History.

Transcription

1 2011 History

2 Contents History in Progress Headstart in History... 3 Think History! Think Through History... 6 Living Through History... 7 Heinemann History Study Units... 7 Get Ready for Edexcel GCSE History Edexcel GCSE History A: Modern World ResultsPlus Revision: Edexcel GCSE History A Edexcel GCSE History B: Schools History Project ResultsPlus Revision: Edexcel GCSE History B examwizard Humanities OCR GCSE History A: Schools History Project OCR GCSE History B: Modern World AQA B GCSE Modern World History SOFTWARE GCSE Bitesize IGCSE Edexcel IGCSE History great ways to save when you order online at Save money a spectacular 15% discount on all online orders over 200. Save time with our online Fast Shop you just type in your ISBNs and away you go. Save hassle choose to use your credit/debit card or even order on your educational establishment account and receive an invoice with your order. Save queries type in your purchase order number when placing your order and we ll include it on your invoice. Save phone calls track your orders online in MyAccount. 16+ Edexcel GCE History OCR A Level History A OCR A Level History B International Baccalaureate Heinemann Advanced History SCOTLAND Heinemann Scottish History Heinemann Scottish History for Standard Grade YOUR NEXT STEP Your Next Step Unbeatable teaching, learning and assessment resources from Heinemann. Also features Edexcel s own resources to provide even greater flexibility and choice. Look out for the logos at the top of each page as a guide! Cover image credit: Shutterstock/ Oleksii Abramov Talk to us before you buy customer.orders@pearson.com

3 History Inspire every pupil to succeed in history at KS3 Vibrant, relevant and clearly differentiated, History in Progress provides all the inspiration and motivation your pupils need to develop key historical skills and succeed in history at KS3. Exciting, stimulating resources link past to present, capture pupils imagination and bring lessons to life. Differentiated colour-coded tasks maximise pupils progression as they take ownership of their learning. Skills Bank builds key historical skills across KS3 in preparation for GCSE. Making Connections reinforces chronological understanding and enables pupils to form links between events, countries and time periods. Pupil Book Features clearly differentiated tasks that support and encourage pupils of all ability levels to progress. Stimulating activities and accessible information motivate your pupils whilst allowing them to build the key historical skills necessary for GCSE. Deals with key concepts, processes and content from the Programme of Study to provide complete support. A clear focus on key concepts such as chronology, signifi cance and interpretation. A greater balance of British, European and World History increases the relevance of the subject to the current generation of pupils. Covers all four required periods to ensure your pupils receive a complete grounding in history. Pupil Book Clearly defi ned objectives so pupils know exactly what they re doing in every lesson. A wealth of sources put learning into context and bring history to life. Sample page from History in Progress: Pupil Book 3 t f customer.orders@pearson.com w 1

4 History Teacher support Inspirational whole-class resources authors Johannes Ahrenfelt, Nichola Boughey, Stuart Clayton, Martin Collier, Steve Day, Roy Huggins, Neil McDonald, Reuben Moore, Rosemary Rees, Colette Roberts, Neal Watkin, Sarah Webb, Alf Wilkinson series editors Martin Collier Rosemary Rees Our two types of teacher support for Key Stage 3 History are ideal for saving valuable preparation time and come packed with imaginative ideas that will grab the attention of your pupils. LiveText CD-ROMs provide the Pupil Books on screen as well as a bank of interactive activities designed to give you maximum flexibility and choice in lesson planning. Teacher Planning and Resource Packs contain activities, yearly planning grids, customisable lesson plans, worksheets and more. LiveText www. For sample pages and a LiveText demo, visit historyinprogress. Teacher Resource Historical background puts the topic into context and provides full support for non-specialists. Sample screen from History in Progress: LiveText CD-ROM 2 Enlarge, project and zoom every page of the Pupil Book to aid whole-class teaching. Links to an exciting bank of multimedia resources. Sample page from History in Progress: Teacher Planning and Resource Pack order and evaluate History in Progress (Year 7) Pupil Book Teacher Planning and Resource Pack 1 with editable CD-ROM LiveText Whiteboard CD-ROM (+VAT) History in Progress (Year 8) Pupil Book Teacher Planning and Resource Pack 2 with editable CD-ROM LiveText Whiteboard CD-ROM (+VAT) History in Progress (Year 9) Pupil Book Teaching Planning and Resource Pack 3 with editable CD-ROM LiveText Whiteboard CD-ROM (+VAT) 2

5 00 History Running 11 14Head Headstart in History Inspire your high achievers As it s written specifi cally for high-fl iers aged 11 14, Headstart in History is perfect for gifted and talented pupils and for Common Entrance. authors 08 Martin Author Collier, Text Bill Bold Marriott Author Text Bold series editor Author Text Bold Rosemary Rees Author Text Bold The books are written in chapters rather than double-page spreads to enable topics to be covered in enough depth and detail to keep your high-fl iers motivated. Extended writing opportunities and investigations give your pupils ideas for further research and help them to discover history for themselves. Links to relevant websites, videos and historical fi ction promote further pupil investigation and research. Highly narrative content ensures the right level of detail and stimulus. Pupil Book A plan of the Battle of Bosworth at its start. Henry VII gains power The Battle of Bosworth, 22 August 1485 Wearing his crown, King Richard III charged forward into battle with his army to defeat finally Henry Tudor s men. In the heat of battle, Richard was killed and his Yorkist army fled. Henry s soldiers found Richard s crown stuck in a bush. Henry wanted to prove to everyone that Richard had been killed, so he ordered that Richard s naked body be slung over a mule and taken to Leicester. There it was paraded before the people, so declaring Henry s ascension to the throne. Later, with great ceremony, Henry was crowned king. When Parliament was summoned, the date of his reign was backdated to 21 August, one day before the Battle of Bosworth. Therefore anybody who had fought against the new king on 22 August could be tried for treason that is, an attempt to get rid of, or depose, the sovereign king. What actually happened at Bosworth? The battle took place at Ambien Hill, Bosworth, Leicestershire between the armies of the Yorkist king, Richard III, and the self-pronounced Lancastrian king, Henry Tudor, who had returned from exile in France. There was also a third army present, that of Sir William Stanley and his brother, Thomas, Lord Stanley, which was held back. The question was for whom would they fight? Henry s army was out-numbered by the Yorkist army. Henry was hoping for the support of the Stanleys, but as yet had not received it. N SIR WILLIAM STANLEY RICHARD III Sutton Cheney SOURCE A King Richard... arranged his footmen and cavalry. In front he placed his archers under the command of John, Duke of Norfolk. Behind this leading body followed the king himself, with a hand-picked body of soldiers. Account of the battle by the historian, Polydore Vergil, written before It is based on accounts of men who were at the battle. There was a third section of the army fighting for the king, led by Northumberland. It brought up the rear. Henry s armies were positioned close to the marshland, which acted like a fortification for them. As Henry s men marched forward past the marsh, Richard III ordered his soldiers to charge them. First archers sent their arrows into Henry s advancing army, then foot soldiers moved in starting hand-to-hand combat. The Earl of Oxford s troops with his men grouped closely together countered this attack and in a triangular shape charged the enemy. The battle was now in the balance. Who would win? SOURCE B Richard drew near to Henry, and burning with anger, he spurred on his horse. Henry saw King Richard approaching... King Richard killed several in his first charge, threw down Henry s standard and its bearer, William Brandon. Then he fought John Cheney, a much stronger man than most. He stood against the king, who with great strength smashed him to the ground. Henry held out against the charge much longer than his men thought possible. They began to give up hope... Then surprisingly William Stanley came to the rescue with his 3000 men. Straight away King Richard s men fled, leaving Richard alone, fighting manfully in the thickest press of his enemies. Again historian Polydore Vergil gives an account of the battle. With the help of Stanley s men now fighting with Henry, Richard was killed. His crown was found in a bush and placed triumphantly on Henry s head. Key YORKISTS Archers Men-at-arms (on foot) Men-at-arms (mounted) STANLEY Men-at-arms and Archers TUDOR Archers Ambien Hill NORFOLK Richard s Well Activity time OXFORD NORTHUMBERLAND 1 Using the map on page 12 and the information above, as well as your own research, draw and label a diagram of what took place on 22 August Indicate the positions of the armies and their movements and shape. 2 Fighting with the king! How might a foot soldier fighting closely alongside Richard III have reported what happened at Bosworth? In diary format write up details of what happened including the outcome of the battle, the surprise of the Stanleys fighting against the king and what a foot soldier would have thought of the whole event. Remember when looking at these sources that Polydore Vergil was a supporter of the Tudors, so his views may be biased in their favour. Men-at-arms (on foot) Men-at-arms (mounted) Each symbol represents 100 men HENRY TUDOR to Atherstone to Daddington Boggy ground to Leicester THOMAS LORD STANLEY 0 1 km 1 2 mile 12 Reformation and Rebellion Kings, Queens and Parliament 13 Sample pages from Headstart in History Book 2: Reformation and Rebellion ordering details Book 1: Power and the People Book 2: Reformation and Rebellion Book 3: Colonisation and Confl ict Activities encourage pupils to apply their learning. t f customer.orders@pearson.com w 3

6 History Think History! Bringing history to life Think History! is a chronological course that seamlessly integrates Pupil Books with Interactive Presentations and Teaching and Learning Files to help you get the best from your pupils. Caters for all your pupils with Core and Foundation Pupil Books and corresponding support and extension worksheets in the Teaching and Learning Files. Supports personalised learning written to develop pupils thinking skills and encourage them to take responsibility for their own progression. Saves you time includes lesson ideas, mark schemes and whiteboard activities to provide everything you need to plan your lessons. Also incorporates Assessment for Learning. Delivers interactive lessons engaging whole-class presentations grab pupils attention and really get them motivated. course structure Year 7 Year 8 Year 9 Core Foundation Core Foundation Core Foundation Pupil Book Pupil Book Pupil Book Pupil Book Pupil Book Pupil Book Teaching and Learning File with CD-ROM Teaching and Learning File with CD-ROM Teaching and Learning File with CD-ROM Interactive Presentations Interactive Presentations Interactive Presentations authors Ros Adams Caroline Beechener Martin Collier Steve Day Barry Doherty Clive Griffi ths Amanda Jacob Bill Marriott Denise Waugh Steve Waugh Susan Willoughby series editor Lindsay Von Elbing ordering details Changing Times (Year 7) Core Pupil Book Foundation Pupil Book Interactive Presentations (+VAT) Teaching and Learning File with CD-ROM (+VAT) Revolutionary Times (Year 8) Core Pupil Book Foundation Pupil Book Interactive Presentations (+VAT) Teaching and Learning File with CD-ROM (+VAT) Modern Times (Year 9) Core Pupil Book Foundation Pupil Book Interactive Presentations (+VAT) Teaching and Learning File with CD-ROM (+VAT) 4

7 00 History Running 11 14Head Think History! follows themes through really well. I fi nd the sources really accessible and there are excellent illustrations. Overall it is practical and stimulating. Brilliant. Fiona Osborn, Southfi elds Community School, Head of History Year 7 (Changing Times ) Pupil Book contents 1. Did Harold deserve to lose the English throne? 2. Did William s conquest change England? 3. Was medieval medicine all doom and gloom? 4. What were people s beliefs in the Middle Ages? 5. Who was the best and who was the worst king ? 6. What was life like in the Middle Ages? Year 8 (Revolutionary Times Pupil Book contents Theme: Religion and internal politics 1. Did England become Protestant in the sixteenth century? 2. Why were Mary I of England and Mary, Queen of Scots, such controversial fi gures in Tudor England? 3. Why were English people fi ghting each other in the seventeenth century? 4. How far did the Puritans change life in England in the late 1640s and early 1650s? 5. What different problems did James I and James II face in the seventeenth century? Theme: Social life 6. How did people live in the sixteenth and seventeenth centuries? 7. Did Elizabeth I effectively tackle the problems of begging? 8. Did crime pay in the sixteenth and seventeenth centuries? 9. Why was there a witch-craze in the seventeenth century? Theme: External relations 10. Why did England have enemies abroad in the sixteenth century? 11. The Celtic fringe: why were the Scots and Irish discontented in the seventeenth and eighteenth centuries? 12. Why did British people explore and settle in different countries in the sixteenth and seventeenth centuries? Year 9 (Modern Times ) Pupil Book contents Theme 1: Revolutions 1. Were the changes in agriculture a revolution? 2. Were the changes in industry a revolution? 3. Working-class reactions: did everyone agree with the changes in agriculture and industry? 4. What political hurdles did people have to overcome to gain the vote? Theme 2: Rights and freedoms 5. From slavery to civil rights: what was the black person s experience of the United States of America? 6. How great was the British Empire? 7. How did life change for Jews living in Europe, ? Theme 3: The changing nature of warfare in the twentieth century 8. Why do wars happen? 9. How and why did twentieth century warfare change? 10. Has the impact of war on civilians changed during the twentieth century? t f customer.orders@pearson.com w 5

