OCR Advanced GCE in History B: H508

Support Material

GCE History B

Unit: F986

This Support Material booklet is designed to accompany the OCR Advanced GCE specification in History B for teaching from September 2008.

GCE History B 2 of 39

Contents

Contents 2

Introduction 3

Scheme of Work - History : H508 : F986 5

Lesson Plan - History : H508 : F986 30

Other forms of Support 38

GCE History B 2 of 39

Introduction

Background

A new structure of assessment for A Level has been introduced, for first teaching from September 2008. Some of the changes include:

· The introduction of stretch and challenge (including the new A* grade at A2) – to ensure that every young person has the opportunity to reach their full potential

· The reduction or removal of coursework components for many qualifications – to lessen the volume of marking for teachers

· A reduction in the number of units for many qualifications – to lessen the amount of assessment for learners

· Amendments to the content of specifications – to ensure that content is up-to-date and relevant.

OCR has produced an overview document, which summarises the changes to History B. This can be found at www.ocr.org.uk, along with the new specification.

In order to help you plan effectively for the implementation of the new specification we have produced this Scheme of Work and sample Lesson Plans for History B. These Support Materials are designed for guidance only and play a secondary role to the Specification.

Our Ethos

All our Support Materials were produced ‘by teachers for teachers’ in order to capture real life current teaching practices and they are based around OCR’s revised specifications. The aim is for the support materials to inspire teachers and facilitate different ideas and teaching practices.

Each Scheme of Work and set of sample Lesson Plans is provided in:

· PDF format – for immediate use

· Word format – so that you can use it as a foundation to build upon and amend the content to suit your teaching style and students’ needs.

The Scheme of Work and sample Lesson Plans provide examples of how to teach this unit and the teaching hours are suggestions only. Some or all of it may be applicable to your teaching.

The Specification is the document on which assessment is based and specifies what content and skills need to be covered in delivering the course. At all times, therefore, this Support Material booklet should be read in conjunction with the Specification. If clarification on a particular point is sought then that clarification should be found in the Specification itself.

