Upload
others
View
5
Download
0
Embed Size (px)
Citation preview
GCE History
Contents PageUnit AS 1 Option 1: England 1509–58 5
Unit AS 1 Option 2: England 160349 18
Unit AS 1 Option 3: Britain in the Age of Reform 1830–80 31
Unit AS 1 Option 4: Italy and Germany 1815-71 45
Unit AS 1 Option 5: Historical Investigations and Interpretations: Germany 1919-45
57
Unit AS 2 Option 1: Spain and Europe 1556 – 98 74
Unit AS 2 Option 2: The Ascendancy of France in Europe 1660 – 1714
85
Unit AS 2 Option 3: Ireland 1823 – 67 97
Unit AS 2 Option 4: France 1815-70 111
Unit AS 2 Option 5: Russia 1914-41 124
Unit AS 2 Option 6: Italy’s Quest for Great Power Status 1871-1943
139
Unit A2 1 Option 1: Crown and Parliament in England 1625–1714 152
Unit A2 1 Option 2: Ireland Under the Union 1800-1900 167
Unit A2 1 Option 3: The Causes and Consequences of Great Power Conflict 18481945
184
Unit A2 1 Option 4: The American Presidency 1901–2000 198
Unit A2 1 Option 5: Clash of Ideologies in Europe 19002000 213
Unit A2 2 Option 1: England 1558-1603 227
Unit A2 2 Option 2: Ireland 1685-1714 241
Unit A2 2 Option 3: Ireland 1778–1803 255
Unit A2 2 Option 4: Partition of Ireland 1900–25 269
CCEA Exemplar Scheme of Work: GCE History
Introduction
CCEA has developed new GCE History specifications for first teaching from September 2016. This scheme of work has been designed to support you in introducing the new specification.
The scheme of work provides suggestions for organising and supporting students’ learning activities. It is intended to assist you in developing your own scheme of work and should not be considered as being prescriptive or exhaustive.
Please remember that assessment is based on the specification which details the knowledge, understanding and skills that students need to acquire during the course. The scheme of work should therefore be used in conjunction with the specification.
Published resources and web references included in the scheme of work have been checked and were correct at the time of writing. You should check with publishers and websites for the latest versions and updates. CCEA accepts no responsibility for the content of third party publications or websites referred to within this scheme of work.
A Microsoft Word version of this scheme of work is available on the subject microsite on the CCEA website (www.ccea.org.uk/microsites). You will be able to use it as a foundation for developing your own scheme of work which will be matched to your teaching and learning environment and the needs of your students.
I hope you find this support useful in your teaching.
Best wishes
Helen Parks
Education Manager
History
E-mail [email protected] 028 9026 1200 (2906)
1Updated: 17 July 2018
CCEA Exemplar Scheme of Work: GCE History
2Updated: 17 July 2018
CCEA Exemplar Scheme of Work: GCE History
CCEA Exemplar Scheme of Work:
GCE History
3Updated: 17 July 2018
CCEA Exemplar Scheme of Work: GCE History
4Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
AS 1 Option 1:England 1509–58
5Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
6Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification: GCE History
Unit AS 1 Option 1: England 1509–58
In this option students focus on the rule of English monarchs between 1509 and 1558, including the role of Henry VIII. Students focus on the problems caused by the King’s attempts to divorce Catherine of Aragon, which in turn led to the break with Rome and the beginning of the English Reformation. Students examine further religious reforms during the reigns of Edward VI and Mary I, evaluating the impact of religious change on government and society. They also assess the changing face of government during this period as well as economic and social problems. Assessment for this option consists of a written examination that includes short response questions, source work and a source-based question on interpretations.
The following Assessment Objectives are generic and set out the skills students should have the opportunity to develop through the study of this unit.
AO1: Demonstrate, organise and communicate knowledge and understanding to analyse the key features related to the periods studied, and explore concepts, as relevant, of cause, consequence, change, continuity, similarity, difference and significance.
AO2: Analyse and evaluate appropriate source material, primary and/or contemporary to the period, within its historical context.
AO3: Analyse and evaluate, in relation to the historical context, different ways in which aspects of the past have been interpreted.
7Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification Content
Elaboration of Content Learning Focus
Religious belief and practice in England on the eve of the Reformation
the organisation, governance, doctrine and practices of the Catholic Church in England, its connection with the State and impact on society;
Catholic Church in England 1509–33 Organisation and governance of the Church in England Role of bishops and clergy Doctrine, beliefs and practices of the Church, Power of King as Head of State and defender of the faith
and relationship with the papacy Impact of Church on English society
criticism of the Church expressed in anti-clericalism and anti-papalism, the growth of religious reformers and the impact of Lutheranism in England;
Growing criticism of the Catholic Church Role of anti-clericalism Aims of anti-clericalism Criticism of role of papacy Secular demands over aims of the Church Religious demands for reform of the Church Growth of religious reformers, Lollardy and Humanism Spread of Lutheran ideas Impact of Lutheranism, role of Tyndale
support for the Church as
expressed in wills, literature and visitations;
Popular support for the Church Rebuilding of churches Wills and Church donations Belief in visitations
8Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification Content
Elaboration of Content Learning Focus
Religious belief and practice in England on the eve of the Reformation (cont.)
Henry VIII and the divorce
The English Reformation
Henry VIII’s marriage to Catherine of Aragon and the reasons for the divorce;
the attempts to gain a divorce and the role played by the Pope, Charles V, Catherine of Aragon, Anne Boleyn, Thomas Wolsey, Thomas Cromwell and Thomas Cranmer;
the role played by the Reformation Parliament and its policies, the continuity and change in religion in the 1530s and
The marriage issue 150929 Importance of marriage of Catherine of Aragon and Henry
VIII Issues with the royal marriage Impact of arrival of Anne Boleyn Reason why Henry VIII wanted a divorce by 1529The Divorce Crisis 152933 Attempts to gain papal dispensations Position of Catherine of Aragon and Charles V Role and position of Anne Boleyn Role and downfall of Wolsey Roles of Cromwell and Cranmer End of the Divorce Crisis 1533
Role of Reformation Parliaments Role of Reformation Parliaments pre1533 Supreme Head 1531 Role of the King Parliament of 153234 and the Treason Act of 1834 Acts of Succession and Supremacy 1534 Policies of Reformation Parliaments 153447 Break with Rome
9Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
1540s; Importance of securing the Protestant faith and succession
Specification Content
Elaboration of Content Learning Focus
Religious belief and practice in England on the eve of the Reformation (cont.)
opposition to religious change, including the Holy Maid of Kent, Observant Franciscans, Carthusians, John Fisher and Thomas More;
Religious change and continuity Religious changes Ten Articles of Religion 1536 Bishop’s Book 1537 Royal injunctions and English Great Bible 1539 Role of Cromwell Religious continuity Act of Six Articles 1539 Act of Advancement of True Religion 1543 King’s Book 1543
Opposition to religious changes Reasons for opposition to religious changes Holy Maid of Kent Observant Franciscans and Carthusians John Fisher and Thomas More
the causes of the dissolution of the
Causes of the Dissolution of the Monasteries Political motives
10Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
monasteries; and Personal motives of Henry VIII Religious motives Economic and social motives
Specification Content
Elaboration of Content Learning Focus
Religious belief and practice in England on the eve of the Reformation (cont.)
the causes of the Pilgrimage of Grace, its results and significance.
Pilgrimage of Grace 1536 Causes of the Pilgrimage Aims of Aske Events and failure Results and significance of the Pilgrimage
Political Developments 154758
the development of government under Somerset and Northumberland;
Development of Government under Somerset Succession issue and legacy of Henry VIII Problem of a minor King, Edward VI Factions and Court politics Role of Privy Council and Regency Council Rise to power and role of Somerset Somerset’s style of government
11Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification Content
Elaboration of Content Learning Focus
Political Developments 154758 (cont.)
Development of Government under Northumberland Northumberland’s rise to power Role of the Privy Council Role of Lord Lieutenant and administrative reforms Role as Lord President and relationship with Edward VI
the causes of the Succession Crisis, its results and significance;
The Succession Crisis Role of Northumberland and Lady Jane Grey Significance of popular support for Mary Tudor
the problems caused by a female monarch following a minor King;
the development of government under Mary I;
Problems facing Mary as a female monarch Political legacy of a minor King, Edward VI Political problems facing Mary I in 1553 The marriage problem and role of Mary I Significance of marriage to Philip II
Mary I and the Development of Government Style of government and role of factions Local government reform Administrative continuity and success of Marian
governance
12Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification Content
Elaboration of Content Learning Focus
The reign of James II 1685–88 (cont.)
the causes of the Many Headed Monster Rebellions, their results and significance; and
Many Headed Monster Rebellions Causes of the Western Rebellion: religious changes,
unpopularity of Somerset, desire to preserve Cornish traditions, economic hardship
Causes of Kett’s Rebellion: economic grievances, opposition to enclosure, opposition to Somerset
Results of the rebellions: the downfall of Somerset Economic and religious significance of the 1549
Rebellions Mary I and the role of religion Consequences of the political opposition to Mary I
the causes of the Wyatt’s Rebellion, its results and significance.
Wyatt’s Rebellion 1554 Causes of Wyatt’s Rebellion: religious and political
factors Main aims and events of Wyatt’s Rebellion Results of the Rebellion Political significance of the Rebellion
13Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification Content
Elaboration of Content Learning Focus
Religious Developments 154758
the Edwardian religious reforms introduced by Somerset and Northumberland 154753;
Edwardian Religious Reforms Aims of Somerset’s religious reforms Somerset’s religious policies Chantries Act 1547 New Prayer Book and Act of Uniformity 1549 Impact of Somerset’s religious reforms Aims of Northumberland’s religious reforms Northumberland’s religious policies Role of Ridley and Hooper Second Edwardian Prayer Book and Act of Uniformity
1552 Cranmer’s Forty-Two Articles Impact of Northumberland’s religious reforms
the measures taken to restore Roman Catholicism in England under Mary I; and
The Catholic Restoration under Mary I Religious aims of Mary I Catholicism and the English people in 1553 Influence of Mary I’s advisers Reversal of Edward VI’s religious policies and legislation Changes to Doctrine, ceremony and education
14Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification Content
Elaboration of Content Learning Focus
Religious Developments 154758 (cont.)
the extent and consequences of the Marian persecutions and the extent of popular support for the return to Roman Catholicism.
Marian Persecution and its consequences Causes of Marian persecution Events of Marian persecution of Protestants Political effects of Marian persecution Degree of support for the restoration of Catholicism up to
1558 Factors which hindered the restoration of Catholicism
Economic and social problems of the period
the economic and social effects of the dissolution of the monasteries;
Effects of the dissolution of the monasteries Monarchy’s crown lands and income Economic and social effects on the people
the economic and social policies of Somerset, Northumberland and Mary I; and
Economic and social policies 15471558 Economic policies of Somerset Enclosure issue Debasement, sale of Chantry lands Somerset and the Vagrancy Act Economic policies of Northumberland Economic crisis of 1551 and its effects Northumberland, social issues and a new Poor Law Economic policies of Mary I: economic reforms 1554 Growth of trade, sale of lands and customs issue Social issues and developments under Mary I
15Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification Content
Elaboration of Content Learning Focus
Economic and social problems of the period (cont.)
the problems of enclosure, debasement, inflation, bad harvests, disease and changing trade patterns.
Economic and social problems 154758 The Enclosure problem Debasement and its effects Problem of bad harvests Disease and epidemics Changing trade patterns and their effects Economic crisis 154758
16Updated: 17 July 2018
CCEA Teaching Guidance Material: GCE History
Resources:
Anderson, A (2001) An Introduction to Tudor England 1485-1603, Hodder and
Stoughton
Anderson, A (2011) Protest, Crisis and Rebellion in England 1536-88, Pearson
Bindoff, S T (1991) Tudor England, Pelican
Ellsmore, S et al (2001)The Early Tudors: England 1485-1558, Hodder
Elton, G R (1991) England Under The Tudors, Routledge
Ferriby, D and Anderson, P (2015) The Tudors: England 1485-1603, Hodder
Guy, J (1990) Tudor England, Oxford University Press
Lockyer, R and O’Sullivan, D (1997) Tudor Britain 1485-1714, Longman
Lotherington, J (1994) The Tudor Years, Hodder
MacCulloch, D (2000) The Later Reformation in England 1547-1603, Palgrave
Macmillan
Murphy, D et al (1999) England 1485-1603, Collins
Pendrill, C (2000) The English Reformation 1485-1558, Heinemann
Pendrill, C (2008) Church and State 1529-1589, Heinemann
Russell, C (1992) The Crisis of Parliaments: English History 1509-1660,
Oxford University Press
Smith, A G R (1993) The Emergence of a Nation State 1529-1660, Longman
Starkey, D (2002) The Reign of Henry VIII: Personalities and Politics, Vintage
Tilbrook, M (2015) The Tudors: England 1485-1603, Oxford University Press
Titler, R (1991) The Reign of Mary I, Longman
Turvey, R (2008) Government and Religion, 1509-1558, Hodder
Turvey, R (2015) The Early Tudors: Henry VII to Mary I 1485-1558, Hodder
17Updated: 17 July 2018
CCEA Teaching Guidance Material: GCE History
Williams, P (1983) The Later Tudors: England 1547-1603, Oxford University
Press
Unit AS 1 Option 2:England 160349
18Updated: 17 July 2018
CCEA Teaching Guidance Material: GCE History
19Updated: 17 July 2018
CCEA Teaching Guidance Material: GCE History
Specification: GCE History
Unit AS 1 Option 2: England 160349
Guidance for TeachersIn this option students focus on the reigns of James I and Charles I. This period of English history witnessed enormous political, economic and social changes, which erupted in Civil War in 1642. Students investigate the origins of this conflict by analysing the problems faced by James I and Charles I and by evaluating the impact of their financial, foreign and religious policies. Students also study the reasons for Parliament’s victory in the Civil War and the political revolution that followed it. Assessment for this option consists of a written examination that includes short response questions, source work and a source-based question on interpretations.
The following Assessment Objectives are generic and set out the skills students should have the opportunity to develop through the study of this unit.
AO1: Demonstrate, organise and communicate knowledge and understanding to analyse the key features related to the periods studied and explore concepts, as relevant, of cause, consequence, change, continuity, similarity, difference and significance.
AO2: Analyse and evaluate appropriate source material, primary and/or contemporary to the period, within its historical context.
AO3: Analyse and evaluate, in relation to the historical context, different ways in which aspects of the past have been interpreted.
20Updated: 17 July 2018
CCEA Teaching Guidance Material: GCE History
Specification Content
Elaboration Learning Focus
James I 160325 James I’s Elizabethan
inheritance;James I’s Elizabethan inheritance Dynastic change The circumstances behind the dynastic change from Tudors
to Stuarts and James’s claim to the throne Contemporary views of James I in 1603 Puritan expectations Catholic expectations Tensions between English and Scots Divine Right of Kings James I’s belief in the divine right of Kings
James I’s religious policies, their success and impact on the Church of England, Puritans and Catholics;
James I’s religious policies Elizabethan Church Main features of the Elizabethan Church inherited by James I
in 1603
21Updated: 17 July 2018
CCEA Teaching Guidance Material: GCE History
Specification Content
Elaboration Learning Focus
James I 160325 (cont.)
James I’s policies towards Catholics Varying levels of recusancy fines Gunpowder Plot and its aftermath Howard family’s influence at court Spanish Marriage Thirty Years’ War Book of Sports Growth of Arminianism
James I’s policies towards Puritans Millenary Petition Hampton Court Conference Canons of 1604 James’s appointments as Archbishop of Canterbury Thirty Years’ War Book of Sports Synod of Dort Directions to preachers 1622 Growth of Arminianism
The Church of England Policies broadly successful in maintaining the Elizabethan
Church Settlement Church remained broad, as James intended
22Updated: 17 July 2018
CCEA Teaching Guidance Material: GCE History
Specification Content
Elaboration Learning Focus
James I 1603-25 (cont.)
James I’s financial problems, his financial policies and their degree of success;
James I’s financial problems: Inherent problems in the financial system in England in 1603 Elizabethan debt Archaic and corrupt system Expectations of courtiers
Other factors which contributed to James's financial problems Family expenses Elizabeth’s funeral
Extravagance of James James’s spending habits Generosity to favourites
James I’s financial policies Great Farm of Customs Impositions, including the Bates’ case Book of Rates Book of Bounty Great Contract Cockayne Scheme Monopolies Cranfield’s reforms
23Updated: 17 July 2018
CCEA Teaching Guidance Material: GCE History
Specification Content
Elaboration Learning Focus
James I 160325 (cont.)
The results of James I’s financial policies Policies had mixed success at best and relations between
Crown and Parliament remained difficult throughout the reign
James I’s foreign policy, including his aims, policies towards Spain, the Netherlands, France and the Holy Roman Empire, the success of these policies and his response to the Thirty Years’ War;
James I’s foreign policy Attitude and policies towards Europe Rex Pacificus, role as mediator Treaty of London Julich and Cleves dispute Elizabeth’s marriage Spanish marriage negotiations Thirty Years’ War Anti-Habsburg alliances, such as the French marriage Mansfield’s failed campaign 1625
the impact of royal favourites, such as the Earl of Somerset and the Duke of Buckingham, on political life; and
The impact of royal favourites Workings of the Royal Court inherited by James: the
Elizabethan Legacy in 1603
the reasons for the unpopularity of royal favourites.
Importance of patronage and factions Role and political impact of Robert Carr Role and political impact of George Villiers
24Updated: 17 July 2018
CCEA Teaching Guidance Material: GCE History
25Updated: 17 July 2018
CCEA Teaching Guidance Material: GCE History
Specification Content
Elaboration Learning Focus
Charles I 162540 Charles I’s financial,
religious and foreign policies 162529 and their impact on domestic politics;
Charles I’s financial policy 162529 Continued collection of tonnage and poundage after 1627 Forced loan Five Knights’ case
Charles I’s religious policy 162529 Support for Arminianism York House Conference 1626 Promotion of Laud to Bishop of London 1628
Charles I’s foreign policy 1625–29 Cadiz expedition 1625 Marriage to Henrietta Maria, unpopular because she is
Catholic Conflict with France, La Rochelle Overall foreign policy unpopular because it is seen to be a
waste of public funds and not well managed
the impact of the Duke of Buckingham 1625–29;
Duke of Buckingham Favourite of Charles I during early reign
the reasons why Charles I decided to rule without parliament in 1629;
Charles I’s decision to rule without parliament Parliament questioned the legality of most of Charles's
financial policies Parliament’s response, such as Petition of Right and Three
Resolutions, pushes Charles towards decision to rule without Parliament
26Updated: 17 July 2018
CCEA Teaching Guidance Material: GCE History
Specification Content
Elaboration Learning Focus
Charles I 162540 (cont.)
the policies of Charles I during the Personal Rule 1629–40 and the extent to which they provoked opposition: financial reforms, religious reforms;
Foreign policy 1629–40 peace with France and Spain pro-Spanish policies Charles I’s attitude and policies towards Spain, the Holy
Roman Empire and the United Provinces
Financial policy 1629–40 Weston Forest fines Distraint of knighthood Nuisances Monopolies Plantations Customs farmers Court of Wards Ship money and Hampden’s case Impact of Hampden case, including taxpayers’ revolt and
decline in revenue collected
Religious Policy 1629–40 Laud and the nature and impact of Arminianism and
Laudianism Beliefs and policies of Archbishop Laud and their impact on
England Laud’s aims such as "beauty of holiness" Laud’s Church reforms, such as altar policy
27Updated: 17 July 2018
CCEA Teaching Guidance Material: GCE History
28Updated: 17 July 2018
CCEA Teaching Guidance Material: GCE History
Specification Content
Elaboration Learning Focus
Charles I 162540 (cont.)
Charles I’s policies towards Puritans and their impact Puritan opposition to Laud’s reforms Case of Burton, Bastwick and Prynne
Charles I’s policies towards English Catholics and their impact
the impact in England of Charles I's policies in Scotland and Ireland; and
Impact of Charles I's policies in Scotland and Ireland Prayer book crisis in Scotland Scottish National Covenant 1638 First and Second Bishops’ Wars 163940 and lack of support
in England Awareness of Wentworth's (Strafford) authoritarian rule in
Ireland and his perceived malign influence on Charles I
changes to court culture 162540.
Character and culture of the Caroline Court Influence of Henrietta Maria Inigo Jones Court entertainment Catholic influence at court Closed nature of the royal court under Charles
Civil War 164246 the key battles of the English Civil War;
Most significant engagements Battle of Edgehill 1642 Battle of Marston Moor 1644 Battle of Naseby 1645
29Updated: 17 July 2018
CCEA Teaching Guidance Material: GCE History
30Updated: 17 July 2018
CCEA Teaching Guidance Material: GCE History
Specification Content
Elaboration Learning Focus
Civil War 164246 (cont.)
the reasons for the parliamentarian victory in the Civil War, including assets held by parliament, the mobilisation of financial and economic resources, the strengths of political and military leadership, the alliance with Scotland and the creation of the New Model Army; and
Reasons for Parliament’s victory in the Civil War Control of London, centre of printing, major port, large
population Role of Pym, especially in relation to organisation of taxation Control of the Navy Solemn League and Covenant 1643 Self-denying Ordinance Creation of New Model Army
the weaknesses of the royalist war effort.
Reasons for Royalists’ defeat in the Civil War Weaknesses in royalist leadership, especially Charles I's
shortcomings as a military commander Royalist financial difficulties Royalist Cessation Treaty with Irish
Revolution 164649
the search for a settlement with Charles I 164649 and the reasons for its failure
Attempts to reach a settlement with Charles I Newcastle Propositions 1646 ‘Heads of the Proposals’ 1647 Treaty of Newport 1648
Reasons for failure Apparent prevarication of Charles I in order to divide his
opponents, Parliament and the Army, in the hope of recovering his power
31Updated: 17 July 2018
CCEA Teaching Guidance Material: GCE History
32Updated: 17 July 2018
CCEA Teaching Guidance Material: GCE History
Specification Content
Elaboration Learning Focus
Revolution 164649 (cont.)
the impact of political and religious radicalism: its origins during the Civil War, the social and political ideas and impact of the Levellers after 1646 and the extent of radicalism 164649;
Origins, emergence and impact of radicalism Levellers Diggers Ranters Fifth Monarchists
the reasons why Charles I was executed in 1649, including the failure of parliament, the politicisation of the army and its intervention in the political process, the role of Charles I in refusing to engage in meaningful negotiations and the Second Civil War;
Reasons for the trial and execution of Charles I Politicisation of the Army Second Civil War Charles’s unwillingness to compromise Mistakes of the conservative element in Parliament Pride’s Purge Charles’s conduct at the trial
the political consequences of the decision to try and execute Charles I: the abolition of the House of Lords, the abolition of monarchy and the establishment of a Commonwealth.
The immediate impact of the execution of the monarch on the political nation
33Updated: 17 July 2018
CCEA Teaching Guidance Material: GCE History
34Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Resources
Ashton, R (1978) The English Civil War, Littlehampton Books
Brice, K (1994) The Early Stuarts 1603–1640, Hodder Education
Brice, K and Lynch, M (2015) The Early Stuarts and the English Revolution 1603–60, Education (2nd edn)
Coward, B (2014) The Stuart Age: England, 1603–1714, Routledge (4th edn)
Hirst, D (1999) England in Conflict 1603–1660, Arnold
Holmes, C (2006) Why Was Charles I Executed?, Hambledon Continuum
Houston, S J (1995) James I, Routledge (2nd edn)
Kishlansky, M (1979) The Rise of the New Model Army, Cambridge University Press
Kishlansky, M (1996) A Monarchy Transformed: Britain 1603–1714, Allen Lane
Kishlansky, M (2014) Charles I: An Abbreviated Life, Allen Lane
Miller, J (2009) A Brief History of the English Civil Wars: Roundheads, Cavaliers and the Execution of the
King, Robinson
Royle, T (2004) Civil War: The Wars of the Three Kingdoms 1638–1660, Little, Brown
Scarboro, D (2005) England 1625–1660: Charles I, The Civil War and Cromwell, Hodder Education
Seel, GE (2001) Regicide and Republic: England 1603–1660, Cambridge University Press
Sharp, D (2006) The Coming of the Civil War 1603–49, Heinemann
Sharpe, K (1996) The Personal Rule of Charles I, Yale University Press
Smith, DL (1998) A History of the Modern British Isles: the Double Crown, Blackwell
Worden, B (2009) The English Civil Wars 1640–1660, Weidenfeld & Nicolson
Websites:
35Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
The British Monarchy:www.royal.gov.uk/HistoryoftheMonarchy/KingsandQueensoftheUnitedKingdom/TheStuarts/TheStuarts.aspx
36Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Unit AS 1 Option 3:Britain in the Age of Reform
1830–80
37Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
38Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification: GCE History
Unit AS 1 Option 3: Britain in the Age of Reform 1830–80
Guidance for TeachersIn this option students focus on a period of significant political, economic and social reform in Britain between 1830 and 1880. Students chart the emergence of the modern Conservative and Liberal parties and analyse the part played in that process by the great political figures of the age: Peel, Disraeli and Gladstone. The core theme of this option is reform, highlighted by the Reform Acts of 1832 and 1867, which set Britain on the road to full democracy. Students also examine the rise of the Chartist movement and the Anti-Corn Law League, as well as the reasons for their contrasting fortunes. Assessment for this option consists of a written examination that includes short response questions, source work and a source-based question on interpretations.
The following Assessment Objectives are generic and set out the skills students should have the opportunity to develop through the study of this unit.
AO1: Demonstrate, organise and communicate knowledge and understanding to analyse the key features related to the periods studied and explore concepts, as relevant, of cause, consequence, change, continuity, similarity, difference and significance.
AO2: Analyse and evaluate appropriate source material, primary and/or contemporary to the period, within its historical context.
AO3: Analyse and evaluate, in relation to the historical context, different ways in which aspects of the past have been interpreted.
33Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification Content
Elaboration Learning Focus
The Reform Crisis and the Parliamentary Reform Act 183032
support for and opposition to parliamentary reform;
Parliamentary reform 1830 Tory opposition to reform proposals Why Whigs wanted reforms Demands for reform in 1830
the circumstances and context of the passing of the Parliamentary Reform Bill; and
the terms of the Parliamentary Reform Act and its consequences for British politics.
Parliamentary reform 1832 Support of the Whigs Fear of a revolution Reasons for Tory opposition
How the Reform Bill was passed Introduction of Reform Bill 1831 Role of Grey and the Whigs Role of the Tories and the House of Lords Support of the King
Significance of the Reform Act Results of the Act: most of middle class enfranchised Electorate increased from 366,000 to 650,000; 56 boroughs
lost representation; 42 new boroughs created Unresolved political grievances: vote not extended to
working class Political effects on Whigs and Tories by 1833
34Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
35Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification Content
Elaboration Learning Focus
The Whig Reforms under Grey and Melbourne 183340
the economic and social reforms passed by the Whig governments of the 1830s;
Social and economic problems Political protest movements Problems of factory system Poor relief system outdated Poverty and child labour Problem of public health Economic booms and depression Effects of protectionism
the impact of the Whigs' political, economic and social reforms; and
the role of the Utilitarians and Evangelicals in shaping the reform movement.
Whig economic and social reforms Role of Melbourne Role of Shaftesbury Role of Utilitarians and Evangelicals Royal Commission 1832 Factory Act 1833 Slavery Abolition Act 1833 Poor Law Amendment Act 1834 Municipal Corporations Act 1835 Influence of laissez-faire ideas
36Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification Content
Elaboration Learning Focus
The Chartists and the Anti-Corn Law League 1838–48
reasons for the rise of the Chartist movement;
the aims of the Chartists, the methods they employed and the reasons for their failure;
the People's Charter and the role of Lovett and O’Connor in the development and division of the Chartist movement;
the aims of the Anti-Corn Law League and the methods it employed; and
The Chartists The six points of the People’s Charter Roles of Lovett and O’Connor Supporters of the Chartists Attempts to win support of Parliament Petitions of 1839, 1842 and 1848
Reasons for the failure of Chartism Divisions between leaders Divisions over methods Lack of national unity within movement Action by Whig and Conservative governments Lack of parliamentary support Inconsistency of public support
The Anti-Corn Law League (ACLL) Aims of the movement Role of Cobden and Bright Organisation of the ACLL Supporters of the ACLL Funding of the ACLL
37Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification Content
Elaboration Learning Focus
The Chartists and the Anti-Corn Law League 1838–48 (cont.)
the reasons for the success of the Anti-Corn Law League.