8 History Think Through History Meetings of Minds: Islamic Encounters c610 to 1750 authors Jamie Byrom Christine Counsell Michael Riley Jamie Byrom Christine Counsell Michael Gorman Derek Peaple Michael Riley Paul Stephens-Wood Andrew Wrenn Think Through History Building enjoyment and understanding of history A best-selling series, Think Through History provides a fascinating enquiry-based approach built around key historical issues and characters. Thought-provoking pages, combined with a wealth of source material, really engage pupils. Builds on understanding through each enquiry to develop thinking skills. Encourages and challenges pupils of all abilities through differentiated activities. Delivers interactive lessons engaging whole-class presentations grab pupils attention and really get them motivated. An array of sources hold pupils interest. Exciting enquiries engage pupils with meaningful historical questions and develop important historical skills. Pupil Book Sample pages from Think Through History: Meeting Of Minds: Islamic Encounters c ordering details Pupil Changing Minds Pupil Book Citizens Minds Pupil Book Medieval Minds Pupil Book: Britain Meeting of Minds Pupil Book Minds and Machines Pupil Book Modern Minds Pupil Book Teacher Changing Minds Britain Teacher Book Citizens Minds Teacher Book Medieval Minds Teacher Book: Britain Meeting of Minds Teacher Book Modern Minds Teacher Book

9 History Living Through History Helping you win the battle for history! This best-selling series explores the enjoyable parts of history: the exciting events, the good stories and the real people. Provides a clear focus on making history real and relevant, paying particular attention to the key people throughout time. ordering details authors Nigel Kelly Maggie Maggs Rosemary Rees Fiona Reynoldson Jane Shuter David Taylor Susan Willoughby The overriding impression is very positive. History is lively! History is fun! History is relevant! Individual Core Books Native Americans: The Indigenous Peoples of North America Roman Empire Medieval Realms The Making of the United Kingdom Black Peoples of the Americas The Twentieth Century World Individual Foundation Books Native Americans: The Indigenous Peoples of North America Roman Empire Black Peoples of the Americas The Twentieth Century World Compendium Volumes Living Through History 1 (Roman Empire, Medieval Realms) Core Book Living Through History 2 (The Making of the United Kingdom, Black Peoples of the Americas) Core Book Living Through History 3 (Britain , The Twentieth Century World) Core Book Foundation Book Ann McEwan, History Teaching Review Heinemann History Study Units A fl exible approach to help create the course you need A wide range of topics allows you to choose the books you need easily and gives you full fl exibility to build your own course. Packed full of carefully chosen sources to engage and inspire pupils of all abilities. ordering details authors John Child, Nigel Kelly, Patricia Kennedy, Peter Mantin, Bob Rees, Rosemary Rees, Fiona Reynoldson, Joe Scott, Marika Sherwood, Paul Shuter, Martin Whittock Core Books The Medieval Realms The Making of the UK The Twentieth Century World The Roman Empire Britain The French Revolution The Italian Renaissance The Crusades Black Peoples of the Americas Indians of North America Britain and the Great War Foundation Books The Medieval Realms The Making of the UK The Twentieth Century World Indians of North America t f customer.orders@pearson.com w 7

10 History Get ready for... authors Jane Shuter, Steve Waugh series editors Angela Leonard Get Ready for Edexcel GCSE History Helps your students make a smooth transition to GCSE Get Ready for Edexcel GCSE History has been designed specifically to help your Year 9 students develop the key historical skills they need so they re motivated and ready to succeed when they start GCSE. Provides step-by-step guidance and targeted support to help pupils bridge the gap between KS3 and GCSE. Builds on the proven success of our market-leading Edexcel GCSE 2009 resources to help make the transition equally as successful. Comprehensive teacher support includes customisable lesson plans and worksheets, plus video and interactive activities to provide support for all your pupils. Offers you full flexibility with different pathways, to use in different ways and at different times in Year 9. Get Ready for Edexcel GCSE History Key concepts and skills are clearly explained. Change: how getting the news has changed Engaging 20th century content and sources retain the enjoyment of history and attract students to GCSE : the Iraq War In 2003 Britain was at war in Iraq. By now, advances in technology meant that there were many more ways of getting the news and the old ways were getting the news faster. The intensive bombing of Iraq by coalition forces, mainly from the USA and Britain, began on 19 March The attack on Baghdad on 21 March 2003 was reported live on TV and radio world-wide. It was reported in the news the next day. Advances in computer technology meant that people could also get the news online from official newspaper and broadcasting websites. Most people in Britain had access to one or other of the many ways of getting the news at this point newspapers, radio, TV and computers. They may not have used it, for a variety of reasons, but in 2003 the news was far more accessible than ever before. Source E: The Times report of the bombing of Baghdad on the 21 March Reacting to news, creating news During the Iraq War, people could respond publicly to the news as it happened too. They could go online and discuss the war, rather than just talk about it with friends, colleagues and family. Online blogs and debates gave people a new way to feel involved in the news, and many of them used it to protest at Britain s involvement in the war at all. The online website Wikileaks (which first went online in 2007) created a new news format. People could post information on the site anonymously. This meant they could post without fear of harm coming to them as a result of them doing so. Thousands of documents, mostly concerning the actions of governments world-wide, have been posted. Wikileaks insists that their posts are checked by several editors before they are posted, to assess whether they are actual documents or fakes. In 2010, the site posted secret US military logs, over 300,000 reports that showed how the US conducted the war. These documents were then broadcast by other media. Source F: From an article by the reporter Allan Little (from Kuwait) in the BBC online news for 24 March The Coalition War [war in Iraq] plan demands that by the time US tanks reach the gates of Baghdad, the Iraqi regime [government] will know because they will have seen it on satellite television that their authority has collapsed everywhere else in the country. What we report and the way we report it is therefore a key part of the military campaign. The military have a word for it. They call it Information Operational Effect. Information is part of the war effort. Activities 1. a) Give one way that ways of reporting the news changed between 1900 and b) Give one way that ways of reporting the news changed between 1940 and c) Give one way that ways of reporting the news remained the same between 1900 and News is People can transmitted read/view the news faster. in different ways. How computer technology affects news reporting. People can respond to the news, publicly, at once and can discuss it with others. The technology The access reporters can use reporters have to the to send the news. technology when (eg. modern satellite reporting. technology) Read Source A. Think about how it shows the general problems faced by new technologies. Write a paragraph to describe this. How fast we get the news is affected by Draw a diagram like the one on the right and write Who has access to the news is affected by... in the centre box. Complete the other boxes. 4. Write a short paragraph for each of the following, explaining how they changed between 1900 and 2000 (refer to sources where useful): How easily and quickly the equipment, and reporters, can be moved The access we have to media: newspapers, TV, radio and computer media the speed at which we get the news the media that provides the news the number of people who have access to the news. Making a judgement In this lesson, you have seen how the invention of different means of communication has affected how people get the news each day. Which do you think is the most significant change in the way we get the news: how soon we get the news how many people have access to the news the way we get the news? Samples pages from Get Ready for Edexcel GCSE History Student Book order and evaluate Get Ready for Edexcel GCSE History Evaluation Pack - Student Book - Course Guide with sample material * Summer 2011 Student Book * Summer 2011 Teacher Guide * Summer 2011 Activities build key historical skills step by step to prepare students for GCSE. * Prices are provisional until publication. 8

11 History Edexcel GCSE History A: The Making of the Modern World Edexcel s own resources for the 2009 Edexcel GCSE History A specification Student Books are topic-based and tailor-made to the options you choose. examzone section provides revision resources for complete exam success. ResultsPlus features combine exam performance data with examiner insight to give guidance on understanding performance. ActiveTeach CD-ROMs provide a range of interactive activities for focused and inspirational whole-class teaching. Support for controlled assessment and revision to make sure your students are well-prepared. Student Book Text is written at the right depth to make it accessible to students of all abilities. ResultsPlus boxes can be found frequently through the Student Book, making the mark scheme clear. Section 4: How did the Cold War develop? The development of the Cold War: the Truman Doctrine and Marshall Aid 80 The development of the Cold War: the Truman Doctrine and Marshall Aid Learning objectives In this chapter you will learn about: the key features of the Truman Doctrine and Marshall Aid America s reasons for offering Marshall Aid. The Truman Doctrine (1947) Following the Long Telegram (see page 78), Truman asked the American military to assess the strength of the USSR s army. He learned that the USSR was in no position to wage a war. Nonetheless, Truman believed that the USSR had a second strategy that would allow it to conquer more and more territory without having to declare war: Stalin would encourage communist revolutions across Europe. After the Second World War, much of Europe was devastated and citizens in countries such as Italy, France, Greece, Turkey and the United Kingdom were suffering great hardships. In these conditions communism was highly appealing because communists believed that the wealth of the richest people should be shared out among the poor. To address this threat, in 1947 Truman set out a new policy that soon became known as the Truman Doctrine. The Truman Doctrine stated that: the world had a choice between communist tyranny and democratic freedom America had a responsibility to fight for liberty wherever it was threatened America would send troops and economic resources to help governments that were threatened by communists communism should not be allowed to grow and gain territory. The significance of the Truman Doctrine The Truman Doctrine was important because it suggested that America, rather than the United Nations, had a responsibility to protect the world. This marked a reversal of the USA s traditional policy of isolationism by which America had stayed out of international affairs. It was also significant because it divided the world according to ideology: it stated clearly that capitalism and communism were in opposition. This suggested that there could be no further co-operation between East and West due to their ideological differences, and in this sense it marked the unofficial end of the Grand Alliance and the beginning of the Cold War. Finally, it set a realistic goal for American foreign policy: Truman was committed to containment. This implied that although America would not invade the USSR, it would make every effort to stop the spread of communism. The Marshall Plan (1947) Truman described containment and the Marshall Plan as two halves of the same walnut. By this he meant that America had a dual strategy for dealing with communism. First, containment aimed to beat communism through military force. Secondly, the Marshall Plan of 1947 committed $13 billion of American money to rebuild the shattered economies of Europe. By encouraging prosperity, the Marshall Plan would weaken the attraction of communism. To those suffering economic hardship following the Second World War, the promise of sharing resources equally under communism had great appeal. If people were wealthy, however, the idea of sharing resources would have less appeal. In order to qualify for American money, European countries had to agree to trade freely with America. In this way, the Marshall Plan also helped the American economy. Did you know? The United Nations (UN) is an organisation created in 1945 to maintain international peace. The first meeting of the UN, in 1946, was attended by 51 nations. Today, the UN is made up of 192 nations. Initial reaction to the Marshall Plan European leaders met at the Paris Conference of 1948 to discuss the American offer. Many European countries were keen to receive Marshall Aid. However, representatives from the USSR walked out of the conference claiming that the Americans were attempting to split Europe into two camps. They argued that Marshall Aid was the first step in creating a military alliance that would wage war on the Soviet Union. Stalin also insisted that Eastern European countries in the Soviet sphere of influence refuse the help offered by America. By contrast, 16 countries including Britain and France welcomed the offer, seeing it as a way of rebuilding their economies and defeating communism in their own countries. A British newspaper cartoon from June 1948 showing the Iron Curtain and Marshall Aid. The figure on the right is Stalin. The figure looking over the Iron Curtain is Tito, the communist leader of Yugoslavia. Although Tito was a communist, he did not see eye-to-eye with Stalin and found some aspects of Western Europe very attractive. Activity You are one of Truman s advisors. Prepare a letter to be sent to the leaders of all European governments inviting them to the Paris Conference of The letter should: describe America s offer of assistance (the Marshall Plan) explain why America is offering this assistance set out what governments must do in order to qualify for this offer. Remember to be persuasive! Build Better Answers Exam question: Briefly explain the key features of the Truman Doctrine. (6 marks) The examiner wants you to identify important points, not simply write all you know. Here, for example, you could choose briefly to explain an aim and an effect of the Truman Doctrine and a key point from what Truman said. A basic answer (level 1) gives simple statements that are accurate but contain no supporting details. A good answer (level 2) gives a statement that is accurate and is developed with specific information. An excellent answer (full marks) contains at least three statements. Each statement explains a relevant key feature and is backed up with specific information. For the exam question above, develop the following key features of the Truman Doctrine: containment the division of the world into two rival ideologies America has a responsibility to protect the world. 81 Sample pages from Edexcel GCSE History A: The Making of the Modern World Unit 1 Motivating activities are perfect for individual class work and work at home. t f customer.orders@pearson.com w 9

