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FOR 2016 Edexcel GCSE (9–1) History

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Supporting great history teaching

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*Valid until 31st May 2016. Only available to those purchasing on a UK establishment account and not to be combined with any other offers.

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Supporting great history teachingHistory matters. That’s why both our Edexcel GCSE (9–1) History qualification and published resources are designed to support great history teaching, and students’ success in their studies.

The top 5 things to know about our new resources…

1 Complete coverage of the new Edexcel GCSE (9–1) History specification

We’re the only publisher to offer print and digital resources for every option in our Edexcel GCSE (9–1) History specification, so you can plan, teach, track and assess the topics you’ve chosen with confidence.

See Pages 6 and 7 to explore...

ActiveLearn Digital Service

2 Expert support for exam preparation and practice

You and your students can get exam-ready with guidance from our Series Editor Angela Leonard (former Edexcel Chair of Examiners) throughout the series. There’s advice on getting to grips with new assessment requirements, including why interpretations differ, writing structured analytical narratives and framing historically valid questions. Each book also has practice exam questions, tips and annotated sample answers for every question type. What’s more, there are end-of-unit assessments, mark schemes and revision resources to help your students get set to best show what they know and can do too.

Take a look at the exam preparation sections in our Student Books for more...

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Supporting great history teaching

Thinking historically

Writing historically

Supporting you every step of the way There’s even more FREE support for our Edexcel GCSE (9–1) History qualification too!

3 Designed to help every student make progress

To ensure all students can engage with, enjoy and make progress in history, our resources are clearly structured with accessible text, engaging images and sources and differentiated activities. You and your students can check and shape their success throughout the course with baseline, diagnostic and exam-style assessments, as well as using our range of Pearson Progression Services.

See Pages 8–15 to find out more...

4 Targeted guidance to develop students’ historical thinking skills

Our resources include tailored activities to nurture students’ thinking in the key areas of Evidence, Interpretations, Causation and Change based on the established ‘Thinking Historically’ approach we’ve developed with Dr Arthur Chapman at the Institute of Education, University College London.

See the approach at work on Pages 10 and 11...

5 Focused on helping improve students’ historical writing skills

‘Writing Historically’ spreads in every book are designed to help students master the writing vital to success in history. Exercises based on the proven Grammar for Writing approach developed by the University of Exeter tackle weaknesses identified in past exam scripts, and introduce techniques students can use to express themselves more clearly and precisely.

Explore more on Pages 12 and 13...

4

PlanWe’ll help you navigate the changes and design

your new GCSE course.

TeachOur high-quality support will help you teach the

skills students will need.

Track and AssessWe’ll help you track every student’s progress

and prepare for the new assessments.

DevelopOur events support great history teaching –

and also count towards your CPD hours.

• Online lesson plans with differentiation ideas With our new ActiveLearn Digital Service, you’ll get lesson plans linked to the Edexcel schemes of work to help you teach the key new content and requirements. They also contain differentiation ideas to help you keep all your students engaged and making progress, and worksheets to make delivering your lessons even easier.

• Student Books for every option in the specification (also available as Kindle editions), series edited by Angela Leonard.

• ActiveBooks for every topic Online editions of the Student Books that can be personalised with annotations and notes, ideal for revision.

• Online front-of-class teaching resources, including:• Student Books for on-screen use • editable worksheets to use with the Student

Books and lesson plans• teacher guidance on Thinking Historically

and Writing Historically.

• Online end-of-unit assessments and mark schemes

• Online exam skills PowerPoints you can use with your students to work through sample answers step by step.

• Revision Guides and Revision Workbooks Easy-to-use resources for additional question practice, classroom revision and independent study.

• Professional Development Courses Events to help you get the most out of our products, services and qualifications, which combined will have a greater impact on learning.

• Guide to constructing your course, to help you see where you can make links between topics.

• Getting Started guide

• Course planners, for teaching a two-year or three-year Key Stage 4.

• Schemes of work for every topic

• Topic booklets for every topic

• Mapping documents Guidance to to help if you are planning to start teaching the new GCSE before new resources are ready.

• Guide to Teaching Thematic Studies

• Guide to Teaching the Historic Environment requirement

• Materials to help develop source and interpretations skills

• Guide to Thinking Historically More about our approach to improving students’ conceptual understanding in history.

• Additional specimen papers

• Student exemplars and examiner commentaries

• ResultsPlus – the most detailed analysis available of your students’ exam performance.

• examWizard – a free exam preparation tool containing a bank of past exam questions, mark schemes and examiners’ reports.

• Getting Ready to TeachJoin our experts at full-day events todiscover more about the structure, content and assessment of our new qualification, and explore teaching and delivery strategies.

Supporting you every step of the way Our new resources and the extensive free support offered as part of the Edexcel GCSE (9–1) qualification have both been designed to support success in history. Together, they’ll provide you with all the support you need to help your students make the most of their potential.



Expert support every step of the wayYour Subject Advisor, Mark Battye, is on hand to help with any questions you may have about the new courses. Get in touch:

@Pearson_History [email protected] 020 7010 2186

5

PlanWe’ll help you navigate the changes and design

your new GCSE course.

TeachOur high-quality support will help you teach the

skills students will need.

Track and AssessWe’ll help you track every student’s progress

and prepare for the new assessments.

DevelopOur events support great history teaching –

and also count towards your CPD hours.

• Online lesson plans with differentiation ideas With our new ActiveLearn Digital Service, you’ll get lesson plans linked to the Edexcel schemes of work to help you teach the key new content and requirements. They also contain differentiation ideas to help you keep all your students engaged and making progress, and worksheets to make delivering your lessons even easier.

• Student Books for every option in the specification (also available as Kindle editions), series edited by Angela Leonard.

• ActiveBooks for every topic Online editions of the Student Books that can be personalised with annotations and notes, ideal for revision.

• Online front-of-class teaching resources, including:• Student Books for on-screen use • editable worksheets to use with the Student

Books and lesson plans• teacher guidance on Thinking Historically

and Writing Historically.

