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SIXTH FORM BRIDGING WORK: History

AQA A LEVEL

http://www.aqa.org.uk/subjects/history/as-and-a-level/history-7041-7042/introduction

Unit 1: 1H: Tsarist and Communist Russia, 1855–1964

Unit 2: 2S: The Making of Modern Britain, 1951–2007

Name

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TABLE OF CONTENTS

COURSE OVERVIEW……………………………………………………………….………….………….3

READING LIST…………………………………………………………………………..…………………..4

LONG TERM PLAN………………………………………………………………………………..……….5

BRIDGING WORK

GLOSSARY…………..…………………………………….………………………...……..………7

TASKS……………………………………………………….…………………………………….....12

REFLECTION………………………………………………………………..….………………….15

Instructions:

1. Ensure you read, highlight and annotate the information on pages 1-8.

2. Complete the research tasks for the Russia unit on p.13. Complete the research on lined paper or use

Word and print off your notes. Do not copy/paste information direct from websites.

3. Complete the Tudors research tasks on p.14. Follow same steps as for Russia unit.

3. Complete the written answer on p.15. Remember, you can adapt the wording of the question so that

you are writing about a topic you know from your GCSE studies. Handwritten or typed answers need to be

attached along with your research.

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COURSE OVERVIEW

It is hoped that by studying A Level history students will be encouraged to:

develop their interest in, and enthusiasm for, history and an understanding of its intrinsic value and significance

acquire an understanding of different identities within society and an appreciation of aspects such as social, cultural, religious and ethnic diversity

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

improve as effective and independent students and as critical and reflective thinkers with curious and enquiring minds

develop the ability to ask relevant and significant questions about the past and to research them

acquire an understanding of the nature of historical study, for example that history is concerned with judgements based on available evidence and that historical judgements are provisional

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

make links and draw comparisons within and/or across different periods and aspects of the past

organise and communicate their historical knowledge and understanding in different ways, arguing a case and reaching substantiated judgements.

The proposed board to be used at A Level is AQA Advanced GCE in History. Paper 1 consists of a Breadth

Study with interpretations: 1H Tsarist and Communist Russia, 1855–1964. Paper 2 is a Depth Study: 2S The

Making of Modern Britain, 1951–2007

Over the course of the A Level students will also complete a ‘Historical Enquiry.’ This will involve

considerable independent research and tutorials, culminating in an extended coursework essay.

Assessment:

There are 2 examinations and a ‘non-examined assessment’ (NEA).

Paper 1: Examination: 2 hours 30 minutes, 40% of A-Level

1H: Tsarist and Communist Russia, 1855–1964

Paper 2: Examination: 2 hours 30 minutes, 40% of A-Level

2S: The Making of Modern Britain, 1951–2007

Historical Enquiry: Non-examined assessment – 3000-3500 word essay – 20% of A-Level

History is an internationally respected A Level. Skills developed during the course are highly valued by

employers. Scholars will develop the ability to communicate, analyse, evaluate and to make independent

judgments. People with A Level history often go on to careers such as journalism, law, media, teaching,

social work, politics, finance, banking and consultancy, to name but a few.

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READING LIST

1H Tsarist and Communist Russia, 1855–1964 Textbooks: S Waller, Oxford AQA History for A Level: Tsarist and Communist Russia 1855-1964 C Corin & T Fiehn, AQA A-level History: Tsarist and Communist Russia 1855-1964 J Laver, Triumph and Collapse: Russia and the USSR 1941-1991 A Todd, The Soviet Union and Eastern Europe 1924-2000 Websites:

• https://www.marxists.org/archive/lenin/

• http://www.hsc.csu.edu.au

• http://www.choices.edu/resources/detail.php?id=46

• http://www.tate.org.uk/whats-on/tate-modern/display/russian-revolutionary-posters

Documentaries/TV series:

Lucy Worsley on the Romanov Dynasty: https://www.youtube.com/watch?v=3HPWxCC9xPQ

Andrew Marr on the emancipation of the serfs: https://www.bbc.co.uk/programmes/p012wf55

2S: The Making of Modern Britain, 1951–2007

Key texts: C Rowe, The Making of Modern Britain 1951-2007, Nelson Thornes, 2009

M Lynch, Britain 1945-2007, Hodder, 2008

S Waller, A Sixties Social Revolution? British Society 1959-1975, Nelson Thornes, 2008 General texts: S J Lee, Aspects of British Political History 1914-1995, Routledge, 1998

N Lowe, Mastering Modern Britain, Palgrave, 1998

A Marr, A History of Modern Britain, Macmillan, 2007

A Mayer, Women in Britain 1900-2000, Hodder, 2002

D Murphy (ed), Britain 1914-2000, Collins, 2000

M Pearce, British Political History 1867-200: Democracy and Decline, Routledge, 2001