Why the Corn Laws were repealed Role of the ACLL Success of the ACLL tactics Impact of the Irish famine on the Corn Law debate Role of Peel and the Whigs
Robert Peel and the Creation of the Modern Conservative Party 1833–46
the significance of the Tamworth Manifesto;
Peel as Leader of the Opposition Importance of Tamworth Manifesto Transformation of the Tory Party into the Conservative Party Peel’s acceptance of the principle of reform
how Peel transformed the old Tory Party into the new Conservative Party in the 1830s;
The 100 Day Ministry Problems of a minority government Reasons for calling a general election Importance of Peel’s First Ministry Success in 1835 election Reasons why Peel resigned as Prime Minister in 1835
38Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification Content
Elaboration Learning Focus
Robert Peel and the Creation of the Modern Conservative Party 1833–46 (cont.)
Conservative success in general elections after 1832 Political skills of Peel Popularity of Peel’s policies Role of F. R. Bonham Establishment of Carlton Club Conservative performance in the general elections of 1835,
1837 and 1841 Bedchamber crisis 1839
the reform programme introduced by Peel’s government 1841–46; and
Social and economic problems Economic and social unrest Peel and the ‘condition of England’ question Economic slumps Demands for social and economic reforms Working conditions and poverty Government and the deficit problem
Peel’s financial/economic and social reforms Financial/economic reforms ‘Free trade’ budgets of 1842 and 1845 Reintroduction of income tax Abolition of duties Bank Charter Act 1844 Companies Act 1844
39Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
40Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification Content
Elaboration Learning Focus
Robert Peel and the Creation of the Modern Conservative Party 1833–46 (cont.)
how and why the repeal of the Corn Laws in 1846 split the Conservative Party and destroyed Peel’s political career.
Social reforms Mines Act 1842 Factory Act 1844 Abolition of Corn Laws Royal Commission on public health and the role of Chadwick
Divisions in the Conservative Party Why the Conservatives split over the Corn Laws Role of Peel in the Conservative split of 1846 Political effects of the Conservative split of 1846 Roles of Disraeli and Derby Impact of Irish Famine
41Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification Content
Elaboration Learning Focus
Benjamin Disraeli and ‘Tory Democracy’ 1846–80
the role of Disraeli in reshaping Conservatism and reviving the Conservative Party;
Benjamin Disraeli and ‘Tory democracy’ Disraeli’s role in rebuilding the Conservative Party after 1846 Abandonment of protectionism Chancellor of the Exchequer under Derby in 1852, 1858–59
and 1866–68 Concepts of ‘one-nation Toryism’ and ‘Tory democracy’ ‘Campaign' speeches in Free Trade Hall and Crystal Palace
1872
the significance of the Second Reform Act of 1867;
Second Reform Act 1867 Disraeli’s role in drafting the Reform Bill and managing it
through Parliament Enfranchised 1,500,000 men: electorate doubled Vote extended to all male urban householders and male
lodgers paying £10 rent a year for unfurnished accommodation
52 seats redistributed from small towns, mainly to large industrial cities of North
Disraeli’s brief First Ministry 1868 Conservative defeat in general election of 1868
42Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification Content
Elaboration Learning Focus
Benjamin Disraeli and ‘Tory Democracy’ 1846–80 (cont.)
the reforms passed by Disraeli’s government of 1874–80;
Disraeli’s Second Ministry 1874–80 General election victory: first since 1841 Domestic reforms Factory Act 1874 Public Worship Regulation Act 1874 Public Health Act 1875 Sale of Food and Drugs Act 1875 Rivers Pollution Prevention Act 1875 Artisans' Dwelling Act 1875 Protection of Property Act 1875 Employers' and Workmen's Act 1875 Friendly Societies Act 1875 Merchant Shipping Act 1876 Conservative defeat in general election of 1880
43Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification Content
Elaboration Learning Focus
William Gladstone and the Creation of the Liberal Party 1849–80
Gladstone’s political journey from Peelite Conservative to Liberal;
Gladstone and the Liberal Party Creation of Liberal Party by Peelites, Whigs and Radicals
1859 Role of Russell and Palmerston Gladstone as Chancellor of the Exchequer under Aberdeen
and Palmerston 1859–65 Liberal victory in the general election of 1868
reforms passed by Gladstone’s government of 1868–74; and
Gladstone’s First Ministry 1868–74 Disestablishment of the Church of Ireland 1869 Forster's Education Act 1870 Irish Land Act 1870 Army Regulation Act 1871 University Test Act 1871 Abolition of the purchase of commissions in the Army 1871 Trade Union Act 1871 Criminal Law Amendment Act 1871 Ballot Act 1872 Licensing Act 1872 Defeat in general election of 1874
the leadership style and political philosophy of Gladstone and Disraeli.
Gladstone’s and Disraeli’s leadership style and philosophy Differences in leadership style and political philosophy Effectiveness of the leadership of the two men
44Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
45Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Resources:
Adelman, P (1983) Gladstone, Disreali and Later Victorian Politics ( Seminar Studies in History), 2nd edn, Essex: Longman Group Ltd*
Aldous, R (2007) The Lion and the Unicorn: Gladstone vs Disraeli, Pimlico
Blake, R (1966) Disraeli, Eyre & Spottiswood
Blake, R (1985) The Conservative Party from Peel to Thatcher, Fontana
Browne, H Chartism (Access to History in Depth), London: Hodder & Stoughton
Burns, A and Innes, J, eds (2003) Rethinking the Age of Reform: Britain 1780-1850, Cambridge University Press
Englander, D (1998) Poverty and Poor Law Reform in Nineteenth-Century Britain, 1834–1914: From
Chadwick to Booth, Routledge
Evans, E J (1985) Political Parties in Britain 1783–1845 (Lancaster Pamphlets), Routledge
Evans, E J (1989) Britain Before the Reform Act: Politics and Society 1815–1832 (Seminar Studies in History), Essex: Longman Group UK Ltd*
Evans, E J (1994) The Great Reform Act of 1867 (Lancaster Pamphlets), Routledge
Gash, N (2011) Sir Robert Peel, Faber & Faber
Hilton, B (2006) A Mad, Bad, & Dangerous People: England 1783–1846, Clarendon Press
Hoppen, K T (1998) The Mid-Victorian Generation: England 1846–1886, Clarendon Press
Martin, D (2000) Britain 1815–1851: A Study in Depth (Core Texts for GCSE), London: John Murray Ltd*
Mayer, A (1999) The Growth of Democracy in Britain, Hodder Education
Mitchell, L G (1997) Lord Melbourne 1779–1848, Oxford University Press
Murphy, D, Staton, R, Walsh-Atkins, P and Whiskerd, N (1998) Britain 1815–1918 (Flagship History), London: Collins Educational*
Murphy, D et al. (2003) Britain 1783–1918, Collins Educational
46Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Pearce, R and Stern, R (2000) Government and Reform: Britain 1815–1918, Hodder Education
Pickering, P A, and Tyrrell, A (2000) The People's Bread: A History of the Anti-Corn Law League, Leicester University Press
Royle, E (1986) Chartism (Seminar Studies in History), 2nd edn, New York: Longman Group UK Ltd*
47Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Salter, R (1991) Peel, Gladstone and Disraeli (Documents and Debates), London: Macmillan Education Ltd*
Scott-Baumann, M (ed.) (2007) Years of Expansion: British History 1815–1914, 2nd edn, London: Hodder & Stoughton*
Shannon, R (2007) Gladstone: God and Politics, Continuum
Smith, E A (1996) Lord Grey 1764–1845, Sutton Publishing
Walton, J K (1997) The Second Reform Act (Lancaster Pamphlets), Routledge
Walton J K (1999) Chartism (Lancaster Pamphlets), Routledge
Watts, D (1998) Tories, Conservatives and Unionists 1815–1914 (Access to History), London: Hodder & Stoughton
Woodward, L (1962) The Age of Reform 1815–1870, Clarendon Press
Wright, D.G. (1984) Democracy and Reform 1815–1885 (Seminar Studies in History), Essex, England: Longman Group Ltd*
* Contains historical sources and interpretations.
Websites:
The Internet Modern History Sourcebook:http://legacy.fordham.edu/halsall/mod/modsbook.asp
The Victorian Web: www.victorianweb.org/The best single internet source. Follow the links to Political History, etc.
48Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Unit AS 1 Option 4:Italy and Germany 181571
49Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
50Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification: GCE History
Unit AS 1 Option 4: Italy and Germany 1815-71
In this option students focus on the unification of Italy and Germany between 1815 and 1871. Students analyse the growth of liberalism, nationalism and cultural movements in the period 181548, concentrating, in particular, on the causes and reasons for the failure of the revolutions that broke out in Italy and Germany in 1848. The main focus is on the unification process in both countries and students examine the contribution of individuals such as Bismarck and Cavour, economic developments and the favourable international situation. Assessment for this option consists of a written examination that includes short response questions, source work and a source-based question on interpretations.
The following Assessment Objectives are generic and set out the skills students should have the opportunity to develop through the study of this unit.
AO1: Demonstrate, organise and communicate knowledge and understanding to analyse the key features related to the periods studied and explore concepts, as relevant, of cause, consequence, change, continuity, similarity, difference and significance.
AO2: Analyse and evaluate appropriate source material, primary and/or contemporary to the period, within its historical context.
AO3: Analyse and evaluate, in relation to the historical context, different ways in which aspects of the past have been interpreted.
46Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification Content
Elaboration of Content Learning Focus
Germany 181548 German liberal and
nationalist ideas, cultural movements;
German liberal and nationalist ideas Weakness of the German Confederation Effects of Carlsbad Decrees Growth of liberalism and nationalism after 1830 Reasons why liberalism and nationalism enjoyed little
success up to 1848
Cultural movements Role of intellectuals Influence of ideas of Herder, Hegel and Jahn
Economic developments in the German states;
Economic developments in the German states Origins of the Zollverein Economic effects of the Zollverein The first railways and their economic impact
The causes of the 1848 revolutions in Germany and the participants’ aims; and
Causes of the 1848 revolutions in Germany Economic and social problems Effects of liberal and nationalist ideas Middle-class desire for reforms
Aims of participants To achieve German unity To gain political reforms, such as liberal constitutional
government To improve their economic and social position
47Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification Content
Elaboration of Content Learning Focus
Germany 181548 (cont.)
The Frankfurt Parliament and the reasons for its failure.
The Frankfurt Parliament Main decisions made Constitution of March 1849 Dispersal of the Assembly in June 1849
Reasons for its failure Attitude of Austria and Prussia Refusal of Frederick William IV to accept the German Crown Ineffective leadership Divisions among the revolutionaries Lack of an army Strength of the counter-revolutionary forces
48Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification Content
Elaboration of Content Learning Focus
German unification 184971
The changing balance of power between Austria and Prussia 184959, including political developments and Prussia’s growing economic prosperity;
Austria and Prussia 184959 Creation of Erfurt Union Prussian humiliation at Olmutz Manteuffel’s reforms in Prussia Austria’s economic and financial predicament Austria, Prussia and the North Italian War of 1859
Prussia’s economic prosperity Prussia’s natural resources and industrial growth Expansion of railways Political dominance of Prussia by 1859
Prussia’s growing military strength, including army reform, the Constitutional Crisis and the importance of Roon and Moltke;
Prussia’s military strength The importance of army reform Bismarck, the Liberals and the Constitutional Crisis Elections of 1863 Roles of Roon and Moltke
The Austro-Prussian Conflict, including the Schleswig-Holstein Affair and its significance for unification, the causes and outcome of the Austro-Prussian War, the reasons for Prussia’s success and its importance for German
The Schleswig-Holstein Affair Events of Schleswig-Holstein Affair Danish War 1864 and its significance for German unification The importance of Bismarck
49Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
unification;
50Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification Content
Elaboration of Content Learning Focus
German unification 184971 (cont.)
Causes of the Austro-Prussian War 1866 Tension with regard to Schleswig-Holstein Bismarck’s diplomacy with Napoleon III at Biarritz and his
treaty with Italy in April 1866 Prussia’s domestic problems Support of most other German states for Austria
Reasons for Prussia’s success in the Austro-Prussian War Prussia’s superior political and military leadership Prussia’s superior weaponry Prussia’s superior railway network Austria had to fight on two fronts due to Bismarck’s skilful
diplomacy Austria’s economic, political and diplomatic weakness International situation favourable to Bismarck
Consequences of the Austro-Prussia War Treaty of Prague: territorial gains for Prussia Formation of North German Confederation
Bismarck’s attitude to unification and his role in achieving it;
Role of Bismarck in German unification Political career before 1862 His political aims for Prussia Role as Chancellor after 1862 Achievements of Bismarck up to 1866
51Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification Content
Elaboration of Content Learning Focus
German unification 184971 (cont.)
The Southern German states’ attitude to unification and Bismarck’s relations with them;
Southern German States Opposition to union with Prussia Distrust of France Bismarck’s reluctance to intervene in 1866 against the
Southern German states
The causes of the Franco-Prussian War, the reasons for Prussia’s success and its consequences for German unification;
Causes of the Franco-Prussian War 187071 The Luxemburg Crisis The Hohenzollern Candidature The Ems Telegram Anti-French sentiments in Southern Germany Shortcomings of Napoleon III and the Duke of Gramont Influence of public opinion in France
The favourable international climate for German unification; and
Favourable international climate for German unification Britain remained neutral in the wars of 1866 and 187071 Russia undertook to support Prussia if Austria supported
France in 1870 Denmark decided not to support France Italy offered to support France but the price was too high
The relative importance of the various factors that contributed to German unification.
The importance of the various factors which contributed to German Unification Significance of Bismarck Role of economic factors Military strength of Prussia Decline of France and Austria as major powers Favourable international situation
52Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
53Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification Content
Elaboration of Content Learning Focus
Italy 181548 Italian liberal and nationalist
ideas and cultural movements;
Italian liberal and nationalist ideas Aims of Italian nationalists such as Mazzini and Gioberti Aims of Italian liberals Character, aims and influence of secret societies The revolutions of 182021 and 183132 The establishment of ‘Young Italy’
The ideas of Mazzini for a unified Italy and the roles of Pope Pius IX and Charles Albert;
Mazzini’s ideas for a unified Italy and the importance of Pope Pius IX and Charles Albert Importance of Mazzini’s ideas and their political impact Significance and political effects of Pope Pius IX’s initial
support for liberalism Importance of Charles Albert as King of Piedmont
The causes of the 1848 revolutions in Italy, the aims of the participants and the reasons for their failure; and
Causes of the revolutions in Italy in 1848 Long-term and short-term causes of the revolutions The role of nationalists such as Mazzini and Gioberti Liberal demands for constitutional government Economic and social problems in the towns Importance of local grievances in the countryside Role of Pope Pius IX Opposition to Austrian rule
54Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification Content
Elaboration of Content Learning Focus
Italy 181548 (cont.) The different aims of the revolutionaries in 1848
Aims of moderate liberals, constitutional monarchists, republican federalists and republican Unitarians
In Northern Italy most supporters of the revolutions wanted the expulsion of Austria from Italy
In Sicily liberals rebelled against rule from Naples Mazzini and others saw the papacy as the main enemy
Reasons for the failure of the revolutions in Italy in 1848 Role of Pope Pius IX Defeat of Charles Albert in 184849 Recovery of the counter-revolutionary forces Divisions in the aims and methods of the revolutionaries Divisions between the leaders of the revolutions and the rank
and file The importance of regional differences Absence of foreign support
Piedmont’s economic strength and the causes and consequences of its expansion in Northern Italy 184860.
Piedmont’s economic strength 184860 Increase in railway network after 1848 Benefits of trade treaties Spread of industrialisation Growth of merchant fleet Cavour’s economic reforms in Piedmont
55Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification Content
Elaboration of Content Learning Focus
Italian unification 184970
Cavour’s motives and his role in Italian unification, including domestic reforms in Piedmont, meeting with Napoleon III at Plombiéres, the war in Northern Italy in 1859 and its consequences;
Cavour’s aims and motives To defeat revolutionary republicanism Expansion of Piedmont and secure control of its government To achieve Italian unification with foreign assistance
Causes of Piedmont’s expansion by 1860 Piedmont was the only state where the constitution granted
by Charles Albert in 1848 remained in force D’Azeglio governed effectively between 1849 and 1852 Cavour’s economic and domestic reforms Piedmont’s involvement in the Crimean War and at the Peace
Settlement in Paris French support for Cavour at Plombiéres, the significance of
the war against Austria in Northern Italy and Piedmont’s gain of Lombardy
Modena, Tuscany, Parma and Romagna annexed by Piedmont Consequences of these developments
The role of Garibaldi in achieving Italian unification – his expedition to Southern Italy and its consequences for unification;
Garibaldi’s expedition to Southern Italy 1860 Aims and motives of Garibaldi Expedition to and capture of Sicily Invasion and capture of Naples Cavour’s attitude and response to Garibaldi’s actions Garibaldi gives his conquests to King Victor Emmanuel II
56Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
57Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification Content
Elaboration of Content Learning FocusItalian unification 184970 (cont.) The relationship between
Cavour and Garibaldi;Reasons for the tense relationship between Cavour and Garibaldi Cavour’s attempt to undermine Garibaldi’s expedition to
liberate Sicily Garibaldi and the loss of Nice in the Treaty of Turin
The annexation of the Papal States and the consequences for Italian unification; and
Annexation of the Papal States Most Papal States occupied by Piedmont Popular support for their union with Piedmont French support for the actions of Piedmont Kingdom of Italy proclaimed Obstacles in 1861 to further unification Opposition of the Pope to unification The consequences for Italian unification after the annexation
of the Papal States
Completion of Italian unification Italian alliance with Prussia Effects of the war of 1866: Austria cedes Venetia to Italy Garibaldi’s unsuccessful march on Rome in 1867 Effects of Franco-Prussian War: French troops withdraw
from Rome and it is occupied by Italian troops Italian unification completed 1870
The relative importance of the various factors that contributed to Italian unification.
The importance of the various factors which contributed to Italian unification Contribution of individuals: Cavour, Garibaldi, Victor
Emmanuel II Cavour’s domestic and economic reforms in Piedmont Cavour’s diplomacy
58Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Favourable international climate Role of France and Napoleon III Role of nationalism: Mazzini and Young Italy, Manin,
Pallavicino, the National Society
59Updated: 17 July 2018
CCEA Teaching Guidance Material: GCE History
Resources:
Breuilly, J (2002) Austria, Prussia and Germany 18061871, Longman
Browning, P (2000) Revolutions and Nationalities (Europe 18251890), Cambridge University Press
Carr, W (1991) A History of Germany 18061990, Arnold
Clark, M (1998) The Italian Risorgimento, Longman
Collier, M (2003) Italian Unification 182071, Heinemann
Cooper, D, Laver, J and Williamson, D (2001) Years of ambition (European History 18151914), Hodder and Stoughton
Darby, G (2014) The Unification of Italy, Longman
Farmer, A (2001) Nineteenth-Century European History 18151914, Hodder and Stoughton
Farmer, A and Stiles, A (2008) The Unification of Germany 18151919, Hodder Education
Fullbrook, M (1997) German History since 1800, Arnold
Morris, T (1995) European History 18481945, Collins
Murphy, D (2000) Europe 17601871, Collins
Murphy, D, Morris, T and Fulbrook, M (2008) Germany 18481991, Collins
Murphy D and Morris, T (2008) Italy 18151943, Collins
Pearce, R and Stiles, A (2015) The Unification of Italy, 17891896, Hodder
Simpson, W and Jones, M (2000) Europe 17831914, Routledge
Whitfield, B (2000) Germany 18481914, Heinemann
Williamson, D (2003) Bismarck and Germany 18621890, Routledge
Wilmot, E (1992) The Great Powers 18141914, Nelson
Wolfson, R and Cowie, L (1985) Years of Nationalism: European History 18151890, Hodder and Stoughton
60Updated: 17 July 2018
CCEA Teaching Guidance Material: GCE History
Unit AS 1 Option 5:Germany 191945
61Updated: 17 July 2018
CCEA Teaching Guidance Material: GCE History
62Updated: 17 July 2018
CCEA Teaching Guidance Material: GCE History
Specification: GCE History
Unit AS 1 Option 5: Historical Investigations and Interpretations: Germany 1919-45
In this option students examine the history of Germany between 1919 and 1945. In the first section, students focus on the Weimar Republic from 1919 to 1929. In the second section, students analyse the decline of the Weimar Republic and the rise of Hitler and the Nazi Party from 1929 to 1933. In the third section, students focus on the political, economic and social developments in Nazi Germany up to 1939. In the fourth section, students focus on the political, economic and social consequences of the war on Nazi Germany and the occupied territories in Eastern Europe by 1945. Assessment for this option consists of a written examination that includes short response questions, source work and a source-based question on interpretations.
The following Assessment Objectives are generic and set out the skills students should have the opportunity to develop through the study of this unit.
AO1: Demonstrate, organise and communicate knowledge and understanding to analyse and evaluate the key features related to the periods studied and explore concepts, as relevant, of cause, consequence, change, continuity, similarity, difference and significance.
AO2: Analyse and evaluate appropriate source material, primary and/or contemporary to the period, within its historical context.
AO3: Analyse and evaluate, in relation to the historical context, different ways in which aspects of the past have been interpreted.
59Updated: 17 July 2018
CCEA Teaching Guidance Material: GCE History
Specification Content
Elaboration of Content of Content
Learning Focus
The Weimar Republic 191929
The National Constituent Assembly, the Weimar Constitution and the main terms of the Treaty of Versailles;
The National Constituent Assembly Collapse of Imperial Germany Establishment of a democratic Republic Major political parties in the Reichstag
The Weimar Constitution Federal structure The electorate Proportional representation Article 48 Role of the President Role of the Chancellor
Main terms of the Treaty of Versailles Territorial losses Disarmament War guilt and reparations
60Updated: 17 July 2018
CCEA Teaching Guidance Material: GCE History
Specification Content
Elaboration of Content Learning Focus
The Weimar Republic 191929 (cont.)
The political threats to the Weimar Republic from left and right 191923;
Political threats from the Left Spartacist Rising 1919 Creation of Soviet Republic in Bavaria 1919 Formation of the Ruhr Army 1920 German October 1923
Political threats from the Right Kapp Putsch 1920 Political assassinations Munich Putsch 1923
The reasons for the economic instability of the Weimar Republic 191923;
Economic instability of the Weimar Republic Effects of the First World War Impact of the Treaty of Versailles Reparations French occupation of the Ruhr Impact of passive resistance Impact of Stresemann
The strengths and weaknesses of the economy 192429 and the extent of economic recovery; and
Strengths of the economy 192429 Dawes Plan Loans from USA Investment in industry Increase in exports Wage rises Social welfare Young Plan
61Updated: 17 July 2018
CCEA Teaching Guidance Material: GCE History
Specification Content
Elaboration of Content Learning Focus
The Weimar Republic 191929 (cont.)
Weaknesses of the economy 192429 Uneven growth Imports exceeded exports Rural recession High unemployment Government finances poor Dependence on foreign loans
The development of the Nazi Party 192329, including the Munich Beer Hall Putsch, the significance of the Bamberg Nazi Party Conference, the creation of the National Party Structure and the contribution of Strasser and Goebbels.
The Munich Beer Hall Putsch Impact of hyperinflation Role of von Ludendorff Aims of putsch Roles of von Kahr and von Lossow Reasons for the failure of the putsch Hitler’s trial, verdict and publicity
Restructuring of Nazi Party Mein Kampf Political path rather than violence Use of legality National party Bamberg Conference Führerprinzip
62Updated: 17 July 2018
CCEA Teaching Guidance Material: GCE History
63Updated: 17 July 2018
CCEA Teaching Guidance Material: GCE History
Specification Content
Elaboration of Content Learning Focus
The Weimar Republic 191929 (cont.)
Role of Gregor Strasser Built up the Nazis into a national movement Headed socialist wing of the Nazis
Role of Joseph Goebbels Gauleiter of Berlin Head of propaganda Created Nazi newspaper Der Angriff
64Updated: 17 July 2018
CCEA Teaching Guidance Material: GCE History
Specification Content
Elaboration of Content Learning Focus
The decline of the Weimar Republic 192933 and the rise of the Nazis
The economic and political impact of the Wall Street Crash on the Weimar Republic 192933;
Economic impact of Wall Street Crash US loans recalled Lack of investment Increase in unemployment German banking collapse 50,000 businesses fail Collapse of imports and exports Incomes decreased
The collapse of Müller’s Grand Coalition and the impact of Brüning’s policies;
Collapse of Müller’s Grand Coalition Coalition of left- and right-wing parties Collapsed over welfare payments Signals the decline of parliamentary government and the rise of
presidential government
Impact of Brüning’s economic policies Reichstag dissolved after it rejected his budget proposals Nazi gains in election of September 1930 Brüning ruled through Article 48 Cut government spending Raised taxation Succeeded in getting reparations stopped Unemployment figures rose Policies unpopular and lost support of President von
Hindenburg
65Updated: 17 July 2018
CCEA Teaching Guidance Material: GCE History
Specification Content
Elaboration of Content Learning Focus
The decline of the Weimar Republic 192933 and the rise of the Nazis (cont.)
The electoral breakthrough of the Nazis in Presidential and Reichstag elections 192933; and
Electoral breakthrough of Nazis in Presidential and Reichstag Elections Nazis gained 107 seats in election of September 1930 Nazi propaganda beginning to take effect due to depression Von Hindenburg elected President in 1932 but Hitler won
37% of vote in second round Goebbels’ propaganda key to Hitler’s success Use of the aeroplane - “Führer over Germany” campaign Hitler’s speeches Nature of Nazis’ electoral support Role of the SA Nazis win 230 seats in July 1932, the largest party in the
Reichstag Electoral support reduced to 196 seats in November 1932
The roles of von Schleicher, von Hindenburg and von Papen and ‘political intrigue,’ leading to Hitler’s appointment as Chancellor on 30 January 1933.
Role of von Papen Appointed Chancellor by von Hindenburg after Brüning’s
dismissal Lifted ban on SA Aimed to make Germany an authoritarian regime Army withdrew support Dismissed by von Hindenburg
66Updated: 17 July 2018
CCEA Teaching Guidance Material: GCE History
Specification Content
Elaboration of Content Learning Focus
The decline of the Weimar Republic 192933 and the rise of the Nazis (cont.)
Role of von Schleicher Appointed Chancellor after informing von Hindenburg that
army no longer supported von Papen Tried to bring the Nazis into government by making Strasser
Vice-Chancellor Hitler blocked move Government lasted only 57 days
Role of von Hindenburg and ‘political intrigue’ Von Hindenburg strongly disliked Hitler Unwilling to appoint him as Chancellor despite his popularity Allowed Chancellors to use Article 48 Feared the growth of communism Persuaded by von Papen that Hitler could be controlled Appointed Hitler as Chancellor on 30 January 1933
67Updated: 17 July 2018
CCEA Teaching Guidance Material: GCE History
Specification Content
Elaboration of Content Learning Focus
Developments in Nazi Germany 193339
The creation of the Nazi dictatorship 193334: the ‘Legal Revolution,’ co-ordination, creation of a one party state and the defeat of the ‘Second Revolution’;
Creation of the Nazi Dictatorship Communists blamed for Reichstag Fire February 1933 Hitler persuaded von Hindenburg of the communist threat
and to authorise the Decree to Protect the German People and State
Large-scale arrests of communists Nazis gained 288 seats (44%) in the election of March 1933 Enabling Act passed March 1933
The Legal Revolution All actions taken by the Nazis during the consolidation of
power were legal Threats by the SA and SS on night of Enabling Act vote
Creation of a one party state Hitler banned trade unions and political parties Removed Jews from government jobs Took control of state governments All actions were legal due to the Enabling Act
Defeat of the ‘Second Revolution’ Von Hindenburg, the army and SA posed a threat to Hitler SA leader Röhm spoke of a second socialist revolution and of
the SA replacing the German army Hitler instructed the SS to remove the leadership of the SA Night of the Long Knives Other political opponents, such as von Kahr and von
68Updated: 17 July 2018
CCEA Teaching Guidance Material: GCE History
Schleicher, also murdered
69Updated: 17 July 2018
CCEA Teaching Guidance Material: GCE History
Specification Content
Elaboration of Content Learning Focus
Developments in Nazi Germany 193339 (cont.)
