfluenceofintellectualsandnationalistmovements,includingYoungItalyanddifferentattitudestounification;extentofsupportfornationalism.

TheRevolutionsof1848–1849andtheiraftermath

RevolutionsinLombardy,Piedmont,Naples,VeniceandRome;roleofPopePiusIXandCharlesAlbert;theroleofrevolutionaryleadersincludingGaribaldiandMazzini;thereasonsforthefailureofnationalistandliberalprotests;theresultsoftherevolutions;thedevelopmentsinPiedmontunderCavourandVictorEmmanuelII.

TheRisorgimentoandtheestablishmentofanewKingdomofItaly1850–1861

ThediplomacyofCavourandhisrelationswithNapoleonIII;causesandresultsofthewarof1859;GaribaldiandtheThousandandtheexpeditiontoSicily;theroleofVictorEmmanuelII,CavourandtheenlargementofPiedmont;theconstitutionandnatureoftheKingdomofItaly.

Italy1861–1896 Piedmontisation1861–1870;furtherattemptsatunification;Brigands’ War and the policies of the new Italy; the impact of Prussia’swarsagainstAustriaandFrance1866–1871onItaly;thedegreeofunityin1871;socialandeconomicproblems;theMezzogiorno;relationswiththeChurch;thepoliciesofTrasformismo;Italy’srelationswiththeotherEuropeanpowers;colonial expansion.

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Unit Y216: The USA in the 19thCentury:WestwardexpansionandCivilWar1803–c.1890

Key Topics Content Learnersshouldhavestudiedthefollowing:

Westwardexpansion;causesandimpacts The factors which contributed to the opening up of the West, e.g.exploration,furtrade,cattle,miningandfarming,gold,trails, roads (e.g. Cumberland Road), steamboats, railways, telegraph,theMormons,settlers(includingpushandpullfactors),‘manifestdestiny’,opportunities,incentivesandescape;theimpactoftheFederalGovernmentonwestwardexpansion,e.g.LouisianaPurchase,Florida,Texas,Oregon,GadsdenPurchase,WarwithMexico,admissionofnewstatestotheUnion,FederalGovernmentandcommunications,mail,HomesteadAct,MorrillAct,conservation;theeconomic,social,political,culturalimpactofwestwardexpansion.

NativeAmericans NatureanddiversityofNativeAmericansocietyintheearly19thCentury,Tecumseh’sConfederacy,FirstSeminoleWarand other ‘wars’; Jackson and the Indian Removal Act; Bureau ofIndianAffairs;treatiesandthe‘IndianWars’of1860s/70s;resources,e.g.goldandactionsofsettlers,DawesActandAmericanisation;reasonsfordestructionofNativeAmericansocieties.

Thegrowthofsectionaltension1850–1861 MaindifferencesbetweenNorthandSouthby1850includingthebreakdownoftheMissouriCompromise;sectionalism;theissues of slavery and westward expansion as they developed in the1850sincluding1850Compromise,Kansas-Nebraska,DredScott,JohnBrown,LincolnandtheRepublicanParty;electionof1860,secessionandthefailureofcompromise;reasonsforoutbreakofhostilities.

The Civil War Leadership in the North and South during the Civil War; LincolnandtheUnion,character,appointments,relationswithministers,organisationofwareffort,EmancipationProclamation,electionof1864;DavisandConfederacy,character,appointments,relationswithministers,states,organisationofwareffort;reasonsforUnionvictoryincludingeffectivenessofMcClellan,GrantandLeeasmilitarycommanders;resources;morale;strategies;thesignificanceofmajorcampaignsandbattlesincludingAntietam,Shiloh,Vicksburg,Gettysburg,themarchthroughGeorgia,WildernessCampaign;navalblockade,internationalsituation.

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UnitY217:Japan1853–1937

Key Topic Content Learnersshouldhavestudiedthefollowing:

TheimpactofforeignintrusiononTokugawaJapan1853–1868

Japanese society and state in the late Tokugawa period; peasant unrestandsocialtensions,diseaseandinflation;theimpactofthearrivalofUSforceunderPerry1853andtheunequaltreaties,includingFranceandRussia,of1858;resistancetothe Shogunate; civil war, the end of the Shogunate and the restorationoftheEmperorMeijiin1868.

WesternisationandnationalisminMeijiJapan1868–1912

NatureofchangeandemergenceofJapanasamajorpower;endingofthepoweroftheSamuraiandchangesintaxation,government and the army; economic and social change; industrial growth, e.g. coal, silk and railways; growth of largebusinesses;navaldevelopment;the1889Constitution;educationalchange.

Foreignrelationsandoverseasexpansion1868–1920

Populationpressureandimperialambitions;annexationoftheRyukyuIslands1875andgreatercontroloverNorthernterritories;ambitionsinKorea;thecauses,courseandresultsoftheSino-JapaneseWar1894–1895,acquisitionofTaiwan;participationininternationalactioninChina;thealliancewithBritain;relationswithRussiaandtheRusso-JapaneseWar1904–1905;relationswiththeUSA;participationintheFirstWorldWar;the21Demands;theSiberianexpedition;theTreatyof Versailles and resentments; the Washington Conference.

ThegrowthofnationalisminJapan1920–1937

Radicalismandrepressioninpost-warJapan;the1923earthquake;socialchangeandelectoralreform1925andgrowingpolicepowers;theriseofnationalism;resentmentaboutwesterninfluences,IkkiKita,thegrowthofemperorworshipaftertheaccessionofHirohitoin1926;theimpactofthe Great Depression on Japan; the development of militarism andideasofpan-Asianism:theManchuriaincident1931anditseffects,thecoupof1936;increasingmilitaryinfluenceoverImperial policy making and the outbreak of war against China in 1937.

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UnitY218:InternationalRelations1890–1941

Key Topic Content Learnersshouldhavestudiedthefollowing:

ThecausesandnatureoftheFirstWorldWar

Nationalism,imperialism,militarism,warplansandnavies,theAlliancesandEntentes;theAnglo-Germannavalrace;theMoroccanandBalkanCrisesandtheJulycrisis;aimsandpoliciesofGermany,Austria-Hungary,France,RussiaandGreatBritain; The nature of the war; main events on the Western Front,trenchwarfare;thewarontheEasternFront;theroleofthe generals; the role of technology, naval and air warfare; the entryoftheUSA;thereasonsfortheoutcomeonWesternandEasternfronts.

TheParisPeaceConference,theLeagueofNations,andinternationaldiplomacy1919–1935

Aimsandmotivesofthe‘BigFour’;thetermsandimpactofthePeaceTreaties(Versailles,StGermain,Trianon,Neuilly,SèvresandLausanne),thereactioninGermany;thereasonsforandnatureoftheLeagueofNations;theactivitiesoftheLeagueofNationsanditsresponsetointernationalandsocialproblems,1920–1935,includingCorfuIncident,Greek-Bulgarianwar,ManchuriaandAbyssinia;theConferenceofAmbassadors;disarmament, the Washington and London Naval Agreements; theLocarnoTreaties;theKellogg-BriandPact.

DictatorsandAppeasersinEurope1929–1941

TheimpactoftheGreatDepressiononinternationalrelations;Italianforeignpolicy1935–1941;appeasementpoliciesofBritainandFrance;theSpanishCivilWaranditsimpactoninternationalrelations;therelationsbetweenRussiaandtherestofEuropeto1941,includingtheNazi-SovietPact;theoutbreakandexpansionofwarinEurope.

TheFarEast1918–1941 The impact of the Treaty of Versailles on Japan; Japanese nationalisminthe1920sand1930s,andJapaneseaimsintheFarEast;theimpactoftheDepressiononJapan;theoriginsandimpactoftheManchurianCrisis;theimpactofthewarbetweenJapanandChina1937–1941;policiestowardsJapaneseexpansioninthe1930sincludingthoseofBritainandtheUSA;the Japanese invasion of Indo-China and the outbreak of war betweenJapanandtheUSAin1941.

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UnitY219:Russia1894–1941

Key Topics Content Learnersshouldhavestudiedthefollowing:

TheruleofTsarNicholasII Character,attitudeandabilitiesofNicholasII;political,economicandsocialproblemsofRussiain1894;opposition,liberals,populistsandMarxists;nationalminorities;theinfluenceofPobedonostsev,Witte;theRusso-JapaneseWar;thecauses,extent,natureandconsequencesofthe1905Revolution;WitteandtheOctoberManifesto;theFundamentalLaw; the Dumas; repression and reform under Stolypin; the politicalsocialandeconomicsituationinRussiain1914.

The1917Revolutions TheimpactoftheFirstWorldWar1914–1917,defeats,losses,economicdislocation,foodshortages,transportproblems,inflation;Nicholas’leadership;Rasputin;criticismintheDuma;theeventsofMarch1917;Kerensky,theProvisionalGovernment and Petrograd Soviet; return of exiles and the April Theses;JulyDays;KornilovRevolt;eventsofNovember1917;the roles of Lenin and Trotsky.

The Civil War and Lenin TheConstituentAssembly,Lenindecrees;CivilWar,Whiteforces,foreignintervention,RedArmy,‘warcommunism’,reasonsforBolshevikvictory/Whitedefeat;murderoftheTsar;RedTerror,KronstadtRising;NEP;constitutionandgovernment;strengths and weaknesses of Lenin as leader.

TheruleofStalin CharacterandabilitiesofStalin;rivalriesanddivisionsintheBolshevikparty,Trotsky,Bukharin,Kamenev,Zinoviev;Stalin’stacticsandvictory,‘socialisminonecountry’v‘permanentrevolution’;consolidationofpower,propagandaand‘CultofPersonality’,growthofpolicestate(OGPU,NKVD,purgesandgulags);economicpoliciesinthe1930s,agriculture,kulaks,voluntaryandforcedcollectivisation,mechanisation;industrialisation,Gosplan,firsttwoFiveYearPlans;economic,socialandpoliticaleffectsofCollectivisationandFiveYearPlans.

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UnitY220:Italy1896–1943

Key Topic Content Learnersshouldhavestudiedthefollowing:

Italy1896–1915 Italyin1896;political,socialandeconomicproblems,including the legacy of Trasformismo; industrial growth and itsconsequence,violenceandstrikes;Giolitti’sministries;colonialconflicts,includingthewarinAbyssiniaandtheTripolicampaign;thechallengescausedbyirredentism,nationalismand socialism; foreign policy and the growing demand for war by1915.

Italy1915–1925 Earlyneutralityandsubsequententryintowar;TreatyofLondon;theconductofwar,includingthedefeatatCaporettoandthevictoryatVittorioVeneto;post-warproblemsincluding economic problems, industrial and agrarian unrest, politicalinstability;thecareerofMussolini;theideas,appealandsupportofFascism;theweaknessesofthepost-wargovernments,themutilatedvictory,reactionstotheParisPeaceconferenceandtheseizureofFiumebyd’Annunzio;electoralpact1921andtheMarchonRome;thetransitionofMussolinifrom prime minister to Duce; the Acerbo law and the murder of Matteotti.

FascistItaly1925–1943 TheCorporateStateintheoryandpractice;propagandaandtheimageoftheDuce;relationswiththechurch;economicpolicy:therevaluationofthelira,agrarianpolicy;industrialpolicy; public works, including railways and roads; social policy:educationandyouthpolicy,sport,Dopolavoro, policies concerningwomenandpopulation;preparationsforanddomesticimpactofwar;Jewishpolicyin1930s.

ForeignPolicyofMussolini1922–1943 Aimsofforeignpolicy;Corfuincident;LocarnoandKellogg-BriandPact;policytowardsBritain,France,AustriaandGermanyincludingStresaFront,AbyssinianWar;SpanishCivilWar,Rome-BerlinAxis,Anti-Cominternpact,MunichConference, Pact of Steel; Albania; entry into Second World War1940;failuresinAfrica;Greece;alliedinvasionandfallofMussolini.

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UnitY221:DemocracyandDictatorshipsinGermany1919–1963

Key Topics Content Learnersshouldhavestudiedthefollowing:

The establishment and development of the WeimarRepublic:1919–Jan1933

ConsequencesoftheFirstWorldWar;impactoftheTreatyofVersailles;theWeimarConstitution;coalitiongovernments;challengestoWeimar;Communistrevolts,KappPutsch,MunichPutsch,invasionoftheRuhr,hyperinflation;Stresemannandthe‘GoldenYears’;DawesandYoungPlans,economicrecovery,foreignloans,politicalstability,improvementstoworkingandlivingconditions;theimpactoftheGreatDepression,electionsandgovernments1928–1933;riseandappealofNazism,roleof propaganda and Hitler; Papen, Schleicher and ‘backstairs intrigue’; Hitler’s appointment as Chancellor.

TheestablishmentoftheNaziDictatorshipanditsdomesticpoliciesFeb1933–1939

Hitler’sconsolidationofpower,theReichstagFire,MarchElectionsandEnablingAct,Gleichschaltung,creationoftheone-partystate,NightoftheLongKnives,armyoathanddeathofHindenburg;systemofgovernmentandadministration;censorship and propaganda, machinery of terror, including courts,SS,Gestapo;treatmentofopposition;religiouspolicies;economicpolicies,Schacht’sNewPlan,Goering’sFourYearPlan,publicworks,conscriptionandautarky;GermanLabourFront;‘StrengththroughJoy’;policytowardswomen;educationandpolicytowardsyouth;racialpoliciesto1939;benefitsofNazi rule.

TheimpactofwaranddefeatonGermany:1939–1949

The war economy and Total War; impact of bombing; war andracialpolicies,theFinalSolution;moraleandrationing;oppositionandresistance;consequencesoftheSecondWorldWar; Cold War, Potsdam, division of Germany, Bizonia and developmentsintheSovietZone,currencyandtheBerlinBlockade.

DividedGermany:TheFederalRepublicandtheDDR1949–1963

ThecreationofWestGermanyandtheDDR;theBasicLawandconstitutionofWestGermany;the1949election;theeconomicmiracle;politicalandsocialstability;foreignpolicy,rapprochementwithFrance,EEC,rearmament,NATO,policytowardsUSAandUSSR,DDR;electionsof1953,1957and1961;Berlin Wall; Adenauer’s decline and the Der Spiegel Crisis of 1962;WestGermanyin1963;theGDRin1949;uprising1953;economicchange,landreform,collectivisation,nationalisationandheavyindustry;socialchange,churches,TradeUnions,educationandyouth.

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UnitY222:TheColdWarinAsia1945–1993

Key Topic Content Learnersshouldhavestudiedthefollowing:

Western Policies in Post War Asia 1945–1979

DecisionsonAsiaatYaltaandPotsdam;USpolicies–Kennan’sLongTelegram1946,thecreationofModelStates(occupationandreconstructionofJapan;independenceinthePhilippinesandRoxas),USinvolvementwithJiangJieshi,thereasonsforthefallofChinatoCommunismin1949andUSreactions,defensiveperimeterstrategy1949andNSC-681950;USpolicytowardsChinaandTaiwan1949to1979(includingNixon’svisittoChina1972andtheendofrecognitionforTaiwan1979),theoccupationofadividedKoreaandUNinvolvement(1945–1949);BritishpoliciesinMalaysia:theEmergency1948–1960andindependence1963;theUSSR’sinfluenceinSoutheastAsiaandherattitudestoChina.

TheKoreanWar1950–1953anditsimpactto 1977

CausesandoutbreakoftheKoreanWar,theaimsofKimIlSungandSyngmanRhee;USandUNinvolvementinthewar:RussiansupportforKim,theInchonlanding,theUNcrossingofthe38thparallelandadvancetotheYaluriver,ChineseinterventioninKoreaanditsimpact;reasonsforTruman’sdismissalofMacArthur;causesofstalemate1951–1953;USpublicopinion;thechangingnatureofthewar;difficultiesinreachingasettlement;theoutcomefortheparticipants,thesituationinAsiain1953;thecreationofSEATOin1954anditsfailureto1977;nonalignment:theBandungConference1955anditsdevelopmentfrom1961.

Indochina1945–1967 FrenchcolonialgovernmentinIndochina;HoChiMinhandtheriseoftheVietMinh;thebattleofDienBienPhu(1954);theGenevaConference1954andthedivisionofVietnam;Eisenhower’spoliciestowardsIndochina;Diem’sgovernmentofSouthVietnam(1955–1963),itsrelationswithHanoi;formationoftheNLF(1961),itsimpact;Kennedy’spoliciestowardsIndochina(1961–1963);Diem’sassassination(1963);Johnson’spolicy:theGulfofTonkinresolution(1964),startofUSescalationofforcesinVietnam(1965);startofOperationRollingThunder(1965).

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WarsinVietnamandCambodia1968–1993 TheroleoftheUSmilitaryinVietnam,theVietcongandguerrillawarfare;theTetOffensive(1968);continuationofbombing campaigns; Nixon’s policies in Vietnam, Cambodia and Laos,hisrelationswithChina,Parispeacetalks(1967–1973);victoryofNorthVietnamandthefallofSaigon(1975)andthereasonswhytheUSAfailedtowinthewar;Cambodia:Sihanouk1955–1970,reasonsforcivilwarandNorthVietnameseintervention;USbombingandthefalloftheKhmerrepublic1970–1975;PolPotandDemocraticKampuchea(theKhmerRouge1975–1978,ChineseModels,evacuationtotheruralareas,anti-intellectualism,theKillingFieldsandethnicity);Vietnameseinvasion1978anditsconsequences(aPeople’sRepublic);theroleoftheUN;ParisPeacesettlement(1991–1993)andthecreationofaCambodianKingdom.

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UnitY223:TheColdWarinEurope1941–1995

Key Topic Content Learnersshouldhavestudiedthefollowing:

TheoriginsoftheColdWarto1945 Thesituationin1941,CapitalismandCommunismandgeneralattitudesinEastandWest;wartimetensionsintheGrandAlliance;conferences:tensionsanddifficultiesatTehran,YaltaandPotsdam;the‘liberationofEuropeintheEastandWest’;relationsbetweenStalin,ChurchillandRoosevelt(andlaterTrumanandAttlee).

The development of the Cold War 1946–1955

‘IronCurtain’speech;SovietcontrolofEasternEurope:includingBalticStates,Poland,Hungary,Czechoslovakia,Romania,Greece,Yugoslavia;theTrumanDoctrineandMarshallAid;CominformandComecon;conflictsoverGermanyincludingtheBerlinblockadeandairlift;creationofWestandEastGermany; NATO; the Warsaw Pact; atomic weapons.