C Rowe, Britain 1929-1998, Heinemann, 2004

Visual sources and websites:

Andrew Marr’s History of Modern Britain, DVD 2entertain, 2009 (available on Daily Motion website)

http://www.news.bbc.co.uk/onthisday

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Y12 History Long Term Plan: Russia 1855-1964 C

ycle

1

Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Week 11 Week 12 Week 13

Student

Induction

Baseline

Review

bridging work

– Part 1

Political

authority

and the state

of Russia

The impact of

the

Crimean War

Political

authority and

attempts at

reform –

Alexander II;

emancipation

of the

serfs

Attempts at

domestic

and military

reform

Key

Assessment 1

Government

and

Tsars -

Alexander II

and

Alexander III

as rulers

Attitudes to

and

imposition of

autocracy;

key

developments

Political

authority in

action -

Russification;

treatment

of ethnic

minorities

and

Jews

Opposition -

Ideas and

ideologies;

individuals;

liberals and

radicals

Key

Assessment 2

Radical ideas -

ideologies

and groups

and the

Tsarist

reaction

Radical ideas

ideologies

and groups

and the

Tsarist

reaction

(continued)

Economic and

social

development

-

Industrial

development

- policies

– policies

Cyc

le 2

Industrial

developments

– results

Agriculture

and the land

issue

Social

divisions;

nobles,

landowners

and

position of

the

peasantry

The cultural

influence of

the Church

Key

Assessment 3

Part 2

Political

authority,

government

and

Tsar

Nicholas II as

ruler;

Political devs

development

s

1905

Revolution

Response to

the 1905

Revolution

Introduction

of Personal

Study

Introduction

of Personal

Study

Introduction

of Personal

Study

Key

Assessment 4

Duma

government

1906–1914

Economic

developments

to

1914

Industrial

growth and

change

Agricultural

growth and

change

Cyc

le 3

Social

development

s to

1914

Change and

conditions

of working

and living in

towns; social

division

Change and

conditions

of working

and living in

countryside

Cultural

changes

Opposition

Ideas and

ideologies;

liberalism,

socialism,

Marxism;

individuals

and radical

groups

Key

Assessment 5

Political

authority,

opposition

and the

state of

Russia in

Wartime

The political,

economic

and social

problems of

wartime;

opposition.

Political

authority:

Opposition,

government

The Bolshevik

takeover

and the

establishment

of Bolshevik

government

by Dec 1917;

opposition

Revision Review:

Gov &

Opposition

Key

Assessment 6 Review

Economy,

society and

culture

Review

The failure of

Autocracy

1855–1917

End of Year

Expeditions

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Y12 History Long Term Plan: Britain 1951–2007

Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Week 11 Week 12 Week 13

Cyc

le 1

Student

Induction

Keynesianis

m in summer

work

Baseline

Why did

Labour win

1945? Labour

government

1945-1951?

Tory

dominance

Golden Age

or 13 wasted

years?

Elections +

PM

Never had it

so good?

Economic

policies –

positives

then failures

(EEC)

Never had it so

good?

Social – women,

migration,

youth

Key

Assessment 1

Consolidatio

n

Consolidation

Suez Foreign

affairs

Cold War

De-

colonisation

De-

colonisation

Source skills

Key

Assessment 2

Why did

Labour win

in 1964?

White heat of

technological

revolution –

Labour

economic

policies

The

permissive

Society

Swinging

Sixties?

Cyc

le 2

Labour

and

Unions

Failure of

‘in place of

strife’

Labour

Foreign

affairs

Rhodesia

Heath govt

Ideology

Selsdon

Man

Heath and

economic

modernisa

tion

Video

Heath and

Unions

What went

wrong OPEC

3 day week

Key

Assessment 3

Heath and

Europe

Intro

Personal

Study

Intro

Personal

Study

Intro

Personal

Study

Key

Assessment

4

Wilson

and

Heath

Political

and

Economi

c

Callaghan

as PM

Economic

policy

Society in

1970s

Women

Cyc

le 3

Society in

1970s

Youth

Interleave

back 50s

and 60s

Society in

1970’s

Race

Northern

Ireland

Context

+ early

troubles

Groups

Heath and

NI

NI – Wilson

and

Callaghan

Key

assessment

5

Winter of

discontent

1979

election

Revision

Revision Revision Thatcher

ideology

and context

Neo-

liberalism

Key

Assessment

6

First

term –

reasons

for

unpopula

rity

wets/dri

es

Falklands

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Glossary of Specialist Vocabulary

Subject History Unit / Topic Tsarist and Communist Russia 1855-1964

Word / Term Specialist meaning & alternative everyday meaning/s Example of the word/term in context

Tsar Title given to the leaders of Russia from 1855-1917 Alexander II, Alexander III and Nicholas II of the Romanov dynasty were all

tsars.

