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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?