• Online end-of-unit assessments and mark schemes

• Online exam skills PowerPoints you can use with your students to work through sample answers step by step.

• Revision Guides and Revision Workbooks Easy-to-use resources for additional question practice, classroom revision and independent study.

• Professional Development Courses Events to help you get the most out of our products, services and qualifications, which combined will have a greater impact on learning.

• Guide to constructing your course, to help you see where you can make links between topics.

• Getting Started guide

• Course planners, for teaching a two-year or three-year Key Stage 4.

• Schemes of work for every topic

• Topic booklets for every topic

• Mapping documents Guidance to to help if you are planning to start teaching the new GCSE before new resources are ready.

• Guide to Teaching Thematic Studies

• Guide to Teaching the Historic Environment requirement

• Materials to help develop source and interpretations skills

• Guide to Thinking Historically More about our approach to improving students’ conceptual understanding in history.

• Additional specimen papers

• Student exemplars and examiner commentaries

• ResultsPlus – the most detailed analysis available of your students’ exam performance.

• examWizard – a free exam preparation tool containing a bank of past exam questions, mark schemes and examiners’ reports.

• Getting Ready to TeachJoin our experts at full-day events todiscover more about the structure, content and assessment of our new qualification, and explore teaching and delivery strategies.

Supporting you every step of the way Our new resources and the extensive free support offered as part of the Edexcel GCSE (9–1) qualification have both been designed to support success in history. Together, they’ll provide you with all the support you need to help your students make the most of their potential.


Paid-for resources from Pearson: Edexcel GCSE (9–1) History

Free resources from Pearson

Pearson Progression service, including

• free progression maps, to track students’ progress from 11–16

• baseline tests to assess every student’s starting point.

Free support for our Edexcel GCSE (9–1) History qualification

6

A Student Book for every topic and more

Format ISBN Price

Student Book 978 1 292127 37 8 £17.99

ActiveBook 978 1292127 06 4 £180

ActiveLearn Digital Service* 978 1292169 16 3 £100

Medicine through time, c1250-present

Format ISBN Price

Student Book 978 1 292127 36 1 £17.99

ActiveBook 978 1292127 07 1 £180


Crime and punishment through time, c1000–present

Format ISBN Price

Student Book 978 1 292127 38 5 £17.99

ActiveBook 978 1292127 08 8 £180


Warfare through time, c1250–present

Format ISBN Price

Student Book 978 1292127 23 1 £12.99

ActiveBook 978 1292127 09 5 £130


Anglo-Saxon and Norman England, c1060–1088

Format ISBN Price

Student Book 978 1292127 31 6 £12.99

ActiveBook 978 1292127 18 7 £130


Conflict in the Middle East, c1945–1995

Format ISBN Price

Student Book 978 1292127 29 3 £12.99

ActiveBook 978 1292127 13 2 £130


British America, 1713–1783: empire and revolution

Format ISBN Price

Student Book 978 1292127 27 9 £12.99

ActiveBook 978 1292127 16 3 £130


Superpower relations and the Cold War, 1941–91

Format ISBN Price

Student Book 978 1292127 30 9 £12.99

ActiveBook 978 1292127 17 0 £130


The American West, c1835–c1895


*All ActiveLearn Digital Service and ActiveBook prices shown are for a medium-size subscription. Visit us online at www.pearsonschools.co.uk/MoreOnHist to chat to our experts about what’s right for your school.

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A Student Book for every topic and more

Format ISBN Price

Student Book 978 1292127 24 8 £12.99

ActiveBook 978 1292127 10 1 £130


The reigns of King Richard I and King John, 1198–1216

Format ISBN Price

Student Book 978 1292127 26 2 £12.99

ActiveBook 978 1292127 12 5 £130


Early Elizabethan England, 1558–1588

Format ISBN Price

Student Book 978 1292127 25 5 £12.99

ActiveBook 978 1292127 11 8 £130


Henry VIII and his ministers, 1509–1540

Format ISBN Price

Student Book 978 1292127 28 6 £12.99

ActiveBook 978 1292127 15 6 £130


Spain and the ‘New World’, c1490–1555

Format ISBN Price

Student Book 978 1292127 35 4 £15.50

ActiveBook 978 1292127 19 4 £155


Mao’s China, 1945–1976

Format ISBN Price

Student Book 978 1292127 33 0 £15.50

ActiveBook 978 1292127 20 0 £155


Russia and the Soviet Union, 1917–1941

Format ISBN Price

Student Book 978 1292127 32 3 £15.50

ActiveBook 978 1292127 21 7 £155


The USA, 1954–1975: conflict at home and abroad

Format ISBN Price

Student Book 978 1292127 34 7 £15.50

ActiveBook 978 1292127 22 4 £155


Weimar and Nazi Germany, 1918–1939

NEW

FOR 2016

Get 35% off our Student Books with the discount code GCSEHIS16 atwww.pearsonschools.co.uk/Hist35.****Discount runs until 31st May 2016 and applies to UK institutions only; this offer relates to print products and can’t be used with any other discount.

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15

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1.1 The situation on Elizabeth’s accession


Elizabeth I (1558–1603) at her coronation, painted after 1600 by an

unknown artist.

Source C

Character and strengths

Elizabeth was highly intelligent and well educated, with

an eye for detail and an excellent grasp of politics. She

spoke Latin, Greek, French and Italian. She had also

experienced being a prisoner in the Tower of London,

where she was held in 1554 on suspicion of treason

against Mary I. She understood the dangerous world of

court politics, where ambitious courtiers schemed and

plotted to gain power and influence. The lifestyle for

courtiers was lavish, but the stakes were high: fall out of

favour with the queen and you could lose your life.

Elizabeth was confident and charismatic, able to make

great speeches and win over her subjects. She could

make her views strongly felt, and had a temper that

people feared. She also often took a long time to make

up her mind, especially over serious matters, and her

Privy Council and advisers could find her extremely

frustrating.

