A Level History Overview 20% Paper Three - Total Marks = 60. - Exam Time = 2hrs 15. - 3 sections (A, B and C) - Answer 1 question from each section. 30% 30% 20% Paper 3: The British experience of warfare, c1790–1918 This paper is comprised of two parts: the ‘Aspects in Breadth’ focus on long-term changes and contextualise the ‘Aspects in Depth’, which focus in detail on key episodes. Together, the breadth and depth topics explore the British experience of war in different aspects of major overseas conflicts and the changing relationship between the state and the people as the government attempted to create an effective fighting machine and prepare the people for war. Within the primarily military focus on the experience of warfare, this option also gives the opportunity to explore its political, social and economic dimensions and their part in generating pressure for change. Aspects in breadth: the changing role of government in preparing the nation for war, c1790–1918 Themes Content 1 Changes in organising the military The military and reasons for changes 1790-1918: improvements to army organisation, ordnance and supplies (key developments: McNeill-Tulloch Report 1855, Cardwell's army reforms 1868-74, Haldane's army reforms 1905-12). The navy and changes in organisation: decommissioning ships and reduction in the size of the navy after 1815; the significance of the shift from sail to steam; government reforms (key developments: Graham’s reforms 1832, Fisher's reforms at the Admiralty 1904-10). The recruitment of the fighting forces 1790-1918: impressment, volunteers and conscripts (key development: conscription 1916). 2 Changes in the role of the people Changing weaponry 1790-1918: the role of science and technology in improving weaponry (key developments: carronades and the navy in the 1790s, Congreve's rockets 1806, William Armstrong's new artillery1859-60, the Vickers machine gun 1914-18, development of the tank 1915-18). The populace and the war effort 1790-1918: providing finance – taxation, bonds, consols and war loans; changing civilian roles, from camp followers to an organised home front.

Aspects in depth: Britain at war overseas Key topics Content 1 Britain and the French Wars, 1793–1815 Facing the French threat on land: the role of Wellington in the defeat of the French. Facing the French threat at sea: the role of Nelson in the defeat of the French. The impact on the British economy, industry, commerce and agriculture of the length of the conflict. 2 The Crimean War, 1854–56 Facing the Russian threat in the Crimea: the impact of the battles of Alma and Balaclava and the siege of Sebastopol; the role of Lord Raglan. The effectiveness of the work of Florence Nightingale and Mary Seacole in the Crimea. Changing attitudes of the public in Britain to the conduct of the war, including the impact of the photography of Roger Fenton and the reportage of William Russell. 3 The Second Boer War, 1899–1902 Facing the Boers in southern Africa: the nature of British army; the significance of the sieges of Mafeking, Kimberley and Ladysmith and the impact of Black Week. The importance of the roles of Field Marshalls Roberts and Kitchener, and General Sir Redvers Buller in achieving victory. Changing attitudes of the public in Britain to the conflict, including the impact of the reportage of Winston Churchill and the work of Emily Hobhouse. 4 Trench warfare on the Western Front, 1914–18 Reasons for change from a war of movement to attrition; entrenchment and the building of defensive systems; the need for military adjustment; the use of new fighting techniques and new technology – machine guns, chlorine gas, tanks, fuse 106 and the creeping barrage. British public perception of, and changing attitudes to, war on the Western Front; government attempts to restrict, direct reportage by journalists from the Western Front. The significance of Haig’s major offensives for the conduct of the war and attitudes to it: the Somme in 1916, Passchendaele in 1917, the Hundred Days’ Offensive in 1918. 5 The war in the air, 1914–18 The impact of aerial reconnaissance: photographic, observation and communication. The development of the Royal Flying Corps as a fighting force; the importance of technology in the development of air combat; the importance of air power in achieving victory in 1918. The impact on public opinion, propaganda and defence systems of Zeppelin and Gotha bombing of undefended British towns. General Exam Tips Plan your answer before your start. In completing the plan you can fully think through your ideas and decide what your main arguments are going to be and what evidence you will use to support your points. Ensure your answer is analytical throughout. Show an explicit understanding of your chosen factors. Use a wide range of precisely selected detail to support your points. Weigh the factors up against each other – Prioritise. Try to really get inside the debate at the heart of the question. Finish with a clear final judgement on the question.

Section A: Source Question (Topics in depth) 20 mark question. No choice of question. Source analysis and own knowledge with an analytical approach. This question will ask you to assess the value and limitations of the source based on content and provenance. The source will be approximately 350 words long, and you will be required to analyse and evaluate it in relation to two related enquiries. Section B: Essay Question (Topics in depth) Check you understand what the question is asking you to do before you attempt an answer. Check : Chronology : what years should your essay deal with? Topic Focus : what aspects of the course does the question deal with ? Conceptual Focus : is it a cause, consequence, change/continuity, similarity/difference or significance question ? The most important different between Section B and C is the chronology. To answer Section C properly, you need to address the whole chronology. In practise, this means choosing examples from across the whole of the period mentioned in the question. E.g. the beginning, middle and end of the period. Choice of 2 questions. How far do you agree/To what extent… style question (different interpretations of a theory or event.) Balanced answer and judgement needed. Questions can cross the key topics. Any AO1 concept may be targeted (i.e. causation, consequence, change, continuity, similarity, difference, significance.) Section C: Essay Question (Themes in breadth) Effects of reforms and change over the period of time. Judgement and justification needed. Questions can cross themes. Questions will target change over periods of at least 100 years, focusing on: - The process of change (factors bringing it about) OR - The extent of change OR - The impact of change OR -The patterns of change (turning points). You are not guaranteed one of each question.