12 History ActiveTeach The ultimate front-of-class teaching tool! Our three ActiveTeach CD-ROMs for this course comprise the Unit 1, 2 and 3 Student Books on screen as well as interactive ResultsPlus and examzone features, a wealth of whole-class activities and much more. authors Rob Bircher, Robin Bunce, Nigel Bushnell, John Child, Laura Gallagher, Nigel Kelly, Angela Leonard, Daniel Magnoff, Steve May, Victoria Payne, Jane Shuter, Kirsty Taylor, Cathy Warren, Steve Waugh, Martyn Whittock. series editors Nigel Kelly, Angela Leonard Enlarge and project every page of the Student Books for focused whole-class teaching. Includes a VLE site pack to give you maximum flexibility of use. Tested on Fronter, Moodle and Kaleidos. Go to to find out about compatibility with other VLEs. 80 Section 4: How did the Cold War develop? The development of the Cold War: the Truman Doctrine and Marshall Aid Learning objectives In this chapter you will learn about: the key features of the Truman Doctrine and Marshall Aid America s reasons for offering Marshall Aid. The Truman Doctrine (1947) Following the Long Telegram (see page 78), Truman asked the American military to assess the strength of the USSR s army. He learned that the USSR was in no position to wage a war. Nonetheless, Truman believed that the USSR had a second strategy that would allow it to conquer more and more territory without having to declare war: Stalin would encourage communist revolutions across Europe. After the Second World War, much of Europe was devastated and citizens in countries such as Italy, France, Greece, Turkey and the United Kingdom were suffering great hardships. In these conditions communism was highly appealing because communists believed that the wealth of the richest people should be shared out among the poor. To address this threat, in 1947 Truman set out a new policy that soon became known as the Truman Doctrine. The Truman Doctrine stated that: the world had a choice between communist tyranny and democratic freedom America had a responsibility to fight for liberty wherever it was threatened America would send troops and economic resources to help governments that were threatened by communists communism should not be allowed to grow and gain territory. The significance of the Truman Doctrine The Truman Doctrine was important because it suggested that America, rather than the United Nations, had a responsibility to protect the world. This marked a reversal of the USA s traditional policy of isolationism by which America had stayed out of international affairs. It was also significant because it divided the world according to ideology: it stated clearly that capitalism and communism were in opposition. This suggested that there could be no further co-operation between East and West due to their ideological differences, and in this sense it marked the unofficial end of the Grand Alliance and the beginning of the Cold War. Finally, it set a realistic goal for American foreign policy: Truman was committed to containment. This implied that although America would not invade the USSR, it would make every effort to stop the spread of communism. The Marshall Plan (1947) Truman described containment and the Marshall Plan as two halves of the same walnut. By this he meant that America had a dual strategy for dealing with communism. First, containment aimed to beat communism through military force. Secondly, the Marshall Plan of 1947 committed $13 billion of American money to rebuild the shattered economies of Europe. By encouraging prosperity, the Marshall Plan would weaken the attraction of communism. To those suffering economic hardship following the Second World War, the promise of sharing resources equally under communism had great appeal. If people were wealthy, however, the idea of sharing resources would have less appeal. In order to qualify for American money, European countries had to agree to trade freely with America. In this way, the Marshall Plan also helped the American economy. Did you know? The United Nations (UN) is an organisation created in 1945 to maintain international peace. The first meeting of the UN, in 1946, was attended by 51 nations. Today, the UN is made up of 192 nations. Sample screen from Edexcel GCSE History A: Modern World History Unit 1 ActiveTeach CD-ROM Controlled Assessment Student Books Six Controlled Assessment Student Books give you the tools to prepare your students for their research and controlled assessment with confidence. The development of the Cold War: the Truman Doctrine and Marshall Aid Initial reaction to the Marshall Plan European leaders met at the Paris Conference of 1948 to discuss the American offer. Many European countries were keen to receive Build Better Answers Marshall Aid. However, representatives from the USSR walked out of the conference claiming that the Americans were attempting to Exam question: Briefly explain split Europe into two camps. They argued that Marshall Aid was the the key features of the Truman first step in creating a military alliance that would wage war on the Doctrine. (6 marks) Soviet Union. Stalin also insisted that Eastern European countries in The examiner wants you to identify the Soviet sphere of influence refuse the help offered by America. important points, not simply write By contrast, 16 countries including Britain and France welcomed the all you know. Here, for example, you offer, seeing it as a way of rebuilding their economies and defeating could choose briefly to explain an aim communism in their own countries. and an effect of the Truman Doctrine and a key point from what Truman said. A British newspaper cartoon from June 1948 showing the Iron Curtain and Marshall Aid. The figure on the right is Stalin. The figure looking over the Iron Curtain is Tito, the communist leader of Yugoslavia. Although Tito was a communist, he did not see eye-to-eye with Stalin and found some aspects of Western Europe very attractive. Activity You are one of Truman s advisors. Prepare a letter to be sent to the leaders of all European governments inviting them to the Paris Conference of The letter should: describe America s offer of assistance (the Marshall Plan) explain why America is offering this assistance set out what governments must do in order to qualify for this offer. Remember to be persuasive! A basic answer (level 1) gives simple statements that are accurate but contain no supporting details. A good answer (level 2) gives a statement that is accurate and is developed with specific information. An excellent answer (full marks) contains at least three statements. Each statement explains a relevant key feature and is backed up with specific information. For the exam question above, develop the following key features of the Truman Doctrine: containment the division of the world into two rival ideologies America has a responsibility to protect the world. 81 Part B Part B: Understanding and analysing representations of history Develops students skills in understanding, analysing and evaluating representations. www. Visit EdGCSEMWH for sample pages. 8 Understanding and analysing representations of history Learning Outcome By the end of this topic you should be able to: understand what is meant by representations of history understand how historical representations are created analyse representations and judge how far they differ from one another What are representations? A representation is a depiction of the past created visually or in words. It is designed to create an image of things in the past an event, a movement, the role of an individual and so on. Historians create representations when they write about the past. They create for us a picture of what life was like, why people acted as they did, and what the consequences of events and developments were. Novelists, filmmakers and cartoonists also give us an image of past societies and events. In each case, the way they choose to portray that is to show their subject creates a representation of it. Analysing representations Someone who creates a representation takes some of the same steps you might take when taking a photograph or creating a Facebook entry. You choose what you are taking a photograph of or how to show yourself. Do you want to record an important event? And do you want to show it as happy or solemn? Do you want to show the beauty of a particular place? To get the effect you want, you choose which things to focus on. Sometimes you decide to leave things out. In this way, you make decisions about how to portray the scene or the event. When you analyse a representation you should look at each part separately and think about how it affects the overall image. From the details you can infer you can work out what impression the artist or author is trying to give. A modern example of a representation Let s first take a modern example and then use skills of analysis of a historical representation. Study source A below. Source A: An illustration from the website of the British Tourist board It shows a scene on the East Coast. the inclusion of the boat and the windmill the blue sky (would the photograph have been taken on a rainy day?) the uncrowded scene no objects in the centre of the picture the happy-looking young couple (Do people look happy all the time? Why has the photographer not shown just one person alone?) Note the details the photographer has chosen to include. Why have these details been included? What message are they designed to give? Can you suggest anything which may have been deliberately left out? What do you think is the purpose of the representation in Source A? Now study source B. It is a photograph taken in the middle of an August morning. It shows a part of the coast near to source A. The building in the background is a nuclear power station. What parts of Source A are supported by details in Source B? Would you use Source B to advertise holidays on the Suffolk Coast? If not, why not? If yes, what parts of the photograph would you select? Source A is not inaccurate, but Source B helps to show us that Source A is not a complete representation. Source A is one view and when we analyse it, we can infer the message and purpose of this representation from the choices the photographer has made. Source A is designed to portray the coast as attractive and uncrowded; a place to enjoy walks and be happy. Its purpose is to encourage people to take holidays in the area. Case studies and practice activities build students enquiry skills. Activity Source B: A holiday photograph taken at Sizewell on the Suffolk Coast, August Describe the representation of the East coast of England given in Source A. Use details from Source A. You could begin Source A is representation of the East Coast. It is designed to portray it as. We can tell this because. 2. Try to use most of the following words and phrases in your description. You can use them in any order: You can also use details from Source B if you wish. Sample pages from CA8 Crime, policing and punishment in England c

13 History Written by a team of subject specialists, this interactive Revision Guide for Edexcel GCSE History A provides expert support for your students. Easy-to-use guide comes with a CD-ROM of diagnostic tests and practice questions. Contains information on what students need to revise, with helpful ResultsPlus features highlighting common pitfalls, showing key terms and suggesting how to write stronger answers. Content is broken down into chunks called Superfacts so students can get to grips with what they need to learn quickly. Why The did Peace war Settlement break out ? Key terms are clearly defined. Section summary In 1900, the Great Powers (especially Germany, France and Britain) were rivals over trade, colonies and military strength. European countries formed alliances (both open alliances and secret ones) that led to increasing suspicion and tension between rival nations. This led to an arms race that both sides justified as preparing for defence. By 1914, this rivalry had produced considerable tensions, especially in the Balkans. When the heir to the Austrian Empire was assassinated in the Balkans, Europe was tipped into a war. the Great Powers were Britain, Germany, France, Austria-Hungary, Russia and Italy. SuperFacts Section 1.1 Why did war break out ? SuperFacts are the key bits of information. Learn them and ask someone to test you. The Triple Alliance (1882) between Germany, Austria-Hungary, and Italy, said these countries would help each other in time of war. It left France isolated and nervous. p.8 The Entente Cordiale (1904) was an agreement between France and Britain not to quarrel over colonies. It strengthened them against the growing power of Germany. p.9 The Triple Entente (1907) was between France, Britain and Russia. It gave them security against the Triple Alliance. Europe split into two powerful, rival groups. p.9 Economic competition In 1913, Britain made about 1.2 million from trade, just ahead of Germany, with 1 million. But by 1914, Germany was producing more iron, more steel, and more cars than Britain. This rivalry caused tension. p.14 Colonial competition Britain and France gained cheap raw materials and export markets in their colonies. These things made them more powerful. Britain took 1000 million in tax and goods just from India from 1750 to Germany had few colonies and wanted more. This caused tension. p.10 The Algeciras Conference was held in 1905 to discuss Morocco. The Kaiser said it should be independent. He knew France wanted it as a colony. Britain backed France and the conference agreed. Britain also promised troops to help France if it was attacked by Germany. p.11 The Agadir Crisis In 1911, after a rebellion in Morocco, France took over. A German gunboat, the Panther, sailed to Agadir and threatened the French. Britain said it would go to war if Germany kept bullying France. Germany had to back down again. p.11 Morocco The two crises in Morocco (Algeciras and Agadir) made war more likely. Twice the Kaiser tested the Entente Cordiale, but the Alliance held and he just made Britain and France keener to resist him. p.11 Naval rivalry Germany began to threaten Britain s naval superiority. In1898, the Kaiser announced that Germany would build 41 battleships and 61 cruisers. In 1906, Britain responded with the first dreadnought, a much more powerful battleship.from 1906 to 1914 Britain built 29 dreadnoughts and Germany built 17. p.12 The Arms Race As tensions rose, all the Great Powers, except Britain, introduced conscription. By 1914, the German army numbered 1.5 million. Large armies, in rival alliances committed to defend each other, were a dangerous development. p.13 Ottoman weakness in the Balkans The Balkans were divided among surrounding powers, mostly the Ottoman Empire. But the Ottoman Empire was now weak and started to break up.in 1878, Serbia and Bulgaria split from the Ottoman Empire. p.16 Balkan nationalism Encouraged by Serbia, Slav people in the Balkans demanded that they should be independent. This also threatened Austria-Hungary, where there were millions of Slavs, Czechs, and Croats. p.16 The Great Powers split over the Balkans The Ottoman Empire and Austria-Hungary actively opposed Balkan nationalism. Russia, a Slav country, encouraged it. Britain and France did all they could to protect their Balkan trade routes. p.16 & 18 Bosnian Crisis In 1908, Austria-Hungary ran Bosnia-Herzegovina. The new Turkish government threatened to take Bosnia-Herzegovina back into the Ottoman Empire. So, in September 1908, Austria-Hungary formally annexed Bosnia-Herzegovina. This angered Russia and Balkan nationalists. p.18 The Balkan League In 1911 the Turkish government fell. Balkan states took advantage. Serbia, Greece, Montenegro, and Bulgaria set up the Balkan League. This was a clear threat to the Ottoman and Austrian empires. p.19 The First Balkan War ( ) In 1912, the Balkan League attacked the Ottoman Empire and forced it out of Europe. This worried Austria-Hungary. At a conference in London, Austria-Hungary, Britain, and France put pressure on both sides to make peace in p.19 The Second Balkan War (1913) broke out a month after the first war ended. Balkan states fought each other for land; the Turks joined in too. When fighting stopped, no one was content. Serbia had grown in power, but still wanted more land. p.19 Franz Ferdinand was heir to the throne of Austria. In June 1914 he went to Sarajevo, the capital of Bosnia-Herzegovina. Balkan nationalists resented him being there. Gavrilo Princip, a Serbian nationalist from Bosnia, assassinated him. p.20 Franz Ferdinand s assassination was an attack on Austria-Hungary by nationalists. Austria-Hungary said Serbia had organised the killing. On 23 July, they sent Serbia a list of unreasonable demands, which Serbia rejected. Austria declared war on 28 July. p.21 The Alliance System now turned a local conflict into a world war. To help Serbia, Russia prepared for war against Austria-Hungary, so Germany declared war on Russia on 1 August. To support Russia, France joined the war on 2 August. When Germany invaded France through Belgium, Britain joined the war on 4 August. p.22 The Schlieffen Plan speeded up the start of war. This was because if Germany was to fight Russia, it needed to attack and defeat France quickly to avoid a war on two fronts. p.24 Watch out! The names Ottoman Empire and Turkish Empire are often used interchangeably. Ottoman is more correct, but political writings and cartoons from the 1900s often refer to Turkey and the Turk. Top tip When using SuperFacts to support a statement, make sure you do not just produce a list of facts. Always say how the detail supports the statement. Need more help? You can find a longer explanation of each SuperFact in your Edexcel textbook, Peace and War: International Relations Look for this symbol, which will give you the page number. 6 7 www. Visit ResultsPlusHistA for more information. Sample pages from ResultsPlusRevision for Edexcel GCSE History A: Modern World History Clear guidance is given on how to answer a question in the Top Tips boxes. ordering details Student Books Unit 1: Peace and War: International relations Student Book Unit 2A: Germany Student Book Unit 2B: Russia Student Book Unit 2C: The USA Student Book Unit 3A: War and the transformation of British society c Student Book Unit 3B: War and the transformation of British society c Student Book Unit 3C: A divided union? The USA Student Book ActiveTeach CD-ROMs Unit 1 ActiveTeach CD-ROM (+VAT) Unit 2 ActiveTeach CD-ROM (+VAT) Unit 3 ActiveTeach CD-ROM (+VAT) Controlled Assessment Edexcel CA1 Germany Edexcel CA5 Vietnam Edexcel CA6 Government and protest in the USA Edexcel CA8 Crime, policing and punishment in England c1880 c Edexcel CA10 The Impact of War on Britain c Edexcel CA11 Change in British Society ResultsPlus Revision ResultsPlus Revision for Edexcel GCSE Modern World History (+VAT) ResultsPlus Revision for Edexcel GCSE Modern World History Pack of 10 SAVE 33% (+VAT) t f customer.orders@pearson.com w 11