The majority of people thought that women were not

capable of ruling (see Interpretation 1). This prejudice

had not been helped by Mary I’s reign (1553–58). As

England’s first queen regnant* her short reign had not

gone well.

• England had lost a war against France and morale

was low.

• England’s finances were poor and so were many of its

people. There had been several bad harvests leading

to disease, hunger and poverty.

• Mary’s marriage to King Philip II of Spain was so

unpopular that it had led to a rebellion.

• Mary burned almost 300 people for their religious

beliefs. Although most people were Catholic, like

Mary, the burnings had not been popular.

Historian Christopher Haigh interprets Elizabeth as a strong, independent female leader in the book Elizabeth I (1988).

Elizabeth sought to present herself, woman though she was, as a fit occupant of the throne of England, and

she did not propose to confuse the issue by recruiting a husband or an heir… This was done not by an attack

upon the sixteenth century stereotype of a woman. Elizabeth accepted the image and often derided her own

sex… she did not seek to change the ideal, but to escape from it, by suggesting that she was no ordinary

woman.

Interpretation 1

Queen regnant*

‘Regnant’ is a Latin word and means ‘reigning.’

Elizabeth was a queen regnant because she ruled in

her own right, like her sister, Mary.

Key term

Women were not considered to be physically, mentally

or emotionally capable of governing, and even the home

was supposed to be under the authority of the husband

or father. It was unusual for women to be in a position of

power.

Many people thought that Elizabeth should marry.

However, she had no intention of doing so. Elizabeth

turned down offers from some of the most eligible princes

of Europe, including her own brother-in-law, Philip II of

Spain. Other failed suitors included King Eric of Sweden

and the French heir to the throne, the Duke of Alençon.

1 Working in pairs, make a quiz about Elizabeth I.

The sections of the quiz should be ‘The powers

Elizabeth I had’ and ‘The problems Elizabeth

I faced.’ You must write out the questions and

answers in full. Once you have finished, swap

quizzes with another pair and answer the

questions.

2 List the qualities that you think would make a

successful 16th century monarch.

3 Did Elizabeth I have these qualities? Make a table

with two columns showing her strengths and

weaknesses as a queen.

Activities

Historian Elizabeth Jenkins discusses how

Elizabeth ruled England in Elizabeth the

Great (2001).

[Elizabeth] was self-willed and

dictatorial… Yet she had qualities

that aroused the admiration and

emotion of men… Pale and frail,

glittering with jewels… she rode so

fast that it alarmed the Master of the

Horse responsible for her safety, and

danced and walked as if she could

never get enough of rapid motion. …

Her ministers groaned at the amount

of work she exacted and at having to

spend their own money in the public

service; they exclaimed that they must

retire, or at least take a holiday; but the

Queen could not spare them, and they

were with her until they died.

Interpretation 2

Challenges at home and from

abroadFinancial weakness

England’s monarchs could not do whatever they

pleased. They might take the throne by the divine right,

but they needed money and support to rule successfully.

Monarchs could raise money from:

• rents and income from their own lands (Crown lands)

• taxes from trade (known as customs duties)

• special additional taxes known as subsidies, which

had to be agreed by parliament

• profits of justice (fines, property or lands from people

convicted of crimes)

• loans (sometimes loans were ‘forced,’ meaning they

were compulsory and never repaid).

Elizabeth’s government did not have a lot of money,

as England had fought costly wars before she became

queen and lots of Crown lands had been sold off to raise

money to fight them. When she took the throne, the

Crown was £300,000 in debt, which was a huge sum in

1558. In contrast, the total annual income of the Crown

at that time was approximately £286,667.

Elizabeth and Anne

To further legitimise her claim to the

throne, Elizabeth campaigned for her

mother, Anne Boleyn, to be remembered

in a positive way. Anne Boleyn had been

executed by Henry VIII, but Elizabeth

wanted her to be remembered as his

greatest love, and a martyr to her

Protestant cause (see page 18).

Extend your knowledge

Draft materia

l

Draft materia

l

15

14



Elizabeth I (1558–1603) at her coronation, painted after 1600 by an unknown artist.

Source C

Character and strengthsElizabeth was highly intelligent and well educated, with an eye for detail and an excellent grasp of politics. She spoke Latin, Greek, French and Italian. She had also experienced being a prisoner in the Tower of London, where she was held in 1554 on suspicion of treason against Mary I. She understood the dangerous world of court politics, where ambitious courtiers schemed and plotted to gain power and influence. The lifestyle for courtiers was lavish, but the stakes were high: fall out of favour with the queen and you could lose your life.Elizabeth was confident and charismatic, able to make

great speeches and win over her subjects. She could make her views strongly felt, and had a temper that people feared. She also often took a long time to make up her mind, especially over serious matters, and her Privy Council and advisers could find her extremely frustrating.

The majority of people thought that women were not capable of ruling (see Interpretation 1). This prejudice had not been helped by Mary I’s reign (1553–58). As England’s first queen regnant* her short reign had not gone well.

• England had lost a war against France and morale was low. • England’s finances were poor and so were many of its

people. There had been several bad harvests leading to disease, hunger and poverty. • Mary’s marriage to King Philip II of Spain was so unpopular that it had led to a rebellion. • Mary burned almost 300 people for their religious beliefs. Although most people were Catholic, like Mary, the burnings had not been popular.






woman.

Interpretation 1

Queen regnant*‘Regnant’ is a Latin word and means ‘reigning.’ Elizabeth was a queen regnant because she ruled in her own right, like her sister, Mary.

Key term

Women were not considered to be physically, mentally or emotionally capable of governing, and even the home was supposed to be under the authority of the husband or father. It was unusual for women to be in a position of power.

Many people thought that Elizabeth should marry. However, she had no intention of doing so. Elizabeth turned down offers from some of the most eligible princes of Europe, including her own brother-in-law, Philip II of Spain. Other failed suitors included King Eric of Sweden and the French heir to the throne, the Duke of Alençon.