Anti-Semitism, including legal discrimination, emigration, propaganda and indoctrination, terror and violence, including the Night of Broken Glass;
Anti-Semitism – legal discrimination One day boycott of Jewish businesses SA intimidation Jews removed from government jobs The Nuremberg Laws
Anti-Semitism – Emigration Establishment of Reich Central Office for Jewish Emigration
to promote emigrationAnti-Semitism - Propaganda and Indoctrination Role of Goebbels Anti-semitic propaganda in the arts and the media Book burningsTerror and Violence – Night of Broken Glass Nazi official shot in Paris Goebbels orchestrated the response by SS Destruction of Jewish property Jews arrested and murdered
The economic recovery of 193336, including the role of Schacht, the main aims and impact of the ‘New Plan’;
The Economic recovery 193336, including Schacht Schacht and the economic upturn Main aim was to reduce unemployment and increase
consumer confidence Deficit financing Public works schemes New Plan, 1934 Trade agreements Role of rearmament Mefo Bills
70Updated: 17 July 2018
CCEA Teaching Guidance Material: GCE History
Specification Content
Elaboration of Content Learning Focus
Developments in Nazi Germany 193339 (cont.)
The introduction, aims and impact of the Four Year Plan, including the role of Göring 193639;
The Four Year Plan Aimed to be ready for war within 4 years and autarky Rearmament and conscription expanded Domestic production increased Raw material substitutes developed Göring replaced the highly competent Schacht Göring’s role as an economic overlord Degree of success achieved
Culture in the Third Reich, such as the use of the arts, including music, literature and visual arts, and the media, including radio, the press and cinema, as a means of control; and
Culture in the Third Reich Main aim of Nazi propaganda – win hearts and minds Establishment of the Reich Ministry of Popular
Enlightenment and Propaganda Role of Goebbels Reich Chamber of Culture set up Developments in art, sculpture, architecture, music,
literature Developments in the media: press, radio and cinema
The war economy, including the roles of Speer and Todt, the start of Total War.
The War economy Failure of Four Year Plan led to the tactic of Blitzkrieg 1941-45 – “Total War” economy Roles of Todt and Speer Production rates increased under Speer Weaknesses of wartime economy
71Updated: 17 July 2018
CCEA Teaching Guidance Material: GCE History
Specification Content
Elaboration of Content Learning Focus
The impact of the war on Nazi Germany and the occupied territories in Eastern Europe 193945
The consequences of the war for the German people, including rationing, propaganda and morale;
Consequences of War for the German People Early success increased the standing of Hitler and the Nazis Quick defeat of France left Germany as the masters of
Europe Defeats began in Russia and spread Introduction of rationing as war continued Nazis focused on keeping public morale high No negative headlines in the press Goebbels focused only on military victories Despite defeats many German people remained loyal to
Hitler
The impact of allied bombing, the mobilisation of the labour force, the use of foreign labour and prisoners of war;
Impact of allied bombing Brought the horrors of war to the German people Many German cities destroyed Lowered the morale of the people Slowed down munition production
The mobilisation of the labour force Germany slow to achieve full mobilisation Unwilling to mobilise women into the work place Increased use of Hitler Youth after the invasion of Germany
72Updated: 17 July 2018
CCEA Teaching Guidance Material: GCE History
73Updated: 17 July 2018
CCEA Teaching Guidance Material: GCE History
Specification Content
Elaboration of Content Learning Focus
The impact of the war on Nazi Germany and the occupied territories in Eastern Europe 193945 (cont.)
Use of foreign labour and prisoners of war German economy suffering a labour shortage by 1939 Eastern Europeans invited to work in Germany Issue made easier after 1939 when much of Eastern Europe
was under German control Work camps established to use prisoners of war to help the
German war effort
The extent of German opposition and resistance to the Nazis in wartime, including youth and student protest, the Christian Churches, the conservatives and the military; and
Extent of German opposition and resistance during the war
Youth and Student protests White Rose Group Edelweiss Pirates Swing Youth
Christian Churches Catholic Church Protestant Churches
Conservatives and the Military Beck-Goerdeler group Kreisau Circle
74Updated: 17 July 2018
CCEA Teaching Guidance Material: GCE History
Operation Vakyrie
75Updated: 17 July 2018
CCEA Teaching Guidance Material: GCE History
Specification Content
Elaboration of Content Learning Focus
The impact of the war on Nazi Germany and the occupied territories in Eastern Europe 193945 (cont.)
The policies towards the Jews during the war, including Polish Jews and the ghettos, the consequences of Operation Barbarossa for Jews in the Soviet Union, the Wannsee Conference and genocide.
Jewish policies during the War Ghettos established Resettlement in Poland
Consequences of Operation Barbarossa for Jews in the Soviet Union Invasion brought millions of Jews under Nazi rule Hastened a more radical approach to the Jewish question Use of Einsatzgruppen
The Wannsee Conference and genocide Discussion of the Jewish question Final Solution decided Death camps established Extermination of Jews
76Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Resources:
Collier, M and Pedley, P (2000) Germany 191945, Heinemann
Culpin, C and Mastin, S (2013) Nazi Germany 193345, Hodder
Evans, D and Jenkins, J (2008) Years of Weimar and the Third Reich, Hodder
Education
Farmer, A (2009) Anti-Semitism and the Holocaust, Hodder Education
Fischer, C (2015) The Rise of the Nazis, CreateSpace
Hiden, J (1996) The Weimar Republic, Routledge
Hite, J and Hinton, C (2000) Weimar and Nazi Germany, Hodder Educational
Hochstadt, S (2004) Sources of the Holocaust, Palgrave Macmillan
Housden, M (1996) Resistance and Conformity in the Third Reich, Routledge
Jenkins, J and Feuchtwanger, E (2000) Hitler’s Germany, Hodder Education
Kershaw, I (2015) The Nazi Dictatorship, Bloomsbury Academic
Kitchen, M (1997) Nazi Germany, The History Press
Layton, G (2000) AS History Workbook, Germany 191933 &193345, Philip
Allan
Layton, G (2005) Germany: The Third Reich, Hodder Education
Layton, G (2008) Second Reich to Third Reich: Germany 191845, Hodder
Lee, SJ (2009) The Weimar Republic, Routledge
McDonough, F (1999) Hitler and Germany, Cambridge University Press
McDonough, F (2010) Opposition and Resistance in Nazi Germany, Cambridge
University Press
McDonough, F (2012) Hitler and the Rise of the Nazis, Routledge
Nicholls, AJ (2000) Weimar and the Rise of Hitler, Palgrave Macmillan
77Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Noakes, J and Pridham, G (2001) Nazism, Volumes 1,2,3,4, Liverpool
University Press
Williamson, DG (2011) The Third Reich, Routledge
Whitfield, R (2015) Democracy and Nazism: Germany 191845, Oxford
University Press
Unit AS 2 Option 1:Spain and Europe 1556 - 98
78Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
79Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification: GCE History
Unit AS 2 Option 1: Spain and Europe 1556 – 98
In this option students focus on Spain from 1556 to 1598. They analyse how Spain developed economically, socially and politically during the reign of Philip II. Students also assess how Philip II dealt with the internal problems he faced, such as his role as King, how Spain was governed and the weakness of the Spanish economy. Students focus on the changing relationship between Spain and Europe during this period, examining the contributions of individuals, religious factors and the changing situation in Europe. Assessment for this option consists of a written examination that includes both short response and extended questions.
The following Assessment Objective is generic and sets out the skills students should have the opportunity to develop through the study of this unit.
AO1: Demonstrate, organise and communicate knowledge and understanding to analyse and evaluate the key features related to the periods studied, making substantiated judgements and exploring concepts, as relevant, of cause, consequence, change, continuity, similarity, difference and significance.
80Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification Content
Elaboration of Content Learning Focus
Political control and authority
Political situation in Spain in 1556 How Spain was divided politically and geographically Spanish territories and Burgundian territories Influence of Castile in 1556
Political legacy of Charles V How Charles V had governed Spain Attempts at centralisation
Political authority of Philip II in 1556 Political problems facing Philip II Philip II’s political authority Political influence of the Church on Philip II Attitudes to kingship, divine right
Personal rule and working methods Autocratic role of Philip II, The extent to which Philip II was an absolute monarch Working methods of Philip II ‘Paper King’ Influence of Philip II’s father, Charles V Relations between regional and central governments
the political situation in Spain in 1556 and the political legacy of Charles V;
the political authority of Philip II, his attitude to kingship, personal rule and working methods;
81Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification Content
Elaboration of Content Learning Focus
Political control and authority (cont.) Conciliar system, factions and the Perez affair
The conciliar system and how it worked Role of councils and juntas Strength and weaknesses of this system of government Role of factions How and why Philip II encouraged factions Weaknesses of factions Junta de Noche, Junta Grande Background to the Perez affair Importance of Perez affair
Revolt of the Moriscos Causes of the revolt Events of the revolt Reasons for its failure
Revolt in Aragon Causes of the revolt Reasons for its failure
Political aims of Philip II Philip II’s political aims in 1556 How these aims changed in the period 1556-98 Extent of political control of Philip II by 1598 The extent to which Philip II achieved his political aims
the conciliar system, methods of government, the role of factions and the importance of the Perez affair;
the causes of the revolts of the Moriscos and in Aragon and the reasons for their failure; and
the political aims of Philip II and the extent to which he had achieved them by 1598.
82Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
83Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification Content
Elaboration of Content Learning Focus
Philip II and the economy
Economic problems facing Philip II in 1556 Effects of population growth Economic dominance of Castile Economic effects of regional differences Expenditure: peace and wartime
Main sources of royal income Sources of ordinary revenue: taxation, alcabala, custom
duties and rent from crown lands Sources of extraordinary revenue: servicos, Church taxation,
quinto and exploitation of the Dutch Other methods: selling of offices, Church lands and forced
loans New World resources and bullion
Economic condition of Spain in 1556 Problems facing agriculture in 1556 Agricultural changes and developments 1556-98 Position of industry in 1556: strengths and weaknesses Changes in industry 1556-98 Position of trade and commerce in 1556 Decline of commerce by 1598: impact of wars and inflation
the economic problems facing Philip II in 1556;
Philip II’s main sources of both ordinary and extraordinary income;
the condition of agriculture, industry and commerce in Spain 1556-98;
84Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification Content
Elaboration of Content Learning Focus
Philip II and the economy (cont.)
Problems facing the Spanish economy 1556-98 New World and the bullion trade Dependence of Spain on bullion trade Bankruptcies of Philip II and the Spanish government Use of Juros and Asientos Role of Council of Finance Extent of Spanish debts Attempts to raise more taxes and introduce financial reforms Impact of war and inflation How the frequent wars affected the economy How Philip II raised revenues for wars Causes of inflation Economic effects of wars and inflation by 1598
Philip II’s economic policies 1556-98 Main features of economic policies Methods Philip II used to raise revenues Successes and failures of his economic policies
The condition of the Catholic Church in Spain in 1556 Problems facing the Church Poor condition of Church Extent of royal control over Church in Spain Opposition within Empire from Protestants, Conversos and
Moriscos
the problems facing the Spanish economy 1556-98, including its reliance on importing bullion, the financial effects of government bankruptcies, scale of debts, loans and the impact of war and inflation; and
Philip II’s economic policies 1556-98 and the extent to which he had achieved his economic aims by 1598.
Philip II and religion
the condition of the Catholic Church in Spain in 1556;
85Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
86Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification Content
Elaboration of Content Learning Focus
Philip II and religion (cont.)
Aims of Philp II’s religious policy To extend control over the Church in Spain To establish good relations with the papacy To eliminate the threats of heresy and Protestantism
Philip II’s religious reforms Council of Trent reforms Patronage and education, role of clergy Importance of Tridentine Decrees Role, aims and importance of Spanish Inquisition Role of Jesuits Role of censorship
Relations with the papacy Reasons why Philip II wanted good papal relations Reasons why papacy wanted good relations with Spain Clashes with the papacy Reasons for and significance of poor papal relations
Attitude of Philip II towards other religious groups Actions against Jews Threat of and policy towards the Moriscos Threat of and policy towards the Conversos Threat of and policy towards Protestants
the aims of Philip II’s religious policy and his religious reforms, including the Inquisition, Tridentine Decrees and Jesuits;
Philip II’s relationship with the papacy;
the attitude of Philip II towards Jews, Moriscos, Conversos and Protestants; and
87Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
88Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification Content
Elaboration of Content Learning Focus
Philip II and religion (cont.)
Successes and failures of Philip II’s religious policy 1556-98 Main features Methods used by Philip II to implement his religious policy Opposition to his religious policy Successes and failures of his religious policy
Position of Spain in foreign affairs Importance of Spain as a power in Europe Rivals to Spain in Europe Nature and extent of the Spanish Empire
Aims of Philip II’s foreign policy Maintain Spain as a major power Maintain and expand Spanish Empire Deal with the threat of Protestant powers in Europe
Role of other factors Political motives Religious motives Economic motives Dynastic motives Influence of other factors on Philip II’s foreign policy
the extent to which Philip II’s religious policy was successful by 1598.
Foreign policy of Philip II
Spain’s position in Europe in 1556 and the Spanish Empire;
the aims of Philip II’s foreign policy 1556-98;
the importance of political, religious, economic and dynastic factors in influencing Spain’s foreign policy;
89Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
90Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification Content
Elaboration of Content Learning Focus
Foreign policy of Philip II (cont.) Philip II’s relations with
France, Portugal, the Netherlands and Turkey;
Philip II’s relations with Europe Relations with France in 1556 Wars of Religion and Treaty of Joinville How relations with France changed 1556-98 Relations with Portugal in 1556 Succession crisis in Portugal 1578-82 How relations with Portugal changed 1556-98 Relations with Turkey in 1556 How relations with Turkey changed 1556-98 Relations with Dutch in 1556: place and importance within
the Spanish Empire Causes of Dutch revolt Events, effects and significance of Dutch revolt Analysis of Philip’s involvement in the revolt
Relations between Spain and England 1556-98 Philip and Mary I 1553-58 Philip and Elizabeth I 1558-67 Decline in relations: sea dogs, plots, Dutch Revolt 1568-84
and the Treaty of Joinville The Treaty of Nonsuch, war, the Armada and its effects 1585-
98
Success of foreign policy by 1598 Aims in 1556 Main events in foreign policy in this period Role of Philip II in wars and conflict in Europe Successes and failures of Philip II’s foreign policy
Philip II’s relations with England under Mary I and Elizabeth I, including the sea dogs, Dutch Revolt, Treaty of Nonsuch and the Armada and its aftermath; and
the extent to which Philip II achieved his aims in foreign policy by 1598.
91Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Resources:
Elliot, J H (1989) Spain and Its World 1500-1700, Yale University Press
Grierson, E (1974) King of Two Worlds, Philip II of Spain, Collins
Hunt, J (2001) Spain 1474-1598, Routledge
Kamen, H (1986) Spain 1469-1714, Longman
Kilsby, J (1988) Spain: Rise and Decline 1474-1643, Arnold
Kilsby, J (2015) Spain 1469-1568, Hodder
Lovett, A W (1986) Early Habsburg Spain 1517-1598, Oxford University Press
Lynch, J (1986) Spain and the Habsburgs 1516-1598, Oxford University Press
Martin, C and Parker, G (1983) The Spanish Armada, Manchester University Press
Parker, G (2014) Imprudent King: A New Life of Philip II, Yale University Press
Pendrill, C (2002) Spain 1474-1700, Heinemann
Pierson, P (1981) Philip II of Spain, Thames Hudson
Von Habsburg, M (2015) Spain in the Age of Discovery 1469-1598, Cambridge University Press
Woodward, G (1992) Philip II, Longman
92Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Unit AS 2 Option 2:The Ascendancy of France in
Europe 1660-1714
93Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
94Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification: GCE History
Unit AS 2 Option 2: The Ascendancy of France in Europe 1660 – 1714
In this option students focus on the growing ascendancy of France under the rule of Louis XIV. Students analyse Louis’ successes in strengthening the power and position of France between 1660 and 1689 and the extent to which France’s actions caused the outbreak of the Nine Years’ War. They also explore how the Peace of Ryswick failed to resolve the tensions in Europe and how a second major conflict soon erupted. Students also cover how the War of the Spanish Succession saw the Grand Alliance, under the inspirational leadership of the Duke of Marlborough, outperform France and its Allies and weaken the position of France. Assessment for this option consists of a written examination that includes both short response and extended questions.
The following Assessment Objective is generic and sets out the skills students should have the opportunity to develop through the study of this unit.
AO1: Demonstrate, organise and communicate knowledge and understanding to analyse and evaluate the key features related to the periods studied, making substantiated judgements and exploring concepts, as relevant, of cause, consequence, change, continuity, similarity, difference and significance.
87Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification Content
Elaboration of Content Learning Focus
The growing power of France between 1660 and 1689 and the outbreak of the Nine Years’ War
the growing strength of the French military, financial and diplomatic positions;
French military, financial and diplomatic advantages 1660–89 Louis’ absolutist powers Colbert’s economic achievements Development of the army and navy
Causes of the War of Devolution 1667–68 Succession of Charles II in Spain Louis’ dynastic justification for invading the Spanish
Netherlands French invasion of the Spanish Netherlands
Consequences of the War of Devolution 1667–68 Triple Alliance Treaty of Aix-La-Chapelle: french gains and losses Improved defences of north-east France
Causes of the Dutch War 1672–78 Louis’ hatred of the Dutch Collapse of the Triple Alliance Dutch response Role of Holy Roman Emperor and other Dutch allies
the actions of France, which created growing opposition in Europe such as the causes and consequences of the War of Devolution, the causes and consequences of the Dutch War, the impact of the Reunion policies on France and its enemies, the terms of the Truce of Ratisbon and the extent of the ascendancy of France in Europe in 1684;
88Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
89Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification Content
Elaboration of Content Learning Focus
The growing power of France between 1660 and 1689 and the outbreak of the Nine Years’ War (cont.)
Consequences of the Dutch War 1672–78 Development of opposition to Louis in Europe Peace of Nijmegen: French gains and losses
Reunion policies 1678-84 Louis’ justification for pursuing the reunions Series of ‘reunions’ attempted by Louis in this period such as
Saarbrücken, Luxembourg, Zweibrücken and Strasbourg Impact of the reunions on France and its enemies
Truce of Ratisbon 1684 20 year peace between Emperor Leopold and Louis XIV Spain forced to recognise French possession of Strasbourg,
Luxembourg and Oudenarde Courtrai and Diksmuide returned to Spain
League of Augsburg 1686 Defensive alliance against French expansion Formed by Holy Roman Emperor Leopold I, Sweden, Spain,
Bavaria, Palatinate, Holland the reasons for the formation of the League of Augsburg in 1686 and its members’ aims and ambitions; and
90Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification Content
Elaboration of Content Learning Focus
The growing power of France between 1660 and 1689 and the outbreak of the Nine Years’ War (cont.)
the causes of the Nine Years’ War, including the Revocation of the Edict of Nantes, the Cologne Incident, Louis’ clash with the papacy, the actions of William of Orange, the formation of the Grand Alliance and the invasion of the Palatinate.
Causes of the Nine Years’ War Revocation of Edict of Nantes 1685 Withdrawal of toleration for French Protestants (Huguenots)
Clash with the papacy 1687–88 Question of diplomatic immunity Threat of excommunication French seizure of Avignon
Cologne dispute 1688 Death of the Archbishop of Cologne Louis’ position: candidacy of von Fürstenberg Emperor’s position: candidacy of Joseph-Clement Pope's position French invasion
Origins of the Nine Years’ War in 1688 French attack on Phillipsburg William of Orange’s invasion of England Glorious Revolution: William and Mary’s accession to the
English throne Transformation of the League of Augsburg into the Grand
Alliance
91Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification Content
Elaboration of Content Learning Focus
The Nine Years’ War 1688 - 97
the main successes of France during the Nine Years’ War;
the main successes of the Grand Alliance during the Nine Years’ War;
Ambitions of the belligerents France General ambitions of the Grand Alliance Individual ambitions of the allied belligerents, including
Holland, England, Austria, Spain and Saxony
Main successes of France French invasion of Catalonia 1689 Battle of Beachy Head 1690 Battle of Fleurus 1690 French invasion of Savoy Battle of Steenkerke 1692 Siege of Namur 1692 Battle of Neerwinden 1693
Main successes of Grand Alliance Battle of the Boyne 1690 Battle of Aughrim 1691 Battle of La Hogue 1692 Siege of Namur 1695 Spanish response to French invasion of Catalonia
92Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
93Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification Content
Elaboration of Content Learning Focus
The Nine Years’ War 1688 – 97 (cont.)
the terms of the Peace of Ryswick 1697, including the extent to which the peace terms reflected the course of the war, how far the Peace represented a defeat for France and how far it satisfied the countries of the Grand Alliance; and
the position of France and its enemies at the end of the Nine Years’ War.
Peace of Ryswick 1697 Louis agreed to return most of territorial acquisitions or
reunions made since Nijmegen, but retained important fortress town of Strasbourg
Louis recognised William III as king of England Dutch allowed to garrison barrier fortresses in the Spanish
Netherlands Joseph Clement confirmed as Archbishop of Cologne
France anticipating question of Spanish succession The issues at stake: Bourbon claim Habsburg claim Bavarian claim
The First Partition Treaty Views and role of William III of England Electoral prince of Bavaria to receive Spain, Spanish
Netherlands and New World Dauphin to receive Naples, Sicily and ports in Tuscany Archduke Charles to receive Milan
The Second Partition Treaty Archduke Charles to receive Spain, the New World and the
Spanish Netherlands Dauphin to receive Naples, Sicily and Lorraine Duke of Lorraine to receive Milan
The problem of the Spanish Succession 1697–1702
the Partition Treaties, including their terms, impact and the reasons for their failure;
94Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
95Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification Content
Elaboration of Content Learning Focus
The problem of the Spanish Succession 1697–1702 (cont.)
the reasons for Louis XIV’s acceptance of Carlos II’s will;
the reasons for the outbreak of the War of the Spanish Succession, including the impact of Louis accepting the will, Louis XIV’s subsequent series of misjudgements and the re-formation of the Grand Alliance;
Louis XIV’s acceptance of the will of Charles II Strategic, military and commercial benefits for France Rejection, under the will’s terms, would hand Spain to
Archduke Charles William III would not support Louis in a war to enforce the
Partition Treaty Leopold opposed both the will and the Partition Treaty
Louis XIV’s misjudgements Louis reaffirmed Philip’s right to the French throne French seizure of the Dutch barrier fortresses France granted trading privileges in the Spanish Empire Louis recognised James III as the rightful king of England
Ambitions of the Grand Alliance General ambitions Individual ambitions of the main allied belligerents
Marlborough’s victories in the war Battle of Blenheim 1704 Battle of Ramillies 1706 Battle of Oudenarde 1708 Battle of Malplaquet 1709
the aims and ambitions of the Grand Alliance at the outbreak of the War of the Spanish Succession; and
The War of the Spanish Succession 1701–1714
the main military successes of the Grand Alliance in the War of the Spanish Succession.
96Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
97Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification Content
Elaboration of Content Learning Focus
The War of the Spanish Succession 1701–1714 (cont.)
the consequences of the Battles of Blenheim, Ramillies, Oudenarde and Malplaquet;
the reasons for the Duke of Marlborough’s battlefield successes during the war;
the reasons for the success of the Grand Alliance in the war;
Consequences of Marlborough’s victories France now fighting to avoid defeat Bavaria knocked out of war
Marlborough’s battlefield tactics Personal leadership Use of cavalry Use of deception
Reasons for success of Grand Alliance Quality of military leadership Marlborough’s partnership with eugene Grand alliance command structure: ability for decisions to be
taken quickly
Reasons for France’s poor performance in the war Weaknesses of French command structure Initial attempts to secure peace as early as 1708 Improved performance of France after 1708 Exhaustion with war Economic problems in France Desire to split the Allies and negotiate independently with
each one
the reasons for France’s poor performance during the war;
98Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification Content
Elaboration of Content Learning Focus
The War of the Spanish Succession 1701–1714 (cont.)
the terms of the Peace Treaties signed at the conclusion of the War of the Spanish Succession; and
the position of France and its opponents after the signing of the Peace Treaties.
Peace treaties 1713–14 France recognised Hanoverian succession in Britain Britain received Newfoundland, Nova Scotia, the Hudson Bay
territory and the island of St Kitts from France Britain received Gibraltar, Minorca and the asiento
agreement from Spain France recognised Victor Amadeus II, Duke of Savoy, as king
of Sicily and that he should rule Sicily and Nice Dutch allowed barrier fortresses in the Spanish Netherlands Spanish succession finally settled in favour of the Bourbon
Philip V, grandson of Louis XIV
99Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Resources:
Briggs, R (1977) Early modern France, Oxford University Press
Campbell, P R (1993) Louis XIV, Longman
Carsten, F L (1961) The Ascendancy of France, Cambridge University Press
Childs, J C R (2013) The Nine Years' War and the British Army 1688–97: The Operations in the Low Countries, Manchester University Press
Falkner, J (2015) The War of the Spanish Succession 1701–1714, Pen & Sword Military
Grant, A J (2015) A Brief History of the War of the Spanish Succession, Didactic Press
Grant, A J (2015)The Early Wars of Louis XIV, Didactic Press
Jones, J R (1966) Britain and Europe in the Seventeenth Century, Arnold
Levi, A (2004) Louis XIV, Constable
Lockyer, R (1974) Habsburg and Bourbon Europe 1470–1720, Longman
Lynn, J A (1999) The Wars of Louis XIV 1667–1714, Routledge
Maland, D (1966) Europe in the Seventeenth Century, Macmillan
Miller, J (1990) Absolutism in the Seventeenth Century, Macmillan
Munck, T (1990) Seventeenth Century Europe, Macmillan
Ogg, D (1967) Louis XIV, Oxford University Press
Pennington, D (1970) Europe in the Seventeenth Century, Longman
Shennan, J H (1986) Louis XIV, Routledge
Smith, D L (1992) Louis XIV, Cambridge University Press
Spencer, C (2004) Blenheim: Battle for Europe, Weidenfeld & Nicolson
Sturdy, D J (1998) Louis XIV, Palgrave Macmillan
Tincey, J (2004) Blenheim 1704: The Duke of Marlborough's Masterpiece, Osprey
100Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Wilkinson, R (1993) Louis XIV, France and Europe 1661–1715, Hodder & Stoughton
Websites:
Louis XIV - the Sun King:www.louis-xiv.de/
101Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Unit AS 2 Option 3:Ireland 1823 - 67
102Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
103Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification: GCE History
Unit AS 2 Option 3: Ireland 1823 – 67
Students who choose this unit must not choose Unit A21 Option 2: Ireland Under the Union 1800-1900.
In this option students examine Ireland between 1823 and 1867. They contrast the success of Daniel O’Connell’s campaign for Catholic Emancipation with the failure of his attempt to repeal the Act of Union. Students analyse the reasons for the contrasting fortunes O’Connell experienced in these campaigns. They also examine the long-term and short-term causes and course of the Irish Famine, as well as its economic, social and political consequences up to 1867. They analyse the causes of and reasons for the failure of the Young Irelanders’ rebellion in 1848 and the Fenian Rising of 1867. Assessment for this option consists of a written examination that includes both short response and extended questions.
The following Assessment Objective is generic and sets out the skills students should have the opportunity to develop through the study of this unit.
AO1: Demonstrate, organise and communicate knowledge and understanding to analyse and evaluate the key features related to the periods studied, making substantiated judgements and exploring concepts, as relevant, of cause, consequence, change, continuity, similarity, difference and significance.
99Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification Content
Elaboration of Content Learning Focus
O’Connell and Catholic Emancipation 1823–34
the aims of Daniel O’Connell’s campaign for Catholic Emancipation and the tactics he employed;
Aims of O’Connell’s campaign Gain the same rights for Catholics as Protestants Religious liberty a right for all Participation of Catholics in politics and professional life Eliminate discrimination against Catholics in central and
local government
Tactics O’Connell employed Formed the Catholic Association to organise the campaign Electoral strategy, such as Waterford election Gained the support of the Catholic Church Clergymen collected the Penny rent Large public meetings Use of rhetoric and brinkmanship Portrayed emancipation as a cure for economic and social
grievances
Attitude and response of British governments Lord Liverpool’s ‘agree to differ’ approach up to his death in
1827 Canning’s public endorsement of emancipation and divisions
in the Tory Party Wellington and Peel’s decision to grant Emancipation with
conditions
Reasons for the success of campaign for Catholic Emancipation O’Connell’s charismatic leadership, ‘monster’ rallies and
effective electoral strategy Role of the Catholic Association
the attitude and response of British governments to Catholic Emancipation;
the relative importance of the various factors that led to the success of the campaign for Catholic Emancipation; and
100Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Support of the Catholic Church Weakness of the British government Broad popular appeal, including middle class Catholics,
peasants and Presbyterians
Specification Content
Elaboration of Content Learning Focus
O’Connell and Catholic Emancipation 1823–34 (cont.)
the impact of Catholic Emancipation up to 1834, including the reasons for the Tithe War and O’Connell’s response to Whig reforms in Ireland up to the 1834 Repeal Bill.