14 History Edexcel GCSE History B: Schools History Project Edexcel s own resources for the 2009 Edexcel GCSE History B specification Tiered activities allow students to work and progress at a pace that works for them. examzone section provides resources for revision support. ResultsPlus features combine exam performance data with examiner insight to give guidance on understanding performance. ActiveTeach, the digital Medicine and Surgery Student Book with a range of interactive activities, provides the tools needed to cut preparation time and make whole-class teaching exciting. Support for controlled assessment and revision help maximise potential. Student Book Unit opener pages, complete with objectives, set the scene and engage from the start. A range of fascinating sources brings history to life. Section 1: Section 1: authors Rob Bircher, Robin Bunce, Nigel Bushnell, John Child, Nick Fellows, Laura Gallagher, Angela Leonard, Daniel Magnoff, Steve May, Victoria Payne, Rosemary Rees, Allan Todd, Cathy Warren, Steve Waugh, Mike Wells, Martyn Whittock, Susan Willoughby series editor Angela Leonard www. Visit EdGCSESHP to order. 8 What were your chances of a long life if you were born in 1350? Learning outcomes By the end of this topic you should be able to: demonstrate why many people s life expectancy was so low during the Middle Ages Before The Ancient Greeks had developed an explanation for ill health based on natural causes rather than supernatural ones. The Romans introduced good standards of public health throughout their empire. When the Romans left Britain in the 5th century, much of their civilisation gradually collapsed as England was then invaded by the Angles, Saxons, Vikings and then Normans. After In the late 18th and 19th centuries there were significant advances in the understanding of the causes of ill health and a greater use of science and technology in medicine. Watch out! Many students assume that life in the Middle Ages was the same for everyone. Remember that there was great variation between different areas of the country and different groups within society. Fascinating fact The fur worn by rich people kept them warm but also tended to attract fleas. Key terms apothecary a person who made medicines and ointments from a range of ingredients such as herbs and spices Black Death a highly infectious disease that spread throughout Europe in the mid-14th century bloodletting the drawing of blood from a patient by a doctor the Church the international organisation of all Christian believers Four Humours a theory that developed in Ancient Greece to explain illness medieval a name for the Middle Ages, the period between the Ancient World (which ended when the Romans left Britain) and the Renaissance of the 16th and 17th centuries physician a trained doctor Reformation a period of challenges to the authority and teachings of the Catholic Church Renaissance a period in the 16th and 17th centuries when people thought they were reviving Ancient Greek and Ancient Roman culture Royal Society a group set up in 1660 to enable educated people to discuss scientific ideas supernatural forces outside normal nature that some people believe can affect events, e.g. God, charms and luck, witchcraft or astrology Life expectancy Nowadays the average life expectancy is around 80 years. In the 1350s it was around 30 years, although the rich, who didn t do manual work and had better diets, might have lived longer. Of course, some individuals lived to be 50, 60 and even 80, but this was unusual. So what were your chances of a long life? Infant mortality was high. Out of every five children born, there was a high chance that one would die before their first birthday and another would die in childhood. They died from illness, injury, poor living conditions or malnutrition. The remaining three might grow up and get married and have their own families. Even so, many women died in childbirth and working men could die from injuries at work, while diseases such as smallpox, leprosy and various fevers called agues killed people of all ages. Medicine in the medieval period was focused on dealing with infectious diseases but also on treating daily aches and pains. Conditions that we can now treat successfully, such as heart problems, types of cancer or the need for a hip replacement, were less of a problem because fewer people lived to old age. But when these conditions did develop, there was usually no successful treatment for them. Activities 1 Make a list of the main causes of death in the medieval period described on these pages. 2 What clues can you see in the picture of a peasant s home to suggest reasons why people might become ill? 3 Summarise the reasons why life expectancy in medieval times was so much shorter than it is nowadays, using the headings: Living Conditions; Disease; Other Reasons. Challenge 4 How far do you think it is still true that richer people in Britain tend to live longer than poorer people? You should be able to think of points to both support and challenge this idea, so make sure you explain why you find some points are stronger than others CE Romans left Britain 1348 Black Death reached Britain 1543 Vesalius 1628 Harvey 1660 Royal Society established 1665 Plague in London 12 Sample pages from Edexcel GCSE History B: Schools History Project: Medicine and Surgery Timelines are included at the start of each unit to make students familiar with the timescale of the period.

15 History ActiveTeach The ultimate front-of-class teaching tool! The ActiveTeach CD-ROM contains an electronic version of the Medicine and Surgery Student Book, interactive ResultsPlus and examzone features, plus a wealth of extra resources to provide you with all the support you need to plan and deliver engaging lessons. Enlarge and project every page of the Student Books for focused whole-class teaching. Includes a VLE site pack to give you maximum flexibility of use. Tested on Fronter, Moodle and Kaleidos. Go to to find out about compatibility with other VLEs. ResultsPlus and examzone features provide revision support. Add your own resources to create personalised lessons and for easy integration into your scheme of work. Sample screen from Edexcel GCSE History B: Schools History Project: Medicine and Surgery ActiveTeach Controlled Assessment Student Books Six Controlled Assessment Student Books give you the tools to prepare your students for their research and controlled assessment with confidence. Covers the main subject content required as a basis for the Part A enquiry and the Part B representation focus. Part B Part B: Understanding and analysing representations of history 8 Understanding and analysing representations of history Note the details the photographer has chosen to include. Why have these details been included? What message are they designed to give? Can you suggest anything which may have been deliberately left out? What do you think is the purpose of the representation in Source A? Now study source B. 9 Develops students skills in understanding, analysing and evaluating representations. Case studies and practice activities build students enquiry skills. Learning Outcome By the end of this topic you should be able to: understand what is meant by representations of history understand how historical representations are created analyse representations and judge how far they differ from one another What are representations? A representation is a depiction of the past created visually or in words. It is designed to create an image of things in the past an event, a movement, the role of an individual and so on. Historians create representations when they write about the past. They create for us a picture of what life was like, why people acted as they did, and what the consequences of events and developments were. Novelists, filmmakers and cartoonists also give us an image of past societies and events. In each case, the way they choose to portray that is to show their subject creates a representation of it. Analysing representations Someone who creates a representation takes some of the same steps you might take when taking a photograph or creating a Facebook entry. You choose what you are taking a photograph of or how to show yourself. Do you want to record an important event? And do you want to show it as happy or solemn? Do you want to show the beauty of a particular place? To get the effect you want, you choose which things to focus on. Sometimes you decide to leave things out. In this way, you make decisions about how to portray the scene or the event. When you analyse a representation you should look at each part separately and think about how it affects the overall image. From the details you can infer you can work out what impression the artist or author is trying to give. A modern example of a representation Let s first take a modern example and then use skills of analysis of a historical representation. Study source A below. It is a photograph taken in the middle of an August morning. It shows a part of the coast near to source A. The building in the background is a nuclear power station. Source B: A holiday photograph taken at Sizewell on the Suffolk Coast, August What parts of Source A are supported by details in Source B? Activity Would you use Source B to advertise 1. Describe the representation of the East coast of England holidays on the Suffolk Coast? If not, why given in Source A. Use details from Source A. You could not? If yes, what parts of the photograph begin Source A is representation of the East Coast. It is would you select? designed to portray it as. We can tell this because. Source A: An illustration from the website of the British Tourist board It shows a scene on the East Coast. the inclusion of the boat and the windmill the blue sky (would the photograph have been taken on a rainy day?) the uncrowded scene no objects in the centre of the picture the happy-looking young couple (Do people look happy all the time? Why has the photographer not shown just one person alone?) Source A is not inaccurate, but Source B helps to show us that Source A is not a complete representation. Source A is one view and when we analyse it, we can infer the message and purpose of this representation from the choices the photographer has made. Source A is designed to portray the coast as attractive and uncrowded; a place to enjoy walks and be happy. Its purpose is to encourage people to take holidays in the area. 2. Try to use most of the following words and phrases in your description. You can use them in any order: You can also use details from Source B if you wish. Sample pages from CA8 Crime, policing and punishment in England c t f customer.orders@pearson.com w 13

16 History Written by a team of subject specialists, this interactive Revision Guide for Edexcel GCSE History B provides expert support for your students. Easy-to-use guide comes with a CD-ROM of diagnostic tests and practice questions. Contains information on what students need to revise, with helpful ResultsPlus features highlighting common pitfalls, showing key terms and suggesting how to write stronger answers. Content is broken down into chunks called SuperFacts so students can get to grips with what they need to learn quickly. Key terms are clearly defined. www. Visit ResultsPlusHistB for more information. Sample pages from ResultsPlusRevision for Edexcel GCSE History B:Schools History Project Clear guidance is given on how to answer a question in the Top Tip boxes. ordering details Student Edexcel GCSE History B: Schools History Project Medicine (1A) and Surgery (3A) Student Book Edexcel GCSE History B: Schools History Project Crime (1B) and Protest (3B) Student Book Edexcel GCSE History B: Schools History Project Warfare (1C) and Its Impact (3C) Student Book Edexcel GCSE History B: Schools History Project Transformation of British Society (2A) Student Book * March 2011 Edexcel GCSE History B: Schools History Project American West (2B) Student Book Edexcel GCSE History B: Schools History Project Life in Germany (2C) Student Book Teacher Edexcel GCSE History B: Schools History Project Medicine (1A) and Surgery (3A) ActiveTeach CD-ROM (+VAT) Edexcel GCSE History B: Schools History Project Medicine (1A) and Surgery (3A) Teacher Guide (+VAT) Edexcel GCSE History B: Schools History Project Crime (1B) and Protest (3B) Teacher Guide (+VAT) Edexcel GCSE History B: Schools History Project Warfare (1C) and its Impact (3C) Teacher Guide (+VAT) Edexcel GCSE History B: Schools History Project Transformation of British Society (2A) Teacher Guide (+VAT) Edexcel GCSE History B: Schools History Project American West (2B) Teacher Guide (+VAT) Edexcel GCSE History B: Schools History Project Life in Germany (2C) Teacher Guide (+VAT) Controlled Assessment Edexcel CA1 Germany Edexcel CA5 Vietnam Edexcel CA6 Government and protest in the USA Edexcel CA8 Crime, policing and punishment in England c1880 c Edexcel CA10 The Impact of War on Britain c Edexcel CA11 Change in British Society ResultsPlus Revision ResultsPlus Revision for Edexcel GCSE Schools History Project (+VAT) ResultsPlus Revision for Edexcel GCSE Schools History Project Pack of 10 SAVE 33% (+VAT) 14