TheColdWar1956–1984 TheimpactoftheHungarianRising1956,theCzechCrisis1968andeventsinPoland1956and1980–1981;developmentsinGermany,includingrearmamentoftheFederalRepublicandits inclusion in NATO and the Berlin Wall; the arms race; Space Race;Détente,theSALTtalksandOstpolitik;BrezhnevDoctrine;theimpactofthe‘newColdWar’(1979–1985).

TheendoftheColdWar1984–1995 EconomicandsocialproblemsintheUSSRandEasternEurope;westerninfluence;thepressureofthearmsrace;Gorbachev,glasnostandperestroika,Afghanistan,eventsof1989inEasternEurope;thecoupof1991andRussiaunderYeltsin;reunificationofGermany;civilwarandthebreak-upofYugoslaviato1995.

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UnitY224:ApartheidandReconciliation:SouthAfricanPolitics1948–1999

Key Topics Content Learnersshouldhavestudiedthefollowing:

EstablishingApartheid Political,socialandeconomicconditionsinSouthAfricaandnatureandextentofsegregationin1948;1948electionandreasonsforNationalistvictory,originsandnatureofApartheidanditsdevelopmentto1954:PopulationRegistrationAct(1950);prohibitionsonmixedmarriagesandrelationships;geographicalsegregationincludingGroupAreasAct(1950),InfluxControl,PassSystemandcreationofReserves;PettyApartheidandtheSeparateAmenitiesAct(1953),changestoeducationincludingBantuEducationAct(1953);OppositionandresistancetotheNationalistGovernmentandthesuppressionofit1948–1954.

ThedevelopmentofApartheidandgrowingresistance

Reform and development of Apartheid under Verwoerd and VorsterincludingBantuSelf-GovernmentAct(1959):reasonsforitsintroductionandconsequences;impactandconsequencesofApartheid for Black, White and Coloured South Africans; nature, developmentandeffectivenessofresistancetoApartheidinthisperiodincludingNelsonMandela,ANC,BikoandtheSouthAfricaLearners’Association,women’sgroups,otherformsofcivildisobedienceincludinganti-passlawdemonstrations,boycottsandruralandurbanprotests,includingSharpeville(1960)andSoweto(1976)andtheirconsequences;nature,developmentandconsequencesofinternationalopinionstowards Apartheid.

ThecollapseofApartheid1978–1989 StrengthsandweaknessesofandthreatstoApartheidby1978;PW Botha, Total Onslaught, Total Strategy and consequences of hisreformsforNationalPartyandWhite,BlackandColouredSouthAfricans;natureanddevelopmentofoppositioninthisperiod:TheUnitedDemocraticFront,ANC,TownshipUnrest,Churchleaders;internationalrelationsandinternationaloppositiontoApartheid;reasonsforandconsequencesoftheStateofEmergency1985–1990;reasonsfor,natureandconsequencesofdeKlerk’sreforms;importanceofFWdeKlerk,NelsonMandelaandotherindividualsinbringingaboutendofApartheid.

ANewSouthAfrica1989–1999 Political,socialandeconomicconditionsinSouthAfricain1989;processtowardsandelectionsof1994;theproblemofviolence;GovernmentofNationalUnityandtheroleofNelsonMandela;ReconstructionandDevelopmentProgrammeanditseffectiveness;developmentofnewconstitutionanditsconsequences,TruthandReconciliationCommission;unitythrough sport; social and economic developments including the problemofHIV/AIDS;internationalrelations;electionof1999;political,socialandeconomicconditionsinSouthAfricaby1999.

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2c. Contentofunitgroup3:Thematicstudyandhistoricalinterpretations(Units Y301 to Y321)

Introductiontounitgroup3

Therearetwoelementstothethematicstudyandhistoricalinterpretationsunitgroup:

• thethematicessaywhichwillrequirelearnerstoconsider developments over at least 100 years

• thein-depthinterpretationelementwherelearners will comprehend, analyse and evaluate the ways in which the past has been interpreted by historians, by using their knowledge of specificindividuals,eventsordevelopmentsthatare prominent within the theme. Learners will be required to show an understanding of the wider historical debate connected to the issues. Threesuchdepthstudiesarespecifiedforeachoption.

This unit group seeks to develop an understanding of connectionsandinterpretationsbetweendifferentelementsofthesubjectandforlearnerstodrawtogether knowledge, understanding and skills of diverse issues centred upon a common theme.

The topics covered by the units in this group are based on themes covering an extended period of at least 100 yearswithafocusoncontinuity,development,changeandevaluationofinterpretationsappropriatetothetopic.Theemphasisisondevelopingandinterpretinga broad overview of the period studied, whilst also consideringthevalidityofhistoricalinterpretationsonspecifictopicswithinthethemebeingstudied,therefore combining breadth and depth. The themes identifiedwithineachtopicintheunitarenottobestudiedinisolationtoeachother.Theyarenotself-contained and learners need to examine the inter-relationshipswithinthethemebeingstudied.

Thethematicessayswillfocusonmakinglinksandcomparisonsbetweendifferentaspectsofthetopicsstudiedandoftestinghypothesesbeforereachingajudgement.

The depth studies will require learners to evaluate historians’interpretationsofthenamedevents(etc). This will provide learners with the opportunity to assess and evaluate the arguments using their analyticalskillsandknowledgeofthewiderhistoricaldebates. They will have the opportunity to show they candiscriminatebetweendifferentinterpretationstoreachasupportedjudgementontheissueonwhichthey are being examined.

There will always be oneinterpretationstylequestionsetforexaminationonone of the three depth studies. Theinterpretationsselectedwillalwaysbedeliberateconstructs by historians, produced much later than the historical event. They represent progression from interpretationsasexaminedatASlevelinthattheywill require analysis of a greater depth and range ofevidence.Therefore,theinterpretationssetwillalwaysbelongerextracts(substantialparagraphs).Theinterpretationssetforexaminationwillprovidecandidates with the opportunity to analyse and evaluatebylocatingtheminthewiderhistoricaldebate.Interpretationswillbefullyattributedandwillonly be edited for accessibility.

Furtheradviceandguidanceonthisunitgroupisavailable from the OCR website. The following pages detailthecontentoptionsavailable.

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UnitY301:TheEarly-AngloSaxonsc.400–800

This theme focuses on the arrival of the Anglo-Saxons in Britain and Ireland and the impact this had on politics,religion,theeconomy,societyandculture.Learners should consider both the extent and reasons forpolitical,religiouseconomic,socialandculturalchange. Learners should consider how far, and for whatreasons,thisrelationshipchanged.Thestrands

identifiedbelowarenottobestudiedinisolationtoeach other.Learners are not expected to demonstrate a detailed understandingofthespecificationcontent,exceptforthe named in-depth studies, but are expected to know the main developments and turning points relevant to the theme.

ThematicStudy:TheEarlyAnglo-Saxonsc.400–800

Key Topics Content Learnersshouldhavestudiedthefollowing:

ThedevelopmentofKingshipandkingdomsin Britain and Ireland

ThefirstSaxons(includingtherolesofVortigern,HengistandHorsac.450);Mons Badonicus; reasons for early expansion of kingdoms by c.600, the emergence of Bretwaldas (overkingship);administration;theheptarchy;reasonsfortherapid rise and fall of kings in the seventh century; reasons for later Northumbrian expansion; reasons for and consequences oftheemergenceoftheMerciansupremacy(includingAethelbald,716–757andOffa,757–796);theextentofpowerofearlyAnglo-Saxonkingsc.825.

ReligionandtheChristianChurchinBritainand Ireland

ReligiousbeliefbeforeAugustine(BritishandGermanic);theprocessofChristianisation(startingwithAugustine597);theroleandimpactoftheRomanandCelticChurch;thesignificanceoftheSynodofWhitby,664;challengesfacedbytheChurch(includingissuessurroundinglayfoundation,patronageofministers,relationsbetweentheChurchandkings); Theodore and the ‘golden age of monasteries’; reasons for and consequences of the growth of monasteries; monasteries in the countryside (the ‘minsters’); the role of AlcuinandAnglo-SaxonmissionariestoEurope.

Economic and social life in Britain and Ireland

Ruralandurbansettlements;reasonsfortheemergenceoftowns(churches,fortificationsandtrade),otherconstruction(includingOffa’sDyke);theeconomy;farming,landissues(includingtheconceptof‘bookland’),craft-working;theexpansion of internal and external trade (including the introductionofasystematiccoinage);socialstructure,lordship,families and kinship; law and law-making (dispute, feud and resolutionincludingwergild and the use of violence); burials.

CulturalchangeinBritainandIreland Language(Latinandthevernacularlanguages),natureandextentofculturalassimilationandidentity;literature(includingthewritingsofGildas,BeowulfandthewritingsofBede),educationandlearning(includingtheinfluenceoftheschoolatCanterbury);art,architecture,dress,jewellery;religiousartefacts, art and literature (including the Book of Durrow and the Lindisfarne Gospels,c.710–720).

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TheEarlyAnglo-Saxonsc.400–800

Depthstudies Content Learnersshouldbeawareofdebatessurroundingtheissuesoutlinedforeachin-depthtopic:

Athelbald,OffaandtheMerciansupremacy TheMerciansupremacyasaturningpointinthedevelopmentof kingship and kingdoms; the extent of the supremacy; reasons forandconsequencesoftheriseofMerciaasapoliticalforce;theroleofAthelbald;theroleofOffa(includingOffa’sleadership,thesignificanceofCharlemagne’slettertoOffa,Offa’scurrencyreforms,thesignificanceofOffa’sDyke).

AugustineandtheprocessofChristianisation

Theshortandlong-termimpactofAugustine’smissionof597;apostasyandpaganreaction;theroleoftheCelticChurchandColumba;theSynodofWhitby(664)asapossibleturningpoint;problemsoforganisation,Theodoreandthespreadofmonasteries; reasons for and consequences of the growth of monasteries;Christianityinthecountryside;therelationshipbetween the Church and kings; the Church and the revival of townlife;Christianisationandculturalchange.

Communitiesandkinship ThenatureoflocalcommunitiesinBritainandIreland(populationgroups,folkareas,tribes,spheresoflordshipor regions); the reasons for and consequences of changing relationshipswithinandbetweenlocalcommunities(asdeterminedbyethnicity,kinship,socialstatusand/ortiesoflordship);theregulationofrelationships,especiallydisputes.

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UnitY302:TheVikingAgec.790–1066

This theme focuses on the development of Viking Scandinavia and Viking overseas expansion. Learners should consider both the reasons for and extent ofpolitical,religious,economic,socialandculturalchange that ensued as a result of Viking raids and settlement.Learnersshouldconsiderhowfar,andforwhatreasons,thisrelationshipchanged.Thestrands

identifiedbelowarenottobestudiedinisolationtoeach other.

Learners are not expected to demonstrate a detailed understandingofthespecificationcontent,exceptforthe named in-depth studies, but are expected to know the main developments and turning points relevant to the theme.

ThematicStudy:TheVikingAgec.790–1066

Key Topics Content Learnersshouldhavestudiedthefollowing:

Vikingsociety,administrationandlivelihood

Vikingidentity;Scandinavianlandandclimate;Scandinaviansociety (including slaves, the free, women, children, elites and rulesofconduct);Scandinavianadministration;accessiontothethroneandpersonalpower;royalpower(kingship);politicaldevelopments in Denmark, Norway and Sweden; Scandinavian livelihood (including trade, developments in shipbuilding, seafaring,money,farming,huntingandcraft-working).

Warfare and raids RaidsonEnglandandScotland;motivesforraids;thedestructionofmonasteries(includingLindisfarneandIona);thestimulusforScottishunity;the860sasapossibleturningpoint;Alfred’sandAthelstan’sresponsetoraids;relativepeaceafter955;the‘secondVikingage’andDanegeld;conquest;declineandfall;expansionism:motives(economic,politicalandsocial);raidingandtradinginIreland,Wales,theIsleofMan,theCarolingianEmpire(includingNormandyandBrittany),Russia,Byzantium,IcelandandGreenland.

Settlements Scandinavianruralandurbansettlements;Englishruralandurbansettlements(includingYork);theDanelaw;kingship;theimpactofsettlementsonlivelihood(includingfarming,craft-working,trade);society(includingsocialstructure,families, kinship and customs); the move towards a united Englishkingdom;settlementsinWesternandEasternEuropeincludingpartsoftheCarolingianEmpireandtheIberianPeninsula.

Cultureandreligion Religious belief; old religion, the gods (including Odin, Thor, FreyandtheNorns),outdoorworship(includingship-settings),sacrificialsites,burialcustoms;newreligion:Christianisation(including the conversion of Harald Bluetooth and Denmark c.965,Harald’sJellingmonuments,theconversionofOlafTryggvasonandNorwayc.995),newritualsandcodesofconduct;culture:art(decorativeandpictorial),language,writing(includingrunes),andnamingcustoms;poetryandits purpose (including rune poems, eddaic poems and skaldic verse),sagas;dress,jewellery;feasting.

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TheVikingAgec.790–1066

Depthstudies Content Learnersshouldbeawareofdebatessurroundingtheissuesoutlinedforeachin-depthtopic:

RaidsonEnglandinthelateeighthandninthcenturies

Motives;theimpactonAnglo-Saxonpolitics,theeconomy,cultureandsociety(includingreligiousbelief);thesignificanceofthe860s(‘agreatheathenarmy’);theresponsetoraids;thefirstsettlements.

TheDanelaw Definitions,origins(linkswithraids);organisation;growth;responsefromAnglo-Saxons(relationshipsbetweeninhabitantsand colonists); the impact on the northern and eastern economy,society(thecreationofadistinctiveVikingsociety),culture,religionandpolitics;theimportanceofYork.

TheVikingsinIreland Motivesforraiding,tradingandsettlement;phasesofinvolvementandlinkstoVikingactivityelsewhere;theimpacton the Irish economy (including trade), society (including religion),cultureandpolitics;areasofsettlement(includingtheorigins and growth of Viking Dublin).

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UnitY303:EnglishGovernmentandtheChurch1066–1216

This theme focuses on changes in government and the Church. Learners should consider the main developmentsingovernmentandadministrationandthedevelopingrelationshipbetweentheCrownandthe Church. Learners should consider how far, and for whatreasons,thisrelationshipchanged.Thestrandsidentifiedbelowarenottobestudiedinisolationtoeach other.

Learners will be aware of the changes and developments in the government and Church in the reigns of William I, William II, Henry I, Stephen, Henry II, Richard I and John. However, they are not expected to demonstrate a detailed understanding ofthespecificationcontent,exceptforthenamedin-depth studies, but are expected to know the main developments and turning points relevant to the theme.

ThematicStudy:EnglishGovernmentandtheChurch1066–1216

Key Topics Content Learnersshouldhavestudiedthefollowing:

Mainfeaturesofcentralgovernment The role and development of: the household, exchequer, chancery,justiciarandlawcourts;theroleandpoweroftheCrown,thenobility,theChurchandadministrativeofficialsincentralgovernment;theimpactofcontinentalpossessionsofthe Crown on government; the reasons for rebellion and its impact on government.

Theorganisationandadministrationoflocalgovernment

The links between central and local government; the developmentofCommonLaw,includingthecontributionsofAnglo-Saxon customary law, feudal law and those of Anglo-Norman and Angevin kings; the maintenance of order in the localities.

ThegovernmentoftheChurchinEngland TheroleoftheArchbishopofCanterbury,hisrelationshipwithbishopsandwiththeArchbishopofYork,includingtheprimacydispute;theadministrationofChurchlaw;administrativestructures;theroleofmonasticism.

TheroleofthearchbishopsofCanterbury TheirrelationshipwiththeCrownandthePapacy;theimpactofthePapalreformmovement;thesignificanceofarchbishops,including Lanfranc, Anselm, Theobald, Becket and Langton.

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EnglishGovernmentandtheChurch1066–1216

DepthStudies Content Learnersshouldbeawareofdebatessurroundingtheissuesoutlinedforeachin-depthtopic:

ThereignofHenryI ThepersonalityofHenryI;developmentsinfinance,justiceandadministration,includingtheExchequer,theroyalhousehold,thedevelopmentofbureaucracy,theofficeofjusticiar,‘menraised from the dust’; the idea of contractual kingship; the roleofRogerofSalisbury;localjusticeandgovernment;feudalobligations;theseizureofNormandyandrebellions;theroleof Duke Robert; Henry I and Anselm; the issue of homage, the issueoffreeelections,reformsunderAnselm;theprimacydispute; Henry I as guardian of the Church; Henry I and the Papacy.

TheCivilWar1139–1154 Causesofrebellionandcivilwar,usurpation,thedismissalofRogerofSalisbury;extentofdisturbances,financeofthewar,administrationofjustice;Stephen’srelationshipwiththebarons, the power and loyalty of the barons and earls, baronial coinage;thefunctioningofcentralgovernment,theexchequer,coinage;StephenandtheChurch;electionandsupportofTheobald;Theobaldandcanonlaw;changingrelationswiththePapacy;theChurchandcivilwar;theimpactofmonasticorders;settlementandthelegacyofStephen’sreign.

ThereignofRichardIinEngland Finances,taxationandroyalcustoms,saleofoffices;WilliamLongchamp; government in the absence of Richard; the role ofHubertWalter;rebellionunderJohn;theuseofitinerantjustices;WalterasArchbishopofCanterbury;localgovernment,assizes,ForestAssize,AssizeofWeightsandMeasures;Richardand the Church.

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UnitY304:TheChurchandMedievalHeresyc.1100–1437

This theme focuses on the nature and extent of heresy inMedievalEuropeandtheresponseoftheCatholicChurchduringthisperiod.Althoughquestionswillnotbesetinisolationonspecifichereticalmovements,the following movements should be studied: Cathars, Waldensians,Hussites,Lollards,Bogomils,FreeSpirit,Fraticelli,Henricians,Patarenes.Thestrandsidentifiedbelowarenottobestudiedinisolationtoeachother.

Learners are not expected to demonstrate a detailed understandingofthespecificationcontent,exceptforthe named in-depth studies, but are expected to know the main developments and turning points relevant to the theme.

ThematicStudy:TheChurchandMedievalHeresyc.1100–1437

Key Topics Content Learnersshouldhavestudiedthefollowing:

Thecausesandnatureofthehereticalmovements

TheconditionofthemedievalChurch,thegeo-politicalstructureofmedievalEurope,increaseinlaypiety,intellectualdevelopments, the geographical spread of heresy, the size of themovements,frequencyandduration;thestrategyandorganisationofthemovements.