Impact of Catholic Emancipation up to 1834 Consequences for O’Connell and the Irish people O’Connell’s strategy ‘Justice for Ireland’ The British political establishment Hopes for Great Reform Act 1832 and response to this Causes of Tithe War of early 1830s British government response to tithe agitation, coercion and
moderate reform British opposition to repeal - 1834 Commons vote
O’Connell’s expectations A means of obtaining further reforms in Ireland, especially
for professional classes Reform of municipal government Reform of the tithe system
Whigs’ expectations The Whigs’ precarious parliamentary position would be
strengthened by O’Connell’s 39 MPs O’Connell would use his influence to ease the Tithe War Stability in Ireland would let the Whigs concentrate on their
domestic reform programme in England
Benefits for O’Connell of Lichfield House Compact Work of Thomas Drummond in policing and justice
Reform, repeal and failure 1835–47
why O’Connell and the Whigs agreed to the Lichfield House Compact in 1835;
101Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
the benefits and disappointments of the Lichfield House Compact for O’Connell;
Tithe Rent Charge Act 1838 Symbolic significance of O’Connell as first Catholic Lord
Mayor of Dublin since 1690s
102Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification Content
Elaboration of Content Learning Focus
Reform, repeal and failure 1835–47 (cont.) Disappointments for O’Connell of Lichfield House
Compact Poor Law Act 1838 failed to take account of Ireland’s social
problems Municipal Corporations Act 1840 based on £10 rather than
£8 franchise It diverted O’Connell’s focus from repeal
O’Connell’s reasons for supporting repeal Belief that an Irish parliament would benefit all sections of
Irish society More promotions for Catholics in legal profession
Tactics the Repeal movement employed Repeal Association founded 1840 Repeal Rent ‘Monster meetings’, Use of rhetoric and brinkmanship Repeal portrayed as a panacea for all of Ireland’s ills 1843 ‘Year of Repeal’
British Government’s attitude to repeal Peel’s determination to reject repeal Initial tolerance of Repeal Association Strengthened security measures in Ireland to prevent
disorder: Arms Act for Ireland 1843 Challenge to O’Connell’s authority in banning Clontarf
why O’Connell wanted to repeal the Act of Union and the methods the Repeal movement used;
the British government’s attitude to repeal and the importance of Peel’s Irish reforms;
103Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
meeting Reforms introduced to address Catholic grievances:
Charitable Bequests Act, Maynooth Grant, Colleges Bill 1845
104Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification Content
Elaboration of Content Learning Focus
Reform, repeal and failure 1835–47 (cont.)
the relationship between O’Connell and the Young Irelanders;
Relationship between O’Connell and Young Irelanders Initial cooperation between Young Ireland and O’Connell Disagreements over attitude to Lichfield House Compact Rift over tactics and attitude to Peel’s reforms Breakdown of relationship and expulsion of Young Ireland
from Repeal movement
Causes of rebellion by Young Irelanders Growing militancy of Mitchel Famine and revolutions in Europe in 1848 acted as catalysts
for the rising in Ireland
Reasons for the failure of the rebellion Lack of planning Divisions in leadership Lack of domestic and foreign support
Reasons for O’Connell’s failure to repeal the Act of Union Strength of Peel’s government and effective use of coercion
and conciliation Lack of mass appeal of campaign Limitations of O’Connell’s leadership, such as his
underestimation of Peel and duplication of tactics used to achieve Catholic Emancipation
Split with Young Ireland Onset of famine
the causes of and reasons for the failure of the rebellion by the Young Ireland movement; and
the relative importance of the various reasons why O’Connell failed to repeal the Act of Union.
105Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification Content
Elaboration of Content Learning Focus
The causes, course and impact of the Irish Famine 1824–67 Causes of the Irish Famine
Structural weakness of Irish economy Decline of woollen and linen industries after 1815 Lack of an entrepreneurial class Laissez faire attitude of government to economic
development Historic system of landholding – absent landlords Rapid population growth from late eighteenth century
onwards Over-reliance on potato Sub-division Onset of blight in 1845
Course and extent of the Famine Regional, social class and yearly variations in experience of
famine Variations in effectiveness of relief measures - impact of
merchant class hoarding food in some areas
the long-term and short-term causes of the Famine 1824-45;
the course and extent of the Famine;
106Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification Content
Elaboration of Content Learning Focus
The causes, course and impact of the Irish Famine 1824–67 (cont.)
the attitude and response of British governments under Peel and Russell to the Famine 1845–49;
Response of British governments to the Famine Prevailing moral and economic attitudes to the Irish Famine:
laissez faire
Peel’s Government £40,000 relief funding 1845-46 Purchase of maize Relief Commission established Public works schemes Coercion Act Scientific commission to advise farmers Repeal of the Corn Laws
Russell’s Government Public works Soup kitchens Workhouses Labour Rate Act Role of Trevelyan
107Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification Content
Elaboration of Content Learning Focus
The causes, course and impact of the Irish Famine 1824–67 (cont.)
the successes and failures of British famine relief measures 1845–49; and
Successes and failures of British famine relief Challenge facing Russell far greater than that which faced
Peel Relief efforts hampered by geographical realities and
accessibility Provision of relief depended on the commitment of local
gentry and clergymen Domestic challenge of ‘Hungry Forties’ and a weak,
inexperienced British government Irish perceptions of British famine relief Impact of private charitable initiatives
Consequences of the Famine up to 1867:
Economic Effects Population decline through death and emigration Changes in land-holding and farming practices Less concentration on tillage and more on pastoral farming Bankruptcies among landlords Encumbered Estates Act of 1849 accelerated the sale of land
Social Effects Delayed rural marriages Increased literacy among tenant farmers Decline of the Irish language Increased importance of organised religion in Irish society
the economic, social and political consequences of the Famine up to 1867.
108Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
109Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification Content
Elaboration of Content Learning Focus
The causes, course and impact of the Irish Famine 1824–67 (cont.)
Political Effects Popularised agrarian reform agenda of Lalor and Mitchel -
‘The soil of Ireland for the people of Ireland’ Catalyst for 1848 Rebellion Intensification of anti-British feeling in Irish emigrant
communities
Origins and leadership of the Fenian movement Emergence of revolutionary nationalism -United Irishmen,
Emmet, Young Ireland, Irish Republican Brotherhood Personnel links between Fenian movement and Young
Ireland, such as James Stephens Strong support from Irish-American community
Aims of the Fenian movement To end British rule in Ireland To establish an independent Irish republic using physical
force To make Athlone or Limerick capital instead of Dublin To establish a reformed legislature based on universal
suffrage and separation of church and state To introduce land reform Preserve Ireland’s cultural traditions
The Fenian Rising of 1867
the origins, leadership and aims of the Fenian movement;
110Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification Content
Elaboration of Content Learning Focus
The Fenian Rising of 1867 (cont.) the attitude and response of
the British government to the Fenian movement; and
Response of the British Government to the Fenian movement Effective use of informers to penetrate ‘secret’ Fenian
organisation Suppression of Irish People and arrest of key leaders Posting of suspected ‘Fenian’ regiments overseas Suspension of Habeas Corpus Use of informants to prevent arm raids on Chester Castle
Reasons for the outbreak of the Fenian Rising, March 1867 Postponement due to arrest of Fenian leaders in 1865 Prevarication of Stephens Expectation of international support since British relations
with USA were poor Gesture of defiance with no real chance of success
Reasons for failure of the Fenian Rising Firm response of the British government Weak, divided leadership of Fenian movement Disagreements between Stephens and O'Mahony Poor planning Lack of international help, especially from the United States Opposition of Catholic Church under Cardinal Cullen
the reasons for the outbreak of the Fenian Rising in 1867 and the relative importance of the various factors that contributed to its failure.
111Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Resources:
Adelman, P and Pearce, R (2001) Great Britain and the Irish Question 1800–1922, Hodder & Stoughton
Bartlett, T (2011) Ireland: A History, Cambridge University Press
Beckett, J C (1965) The Making of Modern Ireland 1603-1923, Faber & Faber
Bew, P (2007) Ireland: the Politics of Enmity, Oxford University Press
Boyce, D G (2005) Nineteenth Century Ireland: The Search for Stability, Gill & Macmillan
Foster, R F (1990) Modern Ireland 1600-1972, Penguin
Geoghegan, P (2012) Liberator: The Life and Death of Daniel O'Connell 1830–1847, Gill & Macmillan
Jackson, A (1999) Ireland 1798–1998: Politics and War, Wiley-Blackwell
Jackson, A (2004) Home Rule: an Irish History 1800–2000, Oxford University Press
Kee, R (1991) The Green Flag: The Most Distressful Country, Penguin Books
Kee, R (1992) The Green Flag: The Bold Fenian Men, Penguin Books
Kinealy, C (1995) The Great Calamity: The Irish Famine 1845–52, Gill & Macmillan
Lyons, F S L (2009) Ireland Since the Famine, Fontana Press
Moody, T W (ed.) (1978) The Fenian Movement, Mercier Press
Ó Concubhair, P (2011) The Fenians were Dreadful Men: The 1867 Rising in Kerry and Limerick, Mercier Press
Póirtóir, C (1995) The Great Irish Famine, Irish Books and Media
Rees, R (2001) Nationalism and Unionism in 19th Century Ireland, Colourpoint Press
Vaughan, W E (ed.) (2009) A New History of Ireland: Ireland under the Union 1801-1870, Oxford University Press
112Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Websites:
Ireland in Rebellion 1782–1916 – Trinity College Dublin, available on YouTube: www.youtube.com/playlist?list=PL55XqDjybyL_HtaZQSfy0ljqYL3iR7YGS
Ireland – a History, Robert Kee, selected episodes, available on YouTube:www.youtube.com/playlist?list=PL-NlJbmY3woh0SDUIy2ION2-DWyoz8oxY
BBC – The Story of Ireland:www.youtube.com/watch?v=tN0ndWAgA6o
QUB – Irish history live:www.qub.ac.uk/sites/irishhistorylive/
UCC –multitext project in Irish History:http://multitext.ucc.ie/
113Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Unit AS 2 Option 4:France 1815-70
114Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
115Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification: GCE History
Unit AS 2 Option 4: France 1815-70
In this option students focus on France’s attempts to find a stable and lasting regime in the wake of the turmoil of the Revolutionary and Napoleonic period. This includes the Bourbon restoration of Louis XVIII and Charles X, the ‘bourgeois monarchy’ of Louis Philippe, the Second Republic and why the Second Empire, headed by Napoleon III, failed to achieve permanence. Students examine why each of these regimes was established and evaluate the relative importance of the political, economic and social reasons for their failure to survive. Assessment for this option consists of a written examination that includes both short response and extended questions.
The following Assessment Objective is generic and sets out the skills students should have the opportunity to develop through the study of this unit.
AO1: Demonstrate, organise and communicate knowledge and understanding to analyse and evaluate the key features related to the periods studied, making substantiated judgements and exploring concepts, as relevant, of cause, consequence, change, continuity, similarity, difference and significance.
113Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification Content
Elaboration of Content Learning Focus
The Bourbon monarchy 181530 the reasons why the
Bourbons were restored to the throne;
The Bourbon Restoration 1815 The terms of the Bourbon Restoration Reasons for the Bourbon Restoration Effects of Vienna settlement on France
The Charter of Liberties Terms of the Charter The new political system Powers of the King Attitude of Louis XVIII towards the Charter
Reign of Louis XVIII La Chambre Introuvable Domestic policy Foreign policy Concert of Europe Support for Spanish King Congress of Verona 1822 Intervention in Spain 1823
the aims of the Charter of Liberties;
the aims of Louis XVIII’s domestic and foreign policies and their degree of success;
114Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification Content
Elaboration of Content Learning Focus
The Bourbon monarchy 181530 (cont.)
the change of direction in Louis XVIII’s policies in the 1820s;
the aims of Charles X’s domestic and foreign policies and their degree of success;
Policy changes 182024 Role of the Ultras Changes to the electoral system by 1820 Murder of Duc De Berry Press censorship Role of Villèle Financial reforms and economic development Role and status of the Church
Charles X’s domestic and foreign policies
Domestic policy– Domestic problems facing Charles X– Aims of his domestic policy– Religious policy– The emigré problem– Domestic policy of Villèle– Domestic policy of Martignac– Successes and failures in domestic policy
Foreign policy– Aims of Martignac’s foreign policy– Capture of Algiers– Lack of support for Greece– Policy towards Greek Revolt– Successes and failures in foreign policy
115Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification Content
Elaboration of Content Learning Focus
The Bourbon monarchy 181530 (cont.)
economic, social and cultural developments in France 181530; and
the relative importance of the reasons for the overthrow of Charles X, including the economy, religious policies and Ordinances of St Cloud.
Economic, social and cultural affairs 181530 Economic developments Social developments Cultural developments The impact of these developments on political thinking
Reasons for the overthrow of Charles X
Political groups and opposition to Charles X– Ultras– Liberals– Republicans– Aims and methods of each group
Opposition to Charles X– Growth of popular opposition– Opposition to Polignac and the Ultras– Role of the press– Economic crisis– Religious policy of the King– Ordinances of St Cloud– Reasons for downfall of Charles X in July 1830– Mistakes of Charles X in July 1830
116Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification Content
Elaboration of Content Learning Focus
The reign of Louis Philippe 183048 why Louis Philippe became
King of France in 1830;
the domestic problems Louis Philippe faced when he accepted the Crown of France;
the aims of Louis Philippe’s domestic and foreign policies and their degree of success;
The reign of Louis Philippe Why he became King in 1830 Support for a republic Support for keeping France a monarchy
Domestic problems facing Louis Philippe in 1830 Opposition to the monarchy from different groups Need for political reforms Status of the Catholic Church Economic problemsAims of Louis Philippe’s domestic and foreign policies Domestic policy
– Political changes– Issue of censorship– Role of the Church– Role of Thiers and Guizot– Successes and failures of domestic policy
Foreign policy– Foreign policy aims– Belgian independence– The Second Mehemet Ali crisis– The Spanish marriages question– Tahiti– New French colonies– Successes and failures of foreign policy
117Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification Content
Elaboration of Content Learning Focus
The reign of Louis Philippe 183048 (cont.)
the strength of the opposition to Louis Philippe;
economic, social and cultural developments in France 183048; and
Opposition to Louis Philippe Bonapartists, Legitimists and Republicans Growth of press criticism and inability to deal effectively with
the press Lack of political reforms Political banquets
Economic, social and cultural developments 183048
Economic– Aims of Louis Philippe’s economic policy– Industrial and agricultural growth– Commercial developments– The economic crisis of 184648
Social– Growing social unrest– Growing unemployment– Increased literacy
Cultural– Balzac’s novels– Delacroix’s paintings– Fourier’s socialist writings– Growth of Napoleonic studies
118Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification Content
Elaboration of Content Learning Focus
The reign of Louis Philippe 183048 (cont.)
The Second Republic
the relative importance of the reasons for the overthrow of Louis Philippe, including foreign policy issues, economic policies and the Reform Banquets.
the problems and weaknesses of the Second Republic; and
the reasons for the fall of the Second Republic.
Reasons for the downfall of Louis Philippe Failure of economic policy Political and social effects of the economic crisis Precarious position of an elected monarch Unpopularity of Guizot Demand for franchise extension Political banquets Unpopular foreign policy
Weaknesses of the Second Republic Problems and expectations it faced in 1848 National workshops and June Days Universal male suffrage Conservatism of electorate Role of the President Divisions within Republicanism
Opposition to the Second Republic Orleanists Legitimists Bonapartists
119Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification Content
Elaboration of Content Learning Focus
The Second Empire 185270 the reasons why Napoleon
III was able to become Emperor of France in 1852;
the main events in the reign of Napoleon III;
the aims of Napoleon III’s domestic and foreign policies and their degree of success;
Reasons why Napoleon III became Emperor The December coup of 1851 Weaknesses of the Second Republic Popular support for Napoleon III and the Napoleonic legend Suppression of opposition to the regime Catholic support Strength of conservatismMain events 185270 The Authoritarian Empire 185259 The Liberal Empire 185970 Napoleon III and the Catholic Church
Napoleon III’s domestic and foreign policies Domestic policy
– Aims of domestic policy:– Napoleon and the Church– The Authoritarian Empire– Treatment of opponents– Control over education– The Liberal Empire– Relaxation of authoritarianism– Free trade and Cobden Treaty– Credit Mobilier and other banks– Urban redevelopment and role of Haussmann– Railway development– Successes and failures of domestic policy
120Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification Content
Elaboration of Content Learning Focus
The Second Empire 185270 (cont.)
economic, social and cultural developments in France 185270; and
Foreign policy– Aims of foreign policy– Crimean War 185456– Italian War 1859– Truce of Villafranca– Mexico 186266– Relations with Bismarck– Causes and consequences of Franco-Prussian War– Successes and failures of foreign policy
Economic, social and cultural developments 185270
Economic– New banking system– Free trade– Railway development– Industrial growth– Agricultural improvements
Social– Urban poverty– Effects of urban renewal– Demographic changes
Culture– Victor Hugo’s novels– Georges Bizet’s music– Gustave Dore’s engravings
121Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
122Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification Content
Elaboration of Content Learning Focus
The Second Empire 185270 (cont.)
the reasons for the collapse of the Second Empire, including France’s defeat in the Franco-Prussian War, economic problems and urban redevelopment.
Reasons for fall of Second Empire Political changes 186770 Re-emergence of republicanism Growth of political opposition Relaxation of press censorship Effects of defeat in the Franco-Prussian War The Revolution of September 1870
123Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Resources:
Browning, P (2002) Revolutions and Nationalities (Europe 1825-1890), Cambridge University Press
Bury, J P T (2003) France 1814-1940, Routledge
Cooper, D (2001) Years of Ambition (Europe 1815-1914), Hodder Stoughton
Court, W H B (1996) Second Empire and Commune France 1848-1871, Longman
Farmer, A (2001) Nineteenth Century European History, Hodder Stoughton
Matthews, A (2001) Revolution and Reaction (Europe 1789-1849), Cambridge University Press
McMillan, J (2013) Napoleon III, Longman
Morris, T (1999) European History 1848-1945, Collins
Murphy, D (2000) Europe 1762-1861, Collins
Pilbeam, P (2000) The Constitutional Monarchy in France 1814-1848, Longman
Plessis, A (1985) The Rise and Fall of the Second Empire 1852-1871, Cambridge University Press
Price, R (1997) Napoleon III and the Second Empire, Routledge
Price, R (2001) The French Second Empire, Cambridge University Press
Randall, K (1991) France 1814-1870, Hodder and Stoughton
Simpson, W and Jones, M (2000) Europe 1783-1914, Routledge
Tombs, R (1996) France 1814-1914, Longman
Walker, S (2002) France in revolution 1776-1830, Heinemann
Wilmot, F (2001) The Great Powers 1814-1914, Nelson Thomas
124Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Unit AS 2 Option 5:Russia 1914-41
125Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
126Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification: GCE History
Unit AS 2 Option 5: Russia 1914-41
In the first part of this option, students focus on the causes of the Russian Revolutions of 1917. They analyse the reasons why the Tsarist regime collapsed in February 1917 and why the Bolsheviks were able to seize power in October 1917. Students then assess how the Bolsheviks consolidated their rule with their victory in the Civil War. Students also evaluate the aims and consequences of Lenin’s economic policies in the period 1917-24. The option concludes with a study of Stalinist Russia. Students focus on why Stalin emerged as Lenin’s successor by 1929, assess the aims and consequences of Stalin’s economic policies and analyse the most important features of Stalin’s dictatorship. Assessment for this option consists of a written examination that includes both short response and extended questions.
The following Assessment Objective is generic and sets out the skills students should have the opportunity to develop through the study of this unit.
AO1: Demonstrate, organise and communicate knowledge and understanding to analyse and evaluate the key features related to the periods studied, making substantiated judgements and exploring concepts, as relevant, of cause, consequence, change, continuity, similarity, difference and significance.
126Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification Content
Elaboration of Content Learning Focus
The Revolutions of February and October 1917
the short-term factors that led to the downfall of the Tsar in February 1917;
the economic, political and military effects of the First World War on Russia;
Economic effects of the First World War Poor living conditions in the towns Famine in the countryside Railways used for army, not food distribution Industrial problems in wartime Inflation
Political effects of the First World War Political parties unite behind the war in 1914 Support quickly disappeared as the war continued Tsar unwilling to listen to Progressive Bloc, accept political
reforms or make Russia a constitutional monarchy
Military effects of the First World War Lack of weapons and uniforms due to industrial problems Tsar and his government blamed Tsar decided to take personal charge of the army but was
unsuited for the role Tsar held personally responsible for all defeats from this
point on Lost a pillar of support in the army
127Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification Content
Elaboration of Content Learning Focus
The Revolutions of February and October 1917 (cont.)
the misjudgements and mistakes of Tsar Nicholas II, such as leaving the government in the hands of the Tsarina and Rasputin;
Misjudgements of the Tsar Believed he could command the army Believed his wife could run the country Believed in maintaining autocracy
Tsarina and Rasputin Failure to remove them was a major misjudgement of the
Tsar Tsarina a German by birth, negative propaganda Tsarina placed much trust in Rasputin, believing that he was
healing her son As Rasputin’s influence grew, so too did the jealousy
towards him Rumours of an affair The pair dismissed many able politicians from office Rasputin murdered Alienation of the aristocracy, one of the Tsar’s key pillars of
support
the factors that led to the downfall of the Provisional Government and the Bolshevik seizure of power in October 1917;
Factors leading to the downfall of the Provisional Government The Provisional Government Dual Authority Order No. 1
128Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Role of the Soviet
Specification Content
Elaboration of Content Learning Focus
The Revolutions of February and October 1917 (cont.)
the weaknesses and failures of the Provisional Government, the Petrograd Soviet and dual authority; and
Mistakes of the Provisional Government Decision to continue participation in the First World War Unwilling to resolve the land issue Unable to overcome economic problems Slow in calling elections
Role of Kerensky June offensive July Days Kornilov Affair and the arming of the Red Guards
the strengths of the Bolsheviks: the leadership of Lenin, the April Thesis, the role of Trotsky and the Military Revolutionary Committee.
Strengths of the Bolsheviks Impact of the July Days Only political party opposed to the war Role of Lenin Impact of the April Theses Propaganda – “peace, bread and land” and “all power to the
soviets” Role of Trotsky
129Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Role of the Military Revolutionary Committee How the Bolsheviks exploited the Kornilov Affair Success in October
Specification Content
Elaboration of Content Learning Focus
Lenin’s Russia 1917-24
the relative importance of the various factors that led to the Bolshevik victory in the Civil War 1918-21;
Role of Lenin in Bolshevik success Quickly ended participation in the First World War Accepted the Treaty of Brest-Litovsk Began preparations for the Civil War Red Terror began War Communism
the strengths of the Bolsheviks: the role of Trotsky, the Red Army, economic and geographical advantages and the weaknesses of the Whites: divisions and foreign intervention;
Role of Trotsky in Bolshevik success Key to organisation of the Red Army Employed ex-Tsarist officers Kidnapped soldiers’ families to ensure their support Return of ranks to army Used trains to get arms and supplies to the front line Unwilling to surrender Petrograd
130Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification Content
Elaboration of Content Learning Focus
Lenin’s Russia 1917-24 (cont.)
Economic and geographical factors Reds controlled industrial centres, main cities and
population Reds controlled the main communication lines, including
railways
Weaknesses of the Whites Whites had different leaders with different aims Initial support from foreign powers and subsequent defeat Whites lost support from nationalist minorities Whites’ propaganda was limited White armies were geographically split
the aims and degree of success of Lenin’s economic policies 1917-24;
Aims and degree of success of Lenin’s economic policies
State Capitalism, War Communism and the New Economic Policy; and
State Capitalism State control of capitalist businesses Partial nationalisation Aimed to increase popularity of Communism Used as Bolsheviks needed to survive, sign of desperation November 1917: the ‘Decree on Land’ and the ‘Decree on
Workers’ Control’
131Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
132Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification Content
Elaboration of Content Learning Focus
Lenin’s Russia 1917-24 (cont.)
War Communism Sole aim was to win the Civil War Extensive nationalisation introduced State control of foreign trade Strict controls on workers, no strikes Grain requisitioning Use of Red Terror Introduction of rationing Private enterprise banned Political and economic aims
New Economic Policy Tambov Risings and the Kronstadt mutiny Anger at War Communism Need to maintain public support Grain requisitioning abolished Small businesses reopened (return to capitalism) Ban on private trade removed State control of heavy industry Split in Bolshevik Party Emergence of Nepmen
133Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification Content
Elaboration of Content Learning Focus
Lenin’s Russia 1917-24 (cont.)
Soviet society and culture under Lenin: the position of women and the family, religion and the position of the Church, popular culture and the arts.
Soviet society and culture under Lenin Position of women and the family More equality of sexes Marriage frowned upon Divorce and abortion easier to obtain Women employed in work Encouraged to join the Bolsheviks
Religion and the position of the Church Bolsheviks aggressively atheist Aimed to destroy the Orthodox Church Decree of Separation of Church and State Relics and icons ridiculed Anti-clerical propaganda At least 8,000 clerical murders
Popular culture and the arts Proletkult Used for propaganda purposes Agitprop art Changes in education Youth organisation Architecture Futurism
134Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification Content
Elaboration of Content Learning Focus
Stalin’s rise to power and dictatorship 1924-41
the reasons for Stalin’s rise to power, including the relative importance of Stalin’s strengths and the weaknesses of his opponents during the power struggle;
the significance of Lenin’s Testament, Stalin’s position as General Secretary of the Party and the limitations of Stalin’s opponents;
Stalin’s strengths in the power struggle Party Secretary Position in Orgburo and Secretariat Controlled party organisation Controlled party membership Outmanoeuvred Trotsky Suppression of Lenin’s testament Defeated Trotsky at 13th Congress Doctrine of ‘Socialism in One Country’ very popular Exploited weaknesses between Left and Right Instigated factionalism Defeated Zinoviev and Kamenev at 14th Congress Dismissed NEP Five Year plans
Weaknesses of opponents Trotsky - undermined by not attending Lenin’s funeral and
disliked by other key figures in the party Kamenev and Zinoviev – local power bases in the cities,
underestimated Stalin Bukharin – outstanding theorist but lacked support
135Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification Content
Elaboration of Content Learning Focus
Stalin’s rise to power and dictatorship 1924-41 (cont.)
the relative importance of the various factors that formed the basis of Stalin’s power: terror, propaganda and the cult of personality;
Stalin’s use of terror, including the post-Kirov purges 1934-36 and the Great Purge 1936-39; and
Stalin in power – terror The murder of Kirov The Great Purges The Cheka Show trials of old Bolsheviks
Stalin in power – propaganda Cult of personality How the cult progressed Rewriting of history
culture in Stalinist Russia, including the use of the arts and the media as a means of control, propaganda and the cult of personality.
Stalin in power – culture, arts and media Role of Komsomol Further attacks on the Church Attacks on education Women and the Great Retreat back to family values Birth rate decline and abortions increased Socialist Realism
136Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification Content
Elaboration of Content Learning Focus
The economy 1924-41
the aims and degree of success of Stalin’s economic policies;
Aims of Stalin’s economic policies Failures of NEP Lack of industrial production Ideological conflict Desire to increase military strength Need for increased grain supplies Move towards socialist society Help Stalin establish his ideological credentials Improve the standard of living End the NEP – The Great Left Turn
the policies of collectivisation and industrialisation;
Successes and failures of collectivisation and industrialisation Stalin needed more grain to feed industrial workers and
speed up industrialisation Stalin pushed through the process very quickly Led to chaos and famine broke out Use of terror to ensure grain reached the cities Kulaks targeted Propaganda showing benefits of collectivisation Massive human cost
137Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification Content
Elaboration of Content Learning Focus
The economy 1924-41 (cont.)
the aims of the Five Year Plans and the extent to which they were successful; and
Features of Five Year Plans First Five Year Plan set unrealistic targets Underproduction due to lack of resources Overproduction of goods no one wanted Second Five Year Plan focused more on consolidation and
production of consumer goods Third Five Year Plan focused on rearmament
Successes and failures of the Five Year Plans/industrialisation Ambitious plans for industry Needed to be a great industrial power Central planning system unable to meet targets Workers suffered Focus put on heavy industry Propaganda targets always met a year in advance Gigantomania projects begun
the social impact of Stalin’s economic policies.