Romanov The surname of the three Tsars we study; Alexander II,

Alexander III and Nicholas II

The Romanov Dynasty ruled Russia for 300 years

Dynasty Rulers who pass on their power from father to son The Romanov Dynasty greatly valued autocracy

Dictator A ruler with total power over a country Many people would argue that both Lenin and Stalin ruled Russia as soviet

dictators

Ideology A system of ideas and beliefs The Tsars’ ideology was that of autocracy and paternalism

Autocracy Ideology held by the Romanov Tsars, a system of

government by one person with absolute power

Autocracy had characterised the Romanov dynasty’s rule over Russia for

300 years.

Paternalism Ideology meaning that a country’s people see their leader

as a father figure

Paternalism characterised the relationship between Nicholas II and the

Russian peasants protesting on Bloody Sunday.

Communism All property is owned by the community and each person

contributes and receives according to their ability and

needs

Communism began in Russia after the Bolshevik coup of October 1917

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Word / Term Specialist meaning & alternative everyday meaning/s Example of the word/term in context

Soviet An elected local, district, or national council in the former

Soviet Union

A citizen of the former Soviet Union.

The Petrograd Soviet formed a dual authority with the Provisional

Government from March 1917

Proletariat Working class people Lenin claimed to rule by dictatorship of the proletariat

Serf Peasant owned by the lord The emancipation of the serfs in 1861 was the single greatest reform of

Alexander II’s regime

Emancipation Giving freedom to serfs, freeing people Alexander II considered the emancipation of the serfs after humiliating

defeat in the Crimean war

Noble Rich landowner who generally supported the tsars Nobles were a great source of support to Alexander II

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Glossary of Specialist Vocabulary

Word / Term Specialist meaning & alternative everyday meaning/s Example of the word/term in context

Appeasement A policy of making concessions in order to avoid conflict. Britain during the 1930’s aimed to avoid war with Germany by

following a policy of appeasement, which ultimately failed.

Baby boom A rise in the number of babies being born. In the immediate post-war years (1946-48) there was a big increase

in the number of babies being born – those born during this time

were known as ‘baby boomers’.

Chancellor of

Exchequer

Minister responsible for economic and financial policy. The Chancellor of the Exchequer delivered a speech outlining the

budget for the forthcoming year ahead.

Clause IV A key principle in the Labour Party constitution – promised to

nationalise key industries.

Many left-wing members of the Labour Party strongly believed in

Clause IV, and wanted the state to control key industries.

Comprehensive

school

A school which takes all pupils from a particular area – it does

not select by ability.

Labour politicians often seemed to favour the idea of

comprehensive schools, whereas Conservative politicians often

favoured selection.

Council House Built by local government for the working class to replace

slum housing – low rents

The Conservative Party encouraged people to buy their council

houses at a reduced cost during the 1980’s

Deflation A fall in the price of goods and services. Deflation could lead to higher consumer spending as people would

Subject History Unit / Topic Modern Britain: 1951-2007

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Word / Term Specialist meaning & alternative everyday meaning/s Example of the word/term in context

be able to afford more goods due to low prices.

EEC European Economic Community – an economic union often

known as the ‘Common Market’, began in 1957.

Britain was not a member of the EEC when it was established in

1957.

First past the Post A voting system whereby the candidate with the most

number of votes in each constituency wins a seat in

Parliament.

The First past the Post system has been criticised for not being fair

to smaller parties, with some calling for an alternative system of

Proportional Representation.

Hung Parliament A situation where no political party has an overall majority in

the House of Commons.

A hung parliament can create instability and uncertainty.

Inflation The increase in price of goods and services which happens

when people have more money to spend than there are

goods available

Inflation is something the government were keen to avoid, as voters

could blame the government for bad economic management.

Irish Republican

Army (IRA)

Fought for independence in Irish War of Independence. Did

not accept partition of Ireland.

The IRA were responsible for some serious acts of terrorist violence

in their campaign for Irish independence.

‘Lame duck’

industry

An industry that is unable to compete and survive without

support from the state.

Coal mining was seen as a lame duck industry by the Conservative

administration in the 1980s.

Monetarism An economic theory which argued that the best way for a

government to control inflation was to reduce government

spending and controlling the currency in circulation.

Margaret Thatcher was strongly convinced that monetarism was the

best policy.

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Word / Term Specialist meaning & alternative everyday meaning/s Example of the word/term in context

National Front A political party founded in 1967 to oppose non-white

immigration.

Fears about competition for jobs, as well as racist and xenophobic

attitudes, were key to the growth of the National Front.