Supportforhereticalmovements Nature of the support: gender, social class and age; the leadershipandorganisationofthehereticalmovements;thedifferencesbetweenthemovements;thereasonsforthelimitedsuccessand/orfailureofthemovements.

TheimpactofhereticalmovementsuponthemedievalChurch

The response of the medieval church to the threat of heresy atthetime,theCrusadesagainstheresy,theextenttowhichheresy presented a challenge to the medieval Church.

Maintenanceofchurchauthority Propaganda produced against heresy, individual clerical responses(BernardofClairvaux/CaeseriusofHeisterbach);preachingtours(BernardofClairvauxLanguedoc1140s),Churchcouncils(4thLateranCouncil1215);statutes;punishments;popular support for the Catholic Church; counter-movements; literature produced against heresy (Sermons on the Song of Songs);creationofspiritualorders(Franciscans,Dominicans);theMedievalInquisition(BernardGui,JacquesFournier).

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TheChurchandMedievalHeresyc.1100–1437

Depthstudies Content Learnersshouldbeawareofdebatessurroundingtheissuesoutlinedforeachin-depthtopic:

JohnWycliffeandtheLollardstoc.1420 Wycliffe’sviewsandwritings;Wycliffe’sattacksonthePapacyandmonasticism,hisdoctrineofthechurch,hisviewsontheBible;theappealofhiswriting;politicalsupportforWycliffeandthereasonsforthissupport;responsestoWycliffe’swritingsand preaching; Lollardy, the beliefs of Lollards, reasons for and theextentofsupport,nature,geographyandsocialcompositionofthesupport,durationofthemovement;responsebytheauthoritiestoWycliffeandLollards,reasonsforthefailureofLollardy.

The Mendicant Orders St Dominic and his approach to the Cathars; the founding of the Dominicans as a preaching order; the Dominicans and theuniversities;StFrancis,povertyandthefoundingoftheFranciscansandPoorClares,thesplitbetweenSpirituals(JoachimofFiore)andConventionals;theimpactoftheMendicantOrdersonthetowns.

HussandtheHussites1400–1436 TheinfluenceofWycliffeandHuss’attackontheChurch;Bohemiannationalism;theCouncilofConstance1414–1415;creationandbeliefsofaBohemianChurch1415–1419;Papalandimperialattitudes;theHussitesettlements;theHussiteWarsandCrusades1419–1434;divisionsbetweenmoderatesandradicals(Taborites),theleadershipofZizkaandfinaldefeat1434;foreigninvolvement(Germanrulers,PolandandLithuania);CouncilofBasle1431–1436andtheCompactsof1436;BohemianChurchsurvivalandtheMoravianBrethren;theextentofBohemianandHussitesocial,politicalandculturalrevolution.

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UnitY305:TheRenaissancec.1400–c.1600

This theme focuses on the causes, nature and extentofRenaissanceartistic,culturalandpoliticaldevelopments throughout the course of the 15th and 16thcenturiesinbothItalyandnorthernEurope.Learners should consider how far the Renaissance wasasignificanthistoricalturningpointleadingtoinnovationandchangeoragradualextensionandcontinuationofthemedievalworld.ConsiderationshouldbegiventotheinfluenceofItalyondevelopmentselsewhereandtheextentofsimilaritiesanddifferencesbetweenindividualandregional

contributionsacrosstheperiod.DevelopmentsintheItalianstatesandnorthernEuropeshouldbekeyareasof study, although reference might also be made to Hungary and Spain. The strands below are not to be studiedinisolationtoeachother.

Learners are not expected to demonstrate a detailed understandingofthespecificationcontent,exceptforthe named in-depth studies, but are expected to know the main developments and turning points relevant to the theme.

ThematicStudy:TheRenaissancec.1400–c.1600

Key Topics Content Learnersshouldhavestudiedthefollowing:

Artisticandculturaldevelopment TheculturalconditionsinwesternEuropec.1400;theoriginsandcausesoftheRenaissance,social,political,economicandculturalfactors;thedevelopmentof,andchangesin,artisticandliterarystylesandtechniques;regionalvariationsinart(FlandersandthenorthernRenaissance,VenetianRenaissance,Christianhumanism);theHighRenaissance;theroleoftrade,wealth, guilds, the middle-class and civic and private patronage inartisticdevelopment;theimpactofrepublicanismandtheItaliancommunes;theinfluenceofhumanism,theclassicalpastandtheGreekEastandtheimpactofthefallofConstantinople;theimpactofFlorence,RomeandVeniceonartisticandculturaldevelopment;theinfluenceofNeo-Platonism;printing,libraries,theroleofeducation,schoolsandtheidealofthe‘Renaissance man’ in the development of the Renaissance; continuitywiththeMiddleAges.

Theroleoftheindividual ThecontributionstotheRenaissanceofindividualpatrons,artistsandscholars:includingtheearlyMedici(CosimoandLorenzo‘theMagnificent’),FedericodeMontefeltro,LudovicoSforza;NicholasV,JuliusII,CharlesV,FrancisI,Savonarola,Bruni,Ficino,Machiavelli,Castiglione,Erasmus,Brunelleschi,Donatello,Alberti,Botticelli,Michelangelo,LeonardodaVinci,Raphaël,Bramante,Titian,Dürer,More,Colet.

Religionandreligiouschange TheconditionoftheChurchandreligiousinstitutions;theCouncilofFlorence,RomeandtheimportanceofthePapacyandinternationallinks;theRenaissancePapacyanditsconditionandattitudetotheRenaissance;ChristianityandtheRenaissance,theattitudeofthechurchtotheRenaissance;anti-clericalism;clericaladvocatesofthenewlearning;theroleof Papal patronage; the impact of the Renaissance on church music,includingPallestrinaandMonteverdi.

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The Impact of War TheidealofRenaissanceManandFederigodaMontefeltro,DukeofUrbino,soldier-scholar;theimpactontheRenaissanceidealoftheFrenchinvasionof1494;Condottieri,mercenariesandmercenaryarmies,humanistcriticismofmercenaries;developmentsinwarfare;warandMachiavelli,thePrinceandtheideaofChristianmorality;militaryarchitecture.

TheRenaissancec.1400–c.1600

Depthstudies Content Learnershouldbeawareofdebatessurroundingtheissuesoutlinedforeachin-depthtopic:

TheVenetianRenaissance TheconditionofVeniceinc.1400;thesocial,economicandpoliticalconditionsthatencouragedthedevelopmentoftheRenaissance;theimpactoftheGreekEastandthefallofConstantinople;artisticdevelopmentinVenice;theimportanceofprintingandeducation;theimpactoftheDoge;themythofVenice; the church in Venice and reform; the impact of war on Venice.

Savonarola Savonarola as a preacher; prophesying; the impact of the FrenchinvasionandthefallofPierode’Medici;FlorenceunderSavonarola,politicalchange,moralreform,theBonfireoftheVanities;thefallofSavonarola;Savonarola’sattitudetoartandtheRenaissance;theimpactofhisruleonartandartisticdevelopment.

TheFrenchRenaissance ReasonsforthedevelopmentoftheRenaissanceinFrance;RenaissancemonarchyinFranceunderLouisXII,FrancisIand Henry II; the monarchs as patrons of art, literature and architecture, including Chambord and Blois; the impact of da Vinci, del Sarto, Cellini, Rabelais; the impact of the Italian Wars.

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UnitY306:RebellionandDisorderundertheTudors1485–1603

This theme focuses on the causes, nature and extent ofdisorderinEnglandandIrelandduringthisperiod.The following revolts and rebellions should be studied: Lovel,Simnel,Yorkshire,Warbeck,Cornish,AmicableGrant,Kildare,PilgrimageofGrace,Western,Kett,localunrest1549,Northumberland,Wyatt,ShaneO’Neill,NorthernEarls,Fitzgerald,Geraldine,Tyrone,O’Neill,

OxfordshireandEssex.Thestrandsidentifiedbelowarenottobestudiedinisolationtoeachother.

Learners are not expected to demonstrate a detailed knowledgeofthespecificationcontent,exceptforthenamed in-depth studies, but are expected to know the main developments and turning points relevant to the theme.

ThematicStudy:RebellionandDisorderundertheTudors1485–1603

Key Topics Content Learnersshouldhavestudiedthefollowing:

Themaincausesofrebellionanddisorder Politicalfactions;thesuccession;religion;taxation;famine;inflation;enclosures;socialissues;monoandmulticausalrebellions;causesofrebellionasreflectedinthedemandsoftherebelsandintheiractions;themotivesoftherebels;long-and short-term causes of unrest; main and subsidiary causes of rebellions.

Thefrequencyandnatureofdisturbances Locationandregionalvariationsincludingtheimportanceoftheperipheralregionsandmajortownsandcities;objectivesincluding the removal of the monarch, change to policies andremovalofEnglishrulefromIreland;size,frequencyanddurationoftherebellions;declineinsupportforrebellion;thesupport of the nobility, gentry, yeomen, clergy, commoners andforeignsupportforrebellions;leadershipandtheabilitiesofleaders;organisation;strategyandtacticsoftherebels;differencesbetweenrebellionsinEnglandandIreland;reasonsforlimitedsuccessand/orfailureofrebellion.

TheimpactofthedisturbancesuponTudorgovernments

Theirresponsetothethreatofdisorderatthetimeandsubsequently,includinginitialresponses,pre-emptivemeasures,pardons,theraisingoftroops,militaryconfrontationtrialsandretribution(e.g.changesingovernmentstrategy,policies,legislation,propaganda);theextenttowhichrebellionspresented a serious threat to the government; the impact of rebellion on government and society.

Themaintenanceofpoliticalstability Theroleoflocalandcentralauthorities:theCrown,theChurch,nobility,gentry,lieutenants,sheriffs,JPs,localofficials;popularattitudestowardsauthority.

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RebellionandDisorderundertheTudors1485–1603

DepthStudies Content Learnersshouldbeawareofdebatessurroundingtheissuesoutlinedforeachin-depthtopic:

PilgrimageofGrace Causes;regionalvariationsincludingLincolnshire,Yorkshire,Lancashire,Cumberland;objectives;support;leadershipincludingAske,HusseyandDarcy;organisation;reasonsforitslimitedsuccessand/orfailure;thegovernmentresponsetothethreatofdisorderatthetimeandsubsequently;thethreatposed by the rebellion to the government; the role of central andlocalauthoritiesindealingwiththeunrest.

The Western Rebellion Causes;regionalvariationsbetweenDevonandCornwall;objectives;size;support;leadership,organisation;reasonsforitslimitedsuccessand/orfailure;thegovernmentresponsetothethreatofdisorderatthetimeandsubsequently;thethreatposed by the rebellion to the government; the role of central andlocalauthoritiesindealingwiththeunrest.

Tyrone’s Rebellion Causes;objectives;size;support;leadership;organisation;reasonsforitslimitedsuccessand/orfailure;thegovernmentresponsetothethreatofdisorderatthetimeandsubsequently;the threat posed by the rebellion to the government; the role of centralandlocalauthoritiesindealingwiththeunrest.

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UnitY307:TudorForeignPolicy1485–1603

This theme focuses on the aims, methods and results of Tudor foreign policy. Policy aims, achievements andfailuresinrelationtoSpain,France,ScotlandandBurgundy (later the Netherlands) should be studied within a changing context. The impact of foreign policyonEnglandshouldmakeclearlinksbetweenthe impact and the policies themselves. The strands

identifiedbelowarenottobestudiedinisolationtoeach other.

Learners are not expected to demonstrate a detailed understandingofthespecificationcontent,exceptforthe named in-depth studies, but are expected to know the main developments and turning points relevant to the theme.

ThematicStudy:TudorForeignPolicy1485–1603

Key Topics Content Learnersshouldhavestudiedthefollowing:

TheaimsandmethodsofTudorforeignpolicy

Theinfluenceoffinancial,economic,religious,politicalpersonalanddynasticfactorsinshapingforeignpolicy;marriage,alliance, war and trade as instruments of foreign policy; changes inEngland’sstandingwithinEurope.

ScotlandandFrance RelationswithScotlandandFrance;whenandwhytheyceasedtobeEngland’straditionalenemies;majorturningpointsduringtheperiod;HenryVIIandAyton;BattleofFlodden;‘rough-wooing’ and invasions under Henry VIII and Somerset; the TreatyofEdinburgh;thedepartureoftheFrench;HenryVIIandEtaples;HenryVIII’sinvasions;FrenchthreatunderSomerset;loss of Calais; the Treaty of Blois.

Burgundy,theNetherlandsandSpain TheirimportanceinTudorforeignaffairsincludingtradeandtrade embargoes, strategic importance and security; the reasonswhyrelationswithSpainchangedfrompeacetowarduringthesixteenthcentury;HenryVIIandMedinadelCampo;HenryVIIIandalliancesagainstFrance;impactofthedivorce;MaryTudorandPhilip’smarriage;theimpactoftheDutchRevolt; the Armada.

TheimpactofforeignrelationsondomesticdevelopmentsinEngland

Effectoneconomic,financial,dynastic,politicalandreligiousaffairs;impactonrelationswithIreland.

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TudorForeignPolicy1485–1603

Depthstudies Content Learnersshouldbeawareofdebatessurroundingtheissuesoutlinedforeachin-depthtopic:

HenryVIII’sforeignpolicy1509–1520 Thesituationin1509;HenryVII’slegacyinforeignpolicy;HenryVIII’spersonalmotives;Renaissancecontext;Europeanrivals,inheritedalliesandenemies;objectivesinFranceandScotland;a comparison of the causes, campaigns and results of wars againstScotlandandFrance;theBattleofFlodden(1513),theBattleoftheSpurs(1513);TherouanneandTournai;diplomacywithFranceandSpain;theTreatyofLondon(1518);theFieldoftheClothofGold(1520);acomparativeevaluationoftheroles of Henry VIII, Wolsey and Catherine and the extent of their achievements.

The loss of Calais ThehistoricalandstrategicsignificanceofCalais;itssignificanceinthecontextofEuropeanaffairsin1557–1558;theconditionofthegarrisonandcostsinmaintainingit;relationswithFranceandSpain;reasonswhyEnglandwenttowarwithFrancein1557;eventsleadingtothelossofCalaisin1558;reasonswhyCalais was lost, including the Spanish marriage and the role of PhilipII;thereactionsofMaryIandoftheEnglishpeopleatthetime;theTreatyofCateau-Cambrésis(1559);FrenchviewsontherecoveryofCalaisatthetime;anevaluationofthepositiveandnegativeaspectsofthelossofCalais.

The Armada Longandshort-termcausesandmotivesofSpain’sEnterpriseofEngland;theSpanishfleetanditssetbacks,includingDrake’sraidonCadiz(1587),thedeathofSantaCruz,MedinaSidonia’sweaknessesasacommanderoftheArmada;Elizabeth’spreparations;leadershipoftheEnglishnavy,itsships,suppliesand morale; the Tilbury speech; Spanish ships, weaponry, crews, troops and priests on board; the course of events; advantages anddisadvantagesofEnglandandSpain;reasonsforthedefeatoftheArmada,reactionsandpropagandainEngland,SpainandEurope;itssignificanceforEnglandandasaturningpointinforeign policy.

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UnitY308:TheCatholicReformation1492–1610

This theme focuses on the development of the Catholic Reformationinthecourseofthe16th century. Learners should consider how far the movement was a Catholic oraCounterReformation,howfarithadachieveditsaimsbythebeginningofthe17th century and assess themaininfluencesuponitsdevelopment.Thestrandsidentifiedbelowarenottobestudiedinisolationtoeach other.

Learners are not expected to demonstrate a detailed understandingofthespecificationcontent,exceptforthe named depth studies, but are expected to know the main developments and turning points relevant to the theme.

ThematicStudy:TheCatholicReformation1492–1610

Key Topics Content Learnersshouldhavestudiedthefollowing:

ThenatureoftheCatholicReformation TheconditionoftheCatholicChurchinthe1490s;theChurch’sreactiontohumanismandProtestantism;earlyattemptsatreform including Savonarola, Loyola and Papal reforms; whether therevivalwasaCatholicorCounterReformation;methodsofreformandrevival;regionalvariationsandtheresponseofthelaity, clergy and monarchs.

Institutionalreforms TheroleofthePapacy;Inquisition;Index;Councils(Lateranand Trent, the decisions made and their impact); the Society of Jesus;newandtraditionalorders;includingthecapuchins;theoratoryofDivineLove;theUrsulinesandTheatines.

Roleofindividuals ThecontributionstotheCatholicrevivalofErasmus,Cisneros,Paul III, Loyola, Charles V, Philip II, Paul IV, Pius IV, Pius V, GregoryXIII,SixtusV,ClementVIII,CarloBorromeo,FrancisXavier, Vincent de Paul and Teresa of Avila.

ImpactoftheCatholicReformation ComparativeextentofreformandrevivalinSpain,France,theNetherlands,Italy,theHolyRomanEmpire,EasternEurope,SouthAmericaandtheFarEast;oppositionandobstaclestoreform;thespiritualconditionofthelaity;artisticandliteraryexpressions of Catholic faith and revival.

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TheCatholicReformation1492–1610

DepthStudies Content Learnersshouldbeawareofdebatessurroundingtheissuesoutlinedforeachin-depthtopic:

CouncilofTrent DesireforreformwithintheChurchpriortoTrent;theattitude,actionsandroleofPaulIII;circumstancesleadingtothefirstsession;discussionsinthefirstsession;theroleofsubsequentpopes and individuals in the following sessions; debate and argument at Trent; decisions made at Trent; the impact of the Tridentinedecrees.

Philip II of Spain BackgroundofmedievalinquisitionandreligiousreforminSpain;fearoftheJews,ConversosandMoriscos;reactiontowardsProtestantthreatsandthetraditionalfearsofheresyand‘foreigners’;reactiontohumanismandilluminism;motivesfor religious reform; the nature and extent of his support for theInquisition;religiouspoliciesinSpain;Philipas‘themostCatholicMonarch’.

StBartholomew’sDayMassacre ReligiousreformandrelationswiththeHuguenotspriorto1572;thecausesofthemassacre;themotivesofthoseinvolved;theroleofCatherinede’Medici;theresponseoftheParisiansandextentoftheattack;theeffectofthemassacreandreligioustension;thereligioussignificanceofthemassacreinFranceandEurope.