Social impact of Stalin’s economic policies Women encouraged into the work place Huge migration of population from countryside to the cities Hostility towards the Five Year Plans led to the Great Purges
138Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Resources:
Corin, C and Fiehn, T (2002) Russia under Tsarism and Communism, Hodder Education
Evans, D (2005) Teach yourself Stalin’s Russia, Hodder Murray
Fiehn, T and Corin, C (2002) Communist Russia under Lenin and Stalin, Hodder Murray
Lappin, F (2010) Russia 1903-41: Student Unit Guide AS 2, Philip Allan
Lee, S J (1999) Stalin and the Soviet Union, Routledge
Lee, S J (2003) Lenin and Revolutionary Russia, Routledge
Lynch, M (2005) Reaction and Revolution Russia, Hodder Murray
Lynch, M (2006) Bolshevik and Stalinist Russia, Hodder Murray
Mawdsley, E (2011) The Stalin Years, Manchester University Press
McCauley, M (2008) Stalin and Stalinism, Longman
Oxley, P (2001) Russia 1885-1991, Oxford Advanced History
Phillips, S (2000) Lenin and the Russian Revolution, Heinemann
Phillips, S (2000) Stalinist Russia, Heinemann
Smart, D (1998) Russia under Lenin and Stalin, Nelson Thornes
Thomas, D and McAndrew, M (1999) Russia: Soviet Union 1917-45, Cambridge University Press
White, A (1998) Lenin’s Russia, Collins Educational
Whittock, M (1997) Stalin’s Russia, Collins Educational
Wood, A (2004) Stalin and Stalinism, Routledge
Wood, A (2003) The Russian Revolution, Routledge
139Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Unit AS 2 Option 6:Italy’s Quest for Great Power
Status 1871-1943
140Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
141Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification: GCE History
Unit AS 2 Option 6: Italy’s Quest for Great Power Status 1871-1943
In this option students focus on Italy’s relations with the wider world during a turbulent period in its history. They analyse how, between 1871 and 1922, a succession of Liberal governments used foreign policy to bolster Italy’s claim to Great Power status and create a sense of shared identity for Italians. Students explore how the failure of this strategy helps to explain the rise of Mussolini after 1922. They also investigate how Mussolini’s bolder, more radical approach helped to create a sense of shared identity but ended in catastrophe and his removal from power in 1943. Assessment for this option consists of a written examination that includes both short response and extended questions.
The following Assessment Objective is generic and sets out the skills students should have the opportunity to develop through the study of this unit.
AO1: Demonstrate, organise and communicate knowledge and understanding to analyse and evaluate the key features related to the periods studied, making substantiated judgements and exploring concepts, as relevant, of cause, consequence, change, continuity, similarity, difference and significance.
141Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification Content Elaboration of Content Learning Focus
Italy’s quest for Great Power status 1871–1914
the aims of Italian foreign policy after unification;
Foreign policy aims after 1871 To gain Great Power status in Europe To solve the issue of Italia Irredenta To become an imperial power and gain
colonies To gain living space for Italians
the challenges facing Italy in its quest for Great Power status 1871–1914;
The challenges facing Italy 1871–1914 It was a backward country It had few resources and limited industry It was weaker than Britain, Germany and
France There was a lack of available territories
to create an Italian empire
Italian attempts at colonisation in Africa: Tunisia, Eritrea, Abyssinia and Libya;
Attempts at colonisation in Africa Failed attempts against Tunisia Eritrea becomes a colony Abyssinia, Adowa and failure Actions against Libya 1911–12
the relationship between Italy and other European Great Powers 1871–1914; the Triple Alliance,1882 and relations with Britain, France and Russia; and
Relationship with the Great Powers 1871-1914 The Triple Alliance 1882 Closer relations with Britain Improved relations with France after
1900
142Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Agreements with Russia and Austria 1909
Specification Content Elaboration of Content Learning Focus
Italy’s quest for Great Power status 1871–1914 (cont.)
Giovanni Giolitti’s domestic policies 1903–14 and the attempt to overcome internal divisions in Italy.
Giolitti’s domestic policies 1903–14 Political aims of Giolitti Domestic policies Reforms and their social and political
impact by 1914 Opposition to Giolitti’s reforms Electoral Law of 1912 Growing political unrest and downfall of
Giolitti
The First World War and Peace Settlement 1914–19
the reasons why the Italian government chose not to intervene in the First World War in 1914;
Italy in 1914 Background on the pre-war alliance
system Conflicting views on whether to join
Central Powers or the Allies Neutralist stance of moderate Liberals
and Socialists Reasons why Italy did not enter the First
World War in 1914
the reasons why the Italian government chose to intervene in the First World War in 1915 and signed the Treaty of London;
1915 Treaty of London Nationalist campaign for Italy to join
Allies Terms of Treaty of London
143Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Declaration of war on Austria-Hungary Reasons why Italy joined the First World
War in 1915
144Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification Content Elaboration of Content Learning Focus
The First World War and Peace Settlement 1914–19 (cont.)
Italy’s military performance in the First World War;
Italy’s military performance in the First World War State of Italian armed forces pre-1915 Alpine campaign (Battles of Isonzo) Battle of Caporetto and its effects Battle of Vittorio Veneto and the
Armistice air and sea campaigns Reasons for Italian ineffectiveness
the economic, social and political impact of the First World War on Italy by 1918; and
Economic, social and political impact of the First World War on Italy
Economic Foreign loans Rise in national debt and inflation North–South issue Industrial strain and centralisation
Social Anti-war protests Desire for land redistribution Lack of consumer goods Food shortages and riots Role of women
145Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification Content Elaboration of Content Learning Focus
The First World War and Peace Settlement 1914–19 (cont.)
Political Government’s emergency powers Weakness of wartime coalitions Opposition of Giolitti Role of the Catholic Church Role of Orlando
the concept of Italy’s ‘mutilated victory’ in relation to the Paris Peace Settlement, territorial gains and the Fiume Question.
The ‘mutilated victory’ of 1919 Paris Peace Settlement Role of Orlando Wilson and the 14 Points Treaty of St Germain Reasons for Italian disappointment Political impact in Italy – D’Annunzio and
Fiume
The rise and consolidation of Fascism 1919–26
the political and economic problems experienced by Italy 1919–22;
The problems facing Italy 1919–22
Political Weaknesses of Liberal Italy Weak coalition government Political effects of war
146Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification Content Elaboration of Content Learning Focus
The rise and consolidation of Fascism 1919–26 (cont.)
Economic Ex-soldiers and unemployment National debt and inflation Other economic problems
the threat Socialists posed to the Liberal state 1919–21, Biennio Rosso years and the reasons for their failure;
Socialist threat to the Liberal state Threat of socialism/left 1919–21 Biennio Rosso years Occupation of factories Response of government Reasons for the failure of socialism
the methods Mussolini used to win popular support for the Fascist movement 1919–22 and the role of the Church and the King;
Rise of Fascism 1919–22 Emergence of Mussolini and fascism in
1919 Methods used to win support for fascism Significance of 1921 election Role of Church and King Popular appeal of fascism
the impact of the March on Rome and the reasons for the appointment of Mussolini as Prime Minister in 1922; and
Mussolini becomes leader of Italy Position of Mussolini in 1922 March on Rome Political impact of the threats posed by
fascism Mussolini appointed as Prime Minister Reasons for his appointment as Prime
147Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Minister
Specification Content Elaboration of Content Learning Focus
The rise and consolidation of Fascism 1919–26 (cont.)
Mussolini’s consolidation of power 1922–26.
Mussolini’s consolidation of political power 1922–26 Problems facing Mussolini in 1922 Limited fascist representation in the
Cabinet and Chamber of Deputies Limited public support Divisions between moderate and radical
supporters Acerbo Law 1924 election Matteotti crisis Aventine Secession Electoral reform Press censorship Legge Fascistissime Laws by decree January 1926 Mussolini’s decrees and the abolition of
opposition parties 1924–26
148Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification Content Elaboration of Content Learning Focus
Mussolini’s foreign Policy 1922–43
the aims of Fascist foreign policy 1922–43;
Aims of Mussolini’s Foreign Policy 1922–43 Make Italy a Great Power Create an Italian Empire Dominate the Balkans and Mediterranean Spread fascism Win more domestic support for fascism
Italian foreign policy 1922–34: the Corfu incident, Fiume, policy towards the Balkan states and relations with Britain, France and Germany;
Italian Foreign Policy 1922–34 Corfu 1923 Fiume 1924 Albania 1926 and relations with Balkan
states Four Power Pact 1933 Good relations with Britain and France Hitler and Austria 1934
Italy’s involvement in the Abyssinian conflict, Spanish Civil War and its effects;
Abyssinia and Spain 1935–39 Reasons why Italy invaded Abyssinia in
1935 Effects of invasion of Abyssinia on Italy
and Mussolini by 1939 Reasons why Italy intervened in the
Spanish Civil War Effects of the Spanish Civil War on Italy
and Mussolini by 1939
149Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
150Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification Content Elaboration of Content Learning Focus
Mussolini’s foreign Policy 1922–43 (cont.)
Italy’s relations with Germany 1935–39: the Rome–Berlin Axis, Anti-Comintern Pact, Stresa Front, Pact of Steel and the failure to go to war in 1939;
Relations with Germany 1935–39 Rome–Berlin Axis 1936 Anti-Comintern Pact 1937 Austria 1938 Munich Crisis 1938 Pact of Steel 1939 Reasons for failure to enter war in 1939 Role of Mussolini and Hitler
the reasons for Italy’s decision to declare war on Britain and France in 1940; and
Italy goes to war 1940 Reasons why Italy went to war Ambitions and aims of Mussolini Favourable international climate in June
1940 Role of ‘Fatal Friendship’
the economic, political, social, tactical and military reasons for Italy’s failure in the Second World War and the downfall of Mussolini in 1943.
Reasons for Italian failure and downfall of Mussolini in 1943 Italian war effort up to 1943 Economic effects of the war Social effects of the war Military effects of the war Tactical errors of Mussolini Poor preparation for war Failure of autarky
151Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Resources:
Blinkhorn, M (2006) Mussolini and Fascist Italy, Routledge
Bosworth, P (2002) Mussolini, Hodder
Boxer, A (2000) The Rise Of Italian Fascism, Collins
Clark, M (1996) Modern Italy 1871-1945, Longman
Evans, D (2003) Years of Liberation and Fascism: Italy 1870–1945, Hodder Murray
Evans, D (2005) Mussolini’s Italy, Hodder Education
Hite, J and Hinton, C (1998) Fascist Italy, Hodder Murray
Knight, P (2003) Mussolini and Fascism, Routledge
MacDonald, H (1999) Mussolini and Italian Fascism, Stanley Thornes
Mack Smith, D (1994) Mussolini, Phoenix
Morgan, P (1995) Italian Fascism 1919–45, Macmillan
Murphy, D (2008) Italy 1815–1943, Collins
Pearce, R and Stiles, A (2015) The Unification of Italy 1789–1896, Hodder
Robson, M (1992) Italy: Liberalism and Fascism 1870–1945, Hodder and Stoughton
Robson, M (2015) Italy, The Rise of Fascism 1896-1946, Hodder
Rowe, C and Walker, S (2015) A New Roman Empire? Mussolini’s Italy 1922–1945, Oxford University Press
Seton-Watson, C (1967) Italy From Liberalism to Fascism 1870–1925, Methuen
Towney, E (2002) Mussolini and Italy, Heinemann
Whittam, J (1995) Fascist Italy, Manchester University Press
Whittock, M (1998) Mussolini in Power, Collins
152Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Websites:
The Great War on the Alps (6 episodes):www.youtube.com/watch?v=b9COy_fm0Jg&index=6&list=PL8OuoW8b45c4AMFG42G-LP8P64PHQmdIY (episode 1)
Fascism in Italy:https://www.youtube.com/watch?v=bDBOyhNn0sg
The World at War, episode 8, The Desert: North Africa 1940–1943hwww.youtube.com/watch?v=ugby75PCTrE
153Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
A2 1 Option 1:Crown and Parliament in
England 1625-1714
154Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
155Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification: GCE History
Unit A2 1 Option 1: Crown and Parliament in England 1625–1714
In this option students focus on the changing relationship between Crown and Parliament between 1625 and 1714. They analyse the growing power of Parliament and the extent to which the period saw the creation of a constitutional monarchy. Students also examine the impact of each reign and the pivotal events in the period as a whole. They explore the impact that key themes, such as finance, religion and foreign policy, had on relations between Crown and Parliament. Assessment for this option consists of a written examination. Students respond to a synoptic essay question analysing the period as a whole.
The following Assessment Objective is generic and sets out the skills students should have the opportunity to develop through the study of this unit.
AO1
Demonstrate, organise and communicate knowledge and understanding to analyse and evaluate the key features related to the periods studied, making substantiated judgements and exploring concepts, as relevant, of cause, consequence, change, continuity, similarity, difference and significance.
154Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification Content
Elaboration of Content Learning Focus
The reign of Charles I 1625–49
the changing power and position of the Crown;
Power and position of Crown 1625 Could summon, adjourn and dissolve Parliament Could spend its money how it pleased Not totally dependent on Parliament for revenue Made own ministerial appointments Controlled foreign policy, religious policy and the armed
forces
the changing power and position of Parliament ;
Power and position of Parliament 1625 Irregularly occurring event, not an annual institution Summoned by the King who could adjourn and dissolve
Parliament Provided supply for Crown Provided advice for Crown Passed bills
the breakdown in the relationship between Crown and Parliament in the period 1625–49, including the Constitutional Revolution 1640–1642, the Civil Wars and the execution of the King in 1649; and
Conflict between Crown and Parliament 1625–29
Criticism of the Duke of Buckingham Disastrous foreign policy: Mansfeld, La Rochelle and Île
de Ré expeditions England at war with Europe's two greatest powers, Spain
and France
155Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
156Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification Content
Elaboration of Content Learning Focus
The reign of Charles I 1625–49 (cont.)
the importance of key themes such as finance, religion and foreign policy in shaping the relationship between Crown and Parliament.
Finance Forced loan: Five Knights case and controversy of Crown
abuse of habeas corpus
Religion Promotion of Arminianism
Parliament's reaction Petition of Right 1628 Three Resolutions 1629
Personal Rule 1629–1640
Finance use of ship money Hampden case 1637
Religious reform Impact of Laud
Constitutional Revolution 1640–42 Short and Long Parliaments Triennial Act 1641 Act against Own Dissolution Abolition of prerogative courts
157Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification Content
Elaboration of Content Learning Focus
The reign of Charles I 1625–49 (cont.)
Proscription of non-parliamentary taxation Act of Attainder against Strafford Grand Remonstrance 1641 Militia Ordinance 1642 19 Propositions 1642
The reign of Charles II 1660–85
the changing power and position of the Crown;
Civil War, trial and execution of Charles 1649 Defeat of King in the Civil Wars Second Civil War Pride's Purge 1648 and the Rump Parliament Role of the Army
Power and position of the Crown 1660–85 Recovered much of power of Charles I but not prerogative
courts Victory in Exclusion Crisis and entered a period of personal
rule at end of reign Quo Warranto campaign
158Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification Content
Elaboration of Content Learning Focus
The reign of Charles II 1660–85
the changing power and position of Parliament;
Power and position of Parliament 1660–85 Paramount in religious policy Unable to exclude Duke of York from line of succession
the tension or conflict between Crown and Parliament in this period, including the Restoration Settlement, the Clarendon Code, the Exclusion Crisis, the emergence of political parties and the short period of personal rule;
how the relationship between Crown and Parliament was affected by the events of this reign; and
the importance of key themes such as finance, religion and foreign policy in shaping the relationship between Crown and Parliament.
Restoration Settlement Convention Parliament 1660 Act of General Pardon, Indemnity and Oblivion Land settlement Disbandment of the Army Financial settlement
Church of England Role of Parliament in creating the Established Church Clarendon Code: Corporation, Uniformity, Conventicle and
Five-Mile Acts Test Act
Foreign policy Dutch Wars Treaty of Dover
Exclusion Crisis Three Exclusion Parliaments 1679–81 Reasons for Exclusion Bill and its failure Emergence of political parties
159Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification Content
Elaboration of Content Learning Focus
The reign of James II 1685–88
the changing power and position of the Crown;
Power and position of the Crown 1685–88 In strong position in February 1685, loyal Tory Parliament Loses support rapidly as a result of military, religious and
political policies
the changing power and position of Parliament;
Power and position of Parliament 1685 Meets only in 1685 Compliant nature of this Parliament: support of
Tory/Anglican establishment Ultimately has to resort to extra-parliamentary methods to
secure place in constitution
the tension or conflict between Crown and Parliament in this period, including the royal attempts to control Parliament and the actions of James II that raised concerns of Catholicising and absolutism ;
Conflict between Crown and Parliament 1685–88 Financial settlement Commitment to hereditary principle Doctrines of non-resistance and passive obedience Impact of Monmouth Rebellion Impact of Bloody Assizes
Actions of James II that raised concerns Creation of standing army Use of suspending and dispensing powers Sanction of Godden v Hales case 1686 Attempts to 'pack' Parliament Role of political parties
160Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
161Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification Content
Elaboration of Content Learning Focus
The reign of James II 1685–88 (cont.)
Religion Appointment of Catholics to military and civil office Interference with Oxford and Cambridge colleges Tyrconnell's policies in Ireland Declarations of Indulgence 1687 and 88 Trial of Seven Bishops 1688 Relationship with Louis XIV
the causes of the Glorious Revolution;
Crisis of 1688 Birth of heir, June 1688 Action of 'Immortal Seven': invitation to William of
Orange
how the relationship between Crown and Parliament was affected by the events of this reign; and
the importance of key themes such as finance, religion and foreign policy in shaping the relationship between Crown and Parliament.
Glorious Revolution William's invasion Abdication of James II
162Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
163Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification Content
Elaboration of Content Learning Focus
The reign of William III 1688–1702
the changing power and position of the Crown;
Power and position of the Crown 1688 Joint monarchy established and limited by Coronation
Oath and Bill of Rights William prepared to cede more authority to Parliament in
return for its support in war against Louis XIV
the changing power and position of Parliament;
Power and position of Parliament 1688 Settled succession and religion of monarch Enjoyed much enhanced role in relation to finance,
administration, influence on ministerial appointments
the tension or conflict between Crown and Parliament in this period, including the Revolution Settlement, the impact of the Nine Years’ War, the Triennial Act, the revised financial arrangements and the Act of Settlement;
Conflict between Crown and Parliament 168588
Revolution Settlement Convention Parliament 1689 Offer of joint monarchy to William and Mary by
Parliament New Coronation Oath Bill of Rights Mutiny Act Toleration Act Financial arrangements
164Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification Content
Elaboration of Content Learning Focus
The reign of William III 1688–1702 (cont.)
how the relationship between Crown and Parliament was affected by the events of this reign; and
Constitutional change Triennial Act 1694 Treason Trial Act 1696 Act of Settlement 1701: Parliament determined
Protestant succession to throne, specifically through House of Hanover
Growing influence of political parties
the importance of key themes such as finance, religion and foreign policy in shaping the relationship between Crown and Parliament.
The reign of Queen Anne 1702–14
the changing power and position of the Crown;
Power and position of the Crown 1702 As a Stuart and a Protestant, Anne commands wide
support Diminishing power in face of emerging party politics
the changing power and position of Parliament;
Power and position of Parliament 1702 Takes lead in Anglo-Scottish Union Has growing say in foreign policy: War of Spanish
Succession
the tension or conflict between Crown and Parliament in this period, including the growing influence of political
Conflict between Crown and Parliament 170214
Development of party politics: Whigs v Tories Anne's attempt to rule through 'mixed ministries' Whig domination by 1608
165Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
parties, the Regency and Succession of the Crown Acts and the impact of the War of the Spanish Succession;
Tory ascendancy from 1710 Role of Godolphin, Harley
166Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification Content
Elaboration of Content Learning Focus
The reign of Queen Anne 1702–14 (cont.)
War of the Spanish Succession Impact on politics Role of Marlborough and Anne's friendship with Sarah
Churchill Growing unpopularity of war and Whigs
how the relationship between Crown and Parliament was affected by the events of this reign; and
the importance of key themes such as finance, religion and foreign policy in shaping the relationship between Crown and Parliament.
Regency and Succession of the Crown Acts
Changed role and functions of Parliament by 1714 Annual sessions, a permanent institution instead of
irregular meetings Larger in size: 579 MPs in the House of Commons
compared to 460 in 1603 Commons more important that the Lords Political parties instead of factions and independent MPs Decided the level of the King’s income in a Civil List
rather than the King ‘living off his own’ Established the right to levy all taxation, appropriate
supply, examine spending Determined succession and religion of the monarch Expected to be consulted over foreign policy Decided disputed elections to the House of Commons Had established the principle of free speech Statute law prevailed: prerogative courts had gone
167Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
168Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Resources:
Ashton, R (1978) The English Civil War, Littlehampton
Burgess, G (1996) Absolute Monarchy and the Stuart Constitution, Yale University Press
Carlin, N (1999) The Causes of the English Civil War, Wiley
Cope, L (1987) Politics without Parliament, HarperCollins
Coward, B (2014) The Stuart Age: England 1603–1714, Routledge
Cust, R. and Hughes, A (eds.), (1989) Conflict in Early Stuart England, Routledge
Harris, T (2005) Restoration: Charles II and His Kingdoms, 1660–1685, Allen Lane
Hexter, J H (1982) 'The Early Stuarts and Parliament', Parliamentary History Yearbook
Hibbert, C (2007) Charles I: A Life of Religion, War and Treason, Palgrave Macmillan
Hirst, D (1999) England in Conflict 1603–1660, Arnold
Holmes, G (1987) British Politics in the Age of Anne, Hambledon
Horwitz, H (1968) Revolution Politics, Cambridge University Press
Horwitz, H (1977) Parliament, Policy and Politics in the Reign of William III, Manchester University
PressHughes, A (1998) The Causes of the English Civil War, Palgrave
Macmillan
Hutton, R (1985) The Restoration: 1658–1667, Clarendon
Hutton, R (1989) Charles II, King of England, Scotland and Ireland, Oxford University Press
Jones, J R (1978) Country and Court: England 1658–1714, Arnold
Kishlansky, M (1996) A Monarchy Transformed: Britain 1603–1714, Allen Lane
Pincus, S (2009) 1688: The First Modern Revolution, Yale University Press
169Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Russell, C (1990) The Causes of the English Civil War, Oxford University Press
Scott, J (2000) England's Troubles: Seventeenth-Century English Political Instability in European Context,
Cambridge University Press
Smith, D L (1998) A History of the Modern British Isles: the Double Crown, Blackwell
Smith, D L (1999) The Stuart Parliaments, 1603–89, Hodder
Wroughton, J (2006) The Stuart Age, 1603–1714, Routledge
170Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Websites:
The British Monarchy:www.royal.gov.uk/HistoryoftheMonarchy/KingsandQueensoftheUnitedKingdom/TheStuarts/TheStuarts.aspx
History of Parliament:www.historyofparliamentonline.org/periods/stuarts
171Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Unit A2 1 Option 2:Ireland under the Union
1800-1900
172Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
173Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification: GCE History
Unit A2 1 Option 2: Ireland Under the Union 1800-1900
Prior Learning: Students who choose this unit must not choose Unit AS 2 Option 3: Ireland 1823-67.
In this option students focus on Ireland and its relationship with Great Britain between the Act of Union of 1800 and the end of the nineteenth century. Students will examine change and continuity in Ireland itself and in the nature of the relationship with the British government. The areas of content identified below should not be considered as entirely separate elements; students analyse and understand the connections between political, economic, social, cultural and religious themes. Students address the main developments in unionism and nationalism and key themes, such as the extent of success and failure for political movements and the relevant explanatory factors. They also assess the significance of turning points and key individuals such as Edward Saunderson, Daniel O’Connell, Charles Stewart Parnell, Sir Robert Peel and William Ewart Gladstone. Assessment for this option consists of a written examination. Students respond to a synoptic essay question analysing the period as a whole.
The following Assessment Objective is generic and sets out the skills students should have the opportunity to develop through the study of this unit.
AO1: Demonstrate, organise and communicate knowledge and understanding to analyse and evaluate the key features related to the periods studied, making substantiated judgements and exploring concepts, as relevant, of cause, consequence, change, continuity, similarity, difference and significance.
169Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification Content Elaboration of Content Learning Focus
Support for the Union the supporters of the Union up to 1885,
including the Protestant Ascendancy; Irish administration after the Union Historic definition of Protestant
Ascendancy
the political, economic and social importance of landlords in Ireland;
Importance of landlords Role of landlord system in Ireland Impact of landlord system on economic
development The ‘Big House’
the reasons for the decline of the Protestant Ascendancy, especially the impact of British government land reforms from 1870;
Decline of the Protestant Ascendancy Impact of the Famine Growing movement for agrarian reform Church disestablishment Land Acts, Land League, land purchase,
local government reform in the 1890s Extension of the franchise Campaign for Home Rule
the motives of Southern unionists and the methods they used in opposing Home Rule from 1885;
Motives and methods of Southern unionists Belief in the Empire and preserving
landlordism Ruling class mentality, belief in British
values Constitutional methods: connections with
British Conservatism and Ulster unionism; effective propaganda campaign
170Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
in Britain; creation of campaigning groups, e.g. ILPU, IUA, Cork Defence Union
171Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification Content Elaboration of Content Learning Focus
Support for the Union (cont.)
the significance of industrialisation in Ulster throughout the nineteenth century;
Significance of industrialisation in Ulster Impact of industrial development,
including linen and shipbuilding in Belfast
Redefinition of social and demographic structure
Rapid urbanisation and intensification of sectarianism
the motives of Ulster unionists and the methods they used in opposing Home Rule from 1885;
Motives and methods of Ulster unionists Primacy of economic and religious
motivation in opposition to Home Rule in Ulster
Role of the Orange Order Formation of the Irish Unionist Party and
alliance with British Conservatism Formation of political groupings such as
the ULARU, the Ulster Unionist Convention 1892
the similarities and differences in the motives and methods of Southern and Ulster unionists;
Similarities and differences in motives and methods of Southern and Ulster unionists Shared fundamental belief in
maintenance of the Union Religious and economic objections to
172Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Home Rule uppermost in Ulster The Empire was the priority in the south Greater militancy in Ulster Sectarian unrest in 1886 Unionist bloc in Commons led by
Saunderson, alliance with Conservative Party
173Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification Content Elaboration of Content Learning Focus
Support for the Union (cont.)
the degree of success the unionists achieved, explaining the reasons; and
Degree of success achieved by unionists Failure of 1886 and 1893 Home Rule Bills
not solely due to the success of unionist campaigns
Unionists benefited from greater Protestant solidarity and confidence despite their numerical disadvantage
Coalition established between landed and business interests
the role of the Protestant churches in support for the Union.
Support of Protestant churches for the Union Demographic breakdown of the main
Protestant denominations in Ireland Significance of Reverend. Henry Cooke in
the late 1830s and Reverend. Hugh Hanna in the 1860s
Challenge presented by disestablishment of the Church of Ireland in 1869
Protestant clerical response to this and to potential implementation of Home Rule
174Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification Content Elaboration of Content Learning Focus
Opposition to the UnionConstitutional nationalism 1800-1900
the development of Irish nationalism 1800-1900 and the importance of the Catholic Church in Irish nationalism;
Development of Irish nationalism and the importance of the Catholic Church Key turning points in Irish nationalism
1800-1900 Role of the Catholic Church in support of
Irish nationalism (for example, O’Connell, Catholic Association, ‘Catholic rent’), and as critic and opponent (for example, Fenian movement, Parnell’s divorce)
the methods used by Henry Grattan and Daniel O’Connell in attempting to achieve Catholic Emancipation up to 1829, for example the Catholic Association;
Methods used in campaign for Catholic Emancipation Raising issue in parliament peaceful mass campaigns Catholic Association and Catholic rent Brinkmanship Existing electoral process, for example
the Clare by-election Capitalising on the weakness of the
British government
the degree of success Grattan and O’Connell achieved, explaining the reasons for their political success or failure up to 1829;
Reasons for successes and failures of campaign up to 1829 Emancipation Act 1829 but loss of the 40
shilling freeholder vote O’Connell’s charisma Innovative campaigning methods
175Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
176Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification Content Elaboration of Content Learning Focus
Opposition to the UnionConstitutional nationalism 1800-1900 (cont.)
the methods used by Daniel O’Connell to campaign for reforms in the 1830s, including the Lichfield House Compact with the Whigs, and for repeal of the Act of Union in the 1840s;
Methods O’Connell used to campaign for reforms in the 1830s Leveraging of power bloc in the Commons
to secure further reforms Alliance with Whigs 1835 Return to direct campaigning with
formation of Repeal Association in 1840 Reprise of previously successful mass
campaigning methods used for Catholic Emancipation
the degree of success O’Connell achieved, explaining the reasons for his political success or failure up to 1847;
Reasons for successes and failures of O’Connell up to 1847 Evaluation of O’Connell’s successes and
failures Peel’s role in the defeat of the Repeal
campaign, e.g. Clontarf meeting Great Famine O’Connell’s national and European
significance the methods used by Isaac Butt, Charles
Stewart Parnell, the Irish Parliamentary Party, Michael Davitt and the Land League to achieve land reform and Home Rule;
Methods used in pursuit of land reform and Home Rule Creation of Home Rule League in early
1870s by Butt Parliamentary methods, including
obstruction Parnell as President of Land League -
177Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
agrarian agitation Parnell as IPP leader - creates tightly
disciplined parliamentary party Effective exploitation of the parliamentary
situation in 1885/86 to secure introduction of Home Rule Bill
178Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification Content Elaboration of Content Learning Focus
Opposition to the UnionConstitutional nationalism 1800-1900 (cont.)
the political significance of the ‘New Departure’ for constitutional nationalism; and
‘New Departure’ Mass movement combining the demand
for Home Rule, radical agrarian reform and Fenianism
the degree of success achieved by constitutional nationalism, explaining the reasons for its political success or failure up to 1900.