1 Working in pairs, make a quiz about Elizabeth I. The sections of the quiz should be ‘The powers Elizabeth I had’ and ‘The problems Elizabeth I faced.’ You must write out the questions and answers in full. Once you have finished, swap quizzes with another pair and answer the questions.2 List the qualities that you think would make a successful 16th century monarch.3 Did Elizabeth I have these qualities? Make a table with two columns showing her strengths and weaknesses as a queen.

Activities

Historian Elizabeth Jenkins discusses how Elizabeth ruled England in Elizabeth the Great (2001).[Elizabeth] was self-willed and dictatorial… Yet she had qualities that aroused the admiration and emotion of men… Pale and frail, glittering with jewels… she rode so fast that it alarmed the Master of the Horse responsible for her safety, and danced and walked as if she could never get enough of rapid motion. … Her ministers groaned at the amount of work she exacted and at having to spend their own money in the public service; they exclaimed that they must retire, or at least take a holiday; but the Queen could not spare them, and they were with her until they died.

Interpretation 2

Challenges at home and from abroadFinancial weaknessEngland’s monarchs could not do whatever they pleased. They might take the throne by the divine right, but they needed money and support to rule successfully. Monarchs could raise money from: • rents and income from their own lands (Crown lands) • taxes from trade (known as customs duties) • special additional taxes known as subsidies, which had to be agreed by parliament

• profits of justice (fines, property or lands from people convicted of crimes)

• loans (sometimes loans were ‘forced,’ meaning they were compulsory and never repaid).

Elizabeth’s government did not have a lot of money, as England had fought costly wars before she became queen and lots of Crown lands had been sold off to raise money to fight them. When she took the throne, the Crown was £300,000 in debt, which was a huge sum in 1558. In contrast, the total annual income of the Crown at that time was approximately £286,667.

Elizabeth and AnneTo further legitimise her claim to the throne, Elizabeth campaigned for her mother, Anne Boleyn, to be remembered in a positive way. Anne Boleyn had been executed by Henry VIII, but Elizabeth wanted her to be remembered as his greatest love, and a martyr to her Protestant cause (see page 18).


Draft material

Draft material

Definitions of unfamiliar and historically important words.

Sources to bring history to life.

Interpretations give insights into how historians have written about the events being studied, and support the assessment of interpretations in Paper 3.

Summaries of the key points at the end of each chunk of learning to embed core knowledge and aid revision.

Extra details to deepen students’ knowledge and understanding.

What to look out for in our Student Books...Within our Student Books, you’ll get a glimpse of all the features we’ve created to help all your students succeed in history.

9

15

14



Elizabeth I (1558–1603) at her coronation, painted after 1600 by an unknown artist.

Source C

Character and strengthsElizabeth was highly intelligent and well educated, with an eye for detail and an excellent grasp of politics. She spoke Latin, Greek, French and Italian. She had also experienced being a prisoner in the Tower of London, where she was held in 1554 on suspicion of treason against Mary I. She understood the dangerous world of court politics, where ambitious courtiers schemed and plotted to gain power and influence. The lifestyle for courtiers was lavish, but the stakes were high: fall out of favour with the queen and you could lose your life.Elizabeth was confident and charismatic, able to make

great speeches and win over her subjects. She could make her views strongly felt, and had a temper that people feared. She also often took a long time to make up her mind, especially over serious matters, and her Privy Council and advisers could find her extremely frustrating.

The majority of people thought that women were not capable of ruling (see Interpretation 1). This prejudice had not been helped by Mary I’s reign (1553–58). As England’s first queen regnant* her short reign had not gone well.

• England had lost a war against France and morale was low. • England’s finances were poor and so were many of its

people. There had been several bad harvests leading to disease, hunger and poverty. • Mary’s marriage to King Philip II of Spain was so unpopular that it had led to a rebellion. • Mary burned almost 300 people for their religious beliefs. Although most people were Catholic, like Mary, the burnings had not been popular.






woman.

Interpretation 1

Queen regnant*‘Regnant’ is a Latin word and means ‘reigning.’ Elizabeth was a queen regnant because she ruled in her own right, like her sister, Mary.

Key term

Women were not considered to be physically, mentally or emotionally capable of governing, and even the home was supposed to be under the authority of the husband or father. It was unusual for women to be in a position of power.

Many people thought that Elizabeth should marry. However, she had no intention of doing so. Elizabeth turned down offers from some of the most eligible princes of Europe, including her own brother-in-law, Philip II of Spain. Other failed suitors included King Eric of Sweden and the French heir to the throne, the Duke of Alençon.

1 Working in pairs, make a quiz about Elizabeth I. The sections of the quiz should be ‘The powers Elizabeth I had’ and ‘The problems Elizabeth I faced.’ You must write out the questions and answers in full. Once you have finished, swap quizzes with another pair and answer the questions.2 List the qualities that you think would make a successful 16th century monarch.3 Did Elizabeth I have these qualities? Make a table with two columns showing her strengths and weaknesses as a queen.

Activities

Historian Elizabeth Jenkins discusses how Elizabeth ruled England in Elizabeth the Great (2001).[Elizabeth] was self-willed and dictatorial… Yet she had qualities that aroused the admiration and emotion of men… Pale and frail, glittering with jewels… she rode so fast that it alarmed the Master of the Horse responsible for her safety, and danced and walked as if she could never get enough of rapid motion. … Her ministers groaned at the amount of work she exacted and at having to spend their own money in the public service; they exclaimed that they must retire, or at least take a holiday; but the Queen could not spare them, and they were with her until they died.

Interpretation 2

Challenges at home and from abroadFinancial weaknessEngland’s monarchs could not do whatever they pleased. They might take the throne by the divine right, but they needed money and support to rule successfully. Monarchs could raise money from: • rents and income from their own lands (Crown lands) • taxes from trade (known as customs duties) • special additional taxes known as subsidies, which had to be agreed by parliament

• profits of justice (fines, property or lands from people convicted of crimes)

• loans (sometimes loans were ‘forced,’ meaning they were compulsory and never repaid).