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UnitY309:TheAscendancyoftheOttomanEmpire1453–1606

ThisthemefocusesontheAscendancyoftheOttomanEmpireintheperiod1453–1606.Sultansandtheirpolitical,religiousandmilitarysystemsshouldbestudied within the context of imperial expansion and relationswithEuropeanpowerssuchasthePapacy,Venice,theHolyRomanEmpire,SpainandPortugal.TheseedsofdeclinewithintheOttomangovernmentalsystem are relevant, but reasons for the subsequent declineoftheOttomanEmpireafter1606willnot

betested.Thestrandsidentifiedbelowarenottobestudiedinisolationtoeachother.

Learners are not expected to demonstrate a detailed understandingofthespecificationcontent,exceptforthe named in-depth studies, but are expected to know the main developments and turning points relevant to the theme.

ThematicStudy:TheAscendancyoftheOttomanEmpire1453–1606

Key Topics Content Learnersshouldhavestudiedthefollowing:

SultansandtheorganisationoftheState Sultansandtheiraccessions,characters,reputations,absolutism,splendourandceremony;theirsuccessesandweaknesses;administrativeandmilitarysystems:themergingofthereligiousandmilitarytraditionsofthestate;personnel,Devshirme;Janissaries;thearmy;thecentralpoliticalsystem,thePorte,theDivan,theGrandVezir;theharemandinfluenceofSultan’swives;religiousadministrationandjustice;integrationofreligion,politicsandlaw;financesandtheeconomy.

Imperialexpansion Reasons for expansion; expansion in the Balkans including the conquestofConstantinople,Hungary,Vienna;expansionintheMediterranean;expansionintheLevant,OttomancontrolofLevanttraderoutes,thesignificanceforPortugal,theimpactonEurope;theimpactofwarbetweentheOttomansandAustrianHabsburgs; the lack of resistance and weaknesses of their enemies.

Consolidation,provincialadministrationandsocietyinOttomanvassalstates

PrinciplesofOttomanconquest:occupation,tribute(tax),localvassals,annexation,timaradministration;society:enslavement,therigidclasssystem,localimpactoftheDevshirme;benefitsofpeaceandstabilityunderOttomanrule,lossoffreedomandstatus;ameritocraticsociety,thetimarsystemandfeudalsipahis;religion:officialrecognitionoftheOrthodoxMuslimreligion, suppression of Roman Catholicism for the nobility; acceptanceandtolerationofotherdifferencesinbelief;provincialadministration;theOuterService,agas,tax,reducedlabour services.

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TheimpactofOttomanexpansiononEuropeanrulers

Impact on Spain, threats to North African outposts, the western MediterraneanandthecoastofAragon;linkswiththeMoriscosandBarbarycorsairs;OttomandefeatatthebattleofLepanto;theextentoftheOttomanthreattoSpain;impactonFrance:relationswiththeOttomans;theFranco-OttomanallianceanditsthreattootherEuropeanpowers;impactontheHolyRomanEmpireandtheAustrianHabsburgs;includingtheBattleofMohacs,theSiegeofVienna(1529)andeffectsofOttomanlandadvanceandreasonsforOttomanwithdrawal;impactonVenice,VenetianlossofCyprus;theimpactofthebattleofLepanto(1571).

TheAscendancyoftheOttomanEmpire1453–1606

DepthStudies Content Learnersshouldbeawareofdebatessurroundingtheissuesoutlinedforeachin-depthtopic:

TheFallofConstantinople1453 TheconditionoftheByzantineEmpireandauthorityofitsEmperor;thecontextofOttomanambitionsin1453;MehmedII’squalities;theJanissariesandmilitarystrengthsoftheOttomans;religiousmotivationandjihad; events leading to the fallofthecity;theextentofbloodshedandlooting;reactionsofEuropeansandAsianMuslims;thePapalcalltocrusadeandtheEuropeanresponse;thesignificanceofthefallofConstantinople;effectsontheEuropeaneconomy.

TheBattleofMohacs1526 TheconditionofHungaryin1526,theauthorityofKingLouisandthequalityofhisarmy;OttomanambitionsintheBalkansandCentralEuropein1526;SuleimantheMagnificent,theJanissariesandmilitarystrengthsoftheOttomans;religiousmotivationandjihad;eventsleadingtotheBattle;theextentofbloodshedandlooting;thereactionsofEuropeans;theextentofthethreattoHabsburgterritoriesandthesignificanceforOttomanascendancy;theaftermathandconsequencesforHungary.

TheBattleofLepanto1571 ThesituationintheeasternMediterraneanaftertheSiegeofMalta(1565);theimpactontheOttomanEmpireofthedeathofSuleimanIin1566;OttomanadvanceintothewesternMediterraneanandthethreattothePapacyandVenice;aimsoftheHolyLeague;thecourseoftheBattleanditssignificanceforthedevelopmentofnavalwarfare;reasonsfortheOttomandefeat;thebattleasaturningpoint;consequencesfortheOttomans;itssignificancefortheascendancyoftheOttomanEmpire.

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UnitY310:TheDevelopmentoftheNationState:France1498–1610

ThisthemefocusesonthetheoryandpracticeofconceptsofaFrench‘nationstate’inthereignsofLouisXII,FrancisI,HenryII,FrancisII,CharlesIX,HenryIIIandHenryIV.ThethemedealswithFrenchdomesticaffairswithinthecontextoftheimportantchangesinEuropeduringthisperiodbutlearnerswillnotbetestedonothercountries.Thestrandsidentifiedbelowarenottobestudiedinisolationtoeachother.

Learners are not expected to demonstrate a detailed understandingofthespecificationcontent,exceptforthe named in-depth studies, but are expected to know the main developments and turning points relevant to thetheme.Foreignpolicyshouldbestudiedonlytoalevel appropriate for an understanding of its impact on thethemeofthedomesticnationstate.

ThematicStudy:TheDevelopmentoftheNationState:France1498–1610

Key Topics Content Learnersshouldhavestudiedthefollowing:

TheMonarchyandcentralgovernment Royalimpactonstabilityandthedevelopmentofthenationstate;theauthority,domesticruleandreputationsoftheFrenchmonarchs1498–1610;theextentoftheirpowerandcentralised authority; the role of the nobility, the extent of unification,centralisationandabsolutism.

Law,provincialgovernmentandsociety The development of language, customs, legal codes and courts;taxationandprivileges;theextentofroyalcontrolofthe provinces, provincial estates and the role of the provinces inthedevelopmentofthenationstate;feudalloyaltiesandprovincialism; noble privileges and clientage, their impact on strengtheningandlimitingroyalpower,includingtherebellionofConstableBourbon(1523).

ReligionandtheChurch Theimpactofreligioninthedevelopmentofthenationstate;the role of the Catholic Church; the extent of religious disunity, humanism,LutheranismandCalvinism,contributiontothecivilwars and to stability.

TheimpactofwarsonFrenchstabilityandunification

Theimpactonstabilityandonthedevelopmentofthenationstate;theHabsburg-ValoisWars1498–1559:legacyforthenationstateandasacauseoftheFrenchcivilwars;theFrenchWarsofReligion1562–1598:anoverallassessmentofthecomparativecontributionofwarstothedevelopmentoftheFrenchnationstate.

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TheDevelopmentoftheNationState:France1498–1610

DepthStudies Content Learnersshouldbeawareofdebatessurroundingtheissuesoutlinedforeachin-depthtopic:

FrancisIand‘RenaissanceMonarchy’ Powersasmonarch;strengthsandlimitations;theoriesofabsolutism;hisrelationswiththeChurch,thelaw,theParlements,nobilityandofficeholders;financialweaknesses;political,religiousandlegalrestraints;hisuseofvenality;Fontainebleau,hispatronageoftheartsandFrenchculture.

TheMassacreofStBartholomew1572 Causes,contextofthecivilwarsandofParisinAugust1572,theBourbonmarriageandresultinginfluxofHuguenots;factionalfeuds;Coligny:hisinfluenceonCharlesIX,hisaimsconcerningtheNetherlandsRevolt;theroleofCatherinede’MediciandtheGuise;atrocitiesandtheirspreadtotheprovinces;thedeath toll and impact.

Henry IV TheNavarreinheritance;religiousaffiliationandconversion;hischaracter,militaryabilities;theimpactoftheassassinationofHenryIII,problemsofaccession;thesituationin1593;defeatoftheSpanishandendingofthecivilwars(1598);theEdictofNantes(1598),acceptanceoftheJesuits(1599);political,religious,economicandmilitaryachievements;theachievementsofSully;hisassassinationandlegacytohisheir.

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UnitY311:TheOriginsandGrowthoftheBritishEmpire1558–1783

This theme focuses on the changing nature of the emergingBritishEmpireoverthisperiod.Learnersshould understand the factors which encouraged and discouraged change during this period. Learners should study developments across the whole of the Empire,includingtheAmericas(NorthAmericaandthe Caribbean), India and the wider ‘Indies’, ports and naval bases such as Gibraltar, Africa and the Pacific.Studyshouldnotbelimitedtoareasofdirectpoliticalcontrol;learnersshouldhaveanappreciationofhowspheresofinfluenceandformalandinformal

economic,socialandpoliticaltiesandscientificandgeographicalexplorationcontributedtoimperialdevelopment.Thestrandsidentifiedbelowarenottobestudiedinisolationtoeachother.

Learners are not expected to demonstrate a detailed understandingofthespecificationcontent,exceptforthe named in-depth studies, but are expected to know the main developments and turning points relevant to the theme.

Theme:TheOriginsandGrowthoftheBritishEmpire1558–1783

Key Topics Content Learnersshouldhavestudiedthefollowing:

Driversofimperialexpansion AttitudeandcontributionoftheCrown,CourtandParliamenttooverseas expansion; the importance of key individuals including Drake,Rayleigh,Clive;imperialprioritiese.g.NorthWestandNorthEastPassage,Trade,Spices,TheWestIndies;contributionofdomesticdevelopmentstoempireincludingreligiousdevelopments,CivilWarandInterregnum,financialandeconomicdevelopments,politicaldevelopments,developmentofRoyalNavy,changesinbureaucracyandadministration,scientificrevolutionandenlightenment;successesandfailuresin achieving imperial aims.

Thenatureofcolonialrule Modelsofpolitical,socialandeconomicexploitationanddevelopmentandtheirsuccess/failuree.g.privateering,mercantilism,trading/charteredcompanies,monopoly,cashcrops,plantation,indenturedlabour,NavigationActs,slavery,farming,banking,speculation,religion,ports,basesandtradingposts,freetrade;therelationshipbetweenCrown,Parliamentandcolonies:treatiesandallianceswithlocalrulers,peoplesandtribes;taxation;law-making.

The impact of Empire on Britain and its emergingcolonies

ForBritain:political,socio-culturalandeconomiceffects,includingbanking,speculation,populationchange,scientificand geographical knowledge, resources, products such as spices,sugarandtobacco,RoyalNavy,personalandpoliticalprestige;forcolonies:taxation,trade,economicdevelopments,populationchange,politicalstructuresandinternalpowerrelationships,NativeAmericans,slavery,developmentofoppositionandreasonsforite.g.Americancolonies,JamaicanMaroons,MughalsinIndia.

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TheBritishEmpireandEuropeanRelations TheconsequencesofEuropeanalliancesandrivalrieson imperial developments and the impact of imperial developments on these alliances and rivalries, including withSpain,Portugal,FranceandtheNetherlands;imperialcauses of, and consequences for empire of wars, including the Anglo-SpanishWars,theAnglo-DutchWars,SevenYearsWar,Wars of Spanish and Austrian Succession, War of American Independence; importance of ports, bases and trading posts.

TheOriginsandGrowthoftheBritishEmpire1558–1783

DepthStudies Content Learnersshouldbeawareofdebatessurroundingtheissuesoutlinedforeachin-depthtopic:

ElizabethanPrivateers1558–1603 NatureandextentofprivateeringintheElizabethaneraandrelationshipbetweenprivateeringandimperialdevelopment;motives,methods,extentofsuccessandimpactofkeyindividuals(includingDrakeandRaleigh);economic,political,militaryandpersonalconsequencesofprivateering;attitudesandambitionsofElizabeth,CourtandParliamentasregardscolonial development and privateering; importance of the actionsofprivateersinrelationswithforeignpowersandimpactonEuropeanrelations,includingwithSpain.

Britain and its American colonies 1660–1713

AttitudesofCrownandParliamenttowardsAmericancoloniesandimpactofdevelopmentsinBritain(Restoration,GloriousRevolution,religioustensionoverJamesII)onAmericancolonies;formofruleandrelationshipbetweencoloniesandBritain;economicdevelopmentse.g.NavigationActs;causes, nature and consequences of colonial rebellions during thisperiod;impactofEuropeanwarsonAmericancolonies;importanceofcoloniesinEuropeanpowerrelations.

Clive and the East India Company: India c.1730–1773

AttitudeandambitionsoftheBritishCrownandParliamenttowards India; military successes and failures and reasons for these;character,motives,actionsandimportanceofRobertClive;extentofsuccessinachievingBritishaimsinIndiaatthistime;economicdevelopments;politicaldevelopments;relationswithforeignpowersincludingFrance,theDutch,theMughalEmpire;consequencesofCompanyruleforIndia.

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UnitY312:PopularCultureandtheWitchcrazeofthe16th and 17thCenturies

This theme focuses on the rise and decline in witchcraftduringthe16thand17th centuries and how far it emerged out of the popular culture of the time.Itwillexaminethereasonsfortheincreaseandsubsequentdeclineinpersecutions,thenatureoftheWitchcraze,thereactionsoftheauthoritiesand its impact on society. Learners should consider the Witchcraze in a variety of countries and regions inordertobeabletoestablishpatternsandmakecomparisons; (however, essays will not be set on particularcountries).Thereareawiderangeof

Europeancountries,aswellasAmerica,thatcanbeused as examples and learners should draw on a range ofexamplesfromthese.Thestrandsidentifiedbelowarenottobestudiedinisolationtoeachother.

Learners are not expected to demonstrate a detailed knowledgeofthespecificationcontent,exceptforthenamed in-depth studies, but are expected to know the main developments and turning points relevant to the theme.

ThematicStudy:PopularCultureandtheWitchcrazeofthe16th and 17thCenturies

Key Topics Content Learnersshouldhavestudiedthefollowing:

Popularculture Urbanandruralpopularculture;popularandeliteculture,theirdefinitions;participationinpopularcultureandthewithdrawaloftheelite;thesignificanceofritual;theroleofpageantsandthefestivalsofmisrule;publichumiliation;moralregulation;therole of magic in society; challenges to popular culture; religious change;politicalchange;economicchange;socialcontrol.

Themainreasonsforthegrowthanddeclineinthepersecutionofwitches

DevelopmentsfromthePapalBullof1484andtheMalleusMaleficarum(1486)totheendoftheperiod;causesofgrowthand decline, including religious changes and confessional strife, economic causes, social structure, changes and divisions within society,scapegoatsandminorities,popularcultureandculturalchanges,growthofrationalismandenlightenedthinking,understandingofmedicineandremedies;persecutionfromabove or below; the role of wars and natural disasters, including plague and the mini Ice Age.

Thepersecuted ThegeographyoftheWitchcrazeinEuropeandNorthAmerica;regionalvariations;towns;countryside;religiousvariations,gender,age,socialandemploymentcompositionofthoseprosecutedforwitchcraft.

Responsesoftheauthoritiestowitchcraft Legal developments including the Inquisitorial system of criminal procedure, secular courts on both a local and regional scale;campaignsagainstmedievalsuperstition;torture,trials,felony,burnings,sleepdeprivation,confessions;survivalofpopularbeliefs,impactontheReformation;mistrustandfear,denunciations;impactonlegalprocedure.

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PopularCultureandtheWitchcrazeofthe16th and 17thCenturies

DepthStudies Content Learnersshouldbeawareofdebatessurroundingtheissuesoutlinedforeachin-depthtopic:

TheWitchcrazeinSouthernGermanyc.1590–1630

Popular culture in Southern Germany; the impact of the Reformation;political,socialandeconomicchangesandtheirimpact on order and conformity; the reasons for the increase in persecution;thefrequency,natureandgeographyofwitchcraftintheregion;theresponsesoftheauthoritiesanditsimpactonsociety.

Hopkinsandthewitchhuntof1645–1647 Thereligious,political,socialandeconomicsituationandtheirimpactonorderandconformity;moralregulationandthechallengestopopularcultureinthe1640s;thereasonsforthepersecution;thefrequency,natureandgeographyofthepersecutions;theresponseoftheauthoritiestowitchcraftandits impact on society.

TheSalemwitchtrials Thereligious,political,socialandeconomicsituationandtheirimpactonorderandconformity;Salem’srelationshipwithEnglandandthelegalsituation;thereasonsforthepersecution;thefrequency,natureandgeographyofthepersecution;theresponseoftheauthoritiestowitchcraftanditsimpactonsociety.

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UnitY313:TheAscendancyofFrance1610–1715

This theme focuses on the reasons for the importance ofFranceduringthereignsofLouisXIIIandLouisXIV,thedevelopment,extentandsignificanceofabsolutemonarchy,thecontributionofindividualministerstotheascendancyofFrance,theextenttowhichFrenchreligion and society was strengthened and steps in thedevelopmentofFrenchstatusasaninternationalpower.Thestrandsidentifiedbelowarenottobestudiedinisolationtoeachother.

Learners are not expected to demonstrate a detailed understandingofthespecificationcontent,exceptforthe named in-depth studies, but are expected to know the main developments and turning points relevant tothetheme.Foreignpolicyshouldbestudiedonlytoa level appropriate for an understanding of its impact onthethemeoftheascendancyofFranceduringthisperiod.

ThematicStudy:TheAscendancyofFrance1610–1715

Key Topics Content Learnersshouldhavestudiedthefollowing:

Thedevelopmentofabsolutemonarchyand the role of ministers

Thetheoryofabsolutism;theextentofauthorityandruleofLouisXIIIandLouisXIV;administrationandthedevelopmentofcentralisation;provincialadministration:officials,includingintendantsandgovernors;Versaillesasasymbolofabsolutismandtheimageofthemonarch;legalpositionoftheking;financesandtaxation;nobleprivileges;theroleofindividualministersincludingRichelieu,Mazarin,Colbert,LeTellier(Louvois).