A Guided Tour through the Scheme of Work

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GCE History A: H508. F986 Different approaches to the crusades 1095-1272 /
Suggested teaching time / 4 hours / Topic / Introduction /
Topic outline / Suggested teaching and homework activities / Suggested resources / Points to note /
Basic Study Skills / · A level note making skills.
· Discuss an example of A level notes.
· The method of assessment and basic essay composition techniques. Special emphasis needs to be placed on the key role played by historical interpretation in the final examination. / · Example of class notes.
· Extract from a book with an example of notes.
· Copy of the specification.
· J. Phillips The Crusades 1095-1197 is a good text book but ends with the third Crusade. Phillips is especially useful because he summarises historiography and provides an easy route to the literature that is at the heart of the assessment regime of this module. For example, see pp.109-111 where he provides clear pointers to the historical debate surrounding the relationship between the Latin kings of the East and their nobility. / · Note: it is important that these two activities are closely related in order that candidates can target their class and reading notes for the final examination.
Interpretations / · Select two different interpretations of the concept of crusading drawing extracts from some of the works cited below. Issue extracts from each and in pairs précis the arguments.
· A class discussion can now take place explaining why different interpretations of the same concept have been arrived at by historians. / · The concept of crusading is a good example from which to draw resources for this exercise. / · Refer to the relevant page of the specification and the possibility of different approaches and interpretations of the crusades. It might be worthwhile drawing from AS level work to illustrate points.
· This aspect of the introductory topic must be given great emphasis.
The Sources / · Types of sources.
· Provenance.
· Islamic sources.
· Latin sources.
· Sources and their use in the examination.
· Latin rhetoric. / · For sources see below.
· F. Gabrieli Arab Historians of the Crusades – obviously an Islamic perspective.
· OCR’s present AS qualification has a document paper on the Crusades (2580). The past papers for this qualification are full of document examples.
· http://www.fordham.edu/halsall/sbook1k.html
· E. Hallam Chronicles of the Crusades.
· J.A. Brundage (ed.) The Crusades: A Documentary Survey.
· L. & J.S.C. Riley-Smith The Crusades: Idea & Reality 1095-1274.
· For analysis of the sources see:
o G. Constable ‘Medieval Charters as a Source for the History of the Crusades’ in Crusade & Settlement ed. P.W. Edbury.
o S.B. Edgington ‘The First Crusade: Reviewing the Evidence’ in The First Crusade: Origins & Impact ed. J.P. Phillips.
· For different modern interpretations see:
o J. Riley-Smith's excellent chapter in the Oxford Illustrated History of the Crusades.
o Some useful essays in The Crusades ed. Helen Nicholson.
o The writings of Thomas F Madden - he has produced useful discussions of different interpretations some of which are on the web, see The Crusades: The Essential Readings. / · As the sources are the basis of the historiography that is at the heart of this module this section is important.
The Concept of Crusading / · Christian attitudes to war, a pacifist religion and war.
· Crusading as a product of the papal reform movement.
· Precursors to the First Crusade, good examples are war in Spain prior to the 1095 & Charlemagne’s Saxon Wars.
· The concept of the just war.
· Medieval – include Byzantine – concepts of the just war.
· Medieval theology and crusading.
· The crusade as a means to extend the Papacy’s temporal power.
· Islamic concepts of war and the idea of jihad.
· Class discussion: is there ever a situation when a Christian can kill?
· Teacher led discussion; builds on the former as candidates are given access to medieval views on the question above.
· Class discussion: with the above in mind, is there such a thing as a ‘just war’?
· Teacher led discussion: medieval views of the ‘just war’.
· Place Urban II in the hot seat. / · An excellent study is J. Riley-Smith What were the crusades.
· A view that questions the development of crusading in the 12th century is in C.J. Tyerman Were there any Crusades in the Twelfth Century?
· For medieval excerpts see http://www.fordham.edu/halsall/sbook1k.html and follow the link to background.
· J. Phillips The Crusades 1095-1197 pp.159ff. has a good selection of sources.
· S. Runciman A History of the Crusades Vol.1 Book 2 Chapter 1.
· For the position of the papacy see I.S. Robinson The Papacy 1073-1198 Chapter 9. / · These issues will be returned to time and again. It is important that students understand the theological underpinning of the concept of Crusading and are able to discuss it in a medieval context.
· Note the concept of Crusading will develop over time.
The Political Situation in the Near East on the eve of the First Crusade / · The rise of Islam and the establishment of the caliphate.
· The role of Turkish mercenaries/slaves in the military and political structures of the Islamic near east.
· The establishment of the Seljuk Sultanate.
· The structure of the Seljuk Sultanate.
· The structure of Fatimid Egypt.