Elizabeth’s government did not have a lot of money, as England had fought costly wars before she became queen and lots of Crown lands had been sold off to raise money to fight them. When she took the throne, the Crown was £300,000 in debt, which was a huge sum in 1558. In contrast, the total annual income of the Crown at that time was approximately £286,667.

Elizabeth and AnneTo further legitimise her claim to the throne, Elizabeth campaigned for her mother, Anne Boleyn, to be remembered in a positive way. Anne Boleyn had been executed by Henry VIII, but Elizabeth wanted her to be remembered as his greatest love, and a martyr to her Protestant cause (see page 18).


Draft material

Draft material

36

37

1.4 The problem of Mary, Queen of Scots

Plot and rebellion, 1569

Not only would Elizabeth not name an heir, she refused to discuss marriage

either. In 1569, a plot was hatched at court that seemed to not only deal with

the problem of Mary, but also the succession. The plan was to marry Mary

to the Duke of Norfolk, England’s most senior noble. He was a Protestant

so any children would be too. They would also have a strong claim to the

throne. Mary liked the plot. Even some of Elizabeth’s favourites, like the Earl

of Leicester, were involved – at first. As the plan developed, however, he

changed his mind.

The Earl of Leicester eventually told Elizabeth of the plan. It confirmed how

dangerous the Queen of Scots was, even in captivity. She was moved south

to Coventry. Nevertheless, Elizabeth still refused to take any strong action

against Mary.

• Mary, Queen of Scots (Elizabeth’s cousin), is NOT Queen Mary I (Elizabeth’s sister).

• Mary, Queen of Scots’ arrival in England was a huge problem for Elizabeth I.

• Mary had a strong claim to be next in line to the English throne after Elizabeth.

• Mary became the focus of a plot at court in 1569 to marry her to the Duke of Norfolk.

• The plot to marry Mary to the Duke of Norfolk was developed into a rebellion by the Catholic earls of

Northumberland and Westmorland.

• Elizabeth did not want to take action against Mary because she was an anointed monarch.

• From 1568, Mary remained in captivity in England.

Summary

Strengthen

S1 Describe the chain of events that led Mary, Queen of Scots, to come to England.

S2 Give two options Elizabeth had in dealing with Mary and say why she did not take them.

S3 What was the aim of the plot concerning Mary that developed at court?

Challenge

C1 Explain how changes in Scotland and France caused problems for Elizabeth I.

C2 Explain why there was no ideal solution to the Mary problem for Elizabeth I, including holding her in captivity

in England.

If you are not confident about constructing answers to these questions, write a list of all factors related to the

problems described, using information from the chapter to help you. This will help to structure your answer.

Checkpoint

Create a spider diagram showing

the reasons why Elizabeth was so

cautious when making a decision

about the fate of Mary, Queen of

Scots.

Activity

Recap: Queen, government and religion, 1558–69

1 What were the key features of the Privy Council?

2 What were the three key parts of Elizabeth’s

religious settlement?

3 Give two ways in which the religious settlement

was enforced.

4 Which parts of England had the most Catholic

support during Elizabeth’s early reign?

5 Give three pieces of evidence that show the

religious settlement wasn’t accepted by everyone.

6 In what year did the Dutch Revolt begin?

7 Which treaty was signed in 1560? What was the

main aim of the treaty?

8 Who was Mary, Queen of Scots, accused of

murdering?

9 Give two reasons why Elizabeth needed to keep

Mary, Queen of Scots, in captivity.

10 Who plotted to become Mary, Queen of Scots’

husband?

Recall quiz 1 Write Elizabeth I’s report card. How successful was

Elizabeth’s first decade of rule?

This will come in three sections:

a The Settlement of Religion

b Religious Challenges

c The problem of Mary, Queen of Scots

In pairs, for each of these sections, work out what you

think Elizabeth I’s aims were. Then get together with

another pair and compare your lists. Add any aims

you are missing.

Now for each section you must give Elizabeth a score

on the following scale:

1 = Complete failure. No aims met.

2 = Largely a failure. Majority of aims not met.

3 = Largely a success. Majority of aims met.

4 = Complete success. All aims met.

Under each heading, write the score you are giving

Elizabeth and a short assessment of her performance.

To do this you should explain which of her aims were

met and which weren’t by referring to key events and

outcomes.

a Draw up a list of Elizabeth’s strengths and

weaknesses in 1569. How do they compare

with the lists you drew up for the activity on

page 15? Now identify her opportunities and

threats.

b What do you see as Elizabeth’s greatest threat

in the decade to come? Explain your decision.

c What do you see as Elizabeth’s greatest

opportunity? Explain your decision.

Activities

‘Religion was Elizabeth’s main problem between 1558

and 1569.’ How far do you agree? Explain your answer

You may use the following in your answer:

• the settlement of religion

• Mary, Queen of Scots’ arrival in England in 1568.

You must also use information of your own.

16 marks

Exam-style question, Section B

This question is asking you to assess the significance

of many different factors and come to a conclusion

of which was the most important. You will need to

discuss problems other than religion in your answer.

Remember to come to a conclusion at the end of

your answer which summarises all your points and

makes a judgement about the statement.

Exam tipDraft materia

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Draft materia

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1.4 The problem of Mary, Queen of Scots

Plot and rebellion, 1569Not only would Elizabeth not name an heir, she refused to discuss marriage either. In 1569, a plot was hatched at court that seemed to not only deal with

the problem of Mary, but also the succession. The plan was to marry Mary to the Duke of Norfolk, England’s most senior noble. He was a Protestant so any children would be too. They would also have a strong claim to the throne. Mary liked the plot. Even some of Elizabeth’s favourites, like the Earl

of Leicester, were involved – at first. As the plan developed, however, he changed his mind.

The Earl of Leicester eventually told Elizabeth of the plan. It confirmed how dangerous the Queen of Scots was, even in captivity. She was moved south to Coventry. Nevertheless, Elizabeth still refused to take any strong action against Mary.