Religiousdevelopments The‘MostChristianKing’;kings’andministers’relationswiththeFrenchChurchandthePapacy;relationswiththeJesuitsand Catholic Orders; Gallicanism, Louis XIV’s quarrels with Innocent XI, the regale;relationswiththeHuguenots,thePeaceofAlais(1629),theDragonnadesandtheRevocationoftheEdictofNantes(1685),itsimpactontheFrenchsocietyandtheeconomy;thesignificanceofJansenismandroyalreactionstoit.

Socialdevelopmentsandopposition The status and prosperity of the nobility, clergy, merchants and peasants; noble and court unrest, Chalais conspiracy, duelling, DayofDupes,BourbonandCinqMarsplots,Fronde;peasantrebellions e.g. the Va-Nu-Pieds(1639),Croquants(1643),peasanthardshipsandtaxrevoltsinthe1690s.

Franceasaninternationalpower TheaimsofFrenchforeignpolicy,includingborders,prestige,territory;Franceasaninternationalpower1610–1635;impactoftheThirtyYearsWaronFrance;LouisXIV’swarsagainstSpain,theUnitedProvinces,EnglandandtheHolyRomanEmpireandtheirimpact;thetreatiesofWestphalia,Pyrenees,UtrechtasturningpointsintheascendancyofFrance.

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TheAscendancyofFrance1610–1715

DepthStudies Content Learnersshouldbeawareofdebatessurroundingtheissuesoutlinedforeachin-depthtopic:

Richelieu’srelationswiththeFrenchcourtand nobility

Theextentofhisauthority,relationswithLouisXIII,Gastond’Orléans,Mariede’MediciandMarillace.g.theDayofDupes(1630);hisstatesmanship,hisprinciplese.g.‘raison d’état’; his edicts and methods; his policies towards the nobility and court e.g.theedictbanningduelling,Montmorency-BoutevilleandCinqMars;patronageandclientage.

TheFronde1648–1653 ThecausesoftheFronde:Richelieu’ssystemandlegacy,aroyalminority,xenophobia,Mazarin’spoliciesincludingfinancialedicts,intendants,relationswiththenobility,parlements,office-holdersandreligiousgroups;FrenchdefeatatLens(1648);thenatureoftheFrondeofparlement,thenobilityandreligion;theleaders,includingCondéandRetz;Mazarin’sresponse;opposition,anarchyandbloodshed;LouisXIVduringtheFronde;Mazarinexiled,thePeaceofRueil(1653);thesignificanceoftheFrondefortheFrenchstate.

Versaillesandimage-making The cultural impact including entertainment, drama, music, ballet,paintings,embodimentofthegloryof‘le Roi Soleil’, architecture, gardens, furniture, statues, art, artefacts, mirrors,materials;thepoliticalsignificanceofVersailles,court,mistresses,controlofnobilityincludingrituals,etiquetteandhierarchy,economicandfinancialimpact,itsroleinthedevelopmentofabsolutism;internationalsignificance,effectsonFrenchinternationalprestigeandstatus,reactionstoVersailles.

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UnitY314:TheChallengeofGermanNationalism1789–1919

ThisthemefocusesonsignificantdevelopmentsinGermanywhichcharacterisednationalismindifferentforms from the emerging movement in the early 19thcenturytotheachievementofunificationandfinallythecollapseofmonarchy.Learnersshouldunderstand the reasons for changes in the nature of Germannationalismandtheconsequenceswithin

Germany.Thestrandsidentifiedbelowarenottobestudiedinisolationtoeachother.

Learners are not expected to demonstrate a detailed understandingofthespecificationcontent,exceptforthe named in-depth studies, but are expected to know the main developments and turning points relevant to the theme.

ThematicStudy:TheChallengeofGermanNationalism1789–1919

Key Topics Content Learnersshouldhavestudiedthefollowing:

Socialandintellectualforces TheoriginsandgrowthofGermannationalismfrom1789;theimpactofNapoleonandtheCongressofVienna;differentviews,KleindeutschvGrossdeutsch;theimpactofthe1848/1849revolutionsandtheFrankfurtParliament;massnationalismanditsappealinthe19th and early 20th centuries; theKulturkampf;Pan-Germanism;radicalnationalism;theimpactoftheFirstWorldWaranddefeat.

Economic forces Economicnationalismandmodernisation;theZollverein;economicintegration;theeconomicandsocialeffectsofindustrialisationincludingtheriseofsocialism;theimpactofrailways;argumentsforfreetradeandprotection;theeffectofeconomicchangeonnationalismandnationalunity.

Politicalandmilitaryforces ManagingGermannationalismanditsopponents;assessmentandcomparisonofthecontributionsofNapoleon,Metternich,Bismarck and Wilhelm II; the impact of external forces and circumstancesonGermannationalismincludingthedeclineofAustria;theroleofwarfareinunitingGermany;theTreatyofVersailles;politicalchallengesfromtheleftandright.

TheextentofUnification The extent to which Germany and the German people became aunitednationinthecourseoftheperiod;continuingcultural,religiousandregionaldifferences;warsasaunifyingordivisiveinfluence;theroleofPrussiainthedevelopmentofGermany;constitutionaldevelopments;thetreatmentofGermany’sminorities;thecontributionofpoliticalgroups(liberals,conservatives,socialistsandcommunists);theextenttowhichthe new Germany was made and subsequently dominated by Prussia hence ‘extent’ to which it was genuinely united.

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TheChallengeofGermanNationalism1789–1919

DepthStudies Content Learnersshouldbeawareofdebatessurroundingtheissuesoutlinedforeachin-depthtopic:

1848/1849Revolutions Thesocialandintellectualforcesbehindtherevolutions;theimpactoftherevolutionsonthedevelopmentofnationalism;theconsequencesoftheFrankfurtParliament;economicfactorsasacauseoftheRevolutions;theresponseofMetternichandtheauthoritiestotheRevolutions;supportfor,andoppositionto,the1848/1849Revolutions.

NationalismandUnification1867–1871 Bismarck’scontributionandrole;theuseofpopularfeeling;the impact of external forces; the extent to which the war withFranceunifiedpeople;thewarandcontinuingcultural,religiousandregionaldifferences;reasonsforPrussianvictory;consequencesofthewarandconstitutionaldevelopments;therelativeimportanceofBismarck’sstatesmanshipandcontextualfactors1862–1871.

WilhelmineGermanyandthegrowthofNationalism1884–1914

Character and ideas of Wilhelm II; the end of Bismarck’s periodasChancelloranditssignificanceforGermany’sforeignpolicy; foreign policy aims and methods; Wilhelm II and the Reichstag; military growth, the development of a German navy and its impact, the role of the army in German society and policy-making; German economic growth and its impact; the responsibilityoftheKaiserandhisgovernmentfortheFirstWorld War.

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UnitY315:TheChangingNatureofWarfare1792–1945

This theme focuses on the changing nature and methods of land warfare during a period of significantchange.Learnersshoulddrawtheirexamples from the main wars of the period: the RevolutionaryandNapoleonicWars,theCrimeanWar,theWarsofUnification(the1859ItalianWar,theAustro-PrussianWarof1866andtheFranco-Prussianwarof1870–1871),theAmericanCivilWar,theRusso-Japanesewar,theFirstWorldWarandthe

SecondWorldWar.Thestrandsidentifiedbelowarenottobestudiedinisolationtoeachother.

Learners are not expected to demonstrate a detailed understandingofthespecificationcontent,exceptforthe named in-depth studies, but are expected to know the main developments and turning points relevant to the theme.

ThematicStudy:TheChangingNatureofWarfare1792–1945

Key Topics Content Learnersshouldhavestudiedthefollowing:

The impact of factors directly related to the conductofwar

Generalship and its impact; quality of soldiers including professional armies and volunteers and their impact; the development of strategy, the aims of campaigns and their determination;thedevelopmentoftactics,shocktactics,cultoftheoffensive;theworkofmilitarytheorists;theconceptof‘TotalWar’,theinvolvementofcivilians,casualties.

Theimpactoftechnologicalchange Industrialisationandtechnology;developmentsincommunicationandtransportincludingtelegraph,radio,telephoneandradar,steamboats,railways,internalcombustionengine;developmentofweaponryincludingtherifle,artillerydevelopments, machine gun, tanks, aeroplane.

Planningandpreparation Theeffectivenessofalliancesandmilitaryplans;developmentsintheorganisation,commandandcontrolofarmies.

Therelationshipbetweenrelevantdomesticfactorsandwarfare

Theorganisationofthestateforwar,recruitment,theprocurement and delivery of supplies, the scale of war, governmentintervention;publicopinion,morale,patriotismand the impact of mass literacy, franchise and the popular press,censorship;conscription;economicsandthecostofwar,themobilisationoftheeconomy,massproduction;manpowerand resources.

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TheChangingNatureofWarfare1792–1945

DepthStudies Content Learnersshouldbeawareofdebatessurroundingtheissuesoutlinedforeachin-depthtopic:

TheFrenchRevolutionaryWars1792–1802 Generalship; the quality of the soldiers; the development oftacticsandstrategy;developmentsincommunication;developmentsinweaponry;theeffectivenessofalliances;developmentsintheorganisation,commandandcontrolofthearmies;conscription;manpowerandresources.

TheAmericanCivilWar1861–1865 Generalship; the quality of the soldiers; the development oftacticsandstrategy;developmentsincommunication;industrialisation;developmentsincommunicationandtransport;developmentsinweaponry;theeffectivenessofalliances;developmentsintheorganisation,commandandcontrolofthearmies;publicopinion;conscription;manpowerand resources.

TheWesternFrontandtheFirstWorldWar1914–1918

Generalship; the quality of the soldiers; the development of tacticsandstrategy;militarytheorists;theconceptofTotalWar;developmentsincommunication;industrialisation;developmentsincommunicationandtransport;developmentsinweaponry;theeffectivenessofalliances;developmentsintheorganisation,commandandcontrolofthearmies;theorganisationofthestateforwar;publicopinion;conscription;manpower and resources.

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UnitY316:BritainandIreland1791–1921

Thisthemefocusesontherelationshipbetweenmainland Britain and Ireland during the period 1791–1921.Learnersshouldconsiderhowfar,andforwhatreasons,thisrelationshipchanged.Thestrandsidentifiedbelowarenottobestudiedinisolationtoeach other. They are not self-contained and learners needtoexaminetheinter-relationshipofreligious,political,social,economicandculturalfactors.

Learners are not expected to demonstrate a detailed understandingofthespecificationcontent,exceptforthe named in-depth studies, but are expected to know the main developments and turning points relevant to the theme.

ThematicStudy:BritainandIreland1791–1921

Key Topics Content Learnersshouldhavestudiedthefollowing:

OppositiontotheUnion RevolutionarynationalismincludingWolfeToneandtheUnitedIrishmen,YoungIreland,theFenians,theLandLeague,SinnFéin,theEasterRising1916,theAnglo-IrishWar1919–1921;constitutionalnationalismincludingO’Connell,ParnellandRedmond,CatholicEmancipationandtheHomeRulemovement;culturalnationalism1798–1921includingtheEnlightenment,YoungIrelandandtheGaelicRevival;theroleoftheRomanCatholicChurchinopposition.

SupportfortheUnion ProtestantAscendancyanditsdeclinefromthe1870s;UnionismandtheriseofUlsterUnionism1886–1921anditsstrategies;thepoliciesandapproachesoftheConservative,WhigandLiberalpartiesandtheirleaders;theroleoftheAnglicanandPresbyterianChurchesinsupportfortheUnion.

The Union and reform ThecreationoftheActofUnion;reformwithintheUnionfrom1829includingCatholicEmancipation1829,reformsinadministration,education,landandlocalgovernment;HomeRuleandPartition.

TheIrisheconomyandthelinktoIrishNationalism

Agrarianunder-developmentandpopulationpressures,landandeconomicissuesintheirownrightandinrelationtonationalism,theimpactoftheFamine1845–1849;industrialisationandUlster;North/Southandregionaldifferences.

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BritainandIreland1791–1921

DepthStudies Content Learnersshouldbeawareofdebatessurroundingtheissuesoutlinedforeachin-depthtopic:

IrishRebellionsandBritishResponses1791–1803

Irishpoliticsattheendofthe18thcentury;impactoftheFrenchRevolutionandthewarsonIreland(CatholicCommittee,UnitedIrishmen,OrangeOrder,BantryBay)andtheBritishresponse(Fitzwilliam,LakeandCastlereagh);thecauses,leadership,extent,supportandconsequencesofthe1798WolfeToneRising;Grattan’sParliament;PittandthecreationoftheActofUnion1800;thecauses,natureandconsequencesofEmmet’sRising1803;theimpactoftherebellionsonRevolutionaryNationalism.

O’ConnellandBritishGovernments1823–1841

ThestrategiesoftheRomanCatholicAssociationandgovernmentresponse;O’Connell’sleadershipto1829;theWaterfordandClareelectionsandtheBrunswickClubs;thereasonsforandtheimpactofRomanCatholicEmancipationto1841includingO’ConnellandtheWhigs,theTitheWarandtheIrishChurchto1838,theLichfieldHousecompactandreformto1841.

TheCrisisoverHomeRule1908–1914 Redmond, Home Rule and the Liberal Government of Asquith 1908to1914;theHomeRuleBillof1912andsubsequentnegotiationsoverexclusion;thereasonsforandtacticsoftheUlsterUnionists(Carson,CraigandtheConservativesofBonarLaw,SolemnLeagueandCovenant,themilitarisationofUlster–theUlsterVolunteers),theresponseofthevariousnationalists(theIrishVolunteers)andthegovernment(CurraghMutiny);thesituationin1914,enactmentandsuspensionof Home Rule, the response of Redmond to this and the declarationoftheFirstWorldWar.

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UnitY317:ChinaanditsRulers1839–1989

This theme focuses on the nature of Chinese government and its impact on Chinese people, society and the wider world. Learners should understand the similaritiesanddifferencesbetweenthenatureoftheQingdynastyinImperialChina,thePresidencyofYuanShikai,theWarlordEra,theNationalistGovernmentandtheCommunistgovernmentafter1949.The

strandsidentifiedbelowarenottobestudiedinisolationtoeachother.

Learners are not expected to demonstrate a detailed knowledgeofthespecificationcontent,exceptforthenamed in-depth studies, but are expected to know the main developments and turning points relevant to the theme.

ThematicStudy:ChinaanditsRulers1839–1989

Key Topics Content Learnersshouldhavestudiedthefollowing:

ThegovernmentandrulersofChina1839–1989

NatureofManchurulein1839;reasonsforandresponsetorebellions;obstaclestoreformunderXiXi,reformsafter1900;reasonsforthe1911Revolution;SunYatSenandthenewRepublic;theruleofYuanShikai;theGuomindangandJiangJieshi; the Communist takeover; the government of China under MaoZedong;changesafter1975;DengXiaoping.

TheeconomyofChina1839–1989 TheChineseeconomyin1839;developmentsinManchuChina: railways, trade and industry, agrarian problems; the industrial and urban development under the Guomindang; LandreformunderCommunism;theFourYearPlans;theGreatLeapForward;economicpolicyinthelateryearsofMaoanditsimpact;changesintheeconomyunderMao’ssuccessors;regionalvariationsafter1975.

SocietyinChina1839–1989 SocietyinChinaunderManchurule;Confucianism;theroleofwomen;ruralsociety;socialchangesinthelaterManchuperiod;theBoxers;socialdevelopmentsafter1911;socialfactorsintheriseofCommunism;socialchangeafter1949;theCulturalRevolutionandChinesesociety;socialdevelopmentafter1975;theriseofthemiddleclass.

Chinaandthewiderworld ForeigninfluenceinManchuChina:theOpiumWars,thesackofBeijingandtheUnequalTreaties;theinternationalreactiontotheBoxerRebellion;Japaneseaggressionandwar1898–1945;JiangJieshiandrelationswiththeUSSRandtheUSA;theKoreanWar;relationswiththeWestafter1949;Chinaasaregional power in South Asia.

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Chinaanditsrulers1839–1989

DepthStudies Content Learnersshouldbeawareofdebatessurroundingtheissuesoutlinedforeachin-depthtopic:

TheFirstOpiumWaranditsimpact ChinaandtheWesternpowersby1839;longandshort-termcausesoftheFirstOpiumWar,includingtheissueoftheopiumtrade;theinfluenceofCommissionerLinandtheBritishreaction;outbreakandnatureofwar;Ch’uan-piConvention1841;TreatyofNanjing1842andtheTreatyoftheBogue1843;resultsofthewaronChinaandrelationswiththeWestincludingthe‘UnequalTreaties’.

TheBoxerUprising Resentmentofforeigninfluence;theimpactofthecoupof1898,economichardships;originoftheI-hoch’uan(Boxers)andtheirlinkstotheCourt,attacksonforeignlegations,refusalofSoutheastChinatojointhewaragainstforeigners,actionsbyforeignforces,defeatofuprising,consequencesincludingtheBoxerprotocolof1901;theRussianexpansioninManchuria;theOpenDoorpolicy;thereputationofChinaandthe weakening of the dynasty.

TheCulturalRevolution Originsandcauses;problemsby1966;theimpactofthefailureoftheGreatLeapForward;Mao’sconcernsabouttheprogressoftheRevolutionandLiuShao-chi;disappointmentwithattemptstoradicalise1963–1964;influenceofLinBoa,ChenBoda,JiangQingandGangofFour;changesinPolitburo1966,influenceofthearmy;natureandcourseoftheCulturalRevolution,activitiesoftheRedGuards,declineofviolence,demobilisationofRedGuards1969anddeathofLinBoa1971;effectsoftheCulturalRevolution:economic,political,social.

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UnitY318:RussiaanditsRulers1855–1964

This theme focuses on the nature of Russian government and its impact on the Russian people and society.Learnersshouldunderstandthesimilaritiesanddifferencesbetweentheautocraticruleofthetsarsto1917andthesubsequentCommunistdictatorship.Thestrandsidentifiedbelowarenottobestudiedinisolationtoeachother.

Learners are not expected to demonstrate a detailed understandingofthespecificationcontent,exceptforthe named in-depth studies, but are expected to know the main developments and turning points relevant to the theme.

ThematicStudy:RussiaanditsRulers1855–1964

Key Topics Content Learnersshouldhavestudiedthefollowing:

Thenatureofgovernment Autocracy, dictatorship and totalitarianism, developments in centraladministration;methodsofrepressionandenforcement;the extent and impact of reform; the nature, extent and effectivenessofoppositionbothbeforeandafter1917,changesinlocalgovernment;attitudeoftheTsars,ProvisionalGovernmentandCommuniststopoliticalchange;theextentofpoliticalchange.