Reasons for successes and failures of constitutional nationalism Constitutional nationalism dominant in
Ireland as the century progressed Role of Parnell in creating an effective
disciplined parliamentary party harnessing support from all sections of Irish nationalism
Home Rule for Ireland became Liberal party policy - first Home Rule Bill 1886 and second Home Rule Bill 1893
Significant progress towards peasant ownership of land achieved by largely peaceful means - Land Acts from 1870
Split in the Irish Parliamentary Party arising out of the divorce case of 1890 and Catholic Church rejection of Parnell
179Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification Content Elaboration of Content Learning Focus
Revolutionary nationalism 1800-1900
the aims and methods of Robert Emmet in the rising of 1803, the Young Ireland movement in the rising of 1848 and the Fenian Brotherhood in the rising of 1867; and
Aims and methods of risings of 1803, 1848 and 1867 Aims and methods of Robert Emmet in
1803, with reference to 1798 Rising Aims and methods of Young Ireland
Rising 1848 Aims and methods of Fenian Rising 1867
the reasons for the failure of these risings and their long-term significance.
Reasons for the failure of these risings and their significance Reasons for failure of Emmet Reasons for failure of Young Ireland Reasons for failure of the Fenians Significance of tradition of armed
rebellion against British rule established by Tone
Emmet’s ‘epitaph’ speech in court before his execution
Legacy of ‘Manchester Martyrs’ Fear of Fenian threat in England
influenced political thinking of Gladstone Significance of tradition of martyrdom
and ‘blood sacrifice’, carried forward into 1916
Cultural nationalism 1800-1900
the significance of Thomas Davis and elements of Young Ireland and the Fenian Brotherhood before the Gaelic
Cultural influences up to 1880 Development of a ‘grammar of
nationalism’ by Thomas Davis: ‘A nation
180Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Revival of the 1880s and 1890s; and once again’ Popularisation of ideas through The
Nation Cultural influence of the Fenians: Phoenix
Society, The Irish People
181Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification Content Elaboration of Content Learning Focus
Cultural nationalism 1800-1900 (cont.)
the Gaelic Revival, especially the significance of the Gaelic Athletic Association, Gaelic League and National Literary Society.
Gaelic Revival Gaelic Revival: role of the GAA from
1884 in constructing ‘Irish’ sports as a means of cementing nationalism
Gaelic League: revival of Irish language from 1893 as a barrier to encroaching modernisation and preserving distinctive Irish culture
National Literary Society: writing in English but drawing on Celtic myths and legends to promote a more ‘inclusive’ form of Irishness
Long term significance in creating the cultural backdrop to the 1916 Rising
The British government response to Irish nationalism
Pitt’s failure to deliver Catholic Emancipation, the reaction to O’Connell’s campaign for Emancipation and the Whigs and O’Connell during the 1830s;
Response of British government up to 1841 Reasons for Pitt’s failure and the political
consequences of this Factors influencing Wellington and Peel
in 1828/29 to grant Emancipation Lichfield House Compact 1835
182Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification Content Elaboration of Content Learning Focus
The British government response to Irish nationalism (cont.)
Peel’s handling of the repeal campaign and Westminster’s response to the Famine; and
Peel and the Repeal Campaign Peel’s hardening attitude towards Repeal
and banning of the Clontarf meeting 1843, followed by reforms designed to bolster the Catholic Church and improve access to higher education
Peel’s response to the Famine in 1845: maize, limited public works
Whig response: laissez faire, public works, soup kitchens, workhouses
Irish attitudes to Westminster’s response
Gladstone’s church and land reforms, the Liberal Party’s adoption of Home Rule and the Conservative Party’s constructive unionism.
Response of the Liberal and Conservative Parties Disestablishment of the Church of Ireland
in 1869 Land Acts of 1870 and 1881 First and Second Home Rule Bills ‘Killing Home Rule with Kindness’:
Conservative social and economic reforms of the 1890s designed to counteract demand for Home Rule
183Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification Content Elaboration of Content Learning Focus
The significance of social and economic issues
the social and economic structure of pre-Famine Ireland, the causes and impact of the Famine;
Causes and impact of the Famine The long-term and short-term causes of
the Famine Regional, social class and yearly
variations in the experience of the Famine in Ireland
The impact of the Famine up to about 1850
the economic and political consequences of the Famine and landlord-tenant relations in post-Famine Ireland;
Economic and political consequences of the Famine Variations in the effectiveness of relief
measures Population decline through evictions,
death and emigration Changes in land-holding and farming
practices Bankruptcy of 10% of landlords and sale
of some estates Agrarian reform agenda of Lalor and
Mitchel gained more traction: ‘The soil of Ireland for the people of Ireland’
Intensification of anti-British feeling in Irish emigrant communities, leading to the emergence of the Fenians
Increased antagonism due to tenant demands for security and landlord efforts to get rid of unwanted tenants
184Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
185Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification Content Elaboration of Content Learning Focus
The significance of social and economic issues (cont.)
the role of Davitt and the impact of the Land League, the actions of landlords to defend property rights; and
Davitt, the Land League and landlords Inspiration for Land League, founded by
Davitt in 1879 Parnell’s victory in the 1880 election 1881 Land Act, 1882 Arrears Act Some landlords embark on evictions and
consolidation of farms
the economic and political impact of industrialisation in Ulster.
The economic and political impact of industrialisation in Ulster Strengthening of religious barriers
between north-east and rest of Ireland Rapid growth of Belfast, increased
sectarian tensions Emergence of Ulster Unionism as a
political force
186Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Resources:
Adelman, P and Pearce, R (2001) Great Britain and the Irish Question 1800-1922, Hodder &Stoughton
Bartlett, T (2010) Ireland: A History, Cambridge University Press
Beckett, J C (1966) The Making of Modern Ireland, Faber &Faber
Bew, P (2007) Ireland: the Politics of Enmity 1789-2006, Oxford University Press
Bew, P (1980) C.S. Parnell, Gill and Macmillan
Bew, P (2011) Enigma: A New Life of Charles Stewart Parnell, Gill and Macmillan
Boyce, D G (1990) Nineteenth Century Ireland: The Search for Stability, Gill & Macmillan
Boyce, D G (1995) Nationalism in Ireland, Routledge
Buckland, P (1973) Irish Unionism I & II, Gill and Macmillan
English, R (2006) Irish Freedom: The History of Nationalism in Ireland, Pan Macmillan
Foster, R F (1988) Modern Ireland 1600-1972, Penguin
Geoghegan, P (2012) Liberator: The Life and Death of Daniel O'Connell 1830-1847, Gill and Macmillan
Jackson, A (1999) Ireland 1798-1998: War, Peace and Beyond, Oxford University Press
Jackson, A (2003) Home Rule: an Irish History 1800-2000, Weidenfeld and Nicolson
Kee, R (1993) The Laurel and the Ivy: the Story of Charles Stewart Parnell and Irish Nationalism, Hamish Hamilton
Lyons, F S L (1973) Ireland since the Famine, Harper Collins
Lyons, F S L (1977) Charles Stewart Parnell, Oxford University Press
MacDonagh, O (1991) O’Connell: the Life of Daniel O’Connell 1775-1847, Weidenfeld and Nicolson
Rees, R (2010) Conflict in 19th Century Ireland: The Development of Unionism and Nationalism, Colourpoint Educational
187Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Winstanley, M J (1984) Ireland and the Land Question 1800-1922, Routledge
Historical Fiction:
Edgeworth, M (2007) Castle Rackrent, Hackett
Trollope, A (2010) The Landleaguers, ReadaClassic
Shaw, G B (2006) John Bull’s Other Island, Hard PressWebsites:
Ireland in Rebellion 1782-1916 – Trinity College Dublin, available on YouTube:www.youtube.com/playlist?list=PL55XqDjybyL_HtaZQSfy0ljqYL3iR7YGS
Ireland - A Television History – Robert Kee – selected episodes – available on YouTube: www.youtube.com/playlist?list=PL-NlJbmY3woh0SDUIy2ION2-DWyoz8oxY
BBC – The Story of Ireland: www.youtube.com/watch?v=tN0ndWAgA6o
QUB – Irish History Live: www.qub.ac.uk/sites/irishhistorylive/
UCC –Multitext Project in Irish History: http://multitext.ucc.ie/
188Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Unit A2 1 Option 3:The Causes and
Consequences of Great Power Conflict 1848-1945
189Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
190Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification: GCE History
Unit A2 1 Option 3: The Causes and Consequences of Great Power Conflict 18481945.
In this option students focus on the growing tension between the Great Powers of Europe in the late nineteenth and earlier part of the twentieth century, which was to culminate in the two cataclysmic World Wars of 191418 and 193945. They analyse how the emergence of a unified German state destabilised Europe and how competing imperial and economic interests and ambitions produced a system of armed alliances that ultimately brought Europe to war in 1914. Students explore the First World War and the resulting Treaty of Versailles, coupled with the rise of Hitler, British appeasement and other factors, which set the stage for the even more devastating Second World War. Assessment for this option consists of a written examination. Students respond to a synoptic essay question analysing the period as a whole.
The following Assessment Objective is generic and sets out the skills students should have the opportunity to develop through the study of this unit.
AO1: Demonstrate, organise and communicate knowledge and understanding to analyse and evaluate the key features related to the periods studied, making substantiated judgements and exploring concepts, as relevant, of cause, consequence, change, continuity, similarity, difference and significance.
186Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification Content
Elaboration of Content Learning Focus
Legacy of political events in Germany 184890
the impact on the future development of Germany of the failure of liberalism in the revolutions of 1848;
Political effects of the failure of the 1848 Revolutions Defeat of liberalism in Germany Growth of nationalism in Germany after 1848 Bismarck, unification and militarism 18621871 Schleswig-Holstein Crisis, defeat of Denmark The Austro-Prussian War and its effects Franco-Prussian War and its effects Completion of German unification by military force and its
impact
Legacy of Bismarck Tense relations with France Relations with Austria, Russia and Britain Alliance systems Impact of colonial acquisitions Perceptions of liberal weakness as opposed to Bismarck’s
political and military success
Role of Prussian militarism Military reforms and their impact Influence of Prussian militarism on a united Germany Other countries’ fears of Germany
the legacy of Bismarck, the unification of Germany by military force and its impact on Germany’s future relations with its neighbours; and
the significance of Prussian militarism as a factor in increasing tensions in the period before the First World War.
187Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification Content
Elaboration of Content Learning Focus
The Eastern Question and Balkan nationalism
the impact of the decline of the Ottoman Empire on the other Great Powers;
the impact of the Austro-Hungarian annexation of Bosnia-Herzegovina in 1908 on its relations with Russia; and
the increase in Balkan nationalism and the resulting regional instability demonstrated by the Balkan Wars and the growing territorial ambitions of Serbia.
Decline of the Ottoman Empire by 1914 The Balkan Crisis 187578 and its effects The Bulgarian Crisis 1885 and its effects Austro-Russian Treaty 1897 Impact of the decline of the Ottoman Empire on Europe by
1900
The 1908 Annexation Rise of Serbia and consequent Austrian fears Reasons for annexation of Bosnia-Herzegovina Effects on Austro-Russian relations Reactions of other Great Powers
The Balkan problem up to 1914 Rise of Serbian-led Slav nationalism The ‘Pig War’ 190611 The causes and effects of the Balkan wars
188Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification Content
Elaboration of Content Learning Focus
Causes of the First World War 18901914
the importance of militarism, imperialism and nationalism upon international relations in Europe by 1914;
the impact of Kaiser William II on German foreign policy, especially in relation to Britain;
Germany’s fear of encirclement and its alliance with Austria-Hungary;
Russian ambitions in the Balkans and the eastern Mediterranean and the alliance with France;
Importance of militarism, imperialism and nationalism Role of militarism Role of imperialism Role of nationalism Impact of these factors on great power relations
Weltpolitik and Britain Role of Kaiser in German foreign policy Aims of Weltpolitik Impact of domestic issues on German foreign policy Causes of rivalry with Britain
German fears of encirclement Increasing distrust of other powers and growth of alliance
systems Germany’s fears of encirclement after 1900 Schlieffen Plan Importance of maintaining alliance with Austria-Hungary
Aims of Russian foreign policy Pan-Slavism Territorial aims in the Balkans Territorial aims in Eastern Mediterranean Reasons for and effects of the alliance with France in 1894
189Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
190Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification Content
Elaboration of Content Learning Focus
Causes of the First World War 18901914 (cont.)
the Austrian desire to overcome the perceived threat from Serbia and the influence of its alliance with Germany in this area;
the French desire to avenge the loss of Alsace-Lorraine and the influence of its alliance with Russia;
the impact of the Anglo-German naval race and the influence of Britain’s entente with France; and
the importance of economic factors in the rising tension that led to the outbreak of war in 1914.
Aims of Austrian foreign policy Nationalities problem Fears of Serbian expansion Problem of Bosnia Dependence on alliance with Germany
Aims of French foreign policy Fear of Germany Anger over loss of Alsace-Lorraine Effects of its alliance with Russia Entente Cordiale 1904 and its effects
Aims of British foreign policy End of ‘Splendid Isolation’ Effects of Triple Entente Naval race with Germany and its effects Effects of improved Anglo-French relations
Importance of economic factors Emergence of Germany as a major economic power Economic rivalry with Britain after 1900 Economic condition of France, Austria and Russia in 1914 Role of economic factors in the outbreak of war
191Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
192Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification Content
Elaboration of Content Learning Focus
Consequences of the First World War and causes of the Second World War
the terms and consequences of the Paris Peace Settlement, in particular the Treaty of Versailles;
the role of the League of Nations and US isolationism in the approach to the Second World War;
the consequences of the isolation of the USSR from the rest of Europe;
Paris Peace Settlement Aims of the allies in 1919 Wilson’s 14 points
Terms and consequences of the Treaty of Versailles Germany’s territorial losses Disarmament provisions War guilt clause Reparations
Terms and consequences of the other treatiesLeague of Nations and US isolationism Aims of League of Nations Failure of League of Nations and collective security Reasons for isolationism of USA after 1919 Effects of US isolationism on Europe up to 1939
Isolation of USSR Reasons for the diplomatic isolation of the USSR Consequences of the USSR’s isolation and the failure of
collective security
193Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification Content
Elaboration of Content Learning Focus
Consequences of the First World War and causes of the Second World War (cont.)
the impact of the Wall Street Crash, the Great Depression and how economic factors led to war in 1939;
the importance of the rise of the dictators in Germany and Italy on international relations;
Hitler’s aggressive foreign policy 193339;
the significance of Britain’s policy of appeasement and France’s willingness to follow the British lead in the 1930s;
Impact of the Wall Street Crash Economic and political effects of the Wall Street Crash and
the Great Depression on international relations The role of economic factors in the outbreak of war in 1939
Rise of the dictators in Europe Hitler’s appointment as Chancellor The aims of German foreign policy under Hitler Mussolini’s appointment as Prime Minister Italian aggression 19351939 Impact of dictatorships on Great Power relations
Arms and aggression 193339 Germany rearmament 193339 and the path to war Role of Hitler in the outbreak of war
Role of Britain and appeasement Reasons for appeasement Chamberlain, appeasement and its failure France and appeasement Effects of appeasement on the international situation
194Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification Content
Elaboration of Content Learning Focus
Consequences of the First World War and causes of the Second World War (cont.)
Japan’s aggression throughout the 1930s and its effects on international relations in Europe; and
the importance of the failure of appeasement and how that led to the outbreak of war in 1939.
Role of Japan in the 1930s Japanese expansionism 193139 Effects of Japanese aggression on international relations up
to 1939
The relative importance of the failure of appeasement in the outbreak of war in 1939 Role of appeasement Germany’s sense of grievance over the Treaty of Versailles Germany’s expansionist ambitions Failure of the League of Nations and collective security Role of economic factors
195Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification Content
Elaboration of Content Learning Focus
Consequences of the Second World War
the political, economic and social condition of Europe at the conclusion of the Second World War.
Impact of the Second World War on Europe 1945
Political effects End of Nazism Rise of Communism Redrawing of geographical boundaries
Economic effects Destruction of towns and cities Disruption to trade and commerce End of war economies
Social effects Impact of war on urban and rural society Forced migrations of people Impact of war losses on society
196Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Resources:
Bell, P (2007) The Origins of The Second World War, Longman
Crozier, A (1997) The Causes of The Second World War, Blackwell
Darby, G (2007) Hitler, Appeasement and the Road to War, Hodder
Darby, G (1998) Origins of The First World War, Longman
Farmer, A (2000) Modern European History 1890-1990, Hodder
Finney, P (1997) The Origins of the Second World War, Arnold
Hastings, M (2013) Catastrophe, Collins
Hearder, H (1970) Europe in The Nineteenth Century 1830-1880, Longman
Henig, R (1994) The Origins of The First World War, Routledge
Henig, R (1995) The Origins of The Second World War, Routledge
Henig, R (1997) Versailles and After 1919-1933, Routledge
Joll, J (1994) The Origins of The First World War, Longman
Koch, H W (ed.) (1984) The Origins of The First World War, Macmillan
Lowe, J (1990) The Concert of Europe 1814-1870, Hodder
Lowe, J (1994) The Great Powers, Imperialism and the German Problem 1865-1925, Routledge
McDonough, F (2002) Hitler, Chamberlain and Appeasement, Cambridge University Press
McDonough, F (2003) The Origins of The First and Second World Wars, Cambridge University Press
Murray, J (2001) Peacemakers, Macmillan
Mallia-Milanes, V (1987) The Origins of The Second World War, Macmillan
Martel, G (1999) The Origins Of The Second World War, Longman
Monger, A (2003) Causes Of The Second World War, Longman
197Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Murphy, D and Morgans, T (2008) International Relations 1879-2004, Collins
Overy, R J (1998) The Origins of The Second World War, Longman
Pearce, R (2001) Rivalry and Accord: International Relations 1870-1914, Hodder
Roberts, J (1989) Europe 1880-1915, Longman
Seamon, L C B (1972) From Vienna to Versailles, Methuen
Sharp, A (1991) The Versailles Settlement, Palgrave
Stevenson, D (2000) Armaments and The Coming Of War: Europe 1904-1914, Oxford University Press
Taylor, A J P (1991) Origins of The Second World War, Penguin
Watt, D C (1991) How Wars Came, Mandarin
Williamson, D (2003) War and Peace: International Relations 1914-1939, Hodder
Wolfson, R. and Laver, J (2001) Years of Change Europe, 1890-1990, Hodder
198Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Unit A2 1 Option 4:The American Presidency
1901-2000
199Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
200Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification: GCE History
Unit A2 1 Option 4: The American Presidency 1901–2000
In this option students explore the changing nature of the American presidency between 1901 and 2000. Students examine how, from a position of apparent weakness at the start of the century, the institution was invigorated by the presidencies of the two Roosevelts and Woodrow Wilson in the context of two World Wars and the Great Depression. They also investigate how presidential power was greatly increased in the nuclear age when the United States took on the role of leader of the Free World. Students examine how this trend was halted, if not reversed, by the experiences of Vietnam and Watergate, until the revival of presidential and national prestige under Ronald Reagan. Students then explore how and to what extent his immediate successors benefited from Reagan’s work of restoration. Assessment for this option consists of a written examination. Students respond to a synoptic essay question analysing the period as a whole.
The following Assessment Objective is generic and sets out the skills students should have the opportunity to develop through the study of this unit.
AO1: Demonstrate, organise and communicate knowledge and understanding to analyse and evaluate the key features related to the periods studied, making substantiated judgements and exploring concepts, as relevant, of cause, consequence, change, continuity, similarity, difference and significance.
200Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification Content Elaboration of Content Learning Focus
An emerging international presence: Theodore Roosevelt and Woodrow Wilson, 1901–20
Roosevelt’s foreign and domestic policy and Wilson’s social reforms;
The office of President in 1901 The tradition of isolationism in American
foreign policy The legacy of George Washington and
America's 'Founding Fathers'
Roosevelt’s active foreign policy 'Speak softly and carry a big stick' Corollary to Monroe Doctrine Nobel Peace Prize for mediating end to
Russo-Japanese War
Growth of US naval power Roosevelt's previous work as Assistant
Secretary of the Navy Significance of the 'Great White Fleet' Construction of Panama Canal
Roosevelt's active domestic policy Attack on great industrial monopolies,
such as the Sherman Act Environmental policy, such as national
parks
Wilson's progressive social reforms Prohibition of child labour Reduction of customs duties, such as
Underwood Act Introduction of Federal income tax
201Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
202Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification Content Elaboration of Content Learning Focus
An emerging international presence: Theodore Roosevelt and Woodrow Wilson, 1901–20 (cont.)
America’s role in World War I and the significance of Wilson’s 14 Points; and
America's role in World War I Initial policy of neutrality Wilson’s use of Colonel House as
President's peace envoy to Europe Build-up of American armed forces Re-election campaign of 1916 Characterisation of US intervention in the
war as a crusade Wilson's 14 Points, especially the League
of Nations Role of Wilson at Paris Peace negotiations Senate's rejection of League of Nations
and defeat of Wilson
the extent to which the emergence of America’s international presence under these presidents was due to its economic strength or their personalities.
Reasons for America’s emerging international presence 190120 Personalities of Roosevelt and Wilson Economic growth of US
203Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification Content Elaboration of Content Learning Focus
The passive presidents: Harding, Coolidge and Hoover, 1921–32
the significance and the application of the doctrine of laissez-faire and how it related to America’s economic ‘boom’ in the 1920s; and
The ‘boom’ economy of the United States in the 1920s Expansion of credit and consumerism Laissez-faire approach to economy by all
three Republican presidents Coolidge's motto ‘The business of
America is business’ Loans to Germany
Hoover’s low-key response to the Wall Street Crash and the onset of the Depression.
Wall Street Crash and Depression Hoover’s low-key response Emergence of ‘Hoovervilles’ in early
1930sThe New Deal: FDR, the Great Depression and World War II, 1933–45
Roosevelt’s first ‘Hundred Days’ and the establishment of the New Deal agencies;
Roosevelt's response to the Depression and the First New Deal The first ‘Hundred Days’ Tennessee Valley Authority (TVA) National Recovery Administration (NRA) Agricultural Adjustment Act (AAA) Civilian Conservation Corps (CCC) Public Works Administration (PWA) Works Progress Administration (WPA) National Labour Relations Act (Wagner
Act) Roosevelt’s attempt to ‘pack’ the
Supreme Court;Opposition of Supreme Court to aspects of New Deal
204Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Plan to increase size of Court to 15 judges in 1937
Whether Roosevelt’s action represented an attempt to subvert the Constitution
205Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification Content Elaboration of Content Learning Focus
The New Deal: FDR, the Great Depression and World War II, 1933–45 (cont.)
America’s role in World War II; and American neutrality Neutrality Acts of 1935, 1937 and 1939 Destroyers for bases deal, 1940 Presidential election of 1940 Lend-Lease 1941 Atlantic Charter 1941
the extent to which the New Deal was a success and whether America’s economic recovery was due more to the impact of World War II than the policies of Franklin Roosevelt.
Successes and failures of Roosevelt’s New Deal Relief Recovery Reform Impact of the Second World War
The ‘Imperial Presidency’: Truman, Eisenhower and Kennedy, 1945–63
the importance of the Truman Doctrine and the Marshall Plan;
Harry Truman Beginning of Cold War Truman Doctrine Marshall Aid Berlin crisis Establishment of NATO US monopoly of nuclear power in the
early post-war period the National Security Act and the
establishment of the defence and intelligence community;
National Security Act Establishment of the Department of
Defense, National Security Council and the Central Intelligence Agency
206Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
207Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification Content Elaboration of Content Learning Focus
The ‘Imperial Presidency’: Truman, Eisenhower and Kennedy, 1945–63 (cont.)
Korean War Possibility of escalation into nuclear war Confrontation with General MacArthur
Domestic policy Fair Deal Fair Employment Practices Act Expansion of social security Desegregation of US armed forces
the development of the nuclear arms race and the space race; and
Dwight D. Eisenhower:Nuclear Arms Race Development of H-bomb Increased use of CIA, for example in Iraq Response to launch of Sputnik
John F. Kennedy:Symbolic leadership Inaugural address 1961 Berlin speech 1963 Space race
Cold War Bay of Pigs 1961 Cuban missile crisis 1962 Expansion of US military presence in
Vietnam
208Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
209Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification Content Elaboration of Content Learning Focus
The ‘Imperial Presidency’: Truman, Eisenhower and Kennedy, 1945–63 (cont.)
whether the ‘Imperial Presidency’ was more a reflection of US economic and nuclear power than the leadership of any of these presidents.
‘Imperial Presidency’ 194563 Leadership qualities of Truman,
Eisenhower and Kennedy US economic strength Importance of US nuclear power
The limits of presidential power: Johnson and Nixon, 1963–73
the Civil Rights Act of 1964 and Voting Rights Act of 1965;
Lyndon B. Johnson:Civil Rights Civil Rights Act 1964 Voting Rights Act 1965 Role of CORE, NAACP and SCLCThe Great Society Elementary and Secondary Education Act Omnibus Housing Act Medicare Inflation
America's role in the Vietnam War; Johnson and the Vietnam War Gulf of Tonkin Resolution 1964 ‘Americanisation’ of the war Tet offensive 1968 Anti-war movement in America LBJ's decision not to seek re-election
210Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification Content Elaboration of Content Learning Focus
The limits of presidential power: Johnson and Nixon, 1963–73 (cont.)
Richard Nixon:Vietnam War ‘Vietnamisation’ of war Cambodia and Laos incursions Christmas bombing 1972 War Powers Act 1973
the importance of détente with the USSR and the ‘opening’ to China; and
Détente with the USSR and the ‘opening’ to China Summits in Beijing and Moscow SALT 1972
how far both Johnson and Nixon were themselves victims of the Vietnam War and its division of American society.
Impact of the Vietnam War on Johnson’s presidency Impact of the divisions in American
society created by the war Impact of the cost of the war on Johnson’s
social programmes
Impact of the Vietnam War on Nixon’s presidency Invasion of Cambodia 1970 and bombing
of North Vietnam Peace agreement with North Vietnam
1973
211Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
212Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification Content Elaboration of Content Learning Focus
Watergate: the presidency weakened – Nixon, Ford and Carter, 1972–80
the significance of the Watergate break-in and cover-up;
Watergate 1972 presidential election Break-in and cover-up Manipulation of the FBI and CIA Role of the US media, especially
television
the significance of the Senate Watergate hearings in 1973 and the role of the House Judiciary Committee in the impeachment process in 1974;
Senate Watergate hearings Role of the Senate Watergate hearings Role of the House Judiciary Committee
and the impeachment process Role of the Supreme Court Struggle over the Watergate tapes
whether Watergate was the result of an inevitable reaction against the growth of presidential power and American policy in Vietnam or due to the personal shortcomings and insecurities of Richard Nixon; and
Causes and significance of Watergate Importance of the personality
weaknesses of Nixon Watergate in the context of the growth of
presidential power Watergate in the context of actions by
other US Presidents
the Iran Hostage Crisis of 1979–80. Jimmy Carter:Iran hostage crisis Shortcomings of diplomatic and military
strategy Background of energy crisis
213Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
214Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification Content Elaboration of Content Learning Focus
‘Morning in America’: recovery under Reagan, Bush and Clinton, 1981–2000
Ronald Reagan's programme for economic recovery;
Economic recovery Tax cuts and deregulation ‘Reaganomics’ Economic growth
America’s defence build-up and the role of the Strategic Defense Initiative in America’s victory in the Cold War;
Winning of Cold War Defence build-up Action in Grenada and Libya Intermediate nuclear forces in Europe Strategic Defense Initiative Reagan’s relationship with Gorbachev INF treaty
the impact of the Iran–Contra affair and why Reagan survived it; and
Iran-Contra affair Causes of the scandal Reasons why Reagan was able to survive
it
how far the recovery of presidential power and authority was due to the unique personality of Ronald Reagan.