• Mary, Queen of Scots (Elizabeth’s cousin), is NOT Queen Mary I (Elizabeth’s sister). • Mary, Queen of Scots’ arrival in England was a huge problem for Elizabeth I. • Mary had a strong claim to be next in line to the English throne after Elizabeth. • Mary became the focus of a plot at court in 1569 to marry her to the Duke of Norfolk.

• The plot to marry Mary to the Duke of Norfolk was developed into a rebellion by the Catholic earls of

Northumberland and Westmorland. • Elizabeth did not want to take action against Mary because she was an anointed monarch.

• From 1568, Mary remained in captivity in England.

Summary

StrengthenS1 Describe the chain of events that led Mary, Queen of Scots, to come to England.S2 Give two options Elizabeth had in dealing with Mary and say why she did not take them.

S3 What was the aim of the plot concerning Mary that developed at court?ChallengeC1 Explain how changes in Scotland and France caused problems for Elizabeth I.C2 Explain why there was no ideal solution to the Mary problem for Elizabeth I, including holding her in captivity

in England.If you are not confident about constructing answers to these questions, write a list of all factors related to the

problems described, using information from the chapter to help you. This will help to structure your answer.

Checkpoint

Create a spider diagram showing the reasons why Elizabeth was so cautious when making a decision about the fate of Mary, Queen of Scots.

Activity Recap: Queen, government and religion, 1558–69

1 What were the key features of the Privy Council?2 What were the three key parts of Elizabeth’s religious settlement? 3 Give two ways in which the religious settlement was enforced.4 Which parts of England had the most Catholic support during Elizabeth’s early reign?5 Give three pieces of evidence that show the religious settlement wasn’t accepted by everyone.6 In what year did the Dutch Revolt begin?7 Which treaty was signed in 1560? What was the main aim of the treaty?

8 Who was Mary, Queen of Scots, accused of murdering?9 Give two reasons why Elizabeth needed to keep Mary, Queen of Scots, in captivity.10 Who plotted to become Mary, Queen of Scots’ husband?

Recall quiz

1 Write Elizabeth I’s report card. How successful was Elizabeth’s first decade of rule?This will come in three sections:a The Settlement of Religionb Religious Challengesc The problem of Mary, Queen of ScotsIn pairs, for each of these sections, work out what you

think Elizabeth I’s aims were. Then get together with another pair and compare your lists. Add any aims you are missing.Now for each section you must give Elizabeth a score on the following scale:

1 = Complete failure. No aims met.2 = Largely a failure. Majority of aims not met.3 = Largely a success. Majority of aims met.4 = Complete success. All aims met.Under each heading, write the score you are giving Elizabeth and a short assessment of her performance. To do this you should explain which of her aims were met and which weren’t by referring to key events and outcomes.

a Draw up a list of Elizabeth’s strengths and weaknesses in 1569. How do they compare with the lists you drew up for the activity on page 15? Now identify her opportunities and threats.b What do you see as Elizabeth’s greatest threat in the decade to come? Explain your decision.c What do you see as Elizabeth’s greatest opportunity? Explain your decision.

Activities

‘Religion was Elizabeth’s main problem between 1558 and 1569.’ How far do you agree? Explain your answerYou may use the following in your answer: • the settlement of religion • Mary, Queen of Scots’ arrival in England in 1568.You must also use information of your own.

16 marks

Exam-style question, Section B

This question is asking you to assess the significance of many different factors and come to a conclusion of which was the most important. You will need to discuss problems other than religion in your answer.

Remember to come to a conclusion at the end of your answer which summarises all your points and makes a judgement about the statement.

Exam tip

Draft material

Draft material

What to look out for in our Student Books...Within our Student Books, you’ll get a glimpse of all the features we’ve created to help all your students succeed in history.

Engaging and accessible activities tailored to the skills focuses of each unit to support and stretch students’ learning.

Checkpoints to enable students to reflect, consolidate and extend upon their learning.

Realistic exam-style questions with tips.

Recap pages at the end of every chapter include a recall quiz, activities to help students summarise and analyse the chapter, and consider how it links to what they’ve learned throughout the course.

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Thinking HistoricallyEnsuring students make progress is key for history teachers, but how do you define genuine progression in history?Working with Dr Arthur Chapman at the Institute of Education, University College London, we’ve created a research-based model of how students’ conceptual understanding of history develops. This model focuses on the key strands of: Evidence, Interpretations, Causation and Change, and shows how these ideas grow into a sophisticated understanding of historical practice over time.

Using this model, we’ve worked with practising history teachers to develop engaging activities targeting the misconceptions that GCSE students often struggle with. We’ve called these “Thinking Historically” activities, as they are designed to encourage students to think as historians. By helping students understand what good history is, and how historians create it, they gain a better understanding of how to write good history themselves, and succeed in their studies at GCSE and beyond.

Key features of our approach:

• Thinking Historically activities appear regularly throughout our Student Books, so they can be easily integrated into your teaching.

• Activities match the requirements of the different exam papers – for example, the ‘Interpretations’ activities appear in the modern depth study books where they’re most relevant.

• All activities are tailored to each topic, so you’re teaching concepts using the historical content your students are currently learning. This means they can develop skills in context rather than using generic activities, which can seem divorced from what students are studying.

• The four main strands of Thinking Historically also cover the other second-order concepts of significance, and similarity and difference – for example the ‘Change’ strand covers assessing the significance of a change.

Read more about this approach, and download the conceptual map at:www.pearsonschools.co.uk/histprogressapproach

Digital supportTo help you get even more out of the Thinking Historically activities, the ActiveLearn Digital Service includes teacher notes for every activity, plus worksheets to help make delivering the approach even easier. The teacher notes explain the focus of each activity in detail and provide tips on how to focus your students on the conceptual learning, while avoiding other misconceptions.

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This activity, focusing on understanding evidence, is from the Historic Environment section of our Warfare through time, c1250–present Student Book. It addresses misconception 3a in the ‘Evidence’ strand of the Thinking Historically progression map: that the value of a source is a fixed property. The activity helps students to see that the usefulness of a source varies depending on the question being investigated.