TheimpactofdictatorialregimesontheeconomyandsocietyoftheRussianEmpireand the USSR

ChangestolivingandworkingconditionsofurbanandruralpeopleincludingtheimpactonthepeasantsofEmancipation,LandBanks,famines,NEP,collectivisationandtheVirginLandscheme, the impact of industrial growth under the Tsars, War communism,NEPandtheFiveYearPlansonindustrialworkers;limitationsonpersonal,politicalandreligiousfreedom;reasonsfor and extent of economic and social changes.

ImpactofwarandrevolutiononthedevelopmentoftheRussianEmpireandtheUSSR

Theeffectsofthefollowingwarsongovernment,society,nationalitiesandtheeconomy:theCrimeanWar,theJapaneseWar,1905Revolution,1917Revolutions,FirstWorldWar,Second World War, the Cold War.

Russia:Empire,nationalitiesandsatellitestates

ThePolishRevolt1863;expansioninAsia;Russification;Finland;theBalticprovinces;impactoftheFirstWorldWarandtheTreaty of Brest Litovsk; Russo-Polish War; Communist advance intoEasternandCentralEuropeaftertheSecondWorldWar.

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RussiaanditsRulers1855–1964

DepthStudies Content Learnersshouldbeawareofdebatessurroundingtheissuesoutlinedforeachin-depthtopic:

AlexanderII’sdomesticreforms TheeffectsoftheCrimeanWar;theaimsofAlexanderII’sdomesticpolicies;thenatureofhisgovernment;changesincentraladministration;theextentandimpactofdomesticreform;theextentandeffectivenessofopposition;changesinurbanandrurallivingandworkingconditions;limitationsonpersonal,politicalandreligiousfreedom;extentofeconomicand social change.

TheProvisionalGovernment MaindomesticpoliciesoftheProvisionalGovernment;the nature of the government; methods of repression and enforcement; the extent and impact of reform; the extent and effectivenessofopposition;changesinurbanandrurallivingandworkingconditions,limitationsonpersonal,politicalandreligious freedom; extent of economic and social changes; the impactofthecontinuingwar;reasonsfortheoverthrowoftheProvisional Government.

Khrushchevinpower1956–1964 TheaimsofKhrushchev;thenatureofhisgovernment;opposition,methodsandenforcementofrepressioninRussiaand its satellites; the extent and impact of reform; changes in urbanandrurallivingandworkingconditions;limitationsonpersonal,politicalandreligiousfreedom;extentofeconomicand social changes including economic planning and the Virgin LandsScheme;theimpactoftheColdWar;Khrushchev’sfall.

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UnitY319:CivilRightsintheUSA1865–1992

ThisthemefocusesonthestruggleofcitizensintheUnitedStatestogainequalitybeforethelaw.Learnersshould understand the factors which encouraged and discouraged change during this period. The strands identifiedbelowarenottobestudiedinisolationtoeach other.

Learners are not expected to demonstrate a detailed understandingofthespecificationcontent,exceptforthe named in-depth studies, but are expected to know the main developments and turning points relevant to the theme.

ThematicStudy:CivilRightsintheUSA1865–1992

Key Topics Content Learnersshouldhavestudiedthefollowing:

African Americans Theirpositionin1865,Reconstruction,whitereactionanddiscrimination;theroleofAfricanAmericansingainingcivilrights(e.g.BookerTWashington,Dubois,MartinLutherKing,theBlackPanthers);therolesofFederal(Presidents,Congressand Supreme Court) and State governments in the struggle; theroleofantiandpro-civilrightsgroups;theCivilRightsMovementto1992.

TradeUnionandLabourRights UnionandLabourrightsin1865;theimpactofNewImmigrationandindustrialisationonuniondevelopment;theroleofFederalgovernmentsinsupportingandopposingunionand labour rights; the impact of the World Wars on union and labourrights;thesignificanceofthe1960s;ChavezandtheUFW;significanceoftheReaganera.

NativeAmericanIndians Theirpositionin1865;theimpactofthePlainsWars(1854–1877);theimpactoftheDawesAct1887,oftheacquisitionofUScitizenship1924,oftheNewDeal,oftheAmericanIndianMovementinthe1960sand1970s;NativeAmericansandtheSupremeCourt;NativeAmericanpressuregroups.

Women Theirpositionin1865;theimpactonwomen’srightsofthecampaignforprohibition;thecampaignforwomen’ssuffrage;the New Deal; the World Wars; the rise of feminism and its opponents,RoevWade1973,thecampaignfortheEqualRights Amendment; changing economic and employment opportunities.

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CivilRightsintheUSA1865–1992

DepthStudies Content Learnersshouldbeawareofdebatessurroundingtheissuesoutlinedforeachin-depthtopic:

Civilrightsinthe‘GildedAge’c.1875–c.1895 Nature and extent of progress in civil rights in this era; the variedimpactofindustrialisationonwomen,African-Americansandworkers,andthenatureandeffectivenessoftheirresponses;natureandeffectivenessofgovernmentpolicytowardscivilrightsissuesincludingvaryingattitudesof Presidents, Congress and Supreme Court and State governments;theimpactofWestwardExpansiononcivilrights:NativeAmericanIndians,women,workersandAfricanAmericans; nature and extent of north-south and east-west divides as they relate to civil rights.

TheNewDealandcivilrights Situationofwomen,AfricanAmericans,NativeAmericanIndiansandworkersandtradeunionsby1932;RooseveltandtheNewDeal–motivesasregardsminoritygroups;howfartheNew Deal improved economic status and civil rights for women, AfricanAmericans,NativeAmericanIndiansandworkersandtradeunions;nature,extentandeffectivenessofoppositiontorelevant parts of the New Deal especially the Second New Deal and workers’ rights.

MalcolmXandBlackPower MalcolmXasacivilrightsleader:aimsandmotivations,methods, extent of success, and nature and extent of change intheseovertime;reasonsfortheriseofBlackPower;development of the Black Power movement and impact on other civil rights groups and approaches, such as Non-Violent DirectAction;extentofsuccessoftheBlackPowermovementanditsimpactoncivilrightsforAfricanAmericans;relationshipof Black Power with other civil rights causes, including women and workers.

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UnitY320:FromColonialismtoIndependence:TheBritishEmpire1857–1965

This theme focuses on the changing nature of the BritishEmpireoverthisperiod.Learnersshouldunderstand the factors which encouraged and discouraged change during this period. Learners should studydevelopmentsacrossthewholeoftheEmpire,includingAsia(e.g.India,Malaya),NorthAfricaandtheMiddleEast(e.g.Egypt,Sudan,Palestine,Iraq),EastandWestAfrica(e.g.Kenya,Uganda,Tanganyika,Gold Coast, Nigeria), Southern Africa (South Africa should be studied only as far as self-government in 1910,apartfromasanagentofchangeinotherpartsof the region, plus, for example, North and South Rhodesia, Nyasaland, Bechuanaland), the Caribbean,

CanadaandAustralia/NewZealand.ThefocusisontheBritishEmpire,andknowledgeisnotexpectedofotherEuropeanempires,butlearnersmaydrawinknowledge of developments in other empires in so farastheyimpactedtheBritishEmpire.Thestrandsidentifiedbelowarenottobestudiedinisolationofeach other.

Learners are not expected to demonstrate a detailed understandingofthespecificationcontent,exceptforthe named in-depth studies, but are expected to know the main developments and turning points relevant to the theme.

ThematicStudy:FromColonialismtoIndependence:TheBritishEmpire1857–1965

Key Topics Content Learnersshouldhavestudiedthefollowing:

ThegovernanceandadministrationoftheEmpire

TheEmpirein1857;explanationsforthegrowthoftheBritishEmpire:formalandinformalEmpire(includingNewImperialismc.1875–1914andtheimperialismoffreetrade);BerlinConference(1884–1885);economicexplanations(overseasinvestment, crisis of capitalism, gentlemanly capitalism), imperialrivalry,metropolitaninfluence;formsofgovernance;security and coercion; trusteeship; ‘men on the spot’; collaborationandindigenouselites;theuseoftechnology;negotiation.

OppositiontoBritishRule Oppositionmovements,peacefulandviolent;reasonsfortheir development, nature and impact including South Africa, India,Sudan,Malaya,Kenya;theriseofNationalismincludingIndiaandGandhi,KenyaandKenyatta,NkrumahinGhanaandPan-Africanism; reasons for, methods, success, consequences for Britain and its colonies.

Theimpactofimperialpowerontheperiphery and Britain

Orientalism,patternsofwork,famine,technologicalprogress,diseaseandmedicine,nationalidentities,religion,gender,education,theerosionandpreservationofindigenousculture,sport,lawandorder;jingoism,indifference,exhibitions,schooltextsandnationalidentity,youthorganisations,thearts(fineart,drama,MusicHallscinema),metropolitanpolitics,internationalrelations,theeconomy.

TheBritishEmpireanditsimpactoninternationalrelations

EmpireandEuropeanrivalryinthe19th and early 20thcenturies;‘SplendidIsolation’andretreatfromit;colonialwarsandtheirimpact,EmpireandtheWorldWars;EmpireandBritain’srelationshipwiththeLeagueofNationsandUN;EmpireandBritain’srelationshipwiththeUSA;EmpireintheageoftheColdWar,theCommonwealth;relationswithEuropeandEEC.

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FromColonialismtoIndependence:TheBritishEmpire1857–1965

DepthStudies Content Learnersshouldbeawareofdebatessurroundingtheissuesoutlinedforeachin-depthtopic:

BritishIndia:TheWarof1857anditsconsequencesto1876

BritishIndiain1857;thecourseoftherebellionandreasonsforitsfailure;theconsequencesoftheUprisinginIndiaandinternationallyincludingimpactonBritishattitudesandmethods of rule.

Palestine1914–1948 StatusandcausesofZionist-Palestinianproblemby1914;theFirstWorldWarandtheBalfourDeclaration;theBritishMandateandissuesintheinterwarperiodincludinguprisingsandimmigrationandtheirconsequences;reasonsforandimmediateconsequencesofpartitionin1948.

NationalisminKenya1945–1965 ReasonsforriseofNationalism;MauMaurebellion:causes,natureof,impact;problemofsettlersandtheIndianpopulation;importanceofKenyatta;changingBritishpolicytowardsKenyaespeciallyMacmillan;reasonsforandnatureoffinalindependencesettlement,impactof,andon,internationalcontext e.g. Cold War, Commonwealth.

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UnitY321:TheMiddleEast1908–2011:OttomanstoArabSpring

ThisthemefocusesonMiddleEasterndevelopmentsfromthelastyearsoftheOttomanEmpire,throughthecreationofMandatesandsuccessorstates,theirrivalries,thevisionofPanArabism,conflictbetweenArab regimes and popular forces and to the regional andcivilwarsoftheperiod1908–2011.ThisincludestheroleoftheMiddleEastinthewiderworld–itsresources, global rivalries, the World Wars, the Cold Warandasaproblemrequiring‘solution’,especiallytheArab-Israeliconflict–andtheroleofreligionandthe existence of various ethnic groupings. The detail

ofspecificmilitaryconflictsisnotexpected,althoughthe causes and consequences of these are. The themes identifiedbelowshouldnotbestudiedinisolationtoeachother.Theyarenotself-containedandquestionsmaycrosstheidentifiedthemes.

Learners are not expected to demonstrate a detailed understandingofthespecificationcontent,exceptforthe named in-depth studies, but are expected to know the main developments and turning points relevant to the theme.

ThematicStudy:TheMiddleEast1908–2011:OttomanstoArabSpring

Key Topics Content Learnersshouldhavestudiedthefollowing:

TheRoleoftheGreatPowersintheMiddle East

Theaims,policiesandmethodsofBritainandFranceto1956andofRussiaandtheUSto2011;theroleoftheLeagueofNationsandtheUN;theuseofmandates,coups,occupations,allies, bases and client states; Great Power involvement in war from1914throughtheColdWartotheGulfWars(1987,1991and2003);theGreatPowersandresources:oil,theSevenSisters,concessionsandnationalisation,theMossadeqCoup1953,OPECandoilasaweapon;oilwarsandstrategy.

Zionism,IsraelandthePalestinianissue ZionistideasandtheimpactoftheFirstandSecondWorldWar;theJewishAgency;thecreationofIsraelandthe1948War;Arab-IsraeliWars(1956,1967,1973)andinvasions(Lebanon1982and2006,Gaza2008);theOccupiedTerritoriesSettlementsandWall;IsraelileadershipanddiplomacyincludingSadat,CampDavidandOslo,theRoadMapforpeace;Palestineto1948;PalestinianrefugeesandtheimpactonJordan,LebanonandGaza;thePLOandArafat;Intifadas(1987–1993,2000–2011)andPalestiniandivisions;thePalestinianAuthority:theWestBank,Gaza,land,waterandtheconflictoverresources.

Statehood and Pan Arabism in the Middle East

TheprogressofArabismfrom1908;NasserandtheArabrevolutioninEgyptandSyria1954–1970(Suez,theUnitedArabRepublic1958–1961);theimpactoftheArab-IsraeliWarsandregionalrivalries;democratic,monarchicalandauthoritarianStates including Ataturk’s secular state and its successors; monarchies including Jordan, Saudi Arabia and the Wahhabi Movement;SyriaincludingtheBaathistMovement,theAssadsandrisingsto2011;IraqfromFaisaltoSaddamHusseinandtheUS;IranfromShah(1925)toAyatollahs(1979).

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Religion,ethnicityandpoliticalMinorities SunniandShi-aintheArabStates;EgyptandtheMuslimBrotherhoodfrom1920;IranandtheIslamicRevolution;HezbollahandHamas;AlQaeda;Christiancommunitiesespecially in the Lebanon, the Armenians and the Copts; Jewish communitiesandtheirattitudetoIsrael;ethnicgroupsandminoritiesincludingKurds,Armenians,Jews,Palestinians;theroleandinfluenceoftheMiddleEasterndiaspora.

TheMiddleEast1908–2011:OttomanstoArabSpring

DepthStudies Content Learnersshouldbeawareofdebatessurroundingtheissuesoutlinedforeachin-depthtopic:

BritishPolicyandtheMiddleEast1908–1948

Britishimperialaimspre-1914,theFirstWorldWarandthepartitionoftheMiddleEast(Sykes-PicotAgreement,theBalfourDeclaration,McMahon-Husseinletters,thePeaceTreaties);policyapproachestotheBritishMandatesofPalestineandTransjordan;Britishoilcompanies;relationswithFaisalandIraq;relationswithArabsandJewsandtheproposedsolutions;problemsandpolicyinBritishEgypt;theimpactoftheSecondWorldWarandtheBiltmoreDeclaration;thereasonsforwithdrawalfromPalestinein1948.

Arab-IsraeliConflict1948–1956 Arabattitudesin1948,particularlytowardsthePalestinians;thecreationofthestateofIsrael;thereasonsforanattackonIsraelandtheFirstArab-IsraeliWar1948–1949;thereasonsforIsrael’ssurvivalandArabattitudestothis(perpetualwar);theSuezCrisisof1956,theSecondArab-IsraeliWarandtheexpansion of Israel; the reasons for Israel’s success and the impactonthePalestinians(refugees)andtheArabWorld,especiallyEgypt,Syria,JordanandtheLebanon.

Nasserism1952–1970 NasserandPanArabism;ArabSocialism(nationalisationofindustryandfinance,landreformanddevelopmentfromabove);relationswithBritain,France,theUSandtheUSSR;theSuezCrisis1956;regionalrivalryandtheArabColdWar1956–1963(Egypt,IraqandthecreationoftheUnitedArabRepublic);NasserandtheNon-Alignedmovement;1967Warand the death of Pan Arabism.

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2d. Nonexamassessment:Topicbasedessay(UnitY100)

Overview

TheHistoryAunitY100Topicbasedessayisanindependentlyresearchedessayof3000–4000wordsin length. This unit is a non exam assessment. The work will be marked by centres and moderated by OCR.

Choice of essay topic

Theessayshouldincludeanexplanationandanalysisofdifferentperspectivesonaclearly-statedhistoricalissue, drawing on a range of primary and secondary material.Itwillthereforeutilisetheskillsandunderstanding developed elsewhere in the course. As an independent enquiry using a range of sources andinterpretations,theessaywillrequirestudentstodevelop an understanding of how historians work.

The essay must be based on the independent investigationofhistoricalissue.Theissuemayarisefromthestudyofaperiodortopicinunitgroups1–3,or it may be on a topic, or from a period, that the learner has not studied as part of the A level course. The topic for this essay cannot be the same as that chosenforthein-depthinterpretationtopicsstudiedwithinUnitGroup3.

Learnersshouldchoosetheirownessaytitle,butalltitlesmustbecheckedbyOCR.Centresmust use the Topic based essay Title(s) Proposal Form to submit all chosentitles,alongwiththecentre’schoiceforUnitgroup3toOCRforapproval.

YoucanaccesstheTopic based essay Title(s) Proposal Form through the OCR website (see also Appendix 5d). Centres must submit their Topic based essay Title(s) Proposal Formeveryseriesevenifthetitleshavebeenapprovedpreviously.Thereisnorestrictiononthenumberofcandidateschoosingthesametitle,howevercentres must ensure that work is independent (see the ‘selectionofsourcesandinterpretations’below).

OCRwillverifythatthein-depthinterpretationstopicsstudiedbythelearnersinUnitgroup3havenot been used as a basis for the Topic based essay andwillconfirmtothecentresthatappropriateessaytitleshavebeenchosen.OCRconsultantsmaycontactcentresrequestingfurtherinformationinordertobeabletoconfirmtheappropriatenessofthetitle(s).CentresmustwaituntiltheyhavereceivedconfirmationfromOCRthatthechosentitlesaresuitablebeforelearnersbeginworkingontheiressays.

Moreinformationaboutthedeadlinesforsubmittingtheformandexpectedturnaroundtimescanbefoundin the OCR Admin Guide and Entry Codes: 14–19 Qualifications, which can be downloaded from the OCR website: www.ocr.org.uk

Topic based essay assessment

TheunitassessesAO1,AO2andAO3throughonepieceofwrittenwork.Halfofthemarkswillbeawarded for AO1, and thus the essay should be driven by use of knowledge and understanding to reach substantiatedjudgements.Arangeofprimary(AO2)andsecondary(AO3)sourcesshouldbeevidentandanalysed,butformalcriticalevaluationinitselfislessimportant than the discerning use of evidence to supportanalysis.Furtheradviceandexemplificationisavailable in the Coursework Guidance booklet.