Reagan’s popularity Public reaction to attempted
assassination of Reagan in 1981 ‘Morning in America’ re-election
campaign in 1984 Bush and Clinton building on Reagan's
success Clinton's survival of attempt to impeach
215Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
him
216Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Resources:
Arnold, P E (2009) Remaking the Presidency: Roosevelt, Taft, and Wilson, 1901–1916, University Press of Kansas
Bernstein, C and Woodward, B (1974) All the President's Men, Simon & Schuster
Bernstein, C (1976) The Final Days, Simon & Schuster
Black, C (1999) Richard M. Nixon: A Life in Full, Public Affairs
Cannon, L (2000) President Reagan: The Role of a Lifetime, Public Affairs*
Clements, K A (1987) Woodrow Wilson, World Statesman, Twayne
Goodwin, D K (1976) Lyndon Johnson and the American Dream, St Martin's Press
Gould, L (2009) The Modern American Presidency, University of Kansas Press
Graubard, S (2006) Command of Office: How War, Secrecy and Deception Transformed the Presidency, from Theodore Roosevelt to George W. Bush, Basic Books
Graubard, S (2009) The Presidents: The Transformation of the American Presidency from Theodore Roosevelt to Barack Obama, Penguin
Hargrove, E C (2008) Effective Presidency: Lessons on Leadership from John F. Kennedy to George W. Bush, Routledge
Herring, G C (2008) From Colony to Superpower: U.S. Foreign Relations since 1776, Oxford History of the United States, Oxford University Press
Hook, S W. and Spanier, J W (2016) American Foreign Policy Since World War II, CQ Press
Johnson, P (1997) A History of the American People, Weidenfeld and Nicolson*
Langston, T (2006) The Cold War Presidency: A Documentary History, CQ Press
Leuchtenburg, W (2015) The American President: From Teddy Roosevelt to Bill Clinton, Oxford University Press
Manchester, W (1975) The Glory and the Dream: A Narrative History of America 1932–1972, Michael Joseph*
217Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Manchester, W (1983) One Brief Shining Moment: Remembering Kennedy, Michael Joseph
McCullough, D (1992) Truman, Touchstone
Milkis, S and Nelson, M (2012) The American Presidency: Origins and Development, 1776–2014 , CQ Press
Morris, E (2001) Theodore Rex, Random House
Neustadt, R E (1991) Presidential Power and the Modern Presidents: The Politics of Leadership from Roosevelt to Reagan, Free Press
Rudalevige, A (2006) The New Imperial Presidency: Renewing Presidential Power after Watergate, University of Michigan Press
Schlesinger Jr, A M (1973) The Imperial Presidency, Houghton Mifflin
Smith, J E (2008) FDR, Random House
Waugh, S and Clements, P (2015) The Making of a Superpower: USA 1865–1975, AQA A-level History, Hodder Education
White, T H. (1983) America in Search of Itself: The Making of the President, 1956–1980, Jonathan Cape*
Wilson, R A (ed.) (1999) Power and the Presidency, Public Affairs
Websites:
Miller Center*, University of Virginia:http://millercenter.org/president This is without doubt the best archive of presidential materials on the internet, including audio, video, speech transcripts and scholarly analysis. All should be downloadable.
The White House:www.whitehouse.gov/1600/Presidents
YouTube*There seems to be no limits to what this website covers, but look out in particular for anything in the American Experience series by PBS.
218Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Unit A2 1 Option 5:Clash of Ideologies in
Europe1900-2000
219Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
220Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification: GCE History
Unit A2 1 Option 5: Clash of Ideologies in Europe 19002000
Following a brief introduction to Tsarist foreign policy between 1900 and 1917, students focus on the relationship between Communist Russia and neighbouring western governments in Europe from the October Revolution of 1917 to the collapse of the USSR in 1991. Students examine the motives, aims and methods of governments in foreign affairs, focusing on factors that influenced their decisions and actions, including the role of ideology, pragmatism, economic considerations, aggression and defence. In studying Soviet foreign policy and that of rival governments, students analyse the themes of success and failure. They also study the role of key individuals and assess significant turning points. Assessment for this option consists of a written examination. Students respond to a synoptic essay question analysing the period as a whole.
The following Assessment Objective is generic and sets out the skills students should have the opportunity to develop through the study of this unit.
AO1: Demonstrate, organise and communicate knowledge and understanding to analyse and evaluate the key features related to the periods studied, making substantiated judgements and exploring concepts, as relevant, of cause, consequence, change, continuity, similarity, difference and significance.
214Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification Content
Elaboration of Content Learning Focus
Russia and Europe 190017 the main events in Tsarist
foreign policy in the period 190017.
Tsarist foreign policy 190017 Why Russia got involved in the Russo-Japanese War Effects of Russo-Japanese War Russia and the Balkan problem Russia and World War I
Soviet foreign policy and western governments 191733 Isolation of the first Communist state Influence of ideological and economic factors on Soviet
foreign policy Security fears of Russia/USSR Influence of political, ideological and economic factors on the
policy of western governments to the USSR
Lenin’s foreign policy 191724 Motives and aims of Lenin’s foreign policy Methods of Lenin’s foreign policy Influence of ideological and economic factors on Lenin’s
foreign policy
Revolutionary Russia and opposition from western governments 1917-33
the main factors that influenced Soviet foreign policy and the foreign policy of western governments that opposed Communism 191733;
the motives, aims and methods of Lenin’s foreign policy 191724;
215Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification Content
Elaboration of Content Learning Focus
Revolutionary Russia and opposition from western governments 191733 (cont.)
the main events in Lenin’s foreign policy including World War I, Brest-Litovsk, Comintern and foreign intervention;
the motives, response and methods of western governments and their degree of success 191724; and
Main events in Lenin’s foreign policy Lenin’s Russia and World War I Treaty of Brest-Litovsk 1918 Establishment of the Comintern 1919 The Civil War and foreign intervention Russo-Polish War 1920 Treaty of Riga 1921 Genoa Conference and Treaty of Rapallo 1922
Role of western governments 191724 Motives and aims of western powers towards Russia Response and methods of western powers towards Russia Reasons for foreign intervention in Civil War British and German trade agreements with USSR Degree of success of actions of western governments
216Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification Content
Elaboration of Content Learning Focus
Revolutionary Russia and opposition from western governments 191733 (cont.)
The struggle for survival 193345
the motives, aims and methods of Soviet foreign policy 192433, the role of Stalin and ‘Socialism in One Country’, as well as the motives, response and methods of western governments.
the main events in Soviet foreign policy 193345, including collective security, League of Nations, the Spanish Civil War and Nazi-Soviet Pact;
Soviet foreign policy under Stalin 192433 Motives, aims and methods of Stalin’s foreign policy The role of Stalin and the Comintern Aims and effects of ‘Socialism in One Country’ Influence of ideological and economic factors on Soviet
foreign policy Motives and aims of western powers towards USSR Response of western governments to USSR and their
methods Treaty of Berlin 1926 Western recognition of the Soviet Union
Main events in Soviet foreign policy 193345 Stalin and collective security Membership of the League of Nations 1934 Alliances with France and Czechoslovakia Soviet involvement in the Spanish Civil War Soviet reactions to the Munich Agreement Reasons why USSR signed the Nazi-Soviet Pact 1939 Entry of USSR into World War II 1941 Influence of ideological and economic factors on Soviet
foreign policy
217Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification Content
Elaboration of Content Learning Focus
The struggle for survival 193345 (cont.)
the motives, response and methods of western governments and their degree of success 193345; and
the impact of World War II on the USSR, Yalta and Potsdam agreements.
Role of western governments 193345 Motives and aims of western powers towards USSR Response of western governments to USSR and their
methods Different attitudes towards the USSR from democratic states
and right-wing dictatorships Failure of the League of Nations and collective security Appeasement policy of Britain and France Attitude to the Nazi-Soviet Pact
USSR and World War II 194145 Economic, social and political impact of war on the USSR The Grand Alliance and Stalin’s fears of his western allies The Tehran Conference 1943 and its effects Soviet liberation of Eastern Europe by 1945 Importance of Yalta and Potsdam Agreements on relations
between USSR and western powers
218Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification Content
Elaboration of Content Learning Focus
The search for security 194556 the motives, aims and
methods that influenced Soviet foreign policy 194556;
the main events in Soviet foreign policy 194556, including the breakdown of the Grand Alliance, Soviet domination in Eastern Europe and the Berlin Blockade; and
the motives, response and methods of western governments, including the Truman Doctrine and Marshall Aid, and their degree of success 194556.
Soviet foreign policy 194556 Motives, aims and methods of Soviet foreign policy The role of Stalin 194553 The role and emergence of Khrushchev 195356 Influence of ideological and economic factors on Soviet
foreign policy 194556Main events in Soviet foreign policy 194556 Breakdown of the Grand Alliance Soviet domination of Eastern Europe by 1945 Establishment of pro-Moscow governments in Eastern
Europe by 1948 Causes and effects of the Berlin Blockade 194849 Stalinisation of the Eastern Bloc Response of Stalin to actions of western powers through
Comecon and Cominform Emergence of Khrushchev, Warsaw Pact and Geneva SummitRole of western governments 194556 Motives and aims of western governments towards USSR Response and methods of western governments Divisions and actions over Germany and Berlin Role of USA and adoption of containment Reasons for Truman Doctrine and Marshall Aid and their
economic and political effects Western reactions to Berlin Blockade and formation of NATO Western European integration and its impact on relations
with Eastern Bloc Degree of success of policies of western governments
219Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
220Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification Content
Elaboration of Content Learning Focus
Co-operation and coexistence 195679
the motives, aims and methods that influenced Khrushchev’s foreign policy 195664;
the main events in Soviet foreign policy 195664, including peaceful coexistence, maintaining control in Eastern Europe, the Hungarian uprising and Berlin Wall;
the motives, response and methods of western governments and their degree of success 195664;
the motives, aims and methods that influenced the foreign policy of Brezhnev 196479;
Khrushchev’s foreign policy 19561964 Motives, aims and methods of Khrushchev’s foreign policy Policy of de-Stalinisation and its effects Influence of ideological and economic factors on Soviet
foreign policy
Main events in Soviet foreign policy 195664 Khrushchev’s adoption of peaceful coexistence Maintaining control in Eastern Europe The Hungarian Uprising and the Soviet response The Berlin problem and reasons for building the Berlin Wall The Arms Race and Test Ban Treaty of 1963
Role of western governments 195664 Motives and aims of western powers towards USSR Response and methods of western powers Western reaction to the Hungarian Uprising Reasons for improvement in East-West relations 196164 Degree of success of policies of western governments
Brezhnev’s foreign policy 196479 Motives, aims and methods of Brezhnev’s foreign policy Brezhnev and détente Attempts to improve relations with the West in the 1970s Brezhnev Doctrine, its effects and significance Influence of ideological and economic factors on Soviet
foreign policy
221Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification Content
Elaboration of Content Learning Focus
Co-operation and coexistence 195679 (cont.) the main events in Soviet
foreign policy 196479, including the Czechoslovakia crisis, Brezhnev Doctrine, SALT and the era of détente; and
the motives, response and methods of western governments and their degree of success 196479.
Main events in Soviet foreign policy 196479 The Czechoslovakia Crisis 1968 SALT and Helsinki Final Act The era of détente and its effects
Role of western governments 196479 Motives and aims of western powers towards USSR Response and methods of western governments Reactions of the western powers to events in Czechoslovakia Development of Ostpolitik and its effects Western reactions to détente Reasons for western powers accepting SALT and Helsinki
Final Act Degree of success of policies of western governments
222Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification Content
Elaboration of Content Learning Focus
Soviet aggression, decline and collapse 197991 the motives, aim and
methods that influenced Soviet foreign policy 197991;
the effects of Afghanistan in Europe, the second Cold War and the decline of the USSR 197985;
the main events in Soviet foreign policy 198591, including the role of Gorbachev, thawing of tensions and the end of the Cold War;
Soviet foreign policy 197991 Motives, aims and methods of Soviet foreign policy Changes in East-West relations Influence of personalities, ideological and economic factors
on Soviet foreign policy
Decline of the USSR 197985 Effects of Soviet invasion of Afghanistan on relations with
western governments in Europe The second Cold War and its effects on the Eastern Bloc Decline of the USSR, fall of Brezhnev and the regimes of
Andropov and Chernenko
Main events in Soviet foreign policy 198591 Gorbachev’s new thinking and rejection of Marxism-Leninism Rejection of the Brezhnev Doctrine and its political effects on
the Eastern Bloc Actions of Gorbachev to improve East-West relations The collapse of the Eastern Bloc 198889 Gorbachev and the four Summits The end of the Cold War and fall of the USSR by 1991
223Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification Content
Elaboration of Content Learning Focus
Soviet aggression, decline and collapse 197991 (cont.)
the reasons for the collapse of the Soviet Empire in Eastern Europe and the USSR itself by 1991;
the motives, response and methods of western governments and their degree of success 197991; and
the successes and failures of Soviet foreign policy 191791.
Reasons for end of Cold War by 1991 Reasons for the collapse of Eastern Bloc by 1989 Reasons for the fall of USSR and the end of the Cold War Role of Gorbachev in the collapse of the USSR and the Soviet
Empire Role of ideological and economic factors in ending the Cold
War in Europe
Role of western governments 197991 Motives and aims of western powers towards USSR Response of western powers to the USSR Western reactions to Afghanistan, role of Carter Reagan and the Strategic Defence Initiative Western powers and relations with Gorbachev Western reactions to the end of the Cold War in Europe Degree of success of policies of western governments
Importance of Soviet foreign policy 191791 Successes of Soviet foreign policy Failures of Soviet foreign policy
224Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Resources:
Craig, G (1978) Germany 1866-1945, Oxford University Press
Darby, G (2007) Hitler, Appeasement and the Road to War 1933-41, Hodder
Donaldson, R and Nogee, J (2014) The Foreign Policy of Russia: Changing Systems, Enduring Interests, Routledge
Edwards, O (1997) The USA and the Cold War 1945-63, Hodder
Evans, D and Jenkins, J (2001) Years of Russia & the USSR 1851-1991, Hodder
Gaddis, L (2007) The Cold War, Oxford University Press
Goldgeier, J (1994) Leadership Styles in Soviet Foreign Policy: Stalin, Khruschev, Brezhnev and Gorbachev, John Hopkins University Press
Gorodetsky, G (1994) Soviet Foreign Policy 1917-1991, Psychology Press
Grachev, A (2008) Gorbachev’s Gamble: Soviet Foreign Policy and the End of the Cold War, Polity Press
Hobsbawm, E (1994) Age of Extremes, The Short Twentieth Century 1914 -1991, Abacus Press
Kennan, G (1978) Soviet Foreign Policy 1917-1941, Greenwood Press
Kennedy-Pipe, C (1998) Russia and the World 1917-1991, Arnold
Leffler, M and Painter, D (2005) Origins of the Cold War: An International History, Routledge
Lynch, M (1992) Reaction & Revolutions: Russia 1894-1924, Hodder
Lynch, M (2015) Bolshevik and Stalinist Russia 1918-1964, Hodder
Mason, J (1996) The Cold War: 1945-91, Routledge
McCauley, M (2008) Origins of the Cold War 1941-49, Routledge
McCauley, M (1998) Russia, America and the Cold War 1949-1991, Longman
Oxley, P (2001) Russia From Tsars to Commissars 1855-1991, Oxford University Press
People, S (2002) European Diplomacy 1870-1939, Heinemann
225Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Philips, S (2001) The Cold War, Heinemann
Sewell, M (2002) The Cold War, Cambridge University Press
Todd, A (2001) Democracies and Dictatorships: Europe and the World 1919-1989, Cambridge University Press
Volkogonov, D (1998) The Rise And Fall Of The Soviet Empire, Collins
Williamson, D (2001) Europe and the Cold War, 1945-1991, Hodder
Websites:
http://spartacus-educational.com/
www.history.com/topics/cold-war
www.historylearningsite.co.uk/
226Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Unit A2 2 Option 1:England 1558-1603
227Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
228Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification: GCE History
Unit A2 2 Option 1: England 1558-1603
In this option, students focus on the reign of Elizabeth I. They examine the political, religious, economic and social developments in England between 1558 and 1603, as well as Elizabethan foreign policy. Students analyse the development of Elizabeth I’s relationship with her people during her reign, the monarch’s relations with Parliament, her Church Settlement, as well as the response to it from her Catholic and Puritan subjects. Students study Elizabethan foreign policy and, in particular, England’s relations with France and Spain. Assessment for this option consists of a written examination that includes source work, a source-based question on historical interpretations and an extended essay question.
The following Assessment Objectives are generic and set out the skills students should have the opportunity to develop through the study of this unit.
AO1: Demonstrate, organise and communicate knowledge and understanding to analyse and evaluate the key features related to the periods studied, making substantiated judgements and exploring concepts, as relevant, of cause, consequence, change, continuity, similarity, difference and significance.
AO2: Analyse and evaluate appropriate source material, primary and/or contemporary to the period, within its historical context.
AO3: Analyse and evaluate, in relation to the historical context, different ways in which aspects of the past have been interpreted.
229Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification Content Elaboration of Content Learning Focus
Consolidation of power Elizabeth I’s personality and
experiences and how they influenced her rule;
the problem of succession and the opposition Elizabeth I faced at the beginning of her reign; and
the creation of the Elizabethan myth: ‘Good Queen Bess’ and ‘The Virgin Queen.’
Elizabeth I’s personality, experiences and rule Character and personality Experiences Influence of her experiences on how she
ruled England
Succession crisis and opposition Legitimacy issue Other claimants to the throne
Opposition to Elizabeth I in 1558 The Catholic threat to Elizabeth Support for Mary Queen of Scots Demands from the Puritans Elizabeth’s position as a female monarch
The creation of the Elizabethan myth Actions of Elizabeth I to win support Propaganda of Elizabeth Use of her gender to win respect, ‘Good
Queen Bess’ Importance of ‘Virgin Queen’ myth
230Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification Content Elaboration of Content Learning Focus
Political developments 1558-1603
the role of the monarch, the importance of the Royal Court and Privy Council, the role of favourites and Elizabeth’s relationship with them;
Role of the monarch Powers of the monarch Style of monarchy
Roles of Royal Court and Privy Council Role of the Royal Court Functions of the Royal Court Role and functions of the Privy Council Developments in the role of the Privy
Council Divisions within the Privy Council
concerning marriage, succession and Mary, Queen of Scots
Methods used by Elizabeth and the relationship with both bodies
Role of favourites and Elizabeth’s relationship with them
the use of patronage, the creation and role of factions and the impact of faction fighting between royal favourites and how England was governed;
Patronage, factions and government Use of patronage by Elizabeth I Effects of patronage on Court, Council
and Parliament Origins, growth and role of factions Political impact of faction fighting William Cecil v Robert Dudley, Robert
Cecil v the Earl of Essex Role of royal favourites – Dudley, Cecil,
Hatton, Raleigh, Essex
231Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Effects of factions, patronage and favourites on how England was governed under Elizabeth I
232Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification Content Elaboration of Content Learning Focus
Political developments 1558-1603(cont.) the role of leading ministers and their
relationship with Elizabeth I; and
the workings of Parliament and the conflict and consensus between Elizabeth I and her Parliaments.
Role of leading ministers Role of Burghley, Walsingham, Hatton
and Salisbury and Dudley Relationships between them, Parliament
and Elizabeth I Roles of leading ministers in Elizabethan
government
Relations between Elizabeth I and her Parliaments Role and organisation of Parliament Workings of and frequency of Parliaments Conflicts between Parliament and the
monarch Disputes over marriage, religion,
succession, war, finance and Mary Queen of Scots
Consensus between Elizabeth I and Parliament
Methods used by Elizabeth to control Parliament
233Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification Content Elaboration of Content Learning Focus
Religious developments Elizabeth I’s personal religious beliefs,
the factors that shaped her Church Settlement and its political impact;
the different types of Puritans, the nature and extent of the threat they posed to Elizabeth I and her response;
the nature and extent of the threat posed by Roman Catholics and Elizabeth I’s response to it;
Elizabeth I and her Church Settlement Her personal religious experiences Her personal religious beliefs Influences on her Church Settlement Aims of her religious settlement Political impact of Elizabethan Church
Settlement
The Puritan threat Different types of Puritans Role of Puritans within the Church Role of Puritans outside the Church Role of Puritans in Parliament and Court Clashes between Puritans and Elizabeth
I: vestments controversy, Bishop Grindal, prophesying
Extent of Puritan threat to the monarch Actions of Elizabeth I against Puritan
threat
The Catholic threat Role of Catholic Church in England Role of papacy and foreign powers Changing relations between monarch and
Catholics in England Extent of Catholic threat to Elizabeth I at
home and abroad
234Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
235Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification Content Elaboration of Content Learning Focus
Religious developments (cont.)
the significance of the arrival of Mary, Queen of Scots and the extent of her support in England; and
the causes and impact of Roman Catholic rebellions in Elizabeth’s reign (Northern Earls, Ridolfi, Throckmorton, Babington) and her response to them.
The threat of Mary, Queen of Scots Background and her claim to the throne Arrival in England 1568 Effects of her arrival Involvement in plots Response of Elizabeth I Extent of popular support in England for
Mary, Queen of Scots Execution in 1587 and its effects
Catholic plots and rebellions Causes of Northern Earls Rebellion 1569 Response of Elizabeth I to the 1569
rebellion and its effects Causes of the Ridolfi Plot 1571 Response of Elizabeth to the Ridolfi Plot
and its effects Causes of the Throckmorton Plot 1583 Response of Elizabeth to the
Throckmorton Plot and its effects Causes of Babington Plot 1586 Response of Elizabeth to the Babington
Plot and its effects Role of Council and Parliament
236Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification Content Elaboration of Content Learning Focus
Elizabethan foreign policy
England’s relations with France, Scotland, the Netherlands and Ireland;
Relations with other European statesFrance: Aims and policies Issues and conflicts Events and effectsScotland: Aims and policies Issues Events and effectsNetherlands: Aims and policies Issues Religious factors, support and
intervention after Nonsuch Effects of supporting Dutch RevoltIreland: Aims and policies Extent of English control Methods Opposition and Nine Years’ War
237Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification Content Elaboration of Content Learning Focus
Elizabethan foreign policy (cont.)
England’s relations with Spain and the importance of the Spanish Armada; and
the extent to which England achieved stable relations with foreign powers by 1603.
Relations with Spain Good relations until 1568 Worsening relations 1568-85 War with Spain and causes of Armada Defeat of the Spanish Armada Effects of the Armada
Success of Elizabethan foreign policy by 1603 Success of Dutch Revolt Decline of France Spanish threat defeated Scotland and James VI Strength of England’s position in Europe
in 1603
238Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification Content Elaboration of Content Learning Focus
Economic and social developments
the changes in population, prices, agriculture, industry and trade;
the impact of developments in New World trade on the economy;
Economic changes and developments Causes of population changes Effects of population changes Causes of price rises Effects of price rises Changes and innovations in agriculture Effects of enclosure Changes to industry Dominance of wool industry Effects of changes to industry Trade patterns and changes
Impact of New World trade Role of privateers Growth of overseas trading companies Changing trade patterns Competition for New World trade Effects on overseas trade by 1603
239Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification Content Elaboration of Content Learning Focus
Economic and social developments (cont.)
the social structure of England and changes in social mobility; and
the causes and effects of poverty and the response of government.
Social structure of England Towns and urban society Countryside and rural society Social mobility of different groups Changes in social mobility
The problem of poverty Causes of poverty Effects of poverty on society Response of Elizabethan government Government legislation Statute of Artificers 1563 and Poor Law
1601
240Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Resources:
Bindoff, S T (1991) Tudor England, Pelican
Crowson, P S (1973) Tudor Foreign Policy, A C Black
Doran, S (1993) Elizabeth I and Religion 1558-1603, Routledge
Doran, S (1996) England and Europe 1485-1603, Routledge
Doran, S (2000) Elizabeth I and Foreign Policy 1558-1603, Routledge
Elton, G R (1992) England Under The Tudors, Cambridge University Press
Graves, M (1996) Elizabethan Parliaments 1559-1601, Longman
Guy, J (1990) Tudor England, Oxford University Press
Haigh, C (1998) Elizabeth I, Longman
Lee, S J (2007) The Reign of Elizabeth I 1558-1603, Routledge
Lockyer, R and O’Sullivan, D (1997) Tudor Britain 1485-1714, Longman
Lotherington, J (1994) The Tudor Years, Hodder
Mervyn, B (2001) The Reign of Elizabeth: England 1558-1603, Hodder
Murphy, D et al (1999) England 1485-1603, Collins
Neale, J (2001) Queen Elizabeth, Academy Chicago Publishers
Russell, C (1971) The Crisis of Parliament: English History 1509-1660, Oxford University Press
Simpson, W (2001) The Reign of Elizabeth, Heinemann
Smith, A G R (1993) The Emergence of a Nation State 1529-1660, Longman
Starkey, D (2001) Elizabeth: Apprenticeship, Vintage Books
Tilbrook, M (2015) The Tudors: England 1485-1603, Oxford University Press
Warren, J (2002) Elizabeth I - Religion and Foreign Affairs, Hodder
Williams P (1995) The Later Tudors 1547-1603, Oxford University Press
241Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Unit A2 2 Option 2:Ireland 1685-1714
242Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
243Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification: GCE History
Unit A2 2 Option 2: Ireland 1685-1714
In this option students focus on the impact on Ireland of the brief reign of James II and the resulting conflict between the Jacobites and Williamites. The Catholicising policies of the Earl of Tyrconnell had transformed the position of Catholics in Ireland between 1685 and 1688. Students will explore how the tension between Protestants and Catholics, settler and native, came to a head in 1689 in the Siege of Derry and was fought out on the bloody battlefields of the Boyne and Aughrim. The Treaty of Limerick may have concluded the conflict in Ireland but its terms were to be controversially adapted by the penal laws that helped to secure a Protestant ascendancy in Ireland. Assessment for this option consists of a written examination that includes source work, a source-based question on historical interpretations and an extended essay question.
The following Assessment Objectives are generic and set out the skills students should have the opportunity to develop through the study of the unit.
AO1: Demonstrate, organise and communicate knowledge and understanding to analyse and evaluate the key features related to the periods studied, making substantiated judgements and exploring concepts, as relevant, of cause, consequence, change, continuity, similarity, difference and significance.
AO2: Analyse and evaluate appropriate source material, primary and/or contemporary to the period, within its historical context.
AO3: Analyse and evaluate, in relation to the historical context, different ways in which aspects of the past have been interpreted.
243Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification Content Elaboration of Content Learning Focus
The Catholicising policies of James II in Ireland 1685–89
the pro-Catholic policies of James II in Ireland;
the impact of the Catholicising policies on the army, judiciary, church, land settlement and civil administration in Ireland;
the role of the Earl of Tyrconnell in the Catholicisation of Ireland; and
Catholicisation of civil and military establishment Disarming of Protestant militia Purge of Protestants from army: by 1686,
67% of rank and file, 33% of NCOs and 40% of officers were Catholic
Appointment of Catholics to Privy Council Appointment of Catholic judges Changes to improve the position of the
Catholic Church Proposal that the Irish Parliament should
consider modification of the Acts of Settlement relating to land
Earl of Tyrconnell Tyrconnell’s background and political
aims Tense relationship between Tyrconnell
and Clarendon Promotion of Richard Talbot to peerage
as Earl of Tyrconnell and appointed to command of army in Ireland
Tyrconnell’s appointment as Lord Deputy of Ireland 1687
244Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Areas of disagreement between James II and Tyrconnell
245Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification Content Elaboration of Content Learning Focus
The Catholicising policies of James II in Ireland 1685–89 (cont.)
the changing power and position of Catholics and Protestants in Ireland.