Though Thinking Historically activities are not explicitly exam-focused, the conceptual understanding they embed is important in helping students think independently and respond flexibly to exam questions. If left unchallenged, this misconception could lead to students not understanding what’s being asked of them in source utility questions (such as Q 2a in Paper 1) and giving formulaic answers that limit their exam success. 160

5.3 The impact of the First Blitz on civilian life

‘The Lull’, May 1941–January 1944‘The Lull’ (11 May 1941–20 January 1944) was a period with plenty of air raids on London, but they weren’t happening every night. There was a pattern: raids often followed Allied raids on German cities. So many Londoners only went to the shelters the night after they’d heard of a raid on Germany. A minority continued to sleep in the shelters all the time.

Ongoing precautionsThe government started to improve precautions during the First Blitz, but they took a while to happen. Most were ready during the Lull.

• New deep shelters were built (often under Tube stations).

• There were improvements in the shelters: more bunks, more and better toilets, a ticketing system so people didn’t have to queue for hours to get a good space.

• Many of the large shelters developed a comprehensive programme of activities – including film shows, dances, drama, adult education classes and libraries.

• From March 1941, the new indoor shelter, the Morrison, was available.

• During The Lull, 1,808 people were killed or seriously injured.

The ‘Baby Blitz’The ‘Baby Blitz’ (21 January–19 April 1944) was the last attack on London by German aeroplanes. The raids killed and injured 3,793 people; but by this point in the war, Allied air forces were much stronger than the German air force, and in most raids only a few planes got through to London. However, casualties, per month, were 948 compared to 58 in the Lull.

The value of evidence

Read Source F, then work through the tasks that follow.

1 Write down at least two ways in which Woolridge’s memories are useful for explaining what happened at Balham station.

2 Compare your answers with a partner, then try to come up with at least one limitation of the source for explaining what happened at Balham station.

3 With your partner, decide how useful this source is for explaining what happened on a scale of 1 to 10 (10 being very useful).

4 What if the source was used to answer the question: ‘Exactly how many people were killed when the bomb hit Balham station?’

a Write down any ways in which the source is useful for answering this new question.

b Write down any limitations for answering the new question.

c With your partner, decide how useful this source is for answering the question on a scale of 1 to 10.

d Can you think of another enquiry about the Balham disaster for which this would be a useful source? Write it down and score the source on a scale of 1 to 10.

5 Compare your scores out of 10. How does the question being asked affect how useful a source is? Explain your answer.

6 Can you think of any other factors that might affect the usefulness of the source?

THINKING HISTORICALLY Evidence (3a)

1 Explain why the period from May 1941 to January 1944 was called the Lull.

2 Why might the improvements in the shelters have been introduced during the Lull, not the First Blitz?

Activities

Asking questions in the examThe exam gives you a start by asking questions. The best way for you to do well is to ask yourself some more questions. These questions will give you the criteria you need to make and explain your judgements and help you work out the best answers. This is what you have been practising in the work on Balham – asking questions to help you find the best criteria to answer the exam question. The criteria you use as the reasons for your answer are one of the main things you will get marks for. So you should:

• ask yourself the questions

• use the questions to help you decide the best criteria

• use the criteria to explain your answer.

08_GCSE_History_Warfare_CH05_cpp_CC.indd 160 15/03/2016 16:58

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By the end of this lesson, you will understand how to:

• select and use single clause sentences

• select and use multiple clause sentences.

Learning outcomes

Clause: a group of words or unit of meaning that contains a verb and can form part or all of a sentence (for example, ‘William I conquered the Anglo-Saxons’)

Single clause sentence: a sentence containing just one clause (for example, ‘William I conquered the Anglo-Saxons.’)

Multiple clause sentence: a sentence containing two or more clauses, often linked with a conjunction, (for example, ‘William I conquered the Anglo-Saxons and ruled England for 21 years.’)

Coordinating conjunction: a word used to link two clauses of equal importance within a sentence (for example, ‘and’, ‘but’, ‘so’, ‘or’, etc.)

Definitions

WRITINGH I S T O R I C A L LY

Writing historically: managing sentencesThe most successful historical writing is clearly expressed, using carefully managed sentence structures.

How can I structure my sentences clearly?When you are explaining and exploring complex events and ideas, you can end up writing very long sentences. These can make your writing difficult for the reader to follow.

Look at the extract below from a response to this exam-style question:

Describe two features of the social system of Anglo-Saxon England.

Someone’s position in Anglo-Saxon society depended on how much land they owned but the thanes who were the local lords could lose their land and become peasants or slaves and the ceorls who were free farmers could rise to become thanes.1. The writer of the response above has linked every piece of information in his answer into one, very

long sentence.

How many different pieces of information has the writer included in this answer? Re-write each piece of information as a single clause sentence. For example:

The thanes were local lords.2. Look again at your answer to Question 1. Which of the single clause sentences would you link

together? Re-write the response twice, experimenting with linking different sentences together using conjunctions such as ‘and’, ‘but’ or ‘so’. Remember: you are aiming to make your writing as clear and precise as possible.

3. Write three two-clause sentences using conjunctions on the topic of the Anglo-Saxon social system.

4. Rewrite the response to the exam-style question, taking into consideration single clause sentences and the use of conjunctions.

01_GCSE_History_Anglo-Saxon_WH01_ppp.indd 2 11/01/2016 15:36

DRAFTWriting HistoricallyGood, clear writing is essential to success in history. That’s why we’ve included features in all our Student Books that explain key writing skills and give students the opportunity to practice.

How do our Student Books help develop key writing skills?

We started by analysing old GCSE History exam scripts to identify the most common writing problems that impact the quality of students’ answers. The top 12 techniques that might help students were identified, and these are the focuses of the Writing Historically spreads you will see in the books.