17 History examwizard Create customised practice exams and topic tests for GCSE and A Level in minutes! examwizard helps you prepare your students for their Edexcel exams. It enables you to browse a huge bank of past Edexcel exam questions and create your own mock exams, topic tests and homework in minutes. There are just four steps to follow: The examwizard Humanities CD-ROM Contains a number of networkable site licences, each available for just 120 (+VAT): Order two or more and each subject licence costs 96 (+VAT). examwizard Issue 11 purchasers are entitled to a 50% discount. examwizard Step 1: Decide how to SELECT your questions. For example, search by topic, level or past paper. Step 2: Select the questions. Simply DRAG AND DROP them into the document window. Step 3: When you re happy with your paper, examwizard will COMPILE the test paper, mark scheme and examiner s report. ordering details To order any of the site licences, simply call FREE on , fax: or visit where you can also try a FREE demo. New GCSE edition licences including many new questions. GCSE History Updated for the latest specification for first teaching September CD-ROM licences contain many new questions from the sample assessment material as well as a remapping of all papers to the current specification. Step 4: PRINT off your test paper, the mark scheme and the examiner s report. t f customer.orders@pearson.com w 15

18 History OCR GCSE History A: Schools History Project Endorsed support to help students reach their potential OCR AND HEINEMANN WORKING TOGETHER TO PROVIDE BETTER SUPPORT FOR YOU authors Johannes Ahrenfelt Ellen Carrington Bill Marriott Colette Roberts Rick Rogers Paul Shuter Allan Todd Neal Watkins. series editor Greg Lacey Tailored to the 2009 OCR GCSE History A: Schools History Project specifi cation, our student and teacher resources cover every option and focus on building the skills needed to prepare students for the exam. Endorsed by OCR for use with the 2009 OCR GCSE History A: Schools History Project specifi cation. Full-colour textbooks, written in digestible chunks, motivate students throughout every topic and every option. Unique Grade Studio feature provides clear advice to help students improve their performance. The Medicine Through Time option is supported by our ActiveTeach CD-ROM, containing the Student Book on screen and hosting a range of interactive activities. The Teacher Guide and editable CD-ROM support your planning and delivery, saving you time. course structure Study in Development Medicine Through Time Student Book with CD-ROM Study in Depth American West Student Book Crime and Punishment Through Time Student Book Germany Student Book Medicine Through Time Teacher Guide with editable CD-ROM Elizabethan England Student Book Medicine Through Time ActiveTeach CD-ROM Britain Student Book 16

19 History Student Books Building skills, confi dence and interest Each Student Book will grab the attention of your students with the range of different sources that add variety to learning. From start to fi nish, you ll also fi nd clear advice on how students can improve their performance. OCR AND HEINEMANN WORKING TOGETHER TO PROVIDE BETTER SUPPORT FOR YOU Learning objectives at the start of each lesson link directly to the specifi cation. Student Book The ancient Egyptian civilisation lasted approximately 3000 years, from around 3000 BC to about 30 BC. Egypt was a well-organised and hierarchical society, from the pharaoh and the vizier at the top, down to the peasants who worked the land. Most of Egypt is desert, and the only places people can live are the banks of the Nile, which gave them water for drinking and for agriculture. As the Nile flooded once a year, the surrounding land was very fertile. Farming of this land was relatively easy, and so the Egyptians had time to do other things as well. A specialised society developed, with different people working as priests, scribes, lawyers and doctors, as well as craft workers like the stonemasons and painters who created the great buildings. Fathers trained their sons in their line of work, from an early age. In some professions, including medicine, a father might train his daughter, if he had no sons. The most important difference between the ancient Egyptians and prehistoric people was that the Egyptians had developed writing. The development of writing affected their medicine. They could write about illnesses and treatments, and so keep a record of treatments that worked and those that did not. This enabled them to develop treatments by trial and error. The pyramids at Giza. They were built as tombs for three pharaohs Menkaura, the nearest to the camera, (finished in 2503 BC), then Khafra (2532 BC), then Khufu (2566 BC). Inference a conclusion reached by studying and judging evidence. Key N Desert Nile Delta Areas of settlement River Nile Mediterranean Sea Religious beliefs were very important in ancient Egypt. People believed that there were many gods and that these gods made everything happen, from the rising of the sun to the flooding of the Nile each year, without which the Egyptians would not have been able to grow crops. Some gods were thought to cause and cure disease. The goddess of war, Sekhmet, was also thought to cause and cure epidemics. A medical book known as the Papyrus Ebers, said that the god Thoth gives physicians the skill to cure. A painting from the tomb of Roy, an ancient Egyptian noble, c.1290 BC. The wife of the dead nobleman kneels by the case for his mummified body. The case is held by a priest wearing a mask of the god Anubis. The texts are extracts from ancient Egyptian religious writings known as the Book of the Dead. The connection between the River Nile and the settlement pattern in Egypt is that people lived on the banks of the Nile because they needed its water.) TIMELINE 3500 BC Age of pyramid building 3000 BC 2500 BC 2000 BC Rule of Ptolomies 1500 BC 1000 BC 500 BC 0 AD 400 Papyrus Edwin Smith written Papyrus Berlin written Papyrus Ebers written Visit of Herodotus Destruction of the library Kom Ombo temple carvings made at Alexandria Sample pages from OCR GCSE History A: Schools History Project: Medicine Through Time Timelines put historical learning in context. A variety of activities gets students thinking about the topics. www. For sample pages visit: order Student Medicine Through Time Student Book with ActiveBook CD-ROM American West Student Book Germany Student Book Crime and Punishment Student Book Elizabethan England Student Book Britain Student Book Teacher Medicine Through Time Teacher Guide with CD-ROM (+VAT) Medicine Through Time ActiveTeach CD-ROM (+VAT) t f customer.orders@pearson.com w 17

20 History OCR GCSE History B: Modern World Equipping students with the skills for exam success Offi cially endorsed by OCR for use with the 2009 OCR GCSE History B: Modern World specifi cation, these materials focus on exam preparation and cover every option to build students skills and confi dence. OCR AND HEINEMANN WORKING TOGETHER TO PROVIDE BETTER SUPPORT FOR YOU authors Tony Beaumont, Alex Brodkin, Ellen Carrington, Andy Hill, Roy Huggins, Rachel Jones, Richard Kerridge, Greg Lacey, Neil MacDonald, Bill Marriott, Emma Norcliffe. Full-colour Student Book is written in easy-to-digest chunks to hold the attention of students, and appeals to all ability ranges. Our popular Exam Café feature helps you to engage the whole class in preparing for their exams. Our contemporary-feel Grade Studio section offers clear advice, from start to fi nish, on helping students improve their performance. ActiveTeach, the Student Book on screen, makes whole-class teaching crystal-clear and saves you valuable planning time. The Teacher Guide and editable CD-ROM support your planning and delivery, saving you time. Student Book Clearly highlighted objectives give students a clear understanding of what they will learn. Activities and Voice your Opinion boxes get students thinking about the topics. When nations make peace at the end of a war, they first agree the terms on which they will stop fighting (the armistice), before they meet to discuss and agree the terms of the peace treaty that formally ends the war. The First World War was exceptionally damaging and bitterly fought. As it came to an end, the defeated powers sought an armistice, but the victors were determined that its terms should be so severe that there would be no chance of hostilities breaking out again. The armistice terms came to have an important effect on the terms of the peace treaties themselves. For example, in the armistice agreed with Germany, the principle of reparations was accepted. Germany also agreed to leave Alsace-Lorraine, and that its armies would evacuate all areas on the left bank of the Rhine. Each of these found its way into the final peace treaty, as did other military restrictions placed on Germany by the armistice. Thus terms that were intended primarily to bring the fighting to an end actually became part of the treaty that punished Germany. In January 1919 representatives from 32 countries met in Paris for a conference that would make the peace settlement at the end of the First World War. The tasks they faced were huge. The Europe of 1914 had been swept away by the impact of war. Nobody knows how many died in the war at least 8 million fighting men and a further 8 million civilians is a reasonable guess. The Russian and Austro-Hungarian empires had collapsed, the former replaced by an unpredictable communist dictatorship pledged to destroy capitalism throughout the world. Large areas were left devastated by the fighting, and the European economy was shattered by the costs of war. In these circumstances, to agree a peace settlement that everyone, victors and defeated, found fair and acceptable would have been an impossible task. What is remarkable is that the peacemakers achieved as much as they did. All the politicians at the Paris Peace Conference were under pressure to meet the expectations of public opinion. The problem was that people in different countries wanted different outcomes. The Italians were determined to gain the territory that they thought would make them a great power. The French wanted to make Germany pay, and so did the British, although they had a leader who increasingly doubted the wisdom of doing this. The Americans were not really enthusiastic about being involved in European affairs at all. Wilson, Clemenceau, Lloyd George and the Italian Prime Minister, Orlando, all found that they were not free to make the peace they wanted, as public opinion at home would not let them. N 500 km N CZECHOSLOVAKIA 500 km AUSTRIA GERMANY YUGOSLAVIA GERMANY AUSTRIA- HUNGARY POLAND ROMANIA HUNGARY BULGARIA Of the nations that assembled in Paris to make peace, three possessed the power to make decisions which, more often than not, the others would have to accept. These were the great powers that had won the war: the USA, France and Britain. They were represented at the peace conference by President Wilson and prime ministers Clemenceau and Lloyd George, known collectively as the Big Three. Italy and Japan were the other members of the Council of Ten (there were two members from each of the five powers), which met daily at the conference to take all the important decisions. Reparations payments made by Germany to compensate other countries for damage caused during the First World War. Treaty ((definition to come)) Woodrow Wilson President of the USA David Lloyd George Prime Minister of Britain Georges Clemenceau Prime Minister of France Sample pages from OCR GCSE History B: Modern World Clear page layout engages students of every ability. 18

21 History ActiveTeach CD-ROM The ultimate front-of-class teaching tool! Incorporating an interactive Student Book, Grade Studio and Exam Café features, plus a wealth of extra resources, the ActiveTeach CD-ROM provides you with support to plan and deliver engaging lessons. Interactive activities, including simulations and animations, help students get to grips with key concepts, fi gures and dates. Create-your-own-lesson facility allows you to draw upon materials in the electronic book and Teacher Guide to compile a lesson that totally suits your needs. Enlarge and zoom into any area of the Student Book for focused whole-class teaching. ActiveTeach This was the treaty signed by the Allies with Austria. Austria accepted the break-up of the Austro-Hungarian Empire. Austria and Hungary were left as small independent states. Reparations Austria agreed to pay reparations, but the collapse of the Bank of Vienna in 1922 meant nothing was paid. Military restrictions Austria was permitted an army of no more than 30,000 men. The impact of defeat YUGOSLAVIA It was impossible to give every national group selfdetermination. Most of the new states contained defeated minorities who continued to create problems. GREECE Aegean Sea ROMANIA BULGARIA Western Thrace TURKEY TURKEY Splitting up the empire created economic problems. Roads and railways had not been built to suit the new states, and the new nations had their own taxes on trade, where previously trade had been free. GERMANY POLAND N 300 km (1) 160 km The Treaty of Neuilly, November 1919 N This was the treaty signed by the Allies with Bulgaria. Reparations Black Sea Bulgaria had to pay 100 million in reparations. Military restrictions Constantinople Bulgaria s army was limited to 20,000 men. Land lost by Bulgaria Land lost by Turkey to Bulgaria CZECHOSLOVAKIA (6) AUSTRIA (2) HUNGARY to Yugoslavia (3) YUGOSLAVIA to Poland (5) to Romania (4) Several small, weak states now existed where there had previously been one large state. ROMANIA This was the treaty signed by the Allies with Bulgaria. Reparations Bulgaria had to pay 100 million in reparations. Military restrictions Bulgaria s army was limited to 20,000 men. 200 km This was the treaty signed by the Allies with N Hungary. With the Treaty of St Germain, it marked the break-up of the Austro-Hungarian Empire. Vienna Reparations Budapest Hungary agreed to pay reparations, but the collapse Transylvania HUNGARY of Hungary s economy in the early 1920s meant nothing was ever paid. Fiume Military restrictions Hungary was permitted an army of no more than 35,000 men. The impact of the defeat Hungary s frontier in the Treaty of Trianon Land lost by Hungary A communist state under Bela Kun was Hungary s frontier (within the Austro-Hungarian Empire) to 1918 established in He was overthrown later in the year and a military dictatorship set up under Admiral Horthy. The Hungarians continued to resent a settlement that left up to 3 million Magyars (Hungarians) under foreign rule. These treaties were signed by the Allies with Turkey. Impact of the Treaty of Sèvres The Turks were so outraged by the terms of the Treaty of Sèvres that the Sultan s government was overthrown in an uprising led by Mustapha Kemal. The Treaty of Lausanne Rather than fight Kemal, the Allies agreed to amend the Treaty of Turkey recovered Smyrna and Sèvres. This led to the signing of the Treaty of Lausanne in July Eastern Thrace from Greece. BULGARIA All foreign troops left Turkey. Black Sea (2) 500 km Turkey regained control over Constantinople (3) the Straits. GREECE N Turkey did not have to pay Smyrna (1) TURKEY reparations. No limits were placed on Rhodes and the Turkey s armed forces. SYRIA Dodecanese Is. LEBANON to Italy Mediterranean Sea IRAQ Persian Gulf PALESTINE Partition ((definition to come)) ARABIA Mandate system system after TRANSJORDAN (made independent) the First World War by which colonies of the defeated powers The Treaty of Lausanne Turkish land lost were given by the League of to Bulgaria Turkey recovered Smyrna and Eastern Thrace from Greece. Nations to the victorious powers Other territorial losses All foreign troops left Turkey. to administer. Turkey regained control over the Straits. British mandates Plebiscite a referendum, Turkey did not have to pay reparations. when all electors can vote on an French mandates No limits were placed on Turkey s important issue. armed forces. AUSTRIA CZECHOSLOVAKIA YUGOSLAVIA ROMANIA Sample screen from OCR GCSE History B: Modern World ActiveTeach Exam Café provides a range of exam preparation tools and front-of-class activities that allow you to prepare your class for their exams. The examiner guides students through each aspect of answering an exam-style question. Add your own resources for personalised lesson planning and easy integration into your schemes of work. Includes a VLE site pack to give you maximum fl exibility of use. Tested on Fronter, Moodle and Kaleidos. Go to to fi nd out about compatibility with other VLEs. order Student OCR GCSE Modern World History Student Book with ActiveBook CD-ROM Teacher OCR GCSE Modern World History Teacher Guide with CD-ROM OCR GCSE Modern World History ActiveTeach (+VAT) t f customer.orders@pearson.com w 19