Attempt to ‘pack’ Irish Parliament Appointment of Catholic sheriffs to
counties Recall of Catholic Lords Renewal of town charters with mainly
Catholic corporations
Reaction of Protestant Ascendancy Growing fears of Protestants in Ireland Flight of many to England
246Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification Content Elaboration of Content Learning Focus
The Catholicising policies of James II in England 1685–88
the support and opposition to James II in England during the first year of his reign, 1685;
the pro-Catholic policies of James II in England;
the changing power and position of Catholics in England during this period;
the growth of opposition to the policies of James II; and
James II’s initial position of strength up to 1686 Attitudes to James on his accession Tory support in Parliament Rebellions of Argyll and Monmouth 1685 Judge Jeffreys and the Bloody Assizes
James's Catholicising policies in England Size of standing army increased to 40,000 Appointment of Catholics within the army Godden versus Hales case 1686 Court of Ecclesiastical Commission
Alienation of Tory/Anglican establishment Campaign against the Anglican Church ‘Directions to Preachers’ and suspension
of Bishop Compton Interference with Oxford and Cambridge
colleges Declarations of Indulgence 1687 and 88
and the courting of the Dissenters Attempts to ‘pack’ Parliament 1687–88 Changes to local government and the
‘three questions’
247Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Friendship with Louis XIV of France and the revocation of the Edict of Nantes 1685
Impact of Huguenots arriving in England from France from 1685
Specification Content Elaboration of Content Learning Focus
The Catholicising policies of James II in England 1685–88 (cont.)
the importance of James II’s pro-Catholic policies in causing the Glorious Revolution.
Key events of 1688 Second Declaration of Indulgence Trial of the Seven Bishops Birth of a son to James II ‘Letter of invitation’ from the 'Immortal
Seven' to William of Orange William’s motives for invasion William’s invasion of England James II's decision to flee to France
248Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification Content Elaboration of Content Learning Focus
The conflict in Ireland 1689-91
the importance of the Siege of Derry in the conflict: the background to the siege, the reasons for its failure and its consequences;
the reasons for the Jacobite failure at the Battle of the Boyne and its military and political significance for Ireland;
Siege of Derry Comber Letter Closing of gates by the Apprentice Boys Role of Lundy, Baker, Murray, Walker,
Rosen and James II Clash at Windmill Hill Lifting of siege The impact of the siege on the Jacobite
attempt to secure control of Ireland The arrival of the Duke of Schomberg
Battle of the Boyne Background to the battle: objectives of
William, Louis and James Role of William, James and Schomberg in
battle Williamite strategy at Rosnaree and
Oldbridge James II’s flight to Dublin and on to
France The impact of the Battle of the Boyne on
the morale and military strength of the two armies
249Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification Content Elaboration of Content Learning Focus
The conflict in Ireland 1689-91 (cont.)
the events in Ireland between the Battle of the Boyne and the Battle of Aughrim;
Events in Ireland between the Battles of the Boyne and Aughrim Williamite capture of Dublin Williamite failure to capture Limerick and
Athlone William's departure Ginkel given command August 1690
Marlborough's capture of Cork and Kinsale Lauzun and French troops withdrawn by
Louis XIV Arrival of St Ruth and French
reinforcements May 1691
Ginkel's capture of Athlone Divisions between Jacobite commanders:
St Ruth, Tyrconnell and Sarsfield
the reasons for the Jacobite defeat at the Battle of Aughrim and its significance in the conflict; and
Battle of Aughrim Background to the battle: objectives of
the Williamites and Jacobites Role of St Ruth, Ginkel and Sarsfield Capture of Galway The impact of Aughrim on the morale and
military strength of the two armies
250Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
the Second Siege of Limerick and the collapse of the Jacobite resistance in Ireland.
Siege of Limerick The background to the treaty
251Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification Content Elaboration of Content Learning Focus
The results of the conflict in Ireland 1691–1714
the terms of the Treaty of Limerick: the extent to which they reflected the course of the war and their impact on the Jacobites and Williamites;
the position of Catholics in Ireland after the signing of the Treaty of Limerick;
the penal laws introduced during this period; and
Treaty of Limerick Military articles of the treaty, such as
'Flight of the Wild Geese' Civil articles of the treaty, Catholic
gentry and nobility retain land and Catholic nobility have right to bear arms
Reasons for the penal laws Insecurity of the Irish Parliament English desire to make Ireland secure
against possible subversion or invasion by continental enemies
Desire of the emerging Protestant Ascendancy to protect its status
Purpose of the penal laws Eradicate Catholicism? Convert to the Protestant religion as
many Irish Catholics as possible, particularly those of the upper and landlord class
Exclude Catholics from the right to carry arms
Exclude Catholics from all the professions except medicine
Exclude Catholics from political power at
252Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
local and national level
253Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification Content Elaboration of Content Learning Focus
The results of the conflict in Ireland 1691–1714 (cont.)
Exclude Catholics from the possession of landed property except on a short-term leasehold basis
Exclude Catholics from all education, either at home or abroad, except such as was avowedly proselytising in aim
Secure the civil and ecclesiastical supremacy of members of the Church of Ireland
Categories of penal laws Acts that affected the clergy and the
Church hierarchy Acts that affected the family through
restrictions imposed on education, marriage and inheritance
Acts that prevented Catholics, and to a lesser extent other Nonconformists, from participating in public life or professional activity, such as sitting in Parliament, on grand juries and municipal corporations or embarking on a career in the legal profession or the armed forces
First of new discriminatory laws was passed by the English Parliament in 1692, excluding Catholics from the Irish
254Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Parliament and from holding public office
255Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification Content Elaboration of Content Learning Focus
The results of the conflict in Ireland 1691–1714 (cont.)
Consequences of penal laws Catholic service in armed forces of
European states Outward conformity to Established
Church in order to avoid subjection to restrictions, such as in relation to practising law
Reasons for increase in number of penal laws under Queen Anne Jacobite threat Frequent ill health of Queen Coming of age of son of James II Uncertainty of Hanoverian succession
the extent to which a Protestant Ascendancy had been created in Ireland by the end of the Stuart period.
The position and power of Catholics and Protestants in Ireland at the end of the Stuart period
256Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Resources:
Ashley, M (1977) James II, J M Dent & Co.
Bardon, J (1992) A History of Ulster, Blackstaff
Beckett, J C (1966) The Making of Modern Ireland 1603–1923, Faber & Faber
Childs, J (2007) The Williamite Wars in Ireland 1688–1691, Hambledon Continuum
Connolly, S (1992) Religion, Law, and Power: The Making of Protestant Ireland 1660–1760, Clarendon
Cruickshanks, E (2000) The Glorious Revolution, Palgrave Macmillan
Dickson, D (1987) New Foundations: Ireland, 1660–1800, Irish Academic Press
Doherty, R (1998) The Williamite War in Ireland, 1688–1691, Four Courts Press
Doherty, R (2008) The Siege of Derry 1689: The Military History, Spellmount
Foster, R (1988) Modern Ireland, 1600–1972, Allen Lane
Harris, T (2007) Revolution: The Great Crisis of the British Monarchy 1685–1720, Penguin
Johnston, E (1974) Ireland in the Eighteenth Century, Gill and Macmillan
Lenihan, P (2003)1690: Battle of the Boyne, Spellmount
Macrory, P (1980) The Siege of Derry, Hodder & Stoughton
McNally, M (2008) The Battle of Aughrim 1691, Spellmount
Miller, J (1989) James II: A Study in Kingship, Methuen
Shepherd, R (1990) Ireland’s Fate: The Boyne and After, Aurum Press
Simms, J G (1969) Jacobite Ireland 1685–91, Routledge & Kegan Paul
Stewart, A T Q (1977) The Narrow Ground: Aspects of Ulster 1609–1969, Faber & Faber
Vallance, E (2006) The Glorious Revolution: 1688 – Britain’s Fight for Liberty, Hachette
257Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Websites:
Ulster Historical Foundation:www.ancestryireland.com/history-of-the-irish-parliament/background-to-the-statutes/religion/
258Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Unit A2 2 Option 3:Ireland 1788-1803
259Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
260Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification: GCE History
Unit A2 2 Option 3: Ireland 1778–1803
In this option students focus on Ireland in the last quarter of the eighteenth century and the first few years of the nineteenth. During this period Ireland experienced dramatic political and constitutional reform, insurrection and the eventual dissolution of the Irish Parliament. Students analyse the rise and fall of the relatively moderate reform movement of the Volunteers, established in 1778, and the revolutionary republicanism of the United Irishmen, culminating in the 1798 Rebellion and the abortive rising led by Robert Emmet in 1803. Assessment for this option consists of a written examination that includes source work, a source-based question on historical interpretations and an extended essay question.
The following Assessment Objectives are generic and set out the skills students should have the opportunity to develop through the study of this unit.
AO1: Demonstrate, organise and communicate knowledge and understanding to analyse and evaluate the key features related to the periods studied, making substantiated judgements and exploring concepts, as relevant, of cause, consequence, change, continuity, similarity, difference and significance.
AO2: Analyse and evaluate appropriate source material, primary and/or contemporary to the period, within its historical context.
AO3: Analyse and evaluate, in relation to the historical context, different ways in which aspects of the past have been interpreted.
257Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification Content Elaboration of Content Learning Focus
The rise and fall of the Volunteers 1778–89 the political ideas of Molyneux, Swift
and the Patriots;
the impact of the American War of Independence on Irish opinion, especially in Ulster;
the importance of the Free Trade campaign and the Constitution of 1782; and
Significance of Protestant nationalism Importance of Molyneux’s The Case of
Ireland's being Bound by Acts of Parliament in England, Stated
Economic arguments of Swift Role of Patriots in Irish Parliament
American War of Independence Raid by American privateer John Paul
Jones Threat of French invasion Government inability to provide militia Volunteering tradition, especially in
Ulster Sympathy for American cause, especially
in Ulster Impact of eighteenth-century emigration
from Ulster to British North AmericaCampaign for Free Trade State of the Irish economy Ideas of Molyneux, Swift and the Patriots Difficulties faced by North's government Numerical strength of Volunteers Volunteer parade in College GreenConstitution of 1782 Dungannon Convention 1782 Role of Grattan, Flood and Charlemont
258Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Role of Rockingham Whigs
259Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification Content Elaboration of Content Learning Focus
The rise and fall of the Volunteers 1778–89 (cont.)
the reasons for the decline of the Volunteers by 1789.
Renunciation Crisis Rivalry between Flood and Grattan Tension between Patriots and Volunteers Passing of Renunciation Act
Parliamentary reform and Catholic Emancipation Conventions in Dungannon and Dublin Rejection of Volunteer Reform Bill by
Irish Parliament 1783 Split in Volunteers over Catholic
Emancipation, including views of Grattan, Flood, Charlemont and Hervey
260Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification Content Elaboration of Content Learning Focus
Grattan’s parliament 1782–1800 the impact of legislative independence
on the operation of the Irish Parliament ;
the economic and commercial development of Ireland in the period 1782–1800;
the role of Henry Grattan and Henry Flood; and
the role of the executive and the Lord Lieutenant.
Constitution of 1782 Repeal of Declaratory Act Modification of Poynings' Law Biennial Mutiny Act Irish judges receiving same tenure as
English judges
Assertion of Ireland's legislative independence Response to Pitt's commercial
propositions 1784 Response to Regency Crisis 1789
Economic and commercial development of Ireland Foster's Corn Law 1784 Economic and commercial impact of end
of American War of Independence
Grattan and Flood Role played by Grattan Role played by Flood
Limits of legislative independence Power of the executive and the Lord
Lieutenant Role of Foster, Fitzgibbon and Beresford
in government
261Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Use of patronage
262Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification Content Elaboration of Content Learning Focus
The rise and fall of the United Irishmen 1789–98
the impact of the French Revolution on Ireland;
the emergence and development of the United Irishmen;
the relations of the United Irishmen with the Defenders and the Orange Order and the contribution of these groups to the growth of sectarianism in Ulster;
The age of revolution and the Enlightenment Impact of the French Revolution Impact of the American Revolution Impact of 'New Light' Presbyterianism Volunteer legacy Impact of the Enlightenment
Formation of the United Irishmen 1791–92 Role of radical Belfast Presbyterians,
such as Drennan and Neilson Role of Wolfe Tone and the Catholic
Committee Initial focus on Catholic Emancipation
and parliamentary reform
Development of the United Irishmen 1793–97 Transformation from constitutional to
revolutionary movement Use of Northern Star newspaper Relations with the Defenders: alliance
with Defenders and its effect on Presbyterian members of United Irishmen
Role of the Orange Order as a counter-revolutionary force, especially in Ulster
263Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
264Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification Content Elaboration of Content Learning Focus
The rise and fall of the United Irishmen 1789–98 (cont.)
the impact of government legislation and security measures in the 1790s, including repressive measures such as the Militia Act; and
the role of Wolfe Tone in the creation of the United Irishmen and in securing a military alliance with France.
Government actions in the 1790s Arrest of Jackson Suppression of United Irishmen 1794 Insurrection Act 1796 Suspension of habeas corpus 1796 Establishment of yeomanry and militia
Wolfe Tone Naming of society Exile to USA and France Hopes vested in French alliance
265Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification Content Elaboration of Content Learning Focus
The Catholic Question 1778–98
the Catholic Relief Acts of 1778, 1782 and 1793;
the role of the Catholic Committee in promoting Catholic civil and political rights, including the meeting of the Catholic Convention in 1792; and
the impact of the appointment and recall of Earl Fitzwilliam as Lord Lieutenant in 1795.
Catholic Relief Acts Gardiner's Relief Act of 1778 Relief Acts of 1782 and 1793 Role of Whig Club
Role of the Catholic Committee Promotion of Catholic civil and political
rights Tone's pamphlet An Argument on behalf
of the Catholics of Ireland Meeting of the Catholic Convention in
1792
Fitzwilliam affair 1795 Impact of the appointment and recall of
Earl Fitzwilliam as Lord Lieutenant Role of Grattan Role of Pitt
266Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification Content Elaboration of Content Learning Focus
The 1798 Rebellion the causes of the Rebellion of 1798; and
the diverse character of the 1798 Rebellion and the reasons for its failure.
Pre-emptive government action Response to French expedition to Bantry
Bay General Lake's dragooning of Ulster Deployment of militia and yeomanry Role of Orange Order Use of informers and arrest of United
Irish leaders
Diverse and uncoordinated nature of Rebellion Failure to capture Dublin Sectarian nature of rising in Wexford,
Battles of New Ross and Vinegar Hill Rising in Ulster, lack of Catholic support,
Battles of Antrim and Ballynahinch Humbert's campaign in Connaught,
Races of Castlebar, 'Republic of Connaught'
Repulse of French naval expedition by Royal Navy and capture and subsequent suicide of Tone
267Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification Content Elaboration of Content Learning Focus
The Act of Union 1798–1800
why the British Government conceived the Act of Union;
how the Act of Union was managed through the parliamentary process, particularly the roles of Pitt, Castlereagh and Cornwallis; and
who opposed and who supported the Union and why they did so.
Why the British Government conceived the Act of Union Role of Pitt Reaction to rejection of Commercial
Propositions (1784) and Irish Parliament's stance in Regency Crisis (1789)
Reaction to 1798 Rebellion Ongoing war against France
How the Act of Union was guided through the Westminster Parliament and the Irish Parliament Use of places and patronage Compensation scheme Role of Pitt, Castlereagh and Cornwallis
Supporters and opponents of Union Position of Catholic Church and question
of Emancipation Position of Orange Order Position of Grattan and others prominent
MPs Reasons for support for and opposition to
the Union
268Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
269Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification Content Elaboration of Content Learning Focus
Emmet’s Rebellion 1803 the aims and motives of Robert Emmet;
and
the 1803 Rebellion and the reasons for its failure.
Aims and motives of Robert Emmet Relationship of Emmet's rising with 1798
Rebellion Impact of time spent in exile in France
1800–02 Political aims in 1803
Failure of Emmet's Rebellion Timing of rebellion Lack of popular support Lack of French support Speech at his trial for treason
270Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Resources:
Bardon, J (1992) A History of Ulster, Blackstaff
Beckett, J C (1966) The Making of Modern Ireland 1603–1923, Faber & Faber
Curtin, N (1994) The United Irishmen: Popular Politics, 1791–1798, Clarendon
Dickson, D (1987) New Foundations: Ireland, 1660–1800, Irish Academic Press
Dunne, T (1982) Theobald Wolfe Tone, Colonial Outsider: An Analysis of His Political Philosophy, Tower Books
Elliott, M (1982) Partners in Revolution: the United Irishmen and France, Yale University Press
Elliott, M (1989) Wolfe Tone: Prophet of Irish Independence, Yale University Press
Foster, R (1988) Modern Ireland, 1600–1972, Allen Lane
Geoghegan, P (2001) The Irish Act of Union: A Study in High Politics 1798–1801, Gill & Macmillan
Johnston, E M (1974) Ireland in the Eighteenth Century, Gill and Macmillan
Malcomson, A P W (1978) John Foster: The Politics of the Anglo-Irish Ascendancy, Oxford University Press
McBride, I (1998) Scripture Politics: Ulster Presbyterians and Irish Radicalism in the Late Eighteenth-Century Ireland, Oxford University Press
McCartney, D (1987) The Dawning of Democracy: Ireland 1800–1870, Helicon
McDowell, R B (1979) Ireland in the Age of Revolution and Reform, 1760– 1801, Clarendon
Ó Gráda, C (1994) Ireland: A New Economic History, 1780–1939, Oxford University Press
Pakenham, T (1969) The Year of Liberty: The Bloody Story of the Great Irish Rebellion of 1798, Weidenfeld & Nicolson
Smyth, P (1974) The Volunteers, 1778–84 (Introduction), PRONI Education Facsimile Series
271Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Stewart, A T Q (1993) A Deeper Silence: The Hidden Origins of the United Irishmen, Faber & Faber
Stewart, A T Q (1995) The Summer Soldiers: The 1798 Rebellion in Antrim and Down, Blackstaff
Websites:
Queen's University Act of Union Virtual Library:www.actofunion.ac.uk//actofunion.htm
272Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Unit A2 2 Option 4:Partition of Ireland 1900–25
273Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
274Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification: GCE History
Unit A2 2 Option 4: Partition of Ireland 1900–25
In this option students focus on how Ireland was partitioned in the early years of the twentieth century. Students analyse the key developments in unionism and nationalism in Ireland and the role of British governments and political parties during this period. There is a chronological approach, from the crisis over the Third Home Rule Bill for Ireland in the pre-war years to a study of the newly-partitioned state of Northern Ireland, 1921–1925. Students also focus on individuals in Ireland and Great Britain who played a key role in a period of massive change. Assessment for this option consists of a written examination that includes source work, a source-based question on historical interpretations and an extended essay question.
The following Assessment Objectives are generic and set out the skills students should have the opportunity to develop through the study of this unit.
AO1: Demonstrate, organise and communicate knowledge and understanding to analyse and evaluate the key features related to the periods studied, making substantiated judgements and exploring concepts, as relevant, of cause, consequence, change, continuity, similarity, difference and significance.
AO2: Analyse and evaluate appropriate source material, primary and/or contemporary to the period, within its historical context.
AO3: Analyse and evaluate, in relation to the historical context, different ways in which aspects of the past have been interpreted.
271Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification Content Elaboration of Content Learning Focus
The crisis over the Third Home Rule Bill up to September 1914
the significance for Irish politics of Liberal victory in the general election of 1906, following ten years of Conservative rule;
the significance for Irish politics of the general election results of January and December 1910;
the extent to which the Liberal government under Asquith and the Irish Parliamentary Party under Redmond achieved their aims by September 1914, focusing on the Home Rule Act;
the motives for Ulster unionist, Southern unionist and Conservative party opposition to Home Rule, led primarily by Carson, Craig and Law;
The political background to the Third Home Rule Bill
Significance of general election results 1910 Irish Parliamentary Party holds balance
of power in the House of Commons following the general elections of 1910
The Parliament Act 1911
Degree of success achieved by Liberal government and IPP The aims and roles of Asquith and
Redmond The relationship between the Liberals
and the Irish Parliamentary Party The extent to which the aims of the
Liberal government and IPP changed during the crisis
Motives of opponents of Home Rule Carson’s Southern unionist agenda and
his strategy in leading the Ulster unionists
Craig’s primary focus on Ulster unionism
272Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Law’s position as Conservative leader with an Ulster unionist background
273Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification Content Elaboration of Content Learning Focus
The crisis over the Third Home Rule Bill up to September 1914 (cont.) the methods they used and the extent to
which each party opposing Home Rule achieved its aims by September 1914; and
the main developments in the period 1910–14, analysing the extent to which the Liberal government and other political parties can be blamed for what became the Home Rule crisis.
Methods and degree of success achieved by parties opposing Home Rule Extra-parliamentary, militant opposition
of Ulster unionists led by Carson and Craig
Southern unionist dependence on Carson’s tactics and on the Conservatives
Law’s willingness to use inflammatory speeches
The significance of the Curragh Incident Extent to which parties achieved their
aims
Developments 1910–14 Asquith’s ‘wait and see’ tactics in
introducing the Home Rule Bill in 1912 and seeking to steer it through the House of Commons
The development of the idea of Ulster exclusion 1912–14
Unsuccessful attempts by the British government to reach a compromise, such as the Buckingham Palace Conference, July 1914
Extra-parliamentary support for Home Rule from nationalists, such as Irish Volunteers
274Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Assessment of the responsibility of each political party for the crisis
The suspension of the Home Rule Act in September 1914 with ‘special provision’ for Ulster, and the implications thereof for each party involved in the crisis
Specification Content Elaboration of Content Learning Focus
Political developments 1914–18 the political impact of the First World
War on Ireland between 1914 and 1916;
the long-term and short-term causes of the Easter Rising of 1916;
Political Impact of the First World War Redmond’s Woodenbridge speech in
September 1914 The split of the Volunteers into National
and Irish Volunteers Formation of coalition government in
1915 with Conservative and unionist participation
Voluntary enlisting by sections of nationalist and unionist communities and the attitude of the War Office towards UVF and National Volunteers
Causes of the Easter Rising ‘New nationalism’ Infiltration of Irish Volunteers 1913–14 by
revived Irish Republican Brotherhood and radical nationalists
Impact of Carsonism Impact of the Great War Impact of British government policies and
actions 1912–16
275Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
The planning of the Rising by the IRB Military Council
The roles of Clarke and McDermott The ‘revolution of the intellectuals’ –
roles of Pearse, MacDonagh, Plunkett The importance of religion and the
ideology of blood sacrifice Connolly, socialism and the Irish Citizen
Army
276Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification Content Elaboration of Content Learning Focus
Political developments 1914–18 (cont.)
the significance of the Rising and its immediate aftermath; and
political developments 1916–18, particularly the reasons for the outcome in Ireland of the general election of December 1918, dealing with Sinn Féin strengths, weaknesses of the Irish Parliamentary Party and the failure of British government policies.
Significance of the Rising Reactions to the Rising, including from
Redmond, Dillon and the Irish public The actions of the British government in
the wake of the Rising: executions, actions of Maxwell and Asquith, Lloyd George talks
Political developments 1916–18 Rise of the new Sinn Féin: by-election
successes 1917–18, Ard-Fhéis October 1917 adopts pragmatic republican policy, roles of de Valera and Collins
The decline of the Irish Parliamentary Party 1916–18: the roles of Redmond and Dillon, impact of Lloyd George talks and being tied to the Liberals
British government actions 1917–18: Irish Convention July 1917, conscription crisis April 1918, the ‘German plot’ May 1918
The general election campaign in Ireland November-December 1918 and the extent of Sinn Féin success
277Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification Content Elaboration of Content Learning Focus
Political developments 1919–23 the context for the outbreak of the
Anglo-Irish War in 1919 and the military and political tactics employed by British authorities and Irish republicans during the conflict in the period 1919–21;
the reasons for British authorities and Irish republicans seeking a truce in 1921;
British aims in the Government of Ireland Act 1920;
Sinn Féin and Unionist reactions to the Government of Ireland Act and its significance in Ireland north and south;
Anglo-Irish War The meeting of the first Dáil in January 1919 and the Soloheadbeg ambush The military and political tactics
employed by British authorities and Irish republicans
The role of the IRA and the significance of Michael Collins
Guerrilla warfare and ‘flying columns’ Black and Tans and Auxiliaries Roles of the RIC and army
The truce of 1921 The political pressures which led British
authorities to seek a truce in 1921 The military pressures which led Irish
republicans to seek a truce in July 1921
Government of Ireland Act 1920 The British government aimed primarily
to rescue the policy of Home Rule The differing reactions to the Act from
within Ulster unionism (6 counties/9 counties), Southern unionists and Sinn Féin
The Act sets up the six county state of Northern Ireland
278Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification Content Elaboration of Content Learning Focus
Political developments 1919–23 (cont.)
the aims of each side in the Treaty negotiations and the extent to which these aims were achieved;
the causes and events of the Irish Civil War of 1922–23; and
Anglo-Irish Treaty December 1921 The aims of each side, such as Sinn Féin’s
demand for a 32-county republic/the British insistence that Ireland remain in the empire
The negotiations and the main areas of contention: oath, dominion status, External Association, partition
Role and attitude of Lloyd George, Griffith, Collins, Childers, de Valera
The process by which the Treaty was agreed
The terms of the Treaty: Ireland becomes a Free State, Irish autonomy in taxation and finance, retention of its own courts of law, and military forces for home defence
The extent to which each side’s aims were achieved
Causes and events of the Civil War The causes of the Civil War: long-term
divisions within Sinn Féin, differences over the Treaty, the split in the IRA and
279Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
short-term ‘trigger’ events of 1922 Events from January to June 1922,
including the occupation of the Four Courts, the Dáil election and the assassination of Sir Henry Wilson
Events 1922–23
Specification Content Elaboration of Content Learning Focus
Political developments 1919–23 (cont.)
the reasons for the victory of the Free State army in the Irish Civil War.
Outcome of the Irish Civil War reasons for Free State Army victory: the
increasing war-weariness of the Irish people, anti-Treaty IRA shortages of arms and ammunition, effectiveness of Free State government military and political tactics
280Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification Content Elaboration of Content Learning Focus
Northern Ireland 1921–25 the institutions established by the new
government of Northern Ireland in 1921, led by Sir James Craig;
the challenges faced by Craig’s government in security, economic issues, sectarian tensions, the Boundary Commission and assembling the machinery of government; and
Institutions established in Northern Ireland The elections for the new parliament in
May 1921 and its opening by the King in June
The transfer of administrative functions from Westminster and the appointment of ministers to the Cabinet
Challenges facing Craig’s government Security: the Craig-Collins Pacts,
formation of Ulster Special Constabulary, the Special Powers Act of April 1922
Economic issues: post-war industrial slump, rising unemployment, the imperial contribution and the Colwyn Award 1925
Sectarian tensions: ‘the Troubles’/sectarian fighting, expulsion of workers and attacks, the revival of the UVF, the role of the B-Specials
The impact and failure of the Boundary Commission by 1925
The challenges of assembling a new state apparatus, including controversies over: non-denominational education, in the 1923 Education Act, and gerrymandering, in the Local Government Act of 1922
281Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
282Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Specification Content Elaboration of Content Learning Focus
Northern Ireland 1921–25 (cont.) the degree of success of Craig’s
government in meeting these challenges by 1925.
Successes and failures of Craig’s government The significance for Craig’s government
of the failure of the Boundary Commission in 1925; having survived internal and external challenges it seemed to be entering a period of more stability yet deep problems remained, as outlined above
283Updated: 17 July 2018
CCEA Teacher Guidance Material: GCE History
Resources:
Adams, R J Q (2013) Bonar Law, Thistle
Bew, P (1996) John Redmond, Dundalgan
Bew, P (1998) Ideology and the Irish Question: Ulster Unionism and Irish Nationalism 1912-1916, Oxford University Press
Buckland, P (1980) James Craig, Gill & MacMillan
Buckland, P (1981) A History of Northern Ireland, Gill & MacMillan
Canning, P (1985) British Policy towards Ireland 1921-1941, Oxford University Press
Costello, F (2002) The Irish Revolution and its aftermath 1916-1923, Irish Academic Press
Dwyer, T R (1998) Big Fellow, Long Fellow: A Joint Biography of Collins and De Valera, Gill & MacMillan
Edwards D R (2006) Patrick Pearse. The Triumph of Failure, Irish Academic Press
English, R (2006) Irish Freedom: A history of Nationalism in Ireland, Pan MacMillan
Ferriter, D (2004), The Transformation of Ireland 1900-2000, Profile
Fitzpatrick, D (1996) The Two Irelands: 1912-1939, Oxford University Press
Foster, R (2015) Vivid Faces: the revolutionary generation in Ireland, 1890-1923, Penguin
Foy, M and Barton, B (1999) The Easter Rising, The History Press
Hopkinson, M (1988) Green against Green: The Irish Civil War, Gill & MacMillan
Hopkinson, M (2004) The Irish War of Independence, McGill-Queen's University Press
Jackson, A (2003) Home Rule: An Irish History 1800-2000, Oxford University Press
284Updated: 17 July 2018