The approach used to teach the techniques is based on the proven ‘Grammar for Writing’ pedagogy developed by a team at the University of Exeter and used in many English departments. Grammar is addressed explicitly to explain the techniques that successful writers use. All the spreads are written using example questions and student answers relevant to the book they appear in, so the writing skills are always taught in the context of the history being studied and the types of questions that students will face.

Students are encouraged to reflect on their own writing, as well as the sample answers given. The activities ask students to experiment with new structures and techniques for expressing their ideas, allowing them to write more nuanced arguments that more explicitly address the questions. Structuring and ordering arguments is also covered, helping students to plan their answers more effectively.

Digital support

Explaining grammatical points can be tricky – after all, you’re a history teacher, not an English teacher. To help you get more out of the Writing Historically activities, and deliver seamless literacy support, the ActiveLearn Digital Service includes teacher notes

and worksheets for every Writing Historically spread. The teacher notes explain all the grammar know-how you need, and give extra examples of good answers and mistakes your students should avoid.


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By the end of this lesson, you will understand how to:

• select and use single clause sentences

• select and use multiple clause sentences.

Learning outcomes

Clause: a group of words or unit of meaning that contains a verb and can form part or all of a sentence (for example, ‘William I conquered the Anglo-Saxons’)

Single clause sentence: a sentence containing just one clause (for example, ‘William I conquered the Anglo-Saxons.’)

Multiple clause sentence: a sentence containing two or more clauses, often linked with a conjunction, (for example, ‘William I conquered the Anglo-Saxons and ruled England for 21 years.’)

Coordinating conjunction: a word used to link two clauses of equal importance within a sentence (for example, ‘and’, ‘but’, ‘so’, ‘or’, etc.)

Definitions

WRITINGH I S T O R I C A L LY

Writing historically: managing sentencesThe most successful historical writing is clearly expressed, using carefully managed sentence structures.

How can I structure my sentences clearly?When you are explaining and exploring complex events and ideas, you can end up writing very long sentences. These can make your writing difficult for the reader to follow.

Look at the extract below from a response to this exam-style question:

Describe two features of the social system of Anglo-Saxon England.

Someone’s position in Anglo-Saxon society depended on how much land they owned but the thanes who were the local lords could lose their land and become peasants or slaves and the ceorls who were free farmers could rise to become thanes.1. The writer of the response above has linked every piece of information in his answer into one, very

long sentence.

How many different pieces of information has the writer included in this answer? Re-write each piece of information as a single clause sentence. For example:

The thanes were local lords.2. Look again at your answer to Question 1. Which of the single clause sentences would you link

together? Re-write the response twice, experimenting with linking different sentences together using conjunctions such as ‘and’, ‘but’ or ‘so’. Remember: you are aiming to make your writing as clear and precise as possible.

3. Write three two-clause sentences using conjunctions on the topic of the Anglo-Saxon social system.

4. Rewrite the response to the exam-style question, taking into consideration single clause sentences and the use of conjunctions.

01_GCSE_History_Anglo-Saxon_WH01_ppp.indd 2 11/01/2016 15:36

DRAFT

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Like what you see in the Student Books?There’s even more available online...

• Editable lesson plans you can tailor to your studentsü Linked to the Edexcel schemes of work ü Filled with differentiation ideas to engage all your students with history

• Online front-of-class version of the student booksü Include zoomable sources, images and activities, perfect for front-of-class teachingü Embedded teaching and learning resources to inspire your lessons, such as video

introductions and source materials for the Historic Environment unit

• Ready-made student worksheetsü Designed to complement the Student Books and lesson plansü Editable, so you can personalise them to your students’ needs

• Extra materials for Thinking Historically and Writing Historically ü Teacher notes to help you use the Student Books’ ‘Thinking Historically’ and

‘Writing Historically’ pedagogies with your classesü Additional worksheets to support your students as they develop their conceptual

understanding and historical literacy skills

• Assessment materials to help your students get set for the new examsü Exam skills PowerPoints with exam questions and sample answersü Realistic exam-style assessments and mark schemes for each unit –

ideal for exam practiceü Diagnostic assessments linked to the Pearson Progression Scale to

help you and your students pinpoint strengths and weaknesses

NEW

for t

he 2016

specificatio

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.

We’ve created a whole host of time-saving digital tools and materials to help you plan, teach, track and assess the new Edexcel GCSE (9–1) qualification with confidence.

Sign up to hear more at www.pearsonschools.co.uk/HistOnline2016.

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Like what you see in the Student Books?There’s even more available online...

Track your students’ progress with the Pearson Progression Services

• A progression scale to track students’ progress in history, divided into steps of increasing demand. For ages 11–16 we have created 12 steps from low to high performance. In most subjects, expected average progress for a student is one step per year.

In this example, a student starting on step 4 at the start of Year 7 will be expected to be on step 9 at the end of Year 11.

• A progression map representing our view of how learning progresses in history, and how understanding and skills build upon each other.

• Tests mapped to the scale and reporting in steps. You can also use the scale for your own assessments.

• An online markbook to help predict future performance, quickly identify problems, take the most effective actions, and compare student progress nationally.

.

Sign up to hear more at www.pearsonschools.co.uk/HistOnline2016.

Steps Transition 1st 2nd 3rd 4th 5th 6th 7th 8th 9th 10th 11th 12th

Example of expected progress from Years 7 – 11

Download a free, ready-made and editable Progression Scale and Map at

www.pearsonschools.co.uk/HistoryProgress2016.

Pearson Ltd is committed to reducing its impact on the environment by using responsibly sourced and recycled paper.

This leaflet is printedon 75% recycled paper

When you have finished withthis leaflet please recycle it

V37

5

Explore our Edexcel GCSE (9–1) History qualification at: www.edexcel.com/Hist2016Explore.

Get set for September and save!Order our Student Books before 31st

May 2016 and get 35% off. *Use the code GCSEHIS16 at

www.pearsonschools.co.uk/Hist35.

Next steps

* Applies to UK institutions only; this offer relates to print products and can’t be used with any other discount. We are seeking endorsement for use with the Edexcel GCSE (9–1) History qualification.

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