22 History AQ A GCSE AQA B Modern World History John D Clare Examiners: David Ferriby Jim McCabe Alan Mendum Tony Hewitt authors John D. Clare examiners Tony Hewitt David Ferriby Jim McCabe Alan Mendum Make the Grade! AQA B GCSE Modern World History Helping every student get better grades With a focus on exam practice and preparation, this completely updated series for AQA B GCSE Modern World History covers every single option and provides unbeatable, all-round support to ensure every student gets the best possible grade. Written by experienced examiners and teachers, you can be sure this totally updated, trusted series matches the specifi cation and works in the classroom. Tiered skills activities allow students to work at their own pace and take control of their learning. Grade Studio sections provide students with the inside track on how to achieve a better grade. Exam Café features make sure your students get the maximum benefi t from their revision time. ActiveTeach, the interactive Student Book on screen, makes whole-class teaching crystal-clear and saves you valuable planning time. Controlled Assessment Workbook gives you the tools to prepare students for the controlled assessment task and to ensure complete coverage of AQA requirements. Student Book The examiner s verdict shows students what they need to write in the exam to get the best grades. Sample pages from AQA B GCSE Modern World History Eye-catching Grade Studio pages grab the attention of all students. 20

23 History ActiveTeach CD-ROM Front-of-class teaching resources to bring out the best Incorporating an interactive Student Book, extensive grade improvement features, plus a wealth of extra resources, the ActiveTeach CD-ROM provides you with all the support you need to plan and deliver engaging lessons. ActiveTeach The searchable resource bank lets you build your own lessons for totally fl exible teaching. series of crises in Morocco (in North Africa) and the Balkans (Eastern Europe) which increased tension. Controlled Assessment Workbook support Morocco s independence. This upset the French, who were interested in occupying Morocco as a colony. Wilhelm was also testing the strength of the new friendship between Britain and France. stood by France and it was agreed that Germany should have no say in Morocco. Section 4: Topic 3 - Britain and the aftermath Section 4: Topic 3 - Britain and the aftermath Depressed Britain in the 1930s Using the impact of the Jarrow Crusade as an example, answer the following questions to help establish whether or not the 20s and 30s were a period of industrial unrest and economic depression. The following four categories in the table below represent different ways to measure the impact. Your task is to complete this table by showing the impact of the Jarrow Crusade in each of these areas. You should also aim to find sources that relate to these different areas and support your answers. Type of Impact of the Verdict on the Jarrow Crusade Source Jarrow Crusade Did it directly improve the situation for the marchers? Did it change the attitude of the government? Did it change the attitude of the people? As an island with a large overseas empire, Britain needed to have a powerful navy, particularly since the British army was very small. Britain had the largest navy in the world. In 1898, however, Kaiser Wilhelm ordered Admiral Tirpitz to rapidly increase the German navy, so that it could challenge Britain s. The British thought that it was an attempt to challenge Britain and its empire. These British fears were partly responsible for Britain entering into agreements with France and Russia. The German navy became a real threat to Britain after battleship that could easily destroy all of the older type battleships. Britain s naval supremacy was in the older ships, build. The government in Britain had only planned to build four believed that the German fleet build-up was aimed at challenging British naval superiority. Public pressure demanded the government spend more money building wait. The government gave way and increased spending on the fleet to maintain Britain s naval superiority over Germany. The naval race did much to make the British resent and fear the Germans and lead Britain into better relations with than the Germans. This painting by William Lionel Wyllie shows The First Battle Squadron of Dreadnoughts Steaming down the Channel in Wyllie was a British artist and a sailor. What is this painting trying to show? Number of Dreadnoughts completed Great Britain Germany Total This strengthened France s alliance with Britain who shortly afterwards made a colonial forming the Triple Entente with France. The Germans sensed they were being surrounded and the Kaiser became even more resentful. In 1911 there was a rebellion against the Sultan of Morocco which was put down with French help. This was an opportunity for the French to take Morocco. They were prepared to grant compensation to countries such as Germany and Spain who were concerned by the French action. But the Germans sent a gunboat, the Panther to Agadir, a port on the Atlantic coast of Morocco, to challenge the French. The Kaiser hoped to force the French into giving Germany a share of Morocco. The British feared that Germany was going to set up a naval base in Agadir to challenge Britain s naval supremacy. Germany s aggressive action in Morocco seemed to confirm Europe. This British cartoon was published in So Britain made a naval agree ment with France, promising Haselden was a patriotic British cartoonist. to defend the north coast of France if it was attacked from This cartoon shows Britain and France dancing the sea. The French took over Morocco, and the Kaiser was the hornpipe (a sailors dance) to celebrate Germany s defeat. Behind them in the harbour are the ships of the Royal Navy. Wilhelm mostly swamp and jungle. dressed like the villain in a pantomime, and with the German eagle on his hat accepts The Agadir crisis was a clear victory for France and the that he is beaten, but vows to try again. Entente. The Kaiser was determined not to be the loser in the next crisis. Did it change the way in which industrial relations operated? 44 Sample screen from AQA B GCSE Modern World History Write-in, topic book format provides the opportunity for students to work independently in class or at home. Teacher Guide Includes a VLE site pack to give you maximum fl exibility of use. Tested on Fronter, Moodle and Kaleidos. Go to to fi nd out about compatibility with other VLEs. order and evaluate Student AQA GCSE Modern World History Student Book Teacher AQA GCSE Modern World History Teacher Guide AQA GCSE Modern World History ActiveTeach (+VAT) Controlled Assessment AQA GCSE History B: Modern World Controlled Assessment Workbook need to do to improve their mark particularly how to get pupils over that critical (and substantial) as to how to improve next time. It is interesting to note that a pupil only needs to get to the top of You have done your essay. This checklist will show you what you managed to do satisfactorily. what you have to do next time to get a higher level. 1a OR 1b You are awarded a level 1 for a general response (1 mark worth the equivalent of a Grade G) (You can get a higher level if you): 2a OR 2b You are awarded a level 2 for simple explanation (2-3 marks depending on how much detail Sample page from AQA B GCSE Modern World History All the materials in the Teacher Guide are totally customisable via the CD-ROM. t f customer.orders@pearson.com w 21

24 Revision software Bitesize provides the complete revision experience for students, with books and interactive CD-ROMs that link directly to BBC Bitesize, the UK s most popular revision website. Students learn what and how to revise in order to plan and organise their revision, check progress and increase their confi dence. Key facts are covered in a motivating and visual way to consolidate learning and fi ll any gaps. Direct links to the BBC Bitesize website provide extra interactive practice and tests. Exam questions, model answers and papers allow students to practise their exam technique, giving them the confi dence to improve their performance in exams and raise their grades. Interactive revision planner helps students organise their revision and keep them on track. Save time with direct links to the relevant sections of the website. Last-minute learner: topics are reduced right down to their key points ideal for last-minute preparation. Sample screen from GCSE Bitesize History Interactive Revision Tutor Pack www. For more information and details of special school prices, please visit ordering details GCSE Bitesize Modern World History Complete Revision and Practice Book and CD-ROM (2010) School Price 4.99 Complete Revision and Practice Class Pack (2010) (+VAT) GCSE Bitesize Schools History Project Complete Revision and Practice Book and CD-ROM (2010) School Price 4.99 Complete Revision and Practice Class Pack (2010) (+VAT) 22

25 History IGCSE Edexcel IGCSE History Edexcel s own resource for the 2009 Edexcel IGCSE History specification authors Robin Bunce John Child Laura Gallagher Jane Shuter Steve Waugh Provides coverage of the 2009 Edexcel IGCSE specification, so you can be sure you and your students have all the material you need. Written by highly experienced history teachers in a clear, engaging style that students will find easy to understand. Includes learning objectives, activities, Build better answers sections, carefully chosen source material, engaging historical photos and examzone sections at the end of every unit. Covers the following sections of the specification: The USA, (B4); Development of dictatorship: Germany, (A3); A world divided: superpower relations, (A10); The changing role of international organisations: the League and the UN, (C4); A divided union: Civil Rights in the USA, (A8). Student Book Learning objectives put students in charge of their learning and clearly set out what they should know by the end of the unit. Unit 1 The USA, New women Learning objectives In this chapter you will learn about: how the role of women changed in the 1920s reasons for this change. Effects of the war Before the war, women in the USA were still struggling for suffrage (the right to vote). When the USA entered the war, the government asked women to do the work of men who had gone to war. Women went to work in their millions. The war gave women the experience of independence, of earning wages and of showing what they were capable of doing. They had to work for lower wages than men, but even this was a victory. In 1918, even before the war was over, President Wilson urged the Senate to pass a federal law giving women equal voting rights, saying: We have made partners of the women in this war. Shall we allow them only a partnership of suffering and sacrifice and toil, and not a partnership of privilege and right? The 19th Amendment to the United States Constitution, giving women equal suffrage, became law on 18 August After the war, women were expected to let the returning men have their jobs back. Most young women worked. But this was seen as only temporary, until they married White-collar workers Male 6,019 7,176 9,564 Female 1,943 3,353 4,756 Manual and service workers Male 13,469 16,172 18,956 Female 4,327 4,115 5,088 Farmworkers Male 10,359 10,221 9,414 Female 1,175 1, Total workers, male and female 37,292 42,206 48,686 Source B: Men and women in the workforce, taken from US government statistics (in thousands). Examination question In the 1920s the position of women changed enormously. Use the sources and your own knowledge to explain whether you agree with this view. (15 marks) Source A: This Votes for Women stamp from 1913, despite its positive message, shows that less than half the US states allowed women the vote on an equal level with men. The map shows states where women have partial suffrage some voting rights, but not equal to men. Flappers Flappers was the name given to some young women in the 1920s. They did not depend on men to support them. They helped change western attitudes to women. Flappers wore silk stockings and short dresses made from modern fabrics. They did not wear the traditional layers of underclothes or corsets, so their bodies were far more evident. They cut their hair short, in a bob. They wore make-up and many of them smoked and drank. Most of them worked, alongside men (if not for equal pay). They went to racecourses, boxing matches and clubs. In short, they did things that previously only men had done. They did not conform to the image of women as home-based wives, mothers and daughters. Many flappers married eventually. When they did, they had to change their behaviour. However, many of them took advantage of all the new household gadgets to live as labour-saving a home life as possible, and some even continued to work. Women were now competing with men in the business world more than ever before. Whereas before prohibition the saloon bar had been a male space, women now drank with men in speakeasies. Women had taken to swearing, smoking and using contraception. They were not keeping inside the limits of their traditional role. They were becoming financially, and therefore in other ways, independent of their fathers and husbands in record numbers. Source C: From an article on flappers, written in Activity Some of the statements below are correct, some are wrong. Copy the correct ones. Copy a corrected version of the wrong ones. a American women got equal voting right to men in b The number of women working rose sharply between 1910 and c Flappers was the name given to young, single, independent women who did not conform to the traditional image of women. d Flappers who married changed their ways and behaved exactly as their mothers and grandmothers had. Source D: One of the covers of a weekly magazine called Judge for the year Build Better Answers In the 1920s the position of women changed enormously. Use the sources and your own knowledge to explain whether you agree with this view. (15 marks) Section B part (c) questions expect an extended piece of writing, weighing up how far the sources and your own knowledge support a statement. A basic answer (level 1) will make a generalised statement. A good answer (level 2) will use detail from the sources for OR against the statement. Adding own knowledge will gain higher marks in the level. A better answer (level 3) will use detail from the sources for and against the statement. Adding own knowledge will gain higher marks in the level. An excellent answer (top of level 4) would use detail from the sources and their own knowledge to give an overall view on the level of support (for and against) the statement. Unit 1 The USA, Sample pages from IGCSE History USA www. To access sample material visit: ordering details Student Book Edexcel IGCSE History Student Book Build better answers sections show students how to maximise their potential. t f customer.orders@pearson.com w 23