The non exam assessment topics chosen can add coherence to the overall course in any of the following ways:

Learnersmayextendtheirknowledgeofaspectsofthepastalreadystudied. AnexampleofthismaybethattheFrenchRevolutionand Napoleon has been studied for unit group 2, but a learner has a special interest in the War of the Third Coalition,ortheHundredDaysWar.AlearnerhasstudiedUSCivilrightsinunitgroup3butmaywishtoconsiderthecareerofMartinLutherKingingreaterdepth.ThereignofElizabethhasbeenstudiedinunitgroup 1, but a learner may wish to consider the issue of why she did not marry in greater depth. Learners maynotcompletenonexamassessmentonanyofthethreein-depthinterpretationstopicstheystudyinunitgroup3.

Learnersmaywishtobuildonwhattheyknowtostudyrelatedaspectsnotspecificallyrequiredbythespecification. AnexampleofthismaybethatwhileUSCivilRights has led to the study of rights for women, African-AmericansandTradeUnions,alearnerisinterested in knowing more about gay rights. A learner mayhaveenjoyedstudyingElizabethandmaywishtopursueaculturalaspectoftheElizabethanage.AlearnermayhavestudiedChinainunitgroup3between1839and1989butmaywishtoknowmoreof Chinese history in an earlier era.

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Learnersmaywishtostudyatopicwhichisnotrelatedtoothertopicsstudiedinordertoextendtherangeoftheirhistoricalknowledge. The focus of their studies may have been the modern periodbuttheymaywishtoinvestigatesomethingfromanearlierperiod,orfromadifferentgeographicalarea. Such a study would involve using historical skills but would be a broadening rather than a deepening of knowledge.

Learnersmaywishtostudyatopicwhichinvolvesadifferentsortofhistorythantheyhavestudied. Thus they may choose an aspect of social history to balance a course which has been more focused on politicalhistory.Theymaywishtostudyanaspectof local history when their main course has been predominantlybasedonnationalhistory.Theymaywishtopursueaculturalorintellectualtopic–astudyoftheartsorphilosophyorliteratureinaparticularperiod. They may wish to focus on an economic topicorascientifictopic.Thiscouldwellcomeoutofinterests and enthusiasms in other disciplines they have been studying. A love of modern languages and history, for example, might be linked by studying an aspectofFrance,Spain,Italy,ChinaorRussia.ThiscouldinvolvelookingatevidenceinFrench,Spanish,Italian,MandarinorRussian,ormerelyextendingknowledge and understanding of the history of a particularcountrywhoselanguagehasbeenstudied.

Learnersmayhaveaninterestinaparticulartopicforitsownsake. This could emerge, for example, from their family, where they live, a hobby, a place they have visited, somethingtheyhaveseeninanexhibition,oraplay,novelorfilmthathasnotfeaturedinthemainAlevelHistory course. Some examples might be the impact of industrial growth on a town or a region; the impact of civil war on a local area; the development of culture

inaparticularcity;theimpactofreligiousorsocialchangeonalocality;thesignificanceofaparticularperson, or events which have impacted on past members of their family.

SelectionofSourcesandInterpretations

Candidates mustusearangeofboth primary (sources) andsecondary(interpretations)material.A‘range’is considered to be 10 to 15 in total; however, where appropriate candidates may use more. The balance betweensourcesandinterpretationswilldependuponthe topic studied, but candidates should choose a sufficientvarietyandquantityofeachtoallowthemtoexploretheirchosentopicinsufficientdepth.

The topic must be independently researched by the learner. Centres may provide guidance regarding wherelearnerscanaccessappropriatesourcesand/orinterpretations,anddiscussthesubsequentselectionwith learners. While candidates may inevitably select thesamekeytextsinresearchinganinterpretation,such as AJP Taylor on the Origins of the Second World War, or Goldhagen on The Holocaust, centres may not providelearnerswithpre-selectedcompilationsofsourcesandinterpretations.

Wherecandidatesofferthesametitle,centresmustbe vigilant in order to ensure that the candidates’ workisgenuinelyindependent.Moderatorswillbecheckingtheselectionsofsourcesandinterpretations,andsignificantoverlapinthematerialchosenwillbeconsideredpotentialevidenceofcollaboration.

Please remember, non exam assessment does not contribute to the 200 year minimum programme of study requirement.

2e. Priorknowledge,learningandprogression

Nopriorknowledgeofthesubjectisrequired.Thespecificationbuildson,butdoesnotdependon,theknowledge,understandingandskillsspecifiedforGCSEHistory.ItisrecommendedthatlearnershaveattainedcommunicationandliteracyskillsatalevelequivalenttoGCSE(9–1)inEnglishLanguageorGCSE(9–1)inEnglishLiterature.

OCR’s A Level in History A provides a suitable foundationforthestudyofHistoryorrelatedcoursesinfurtherandhighereducation.Atthesametime,italsooffersaworthwhilecourseofstudyforlearnerswhodonotwishtoprogressfurtherinthesubject.Thevariousskillsrequiredbythespecificationsprovideopportunitiesforprogressiondirectlyintoemployment.

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3 Assessment of OCR A Level in History A

3a. Formsofassessment

OCR’s A Level in History A consists of three units that are externally assessed and one unit that is assessed by the centre and externally moderated by OCR.

Unitgroup1:Britishperiodstudyandenquiry

These units are assessed in two parts: the enquiry and theperiodstudy,andthusthequestionpaperhastwosections.

SectionAistheenquiry.Learnerswillansweronecompulsoryquestion,requiringthemtoanalyseandevaluate four primary sources in their historical context in order to test a hypothesis. This part of the paper is worth30marks.

SectionBistheperiodstudy.Learnerswillansweroneessayquestionfromachoiceoftwo.Thispartofthepaper is worth 20 marks.

Unitgroup2:Non-Britishperiodstudy

Learnerswillansweronetwo-partquestionfromachoice of two.

Thefirstpartofthequestionwillrequirelearnerstocomparetwofactorsandtomakeajudgementabouttheirrelativeimportance.Thereare10marksavailable.

Forthesecondpartofthequestionlearnerswillwriteanessayonadifferentpartoftheperiod.AswiththeBritishperiodstudyessayinunitgroup1,thisquestionis worth 20 marks.

Unitgroup3:Thematicstudyandhistoricalinterpretations

Assessment of units in this unit group is in two parts: thehistoricalinterpretationsdepthstudyandthe

thematicessay,andthusthequestionpaperhastwoparts.

SectionAistheinterpretationssection.Learnerswillread two extracts from historians about one of the threedepthstudiesspecifiedfortheirchosenoption,and will write an essay explaining which they think is more convincing. This part of the paper is worth 30marks.

SectionBisthethemessection.Learnerswillanswertwothemesquestionsfromachoiceofthree,eachof which requires an essay covering the whole period studied. This part of the paper is worth 50 marks.

Unit Y100: Topic based essay

Anextendedessayof3000–4000words,arisingfromindependent study and research, on a topic of the learner’s choice.

Planningofthetask

It is expected that the teacher will provide detailed guidancetolearnersinrelationtothepurposeandrequirement of the task. The teacher should ensure that learners are clear about the assessment criteria which they are expected to meet and the skills which theyneedtodemonstrateinthetask.Anyexplanationorinterpretationgivenbyteachersmustbegeneralandnotspecifictolearners’work.

Furtherguidanceaboutthenatureofadvicethatteachers can give to learners can be found in the JCQ Instructions for conducting coursework.

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3b. Assessmentobjectives(AOs)

TherearethreeassessmentobjectivesinOCR’sALevelin History A. These are detailed in the table below.

Learners are expected to demonstrate their ability to:

AssessmentObjective

AO1 Demonstrate, organise and communicate knowledge and understanding to analyse and evaluatethekeyfeaturesrelatedtotheperiodsstudied,makingsubstantiatedjudgementsandexploringconcepts,asrelevant,ofcause,consequence,change,continuity,similarity,differenceandsignificance.

AO2 Analyseandevaluateappropriatesourcematerials,primaryand/orcontemporarytotheperiod, within its historical context.

AO3 Analyseandevaluate,inrelationtothehistoricalcontext,differentwaysinwhichaspectsofthe past have been interpreted.

AOweightingsinAlevelinHistoryA

Therelationshipbetweentheassessmentobjectivesandtheunits/unitgroupsareshowninthefollowingtable:

Units% of A Level

AO1 AO2 AO3 AO4 Total

Britishperiodstudyandenquiry (Unitgroup1)(Units Y101 to Y113)

10% 15%  25%

Non-Britishperiodstudy(Unitgroup2)(Units Y201 to Y224)

15%  15%

Thematicstudyandhistoricalinterpretations(Unitgroup3)(Units Y301 to Y321)

25% 15%  40%

Topic based essay(Unit Y100)

10%  5%  5%  20%

60% 20% 20% 100%

3c. Assessment availability

TherewillbeoneexaminationseriesavailableeachyearinMay/Junetoalllearners.Thisspecificationwill

becertifiedfromtheJune2017examinationseriesonwards.

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3d. Retakingthequalification

Learnerscanretakethequalificationasmanytimesas they wish. Learners must retake all examined components but they can choose to either retake the

non-examassessment(NEA)orcarryforward(re-use)theirmostrecentresult(seeSection4d).

3e. Assessmentofextendedresponse

Theassessmentmaterialsforthisqualificationprovidelearners with the opportunity to demonstrate their ability to construct and develop a sustained line of reasoning and marks for extended responses are

integrated into the marking criteria. All externally assessed units include the assessment of extended responses.

3f. Nonexamassessment:UnitY100Topicbasedessay–Nonexamassessmentguidance

Planningofthetask

It is expected that the teacher will provide detailed guidancetolearnersinrelationtothepurposeandrequirement of the task. The teacher should ensure that learners are clear about the assessment criteria which they are expected to meet and the skills which theyneedtodemonstrateinthetask.Anyexplanationorinterpretationgivenbyteachersmustbegeneralandnotspecifictolearners’work.

Firstdraft

What teachers can do:

Teachers may review work before it is handed in for finalassessment.Advicemustremainatthegenerallevel,enablingcandidatestotaketheinitiativeinmakingamendments.Onereviewshouldbesufficientto enable learners to understand the demands of the assessment criteria.

What teachers cannot do:

Teachersmaynotgivedetailedadviceandsuggestionsas to how the work may be improved in order to meettheassessmentcriteria.Thisincludesindicatingerrors or omissions and intervening to improve the presentationorcontentofthework.

Furtherguidanceaboutthenatureofadvicethatteachers can give to learners can be found in the JCQ Instructions for conducting coursework.

Marking

Markingshouldbepositive,rewardingachievementrather than penalising failure or omissions. The awarding of marks must be directly related to the marking criteria in the relevant table. Teachers shouldusetheirprofessionaljudgementinselectinglevel descriptors that best describe the work of the learner to place them in the appropriate level for each assessmentobjective.Teachersshouldusethefullrange of marks available to them and award full marks in any level for which work fully meets that descriptor. Teachers must clearly show how the marks have been awardedinrelationtothemarkingcriteria.

Acombinationofthefollowingapproachesshouldbeadopted:

• summary comments either on the work (usually at the end) or on a cover sheet

• keypiecesofevidenceflaggedthroughouttheworkbyannotationinthemargin.

Indicationsastohowmarkshavebeenawardedshould:

• be clear and unambiguous

• be appropriate to the nature and form of the work

• facilitatethestandardisationofmarkingwithinthe centre to enable the moderator to check theapplicationoftheassessmentcriteriatothemarking.

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Finalsubmission

Centresmustcarryoutinternalstandardisationtoensurethatmarksawardedbydifferentteachersareaccurate and consistent across all candidates entered forUnitY100.Inordertohelpsetthestandardofmarking, centres should use exemplar material provided by OCR, or, where available, work in the centre from the previous year.

Prior to marking the whole cohort, teachers should mark the same small sample of work to allow for the comparison of marking standards.

WhereworkforUnitY100hasbeenmarkedbymorethanoneteacherinacentre,standardisationofmarking should normally be carried out according to one of the following procedures:

• either a sample of work which has been marked by each teacher is remarked by the teacher who isinchargeofinternalstandardisation

• oralltheteachersresponsibleformarkingUnitY100exchangesomemarkedwork,(preferablyatameetingledbytheteacherinchargeof

internalstandardisation)andcomparetheirmarking standards.

Where standards are found to be inconsistent, the relevantteacher(s)shouldmakeadjustmenttotheirmarks or re-consider the marks of all learners for whom they were responsible.

Ifcentresareworkingtogetherinaconsortium,theymustcarryoutinternalstandardisationofmarkingacrosstheconsortium.Centresshouldretainevidencethatinternalstandardisationhasbeencarriedout.

Acleardistinctionmustbedrawnbetweenanyinterimreviewofnonexamassessmentandfinalassessmentfortheintendedexaminationseries.Onceworkissubmittedforfinalassessmentitmustnotberevised.Undernocircumstancesare‘faircopies’ofmarkedwork allowed. Adding or removing any material to or fromnonexamassessmentafterithasbeenpresentedbyalearnerforfinalassessmentwillconstitutemalpractice.

Ifalearnerrequiresadditionalassistanceinordertodemonstrate aspects of the assessment, the teacher must award a mark which represents the learner’s unaided achievement.

3g. Nonexamassessment:UnitY100Topicbasedessay–MarkingCriteria

To select the most appropriate mark within the band descriptor, teachers should use the following guidance:

o where the candidate’s work convincingly meets the criteria, the highest mark should be awarded

o where the candidate’s work adequately meets the criteria, the most appropriate mark in the middle range should be awarded

o wherethecandidate’sworkjustmeetsthe criteria, the lowest mark should be awarded.

Teachers should use the full range of marks available to them and award full marks in any band for work which fully meets that descriptor. Where there are only two marks within a band the choice will be between work which, in most respects, meets the criteria and work whichjustmeetsthecriteria.Forwidermarkbandsthe marks on either side of the middle mark(s) for ‘adequately met‘ should be used where the standard is lower or higher than ‘adequate’ but not the highest or lowest mark in the band.

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Internalassessmentmarkinggrid

Level AO1 AO2 AO3

6 17–20Thereisaconsistentfocusonthequestionthroughout the answer. Detailed, accurate and fully relevant knowledge and understanding isusedtoeffectivelyanalyseandevaluatekey features of the period studied in order to produce a clear and well-supported argument whichreachesaconvincingandsubstantiatedjudgement.

9–10Theanswerhasexcellentevaluationofafullyappropriaterangeofdifferentsourcesthatareprimaryand/orcontemporarytotheperiod.Theanswer demonstrate the candidate’s own full engagement with the sources, using detailed and accurate knowledge in order to produce a well-supported analysis of them within their historical context.

9–10Theanswerhasexcellentevaluationofafullyappropriaterangeofdifferentinterpretationsofthe historical issue chosen, using detailed and accurate knowledge of the historical context in order to produce a well-supported analysis of theinterpretationsandtolocatethemeffectivelywithin the wider historical debate on the issue.

5 13–16Thereisafocusonthequestionthroughouttheanswer. Generally detailed, accurate and relevant knowledge and understanding is used to analyse and evaluate key features of the period studied in order to produce a supported argument whichreachesareasonableandsubstantiatedjudgement.

7–8Theanswerhasverygoodevaluationofanappropriaterangeofdifferentsourcesthatareprimaryand/orcontemporarytotheperiod.The answer demonstrates the candidate’s own engagement with the sources, using relevant knowledge in order to produce a supported analysis of them within their historical context.

7–8Theanswerhasverygoodevaluationofanappropriaterangeofdifferentinterpretationsof the historical issue chosen, using relevant knowledge of the historical context in order to produce a supported analysis of the interpretationsandtolocatethemwithinthewider historical debate on the issue.

4 10–12Themajorityoftheanswerisfocusedonthequestion.Generallyaccurateandsometimesdetailed relevant knowledge and understanding is used to analyse and evaluate key features of the period studied in order to produce an argument which reaches a reasonable, supported judgement.

5–6Theanswerhasgoodevaluationofarangeofdifferentsourcesthatareprimaryand/or contemporary to the period. The answer demonstrates the candidate’s own engagement with the sources, using generally relevant knowledge in order to produce an analysis of them within their historical context.

5–6Theanswerhasgoodevaluationofarangeofdifferentinterpretationsofthehistoricalissuechosen, using generally relevant knowledge of the historical context in order to produce an analysisoftheinterpretationsandtolocatethemwithin the wider historical debate on the issue.

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3 7–9Theanswerispartiallyfocusedonthequestion.Some accurate and relevant knowledge and understanding is used to analyse and evaluate key features of the period studied in order to produceanargumentwhichreachesajudgementthatisatleastpartiallysupported.

3–4Theanswerhassomeevaluationofarangeofsourcesthatareprimaryand/orcontemporaryto the period. The answer demonstrates the candidate’s own engagement with the sources, using some knowledge in order to produce an analysis of them within their historical context.

3–4Theanswerhassomeevaluationofarangeofinterpretationsofthehistoricalissuechosen, based on some knowledge of the historical context. There is some analysis of theinterpretationswhichislinkedtothewiderhistorical debate on the issue.

2 4–6Mostoftheanswerisfocusedmoreonthegeneraltopicareathenthespecificdetailofthequestion.Thereislimitedanalysisandevaluationof key features of the period studied, based on limited knowledge and understanding which may be lacking in detail and inaccurate in places. This is used to produce a basic argument which reachesajudgementthatissupportedinalimited way.

2Theanswerhaslimitedevaluationofseveralsourcesthatareprimaryand/orcontemporaryto the period. The answer demonstrates the candidate’s own engagement with the sources, usinglimitedknowledgeinordertoattempta basic analysis of them within their historical context.

2Theanswerhaslimitedevaluationofseveralinterpretationsofthehistoricalissuechosen,based on limited knowledge of the historical context.Thereislimitedanalysisandanattempttoconsidertheinterpretationsinrelationtothewider historical debate on the issue.

1 1–3The answer has a limited focus on the topic, butnotthedetailofthequestion.Thereisverylimitedanalysisandevaluationofkeyfeatures of the period studied, based on very limited,generalisedandsometimesinaccurateknowledge and understanding. This is used to attemptaverybasicargumentwhichreachesasimplisticjudgement.