· Political disunity in the Islamic world.
· The structure of the Byzantine empire.
· The effects of Manzikert.
· The economic value of the Levant.
· The Schism of 1054 and its political effects.
· Teacher led introduction discussion.
· Emphasis on links with the key issues, especially the outbreak of the crusade and the subsequent crusader victory.
· Students to read relevant pages in notes for discussion. / · OHP map of the Middle East (n.b. Might be presented on the interactive whiteboard).
· J. Phillips The Crusades 1095-1197 pp.21-22.
· S. Runciman A History of the Crusades Vol.1 Book 1 Chapter 4 & 5. / · There are obvious modern parallels to be drawn.
· This is an opportunity to teach medieval history in an Islamic context.
GCE History A: H508. F986 Different approaches to the crusades 1095-1272 /
Suggested teaching time / 6 hours / Topic / The Second Crusade /
Topic outline / Suggested teaching and homework activities / Suggested resources / Points to note /
The causes of the Second Crusade / · Political divisions within the Latin states.
· Byzantine attempts at expansion in the Levant under John II.
· The rise of Zengi.
· The fall of Edessa.
· Crusading zeal in the west.
· The personal contributions of Louis VII of France and Bernard of Clairvaux.
· Card sort exercise using the above. Cards are organised around three themes:
o The Second Crusade being motivated by religion.
o The Second Crusade being an act of aggression.
o The Second Crusade being an essentially defensive reaction to Muslim attacks.
· Homework exercise based on an extract with a single approach to the interpretation of the reasons for the Second Crusade. Students evaluate the extract in the light of its content and own knowledge. / · J. Phillips The Crusades 1095-1197 pp.37 (Zengi & edessa); 37-39 (politics).
· In general see J. Phillips & M. Hoch (eds.) The Second Crusade: Scope and Consequences.
· J. Phillips The Crusades 1095-1197 Chapter 6.
· J. Riley-Smith The Crusades: A Short History pp.93-107.
· S. Runciman A History of the Crusades Vol.2 Book 2 Chapter 4 & Book 3.
· Use the above to create the extract for the assessment.
The military contingents of the Second Crusade / · The French.
· The Germans.
· Pairs exercise: to what extent was the calling and organisation of the Second Crusade radically different from the First?
Organisation of the Second Crusade / · Group discussion based on extract: ‘To what extent had the organisation of crusading advanced by the middle 12th century? / · Extract for the papal bull calling the crusade. / · The exercise should be placed in a broader context regarding the development of crusading over a period of time.
The German Crusade / · Problems with German/Byzantine relations.
· The failure of the German crusade.
· Pairs exercise: ‘Why did the German crusade fail?’ / · Map of the Second Crusade. / · Encourage students to compare the German crusade to the First crusade. Both followed virtually the same route.
The French Crusade / · Group work: ‘Why did the French crusade fail?’
· Role play: students break into groups and attempt to legitimise the strategy followed by the Second Crusade. Represented (at least) need to be the Emir of Damascus, Louis VII and a representative of the native lords.
· Homework essay: ‘To what extent was the Second crusade doomed from the start?’
· Hot seat exercise with Louis VII.
· Homework exercise using an extract that attributes the failure of the Second Crusade to failings in individual leadership. Students answer a question based on the extract: ‘Some historians have focused on the leadership and the role of individuals to explain the failure of the Second Crusade. Has this approach any disadvantages or shortcomings?’ / · Map of the campaign in the east.
· Extract from one of the works above that explains the failure of the Second Crusade in terms of the decisions made by individual leaders. / · Comparisons should be made with the success of the First Crusade.
GCE History A: H508. F986 Different approaches to the crusades 1095-1272 /
Suggested teaching time / 6 hours / Topic / The Third Crusade /
Topic outline / Suggested teaching and homework activities / Suggested resources / Points to note /
What caused the Third crusade? / · The rise of Saladin.
· Hattin
· The flawed strategy followed by the Guy of Lusignan.
· Internal divisions within the Latin states of the East.
· The inherent military vulnerability of the Latin states of the East.
· Crusading zeal in the West.
· Increasing Byzantine weakness.
· The political pressure for a new Crusade caused by the failure of the Second Crusade.
· Pairs activity: ‘To what extent was the Third Crusade an event waiting to happen?’
· Place Guy of Lusignan in the hot seat. / · Film: Kingdom of Heaven.
· J. Phillips The Crusades 1095-1197 Chapter 11 for the period up to Hattin; Chapter 12 for the Third Crusade.
· J. Riley-Smith The Crusades: A Short History pp.84-7.
· J. Riley-Smith The Crusades: A Short History pp.109-118.
· S. Runciman A History of the Crusades Vol.2 Book 5 & Vol 3 Book 1. / · Direct comparisons between the First and Third Crusades are useful.
Barbarossa’s crusade. / · To what extent was Barbarossa fulfilling his role as Holy Roman Emperor?
· Eschatological theology surrounding Barbarossa’s crusade.
· Barbarossa’s failure. / · J. Phillips The Crusades 1095-1197 pp.139-140.