26 STUDENT BOOK STUDENT BOOK Alastair Armstrong Series editors: Series editors Angela Anderson Sarah Moffatt Series editors: Martin Collier Rosemary Rees David Wilkinson Series editors: Martin Collier Rosemary Rees Rosemary Rees Series editors: Martin Collier Rosemary Rees Les Barker Series editors: Martin Collier Rosemary Rees Rosemary Rees Series editors: Martin Collier Rosemary Rees Geoff Stewart Series editors: Martin Collier Rosemary Rees Martin Collier Series editors: Martin Collier Rosemary Rees Stuart Clayton Series editors: Martin Collier Rosemary Rees Steve Phillips Series editors: Martin Collier Rosemary Rees Rosemary Rees Series editors: Martin Collier Rosemary Rees Series editors: Martin Collier Rosemary Rees History 16+ Edexcel AS History Unit 1 Russia in Revolution : From Autocracy to Dictatorship Derrick Murphy Series Editors: Derrick Murphy and Angela Leonard STUDENT BOOK Edexcel GCE History Edexcel s own resources for its latest GCE History specification Tailored to the 2008 specification, Edexcel GCE History for AS and A2 Level ensures students develop all the historical skills and understanding they need. authors series editors Martin Collier, Rosemary Rees Angela Leonard, Derrick Murphy (Unit 1) Written by examiners and experienced teachers. An active, engaging approach that brings history alive in the classroom. Exam tips, activities and sources in every chapter give students the confidence to tackle typical exam questions. Carefully written material ensures exactly the right breadth and depth required at AS and A2, and puts skills development at the heart of learning. course components Unit 1 Edexcel AS History Unit 1 Russia in Revolution : From Autocracy to Dictatorship Derrick Murphy Series Editors: Derrick Murphy and Angela Leonard Edexcel AS History Unit 1 Stalin s Russia Robin Bunce and Laura Gallagher Series Editors: Derrick Murphy and Angela Leonard Unit 1 Option D3 Unit 1 Option D4 Unit 1 Option D5 Unit 1 Option D6 Unit 1 Option E/F3 Unit 1 Option E/F4 Unit 1 Option F7 AS Edexcel GCE History Britain, : Representation and Reform Unit 2 Edexcel GCE History Poverty, Public Health and the Growth of Government in Britain Edexcel GCE History The Experience of Warfare in Britain Edexcel GCE History The Changing Role of Women in Britain Unit 2 Student Book Unit 2 Student Book Unit 2 Student Book AS History Edexcel GCE History Henry VIII: Authority, Nation and Religion Unit 2 Option A1 Unit 2 Option B1 Unit 2 Option B2 Unit 2 Option C1 Unit 2 Option C2 Edexcel GCE History Britain and the Nationalist Challenge in India Unit 2 Student Book Edexcel GCE History British Political History : Consensus and Conflict Unit 2 Student Book Edexcel GCE History Mass Media, Popular Culture and Social Change in Britain since 1945 Unit 2 Student Book AS History Britain and Ireland Unit 2 Option D1 Unit 2 Option D2 Unit 2 Option E1 Unit 2 Option E2 A2 Edexcel GCE History Protest, Crisis and Rebellion in England Unit 3 Student Book Edexcel GCE History The United States : Boom, Bust and Recovery Unit 3 Student Book Edexcel GCE History From Kaiser to Führer: Germany, Unit 3 Student Book Edexcel GCE History A World Divided: Superpower Relations Unit 3 Student Book Edexcel GCE History Coursework Book Martin Collier Rosemary Rees Unit 4 Student Book Unit 3 Option A1 Unit 3 Option C2 Unit 3 Option D1 Unit 3 Option E2 Name Unit 4 Coursework Book 24

27 History 16+ Student Book Skills Builder provides practice of key examination skills, helping students build confidence before tackling full-length examination questions. Sample pages from Britain and the Nationalist Challenge in India ordering details www. Visit edexcelgcehistory for sample chapters. Edexcel GCE History AS Russia in Revolution, : From autocracy to dictatorship Unit 1 Option D Stalin s Russia Unit 1 Option D Pursuing Life and Liberty: Equality in the USA, Unit 1 Option D Ideology, Conflict and Retreat: the USA in Asia Unit 1 Option D The Collapse of the Liberal State and the Triumph of Fascism in Italy, 1896 Unit 1 Option E/F * Spring 2011 Republicanism, Civil War and Francoism in Spain, 1931 Unit 1 Option E/F * Spring 2011 From Second Reich to Third Reich: Germany Unit 1 Option F Henry VIII Unit 2 Option A Britain, : Representation and Reform Unit 2 Option B * Spring 2011 Poverty, Public Health and the Growth of Government in Britain Unit 2 Option B * Spring 2011 The Experience of Warfare in Britain Unit 2 Option C The Suffrage Question and the Changing Position of Women c Unit 2 Option C Britain and Ireland Unit 2 Option D Britain and the Nationalist Challenge in India, Unit 2 Option D British Political History, Consensus and Conflict Unit 2 E Mass Media, Popular Culture and Social Change in Britain since 1945 Unit 2 E Edexcel GCE History A2 Protest, Crisis and Rebellion in England, Unit 3 Option A * March 2011 The United States : Boom, Bust and Recovery Unit 3 Option C From Kaiser to Führer: Germany Unit 3 Option D A World Divided: Superpower Relations Unit 3 Option E Unit 4 Coursework Book * Prices are provisional until publication. t f customer.orders@pearson.com w 25

28 OCR and Heinemann are working together to provide better support for you! OCR and Heinemann are working together to provide better support for you! Nick Fellows OCR and Heinemann are working together to provide better support for you OCR and Heinemann are working together to provide better support for you CD-ROM INSIDE Mike Wells with Nick Fellows Nick Fellows and Mike Wells A2 David Paterson Series editors: Martin Collier Rosemary Rees History 16+ OCR A Level History A Tailored support to help your students succeed Written by examiners and subject experts, this series brings you tailored support for the latest OCR A Level History specifi cation with fantastic digital and print-based exam practice. Endorsed by OCR for use with the latest OCR A Level History A specifi cation. Engaging, full-colour Student Books motivate students. Two types of teacher resource: LiveText CD-ROM and Planning and Delivery Resource Pack. course structure Student Teacher AS The German Reformation The Unifi cation of Italy Church and State Liberals and Conservatives AS Planning and Delivery Resource Pack with editable CD-ROM. Supports the follwing AS options: - Church and State The German Reformation Liberals and Conservatives The Unifi cation of Italy Churchill The First Crusade and the Crusader States The USA and the Cold War in Asia Mid Tudor Crisis Democracy and Dictatorship in Germany with LiveText CD-ROM Democracy and Dictatorship in Germany Planning and Delivery Resource with LiveText CD-ROM A Planning and Delivery Resource A2 Russia and its Rulers with LiveText CD-ROM A A2 Russia and Its Rulers Planning and Delivery Resource with LiveText CD-ROM Planning and Delivery Resource Civil Rights in the USA The Development of the Nation State: France Planning and Delivery Resource Pack with editable CD-ROM 26

29 History 16+ series editor Nick Fellows Teacher support Whole-class resources to inspire LiveText CD-ROM 5 The division of Germany after 1945 and the establishment of Communist GDR up to 1963 AS History OCR A Democracy and Dictatorship in Germany P Bizonia A British American merging of zones for ease of administration in Trizonia When the French joined Bizonia in 1949 it became known as Trizonia. prized possessions, became widespread currency. Those who lived on the land, or who were unemployed and hence able to go out scavenging, were often better off than those with wages, working in towns. The difficulties of achieving economic recovery led to pressures to relax inter-zonal boundaries. In 1947 the British and Americans merged to form Bizonia, an economic unit which could be administered in common. The French at first resisted, but eventually came to join what now became Trizonia with effect from the beginning of The capitalist economy of West Germany was effectively resuscitated with little change in either structure or personnel, quite unlike the situation in the East. Growing divergence between the economies of the western and the Soviet zones, as well as disputes over Soviet reparations from the western zones, led to greater tensions between the western powers and their former Soviet Allies. The Cold War, the Truman Doctrine and the Marshall Plan By the spring of 1946, the Western Allies claimed that the Soviets were seeking to expand their sphere of influence. Former British Prime Minister Winston Churchill famously articulated this concern in his Iron Curtain speech, delivered in Missouri on 5 March 1946 (see Source A). ACTIVITY Period Studies 1 At the present moment in world history nearly every nation must choose between alternative ways of life. How far do you agree with this view? 2 To what extent was the Truman Doctrine the main reason for the stablilisation of West Germany? Planning and Delivery Resource Sample page from OCR A Level History A: AS Planning and Delivery Resource Pack 138 Figure 5.4 Soviet soldiers overseeing the taking of reparations, in the rather unusual form of cows, through the ruined streets of Berlin. Why was Germany divided in 1949? It was clear already in the early months after the end of the war that there was fundamental distrust building up between the Allies distrust which had, perhaps only tactically, been kept under control while the principal goal was to defeat the common enemy of Nazism. Among western historians, the traditional view was that Stalin had evil designs to spread Communism in a bid for eventual world domination. Revisionist historians argued that the Cold War was stirred up more by US fear of Communism than by any realistic analysis of the Soviet threat at the time: following the devastating experiences of German invasion and destruction, the Soviet Union was in no economic shape to seek any kind of expansion or commit military resources to new conflicts. Furthermore, the US stood to gain both economically and politically by its new interventionist role in Europe and the wider world. Current thinking suggests at least that Stalin was keeping his options open at the time. Sample screen from OCR A Level History A: Democracy and Dictatorship in Germany LiveText CD-ROM Planning and Delivery Resource Packs have been designed to make planning A Level History lessons as easy as possible. Sources A Winston Churchill outlines his views on the emerging Communist influence: From Stettin in the Baltic to Trieste in the Adriatic, an iron curtain has descended across the continent. Behind that line lie all the capitals of the ancient states of central and eastern Europe and all are subject, in one form or another, not only to Soviet influence but to a very high and increasing measure of control from Moscow [I]n a great number of countries, far from the Russian frontiers and throughout the world, Communist fifth columns are established and work in complete unity and absolute obedience to the directions they receive from the Communist centre. Reprinted in Martin McCauley (ed.), (1983).The Origins of the Cold War (pp ). Harlow: Longman. B US President Truman s speech to Congress, 12 March 1947: At the present moment in world history nearly every nation must choose between alternative ways of life. The choice is too often not a free one. One way of life is based upon the will of the majority, and is distinguished by free institutions, representative government, Fear of Communist expansion in south-eastern Europe led directly to the Truman Doctrine in which it became a major US foreign policy goal to prop up governments fighting for freedom against Communist influence. free elections, guarantees of individual liberty, freedom of speech and religion, and freedom from political oppression. The second way of life is based upon the will of a minority forcibly imposed upon the majority. It relies upon terror and oppression, a controlled press and radio, fixed elections, and the suppression of personal freedoms. I believe that it must be the policy of the United States to support free peoples who are resisting attempted subjugation by armed minorities or by outside pressures. I believe that we must assist free peoples to work out their own destinies in their own way The seeds of totalitarian regimes are nurtured by misery and want, They spread and grow in the evil soil of poverty and strife. They reach their full growth when the hope of a people for a better life has died. We must keep that hope alive. The free peoples of the world look to us for support in maintaining their freedoms Great responsibilities have been placed upon us. Reprinted in Martin McCauley (ed.) (1983). The Origins of the Cold War (pp ). Harlow: Longman. LiveText CD-ROMs at AS and A2 Levels for focused front-of-class teaching can be projected onto your whiteboard for maximum engagement and fl exibility. 139 www. For sample pages, visit ordering details OCR A Level History AS Student Democracy and Dictatorship in Germany with LiveText CD-ROM Church and State The German Reformation Liberals and Conservatives The Unification of Italy Churchill Mid Tudor Crisis The First Crusade and the Crusader Stages The USA and the Cold War in Asia AS Teacher Democracy and Dictatorship in Germany LiveText CD-ROM with Planning and Delivery Resource (+VAT) Planning and Delivery Resource Pack with editable CD-ROM OCR A Level History A2 Student Russia and its Rulers with LiveText CD-ROM The Development of the Nation State: France Civil Rights in the USA A2 Teacher Russia and its Rulers LiveText CD-ROM with Planning and Delivery Resource (+VAT) Planning and Delivery Resource Pack with editable CD-ROM t f customer.orders@pearson.com w 27