1Theanswerhasaverylimitedevaluationofatleasttwosourcesthatareprimaryand/or contemporary to the period. The answer demonstratesthatthecandidatehasattemptedto engage with the sources, using very generalised knowledge of historical context to giveaverysimplisticanalysisofthem.

1Theanswerhasaverylimitedevaluationofatleasttwointerpretationsofthehistoricalissuechosen,withmuchdescriptionoftheinterpretationsandhistoricalcontextusedinonlyaverygeneralwaytosupporttheevaluation.Analysis is largely asserted and is only related to wider historical debate on the issue in a very simplisticway.

0No response or no response worthy of credit.

0No response or no response worthy of credit.

0No response or no response worthy of credit.

NOTE:Themarkingofalltasksshouldbeona‘bestfit’principle,bearinginmindtheweightingoftheassessmentobjective.Candidateworkwhichfullymeetsallcriteria for a level should be awarded the top mark in the level.

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3h. Synopticassessment

• SynopticassessmentdrawstogetherallthreeofthedistinctassessmentobjectivesinOCR’sALevel in History A.

• SynopticassessmentisincludedinUnitY100Topic based essay.

3i. Calculatingqualificationresults

Alearner’soverallqualificationgradeforALevelHistory A will be calculated by adding together their marks from the four units taken to give their total weighted mark. This mark will then be compared to

thequalificationlevelgradeboundariesthatapplyforthecombinationofunitstakenbythelearnerandforthe relevant exam series to determine the learner’s overallqualificationgrade.

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4 Admin:whatyouneedtoknow

Theinformationinthissectionisdesignedtogiveanoverview of the processes involved in administering thisqualificationsothatyoucanspeaktoyourexamsofficer.AllofthefollowingprocessesrequireyoutosubmitsomethingtoOCRbyaspecificdeadline.

Moreinformationabouttheprocessesanddeadlinesinvolved at each stage of the assessment cycle can be foundintheAdministrationareaoftheOCRwebsite.

OCR’s Admin overview is available on the OCR website at http://www.ocr.org.uk/administration.

4a. Pre-assessment

Estimatedentries

Estimatedentriesareyourbestprojectionofthenumber of learners who will be entered for a unit or qualificationinaparticularseries.Estimatedentries

shouldbesubmittedtoOCRbythespecifieddeadline.They are free and do not commit your centre in any way.

Finalentries

FinalentriesprovideOCRwithdetaileddataforeach learner, showing each assessment to be taken. Itisessentialthatyouusethecorrectentrycodes,considering the relevant entry rules and, for the non exam assessment, ensuring that you choose the entry optionforthemoderationyouintendtouse.

FinalentriesmustbesubmittedtoOCRbythepublished deadlines or late entry fees will apply.

All learners taking A Level History A must be entered forcertificationcodeH505.

All learners must also be entered for each of the four units they are taking using the relevant unit entry codes.

Unitentrycodesforunitsinunitgroups1to3aregiveninthetablesinsection2b.EntrycodesforthenonexamassessmentunitY100aregiveninthetablebelow:

Unitentryoptions Components

Entrycode Title Code Title Assessment type

Y100A Topic based essay (OCR repository)

03 Non exam assessment (Repository)

Non exam assessment (Repository)

Y100B Topic based essay (Postalmoderation)

04 Non exam assessment (Postal)

Non exam assessment (Postalmoderation)

Y100C* Topic based essay (Carried forward)

80 Non exam assessment (Carried forward)

Non exam assessment (Carried forward)

*EntryoptionY100Cshouldonlybeselectedbylearnerswhoareretakingthequalificationwhowanttocarryforward their mark for the non exam assessment.

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4b. Accessibilityandspecialconsideration

Reasonableadjustmentsandaccessarrangementsallowlearnerswithspecialeducationalneeds,disabilitiesortemporaryinjuriestoaccesstheassessment and show what they know and can do, without changing the demands of the assessment. Applicationsfortheseshouldbemadebeforetheexaminationseries.Detailedinformationabouteligibility for access arrangements can be found in the JCQ Access Arrangements and Reasonable Adjustments.

Specialconsiderationisapost-assessmentadjustmenttomarksorgradestoreflecttemporaryinjury,illnessorotherindispositionatthetimetheassessmentwastaken.

DetailedinformationabouteligibilityforspecialconsiderationcanbefoundintheJCQA guide to the special consideration process.

4c. Externalassessmentarrangements

Regulationsgoverningexaminationarrangementsare contained in the JCQ Instructions for conducting examinations.

HeadofCentreAnnualDeclaration

TheHeadofCentreisrequiredtoprovideadeclarationto the JCQ as part of the annual NCN update, conductedintheautumnterm,toconfirmthatthecentreismeetingalloftherequirementsdetailedinthespecification.

Any failure by a centre to provide the Head of Centre AnnualDeclarationwillresultinyourcentrestatusbeing suspended and could lead to the withdrawal of our approval for you to operate as a centre.

Private candidates

Private candidates may enter for OCR assessments.

A private candidate is someone who pursues a course ofstudyindependentlybuttakesanexaminationorassessmentatanapprovedexaminationcentre.Aprivatecandidatemaybeapart-timestudent,someone taking a distance learning course, or someone being tutored privately. They must be based intheUK.

Private candidates need to contact OCR approved centres to establish whether they are prepared to host them as a private candidate. The centre may charge for this facility and OCR recommends that the arrangement is made early in the course.

Furtherguidanceforprivatecandidatesmaybefoundon the OCR website: http://www.ocr.org.uk

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4d. Nonexamassessment

Regulationsgoverningarrangementsforinternalassessments are contained in the JCQ Instructions for conducting non-examination assessments.

Approvaloftitles

ApprovalofnonexamassessmenttitlesismandatoryandcentresmustsubmitthechosentitlestoOCRforapproval using the Topic based essay Title(s) Proposal Form. This must be done every series even where

thesametitlehasbeenapprovedpreviously.Centresshould wait for approval before learners begin working on their essays.

Authenticationoflearner’swork

Learners and centres must declare that the work is the learner’s own.

Teachersmustdeclarethattheworksubmittedforinternal assessment is the learner’s own work by

submittingacentreauthenticationform(CCS160)foreach internally assessed unit. This should be sent to themoderatoratthesametimeasthemarks.

Internalstandardisation

Centresmustcarryoutinternalstandardisationtoensurethatmarksawardedbydifferentteachersare

accurate and consistent across all learners entered for the unit from that centre.

Moderation

Thepurposeofmoderationistobringthemarkingofinternally-assessedunitgroupsinallparticipatingcentres to an agreed standard. This is achieved by checking a sample of each centre’s marking of learners’ work.

Followinginternalstandardisation,centressubmitmarks to OCR and the moderator. If there are fewer than10learners,alltheworkshouldbesubmittedformoderationatthesametimeasmarksaresubmitted.

OncemarkshavebeensubmittedtoOCRandyourmoderator,centreswillreceiveamoderationsamplerequest. Samples will include work from across the rangeofattainmentofthelearners’work.

There are two ways to submit a sample:

ModerationviatheOCRRepository–Whereyouupload electronic copies of the marked learner work included in the sample to the secure OCR Repository and your moderator accesses the work from there.

Postalmoderation–Whereyoupostthesampleofmarked learner work to the moderator.

The method that will be used to submit the moderationsamplemustbespecifiedwhenmakingentries. The relevant entry codes are given in Section4.a.

Alllearnerworkmustbesubmittedusingthesameentryoption.Itisnotpossibleforcentrestoofferbothoptionswithinthesameseries.

Centreswillreceivetheoutcomeofmoderationwhenthe provisional results are issued. This will include:

ModerationAdjustmentsReport–Listinganyscalingthat has been applied to internally-assessed unit.

Moderator Report to Centres–Abriefreportbythemoderator on the internal assessment of learners’ work.

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Carryingforwardnon-examassessment(NEA)

Learnerswhoareretakingthequalificationcanchoosetoeitherretakethenon-examassessment–Topicbasedessay(unitY100),orcarryforwardtheirmostrecent result for that component.

TocarryforwardtheNEAcomponentresult,youmustusethecorrectcarryforwardentryoption(seetableinSection4a).

Learners must decide at the point of entry whether theyaregoingtocarryforwardtheNEAresultornot.

TheresultfortheNEAcomponentmaybecarriedforwardforthelifetimeofthespecificationandthereisnorestrictiononthenumberoftimestheresultmaybe carried forward. However, only the most recent non-absent result may be carried forward.

When the result is carried forward, the grade boundaries from the previous year of entry will be used to calculate a new weighted mark for the carried forward component, so the value of the original mark is preserved.

4e. Resultsandcertificates

Gradescale

Alevelqualificationsaregradedonthescale:A*,A,B,C,D,E,whereA*isthehighest.LearnerswhofailtoreachtheminimumstandardforEwillbeUnclassified(U).OnlysubjectsinwhichgradesA*toEareattainedwillberecordedoncertificates.

Unitsaregradedonthescalea*,a,b,c,d,e,wherea*is the highest. Learners who fail to reach the minimum standardforewithbeunclassified(u).Unitresultswillnotberecordedoncertificates.

Results

Results are released to centres and learners for informationandtoallowanyqueriestoberesolvedbeforecertificatesareissued.

Centres will have access to the following results’ informationforeachlearner:

• thegradeforthequalification

• the raw mark and grade for each unit

• the total weighted markforthequalification.

Thefollowingsupportinginformationwillbeavailable:

• raw mark grade boundaries for each unit

• weighted mark grade boundaries for the combinationsofunitstakenbytheirlearners.

Untilcertificatesareissued,resultsaredeemedtobeprovisionalandmaybesubjecttoamendment.Alearner’sfinalresultswillberecordedonanOCRcertificate.

Thequalificationtitlewillbeshownonthecertificateas‘OCRLevel3AdvancedGCEinHistoryA’.

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4f. Post-resultsservices

A number of post-results services are available:

• Enquiriesaboutresults–Ifyouarenothappywith the outcome of a learner’s results, centres may submit an enquiry about results.

• Missingandincompleteresults–Thisserviceshouldbeusedifanindividualsubjectresult

for a learner is missing, or the learner has been omittedentirelyfromtheresultssupplied.

• Access to scripts–Centrescanrequestaccesstomarked scripts.

4g. Malpractice

Anybreachoftheregulationsfortheconductofexaminationsandnonexamassessmentmayconstitutemalpractice(whichincludesmaladministration)andmustbereportedtoOCR

assoonasitisdetected.DetailedinformationonmalpracticecanbefoundintheJCQSuspected Malpractice in Examinations and Assessments: Policies and Procedures.

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5 Appendices

5a. Overlapwithotherqualifications

Thereisnooverlapwithanyotherqualifications.

5b. Avoidance of bias

TheAlevelqualificationandsubjectcriteriahavebeenreviewedinordertoidentifyanyfeaturewhichcould disadvantage learners who share a protracted

CharacteristicasdefinedbytheEqualityAct2010.Allreasonable steps have been taken to minimise any such disadvantage.

5c. Examplesofroutesthroughthespecification

Whilstplanningyourqualificationusingthespecificationcreatortooltohelpyou,youmaywishtoconsider choosing topics based upon certain issues or themes.Thefollowingaresuggestionsastohowyou

mightdothis.Pleasenote,thislistisnotexhaustiveandtherearemanyvalidcombinationsofcoursesthatprovideacoherentroutethroughthespecification.

ChronologicalRoutes

Unit1 Unit2 Unit3

EarlyMedieval Y101AlfredandtheMakingofEngland871–1016

Y202Charlemagne768–814

Y301TheEarlyAnglo-Saxonsc.400–800

EarlyModern Y106England1485–1558:theEarlyTudorsORY107England1547–1603:the Later Tudors

Y207TheGermanReformationandtheruleofCharlesV1500–1559

Y305TheRenaissancec.1400–c.1600

Modern Y113Britain1930–1997 Y219Russia1894–1941ORY221DemocracyandDictatorships in Germany 1919–1963

Y315TheChangingNature of Warfare 1792–1945

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ThematicRoutes

Unit1 Unit2 Unit3

Warfare Y105England1445–1509:Lancastrians,YorkistsandHenry VII

Y203TheCrusadesandthe Crusader States 1095–1192

Y315TheChangingNatureofWarfare1792–1945

Religion Y107England1547–1603:the Later Tudors

Y207TheGermanReformationandtheruleofCharlesV1500–1559

Y304TheChurchandMedievalHeresyc.110–1437

Conquest/Expansion Y102Anglo-SaxonEnglandandtheNormanConquest1035–1107

Y204GenghisKhanandtheExplosionfromtheSteppesc.1167–1405

Y311TheOriginsandGrowthoftheBritishEmpire1558–1783

Empire Y103England1199–1272 Y205Exploration,EncountersandEmpire1445–1570

Y311TheOriginsandGrowthoftheBritishEmpire1558–1783

Rebellion/Unrest Y108TheEarlyStuartsand the Origins of the CivilWar1603–1660

Y213TheFrenchRevolutionandtheruleofNapoleon1774–1815ORY212TheAmericanRevolution1740–1796

Y306RebellionandDisorder under the Tudors1485–1603

NationBuilding Y101AlfredandtheMakingofEngland871–1016

Y224ApartheidandReconciliation:SouthAfricanPolitics1948–1999

Y310TheDevelopmentoftheNationState:France1498–1610

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GeographicalRoutes

Unit1 Unit2 Unit3

East Y111Liberals,ConservativesandtheRise of Labour: Britain 1846–1918

Y203TheCrusadesandthe Crusader States 1095–1192ORY204GenghisKhanandtheExplosionfromtheSteppesc.1167–1405

Y309TheAscendancyoftheOttomanEmpire1453–1606ORY321TheMiddleEast1908–2011:OttomanstoArab Spring

Islamic Y201TheRiseofIslamc.550–750ORY203TheCrusadesandthe Crusader States 1095–1192

Y309TheAscendancyoftheOttomanEmpire1453–1606ORY321TheMiddleEast1908–2011:OttomanstoArab Spring

TheUnitedStatesofAmerica

Y112Britain1900–1951ORY113Britain1930–1997

Y212TheAmericanRevolution1740–1796

Y319CivilRightsintheUSA1885–1992

DiversityRoutes

Unit1 Unit2 Unit3

Societal Diversity Y109TheMakingof Georgian Britain 1678–c.1760

Y209AfricanKingdomsc.1400–c.1800:fourcasestudies

Y301TheEarlyAnglo-Saxonsc.400–800

EthnicDiversity Y101AlfredandtheMakingofEngland871–1016

Y217Japan1853–1937 Y317ChinaanditsRulers1839–1989

Diverse methods of government

Y113Britain1930–1997 Y213TheFrenchRevolutionandtheruleofNapoleon1774–1815

Y318RussiaanditsRulers1855–1964

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5d. Title(s)ProposalForm

Tofindaninteractiveversionofthisform,pleaselookunder‘Forms’ontheHistoryAH505pageontheOCRwebsite.

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Oxford Cambridge and RSA ALEVEL

History ALevel3AdvancedGCE,UnitY100non-examassessment:topicbasedessay

Title(s) proposal form

Thepurposeofthisformistoensurethatthetitle(s)ofthetopicbasedessay(s)is(are)suitable.

ThisformmustbesubmittedtoOCRbeforeyourcandidatesbeginwritingtheirtopicbasedessay.Moreinformationaboutthisprocess,includingdetailsofthesubmissiondeadlineforthisformandexpectedturn-aroundtimes,canbefoundintheOCRAdmin Guide and Entry Codes: 14–19 Qualifications which can be downloaded from the OCR website: www.ocr.org.uk

Complete this form electronically via the OCRwebsite.

Centre Name

CentreNumber

StaffName

Positionatcentre

Contact email

Contact telephone

Year of entry

Centreunitgroup3option

September 2015 Y100OxfordCambridgeandRSAExaminations

© OCR 2016A Level in History A124

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Providethetitle(s)ofyourtopicbasedessay(s)intheboxbelow.

Iconfirmthatthetitle(s)Ihaveprovided: • arethefulllistoftitlesthatwillbeusedbymycandidates; • will allow access to the full range of marks; and • arenottakenfromanyofthethreein-depthinterpretationstopicsintheunitgroup3option

chosen at my centre.

Save and email later Submit by email

Furtherinformation

Ifyouhaveanyconcernsaboutthesuitabilityofyourtitle(s)[email protected] for further guidance.

OCRwillconfirmreceiptofthistitle(s)proposalform.

OCRmay,onoccasion,requirefurtherdetailsofyourtitle(s)priortoapproval,inwhichcasewewillcontact you.

OCRwillprovideconfirmationtoyouonceyourtitle(s)is(are)approved.

September 2015 Y100OxfordCambridgeandRSAExaminations

© OCR 2016A Level in History A 125

Summaryofupdates

Date Version Section Titleofsection Change

May2018 1.1 Frontcover Disclaimer Additionofdisclaimer

August2018 1.2 3d Retakingthequalification Updatetothewordingforcarryforward rules

4d Non exam assessment

© OCR 2016A Level in History A126

© OCR 2016A Level in History A 127

© OCR 2016A Level in History A128 106774/11

Registered office: 1 Hills Road Cambridge CB1 2EU

OCR is an exempt charity.

© 2018 OCR. All rights reserved.

Copyright OCR retains the copyright on all its publications, including the specifications. However, registered centres for OCR are permitted to copy material from this specification booklet for their own internal use.

Oxford Cambridge and RSA is a Company Limited by Guarantee. Registered in England. Registered company number 3484466.

Specifications are updated over time. Whilst every effort is made to check all documents, there may be contradictions between published resources and the specification, therefore please use the information on the latest specification at all times. Where changes are made to specifications these will be indicated within the document, there will be a new version number indicated, and a summary of the changes. If you do notice a discrepancy between the specification and a resource please contact us at: [email protected] will inform centres about changes to specifications. We will also publish changes on our website. The latest version of our specifications will always be those on our website (ocr.org.uk) and these may differ from printed versions.

Disclaimer

OCR is part of Cambridge Assessment, a department of the University of Cambridge.For staff training purposes and as part of our quality assurance programme your call may be recorded or monitored. ©OCR 2018 Oxford Cambridge and RSA Examinations is a Company Limited by Guarantee. Registered in England. Registered office 1 Hills Road, Cambridge CB1 2EU. Registered company number 3484466. OCR is an exempt charity

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