Nationalisation State ownership of key industries

One Nation

Conservative

A Conservative politician that believes that all classes should

help each other, especially the richer should help the poorer.

Harold McMillan is an example of a ‘one nation conservative.’

Stagflation A word invented by economists to describe the unusual

combination of inflation and stagnant economic growth

occurring at the same time.

Stagflation often results in unemployment.

Stop-go economics Describes the tension between an expanding economy (go)

and the results of the economy overheating (stop)

The Conservative Party in the 1950’s had an economic approach that

could be describes as ‘stop-go.’

Trade Unions Organisations which fight for workers’ interests in pay and

conditions. They use strikes and other methods to pressure

employers or the government.

The Conservative Party in the 1980’s aimed to limit the power of the

Trade Unions.

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Russia 1855-1964

Tasks for students:

To help you understand the context of Russia in 1855 it would be helpful to complete the following

research tasks:

1. Create brief fact-files on the following key leaders from across the period. Include when they

ruled, their key policies and any turning points in their regimes:

Alexander II

Alexander III

Nicholas II

The Provisional Government

Lenin

Stalin

Khrushchev

2. Investigate the reasons why Russia lost the Crimean War. Try and identify and briefly outline two

or three reasons why this defeat might have been a turning point in Russian History.

3. Create brief fact-files on some of the key reforms from across the period:

1861 Emancipation of the Serfs

Alexander III’s Russification policy

The October Manifesto 1905 & Fundamental Laws of 1906

War Communism & The New Economic Plan (NEP)

Stalin’s 5 Year Plans

Khrushchev’s Virgin Land Campaign

4. Analyse which of these reforms might have brought the most stability to Russia? Try and list

some ideas based on your research. Consider what the best definition for stability might be.

Useful links for tasks:

https://www.bbc.co.uk/programmes/b0b2gspd (Radio programme about the Emancipation of the serfs)

https://www.historylearningsite.co.uk/modern-world-history-1918-to-1980/russia-1900-to-

1939/russification/ (Detailed information about Russification)

https://alphahistory.com/russianrevolution/october-manifesto/ (A thorough summary of the October

Manifesto)

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Tasks for students:

To help you understand the context of Britain in 1951 it would be helpful to research the key individuals

and developments post WW2.

1. Create brief fact-files on the following key individuals who played prominent roles during the

period.

Winston Churchill

Clement Attlee

Harold McMillan

2. Why did Winston Churchill and the Conservative Party lose the 1945 elections? Aim to make 5

bullet point notes for each of the causes listed below:

Reputation of the Conservative Party due to 1930’s economic depression

Impact of the Beveridge Report of 1942

Role of Conservative Party in appeasing Hitler before WW2

The election campaigns by Churchill for Conservatives, and Attlee for Labour

https://www.bbc.co.uk/history/worldwars/wwtwo/election_01.shtml

https://www.historyhit.com/1945-churchill-defeated-labour-party/

3. Create fact files on some of the key developments during the Labour government of 1945-1951.

Aim for 5 bullet point facts for each:

Creation of the NHS

Creation of housing

Nationalistion of key industries

Marshall Aid

https://www.bbc.com/bitesize/guides/zwhsfg8/revision/5

http://www.nationalarchives.gov.uk/films/1945to1951/about.htm

4. Why did Labour lose the elections in 1951? Find out 5 details about each of the following causes:

Election campaigns

Austerity and rationing

http://www.bbc.co.uk/news/special/politics97/background/pastelec/ge51.shtml

https://medium.com/@jennibowdery/why-did-the-conservatives-win-labour-lose-the-1951-uk-general-

election-1591d87dea76

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Written work:

Reminder - complete the task on lined paper or type using Word, print and attach to pack.

You may adapt the question stem below, depending on what you have studied at GCSE. Pick a topic you

have good prior knowledge on. Write no more than 3 sides in response to the question:

xxxxxxxxxxxxxxxxx were the most important factor in explaining yyyyyyyyyyyyyyyyyyy. How far do you

agree with this view?

Possible tailored examples:

‘The tactics of the Vietcong was the most important factor in explaining the defeat of the US in Vietnam.’

How far do you agree with this view?

‘Nazi use of propaganda was the most important factor in explaining Hitler’s rise to power by January

1933.’ How far do you agree with this view?

Tips:

- Start off by explaining and analysing the factor in the question

- Then explain at least two other factors that contributed to the event or development in the

question

- Finish your answer with a conclusion which explains which factor you think was most important.

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Reflection

Which university courses could this A Level support you in applying for?

Which careers are associated with this A Level?

What are some things that you would like to know more about?

What were some of your successes from GCSE?

What are your next steps in learning?