30 Angela Anderson and Andrew Pickering with Keith Lockton and Allan Todd Series editor: Martin D W Jones CD-ROM INSIDE CD-ROM INSIDE Series editor: Martin D W Jones CD-ROM INSIDE Tony Imperato Series editor: Martin D W Jones Andrew Holland and Alex Holland Series editor: Martin D W Jones CD-ROM INSIDE CD-ROM INSIDE Andrew Boxer with Keith Lockton Series editor: Martin D W Jones Andrew Pickering Series editor: Martin D W Jones CD-ROM INSIDE Series editor: Martin D W Jones History 16+ OCR A Level History B Resources to inspire the historians of the future Inspiring students to think like historians, this exciting series for the 2008 OCR A Level History B specifi cation features all-round digital and print support for teachers and students. Endorsed by OCR for use with the 2008 OCR A Level History B specifi cation, these materials are written by a team of experienced examiners and teachers. Delivers a creative approach to teaching and learning. Engaging materials are packed with sources to motivate students. They include advice about Stretch and Challenge at A2. course structure Student Teacher AS AS AS full course with LiveText CD-ROM and Exam Café AS option with LiveText CD-ROM and Exam Café AS option with LiveText CD-ROM and Exam Café AS option A2 A2 A c A2 A2 full course with LiveText CD-ROM and Exam Café A2 option with LiveText CD-ROM and Exam Café A2 option with LiveText CD-ROM and Exam Café A2 full course LiveText CD-ROM with Planning and Delivery Resource The Theory of Historical Controversy and Historical Signifi cance series editor Martin D. W. Jones ordering details OCR A Level History AS Student Historical Explanation and Using Historical Evidence with LiveText CD-ROM The End of Consensus: Britain with LiveText CD-ROM Protest and Rebellion in Tudor England with LiveText CD-ROM Race and American Society s OCR A Level History A2 Student Historical Controversy and Historical Signifi cance (with LiveText CD-ROM) (+VAT) Different Interpretations of British Imperialism (with LiveText CD-ROM) (+VAT) Different Interpretations of Witch Hunting in Early Modern Europe c.1560 c.1660 (with LiveText CD-ROM) (+VAT) A2 Teacher Historical Controversy and Historical Signifi cance LiveText CD-ROM with Planning and Delivery Resource (+VAT) www. Download sample material at 28

31 International Baccalaureate Diploma History for the IB Diploma Complete coverage of the most popular history topics History: A Comprehensive Guide to Paper 1 by Brian Mimmack, Daniela Senés and Eunice Price 20th Century World: The Cold War by Jo Thomas and Keely Rogers 20th Century World: Causes, Practices and Effects of Wars by Jo Thomas and Keely Rogers 20th Century World - Authoritarian and Single Party States by Brian Mimmack, Daniela Senés and Eunice Price Each 20th Century World textbook provides: a clear overview and analysis of key leaders and events essay-writing support, including essay frames focus on the examination requirements, with Examiner Hints throughout thematic approaches, comparative studies and cross-regional perspectives explanations of the methods of historical research and writing timelines, document-based activities, practice questions, essay practice and sample answers an innovative Theory of Knowledge section to help with wider research and discussion. The Comprehensive Guide to Paper 1 provides: complete coverage of the prescribed subjects with a clear overview and detailed analysis of key events material to equip students with the knowledge and skills necessary to answer source-based questions extensive practice in analysing a wide range of different source materials an innovative Theory of Knowledge section to help with wider research and discussion. authors The authors of these exciting new titles are experienced IB teachers and involved as examiners, workshop leaders and members of the curriculum review panel. www. ordering details History: A Comprehensive Guide to Paper One History: 20th Century World - The Cold War History: Causes, Practices and Effects of Wars History: Authoritarian and Single Party States Visit for more information. t f customer.orders@pearson.com w 29

32 History 16+ Heinemann Advanced History Extra material to support A Level and IB topics Providing affordable, thorough and accessible coverage of these key historical topics, all of the books in this popular series are tailored to AS, A2 or both. They cover one topic in depth, so you only need to resource the topics you want to teach. Key features include practice questions and advice for students on how to interpret exam questions and plan essays. Excellent this is the best series I have seen in a long teaching career. Mrs Perrin, Head of History, South Downs College, Havant Heinemann Advanced History Edexcel AQA OCR A OCR B IB 30 Medieval England The War of the Roses and Henry VII The English Reformation The Reign of Elizabeth The Coming of the Civil War England in Crisis Poverty and Public Health The Extension of the Franchise British Imperial and Foreign Policy Britain Britain Unit 1: Options A2 and A3 Unit 1: Options A6 and A7 British History 11th 18th Century Unit 2: Option A Unit F961: Option A: Study Topic 1 Unit F964: Option A: Study Topic 1 Unit F962: Option A: Study Topic 1 Unit F963: Option A: Study Topic 1 Unit F961: Option A: Study Topic 2 Unit F962: Option A: Study Topic 2 Unit F966: Option A: Study Topic 2 Unit 2: Option B Unit F961: Option A: Study Topic 6 Unit 2: Option A2 Unit 3: Option B Unit F981: Study Topic 2 Unit 2: Option A2 Unit 3: Option A2 Unit 1: Option D Unit 2: Option D Unit 1: Option B7 Unit 3: Option D Unit 3: Option A2 19th 20th Century Unit 2: Option B2 Unit 4: Option CW18 Unit 2: Options B1 and C2 Unit 4: Options CW14 and CW19 Unit 1: Options C6 and C7 Unit 4: Options CW15, CW23 and CW40 Unit 4: Option CW25 Unit 2: Option E1 Unit 4: Option CW25 Unit 2: Options H and J Unit 3: Options J and M Unit F961: Option A: Study Topic 6 Unit F963: Option A: Study Topic 3 Unit F966: Option A: Study Topic 2 Unit F963: Option B: Study Topic 1 Unit F966: Option B: Study Topic 6 Unit F961: Option B: Study Topic 3 Unit F961: Option B: Study Topic 5 Unit F966: Option B: Study Topic 3 Unit F961: Option B: Study Topic 6 Unit F963: Option B: Study Topic 3 Unit F985: Study Topic 2 Unit F983: Study Topic 4 Unit F981: Study Topic 3 Unit F983: Study Topic 4 Route 1 Topics 1 and 3 HL Option 13 HL Option 5.4 Route 2 Topics 1 Route 2 Topics 2

33 History 16+ Heinemann Advanced History Edexcel AQA OCR A OCR B IB Spain The European Reformation France in Revolution European Diplomacy Italian Unifi cation Mussolini and Italy Germany Germany Hitler and the Nazi State Endorsed by Edexcel Russia Lenin and the Russian Revolution The Modernisation of Russia Stalinist Russia China India Civil Rights in the USA The USA Vietnam, Korea and US Foreign Policy Endorsed by Edexcel The Cold War-Confl ict in Europe and Asia European History 15th 18th Century Unit 4: Option CW6 Unit 3: Option C Unit F962: Option A: Study Topic 4 Unit F962: Option A: Study Topic 6 Unit 1: Options B1 and B2 Unit 3: Option B1 Unit 1: Option C Unit 1: Option F Unit 3: Option E 19th 20th Century Unit 3: Option E1 Unit 4: Option CW40 Unit 1: Option E1 and F1 Unit 4: Option CW35 Unit 1: Option E3 and F3 Unit 2: Option G Unit 1: Option N Unit 2: Option K Unit F964: Option B: Study Topic 3 Unit F962: Option B: Study Topic 1 Unit F962: Option B: Study Topic 4 Unit F962: Option B: Study Topic 6 Unit F982: Study Topic 3 Unit F983: Study Topic 3 Unit F983: Study Topic 3 Unit 1: Option E2 and F2 Unit 1: Option J Unit F983: Study Topic 3 Unit 1: Option F7 Unit 3: Option D1 Unit 1: Option N Unit 2: Options M and N HL Option 5.1 Route 2 Topic 1 HL Option 5.6 HL option 5.2 HL option 5.8 HL option 5.2 HL option 5.8 Route 2 Topic 2 Unit 3: Option D1 Unit 2: Option M Route 2 Topic 3 Unit 1: Option D3 Unit 4: Option CW38 Unit 1: Option H Unit F962: Option B: Study Topic 5 Unit 1: Option D3 Unit F962: Option B: Study Topic 5 Unit 1: Options D3 and D4 Unit 4: Option CW38 Unit 1: Option D4 Unit 1: Option D1 and D2 Unit 4: Option CW42 Unit 2: Option D2 Unit 4: Option CW21 Unit 1: Option D5 Unit 4: Option CW39 Unit 1: Option N Unit 2: Option L World History 20th Century Unit 2: Option O Unit F962: Option B: Study Topic 7 Unit 2: Option P Unit F964: Option B: Study Topic 7 Unit F984: Study Topic 4 Unit F984: Study Topic 4 Unit 3: Option C2 Unit 1: Option M Unit F984: Study Topic 4 HL option 5.5 HL option 5.5 HL option 5.9 Route 2 Prescribed subject 3 HL option 5.9 Route 2 Topic 3 Route 2 Topic 1+3 HL options Route 2 Topic 4 HL option 4.9 HL option 3.11 HL option 3.7 Unit 1: Option D6 Unit 2: Option Q HL option 3.10 Route 2 Topic 2 Unit 3: Option E2 Unit 4: Option CW40 Unit 3: Option N HL option Route 2 Topic 5 t f customer.orders@pearson.com w 31

34 History for Scotland Heinemann Scottish History Endorsed by SATH for S1 and S2 Delivers the 5 14 Guidelines. Key aspects of recommended study are covered in each of the fi ve Pupil Books. In-depth investigations provide the motivation and detailed knowledge your pupils need. Outline studies introduce the topic. authors All authors are experienced Scottish teachers who have written this series specifi cally for Scottish pupils. David Armstrong John Doogan Edith Girvan Tom Monahan Elizabeth Trueland series editor Jim McGonigle ordering details The Ancient World The Kingdom of Scotland in the Middle Ages The Twentieth Century Renaissance, Reformation and the Age of Discovery The Age of Revolutions Heinemann Scottish History for Standard Grade Endorsed by SATH for success at Standard Grade Provides everything you need to prepare your students for their exams in the four most popular topic areas. A wide range of appropriate activities and exam-style questions are included to help deepen knowledge and understanding of the key issues. authors Written by experienced History PTs to cover the most recent Standard Grade requirements. Colin Bagnell Edith Girvan John A. Kerr Elizabeth Trueland series editor Jim McGonigle ordering details Germany Russia International Co-operation and Confl ict 1890s 1920s Changing Life in Scotland and Britain 1830s 1930s www. Visit our Scottish website at 32

35 Your next step... Your Customer Services Team Secondary Vocational [Fax] / Customer Services, Pearson Education Ltd, FREEPOST ANG2041, HARLOW, CM20 2BR Easy ordering Our friendly, well-informed team is ready to take your order. We are open from 8.30am to 5.30pm, Monday to Friday. Day-to-day enquiries Contact the team for information about publication dates, payment terms, invoices, deliveries and returns. Full details are also available at Comments We value your suggestions and comments knowing when we get it right for you will help us get it right for others too! Above contact details apply to UK establishments only. Online Support Easy ordering Visit our secure, easy-to-use website to place your order, see a product on inspection or approval and sign up for free online trials. Using eprocurement? Our website is compatible with most eprocurement systems, including Capita FMS and portal. Visit eprocurement for details. Online order tracking You can track outstanding orders, those that have been dispatched to you or inspection copy returns online at myaccount. To log in you will need your account number, which is printed on your invoice and on the order confi rmation you receive when you order online. Research new products and see what s free Access sample pages and demos, contents listings, matching charts and fi nd free resources. enewsletters Our termly updates are the best way to fi nd out about free materials, special discounts and our latest products. You can register for any of the updates at Your Local Sales Consultant Secondary secondaryappointment@pearson.com Vocational vocationalappointment@pearson.com Information, advice and guidance To give you an even better service and to complement our team of Local Consultants, we now have an offi ce-based team to advise on how our resources help meet teaching and learning needs. The team is available to take your calls from 9.00am to 5.00pm, Monday to Friday. Make the most of your budget Your Local Consultant will be happy to advise the most cost-effective way to adopt the programme in your establishment. Free presentations Your Local Consultant would be delighted to provide a free presentation of any of our resources at a time convenient to you. This allows you to examine the resources thoroughly, discuss your specifi c needs and helps you to fi nd the most cost-effective way to buy. Customers outside the UK Expert Digital Product Support Pearson Education International Customer Services, Edinburgh Gate, Harlow, Essex, CM20 2JE, UK icsorders@pearson.com Or contact your local rep - CD ROMs: digital.support@pearson.com Online Subscriptions: online.enquiries@pearson.com Advice on getting started Our digital support phone lines are open from 8.30am to 5.30pm, Monday to Friday. The team will be able to help you install, network, trial and use our resources effectively. Network guidance Contact us for advice on compatibility with your school or college network. Help with installation Technical help fi les are provided on all our new software and walk you through the installation process quickly and easily. Extra support online You can fi nd FAQs, downloadable updates and our technical discussion forum on our website

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