Section A: Source Analysis Question Skill Basic Level Higher Level Essay Technique Introduction You need a clear introduction to frame your answer: Attack the question directly with a clear Line of Argument. State the main points you will talk about. Define any key terms necessary. Point Clearly state the point you are making. Use phrases like ‘One should argue…’, ‘It is clear that…’, ‘Fundamentally…’ Evidence Always support you point with relevant details and examples. E.g.. facts, statistics, names, events, references to historians. This detail needs to be accurate, well-selected and relevant. Explain Clearly explain how your point answers the question, don’t expect your examples to do all the work. Link Show how reasons interrelate and work together. You should also try to Prioritise your arguments by comparing the importance of different factors. Read the questions carefully and underline key words such as ‘How far did ...’ or ‘How extensive was…’ to make sure you address that issue in your answer. Conclusion You need a clear conclusion to sum up your main arguments. This will be very similar to your introduction. Sum up the content of the sources and the arguments they present. – Then you need to use all your knowledge to come to a final judgement on the question. Section A: Source Analysis Question Skill Basic Level Higher Level Highest Level Interpret and analyse source material Understand the source, select, copy paraphrase and summarise to help you to answer the question. Explain, analyse and make inferences based on the source. Analyse in a sophisticated way, distinguish between opinion, information and arguments contained in the source. Apply knowledge of historical context in relation to the source Link source to own knowledge, use the knowledge to expand and support the information contained within the source. Use contextual knowledge to make inferences plus expand, support or challenge the details mentioned in the source. Examine the value and limitations of the material by interpreting the source in the context of the values and assumptions of the society from which it is taken. Evaluate the usefulness and weight of the source material Evaluation of the source will be based on simplistic criteria about reliability and bias. Evaluation of the source will be based on the nature and the purpose of the source. Evaluation of the source will be based on a valid criterion that is justified in the course of the essay. Also distinguish between the value of different aspects of the source.

Generic Level Descriptors: Section A Target: AO2: Analyse and evaluate appropriate source material, primary and/or contemporary to the period, within its historical context. Level 1 1–3 Demonstrates surface level comprehension of the source material without analysis, selecting some material relevant to the question, but in the form of direct quotations or paraphrases. Some relevant contextual knowledge is included, with limited linkage to the source material. Evaluation of the source material is assertive with little or no supporting evidence. Concepts of reliability or utility may be addressed, but by making stereotypical judgements. Level 2 4–7 Demonstrates some understanding and attempts analysis of the source material by selecting and summarising information and making undeveloped inferences relevant to the question. Contextual knowledge is added to information from the source material to expand, confirm or challenge matters of detail. Evaluation of the source material is related to the specified enquiry but with limited support for judgement. Concepts of reliability or utility are addressed mainly by noting aspects of source provenance and judgements may be based on questionable assumptions. Level 3 8–12 Demonstrates understanding of the source material and shows some analysis by selecting key points relevant to the question, explaining their meaning and selecting material to support valid inferences. Deploys knowledge of the historical context to explain or support inferences as well as to expand, confirm or challenge matters of detail. Evaluation of the source material is related to the specified enquiry and explanation of utility takes into account relevant considerations such as nature or purpose of the source material or the position of the author. Judgements are based on valid criteria but with limited justification. Level 4 13–16 Analyses the source material, interrogating the evidence to make reasoned inferences and to show a range of ways the material can be used, for example by distinguishing between information and claim or opinion, although treatment of the two enquiries may be uneven. Deploys knowledge of the historical context to illuminate and/or discuss the limitations of what can be gained from the content of the source material, displaying some understanding of the need to interpret source material in the context of the values and concerns of the society from which it is drawn. Evaluation of the source material uses valid criteria which are justified and applied, although some of the evaluation may be weakly substantiated. Evaluation takes into account the weight the evidence will bear as part of coming to a judgement. Level 5 17–20 Interrogates the evidence of the source in relation to both enquiries with confidence and discrimination, making reasoned inferences and showing a range of ways the material can be used, for example by distinguishing between information and claim or opinion. Deploys knowledge of the historical context to illuminate and/or discuss the limitations of what can be gained from the content of the source material, displaying secure understanding of the need to interpret source material in the context of the values and concerns of the society from which it is drawn. Evaluation of the source material uses valid criteria which are justified and fully applied. Evaluation takes into account the weight the evidence will bear as part of coming to a judgement and, where appropriate, distinguishes between the degree of certainty with which aspects of it can be used as the basis for claims.

Generic Level Descriptors for Sections B and C Target: AO1: Demonstrate, organise and communicate knowledge and understanding to analyse and evaluate the key features related to the periods studied, making substantiated judgements and exploring concepts, as relevant, of cause, consequence, change, continuity, similarity, difference and significance. Level 1 1–3 Simple or generalised statements are made about the topic. Some accurate and relevant knowledge is included, but it lacks range and depth and does not directly address the question. The overall judgement is missing or asserted. There is little, if any, evidence of attempts to structure the answer, and the answer overall lacks coherence and precision. Level 2 4–7 There is limited analysis of some key features of the period relevant to the question, but descriptive passages are included that are not clearly shown to relate to the focus of the question. Mostly accurate and relevant knowledge is included, but lacks range or depth and has only implicit links to the demands and conceptual focus of the question. An overall judgement is given but with limited substantiation and the criteria for judgement are left implicit. The answer shows some attempts at organisation, but most of the answer is lacking in coherence, clarity and precision. Level 3 8–12 There is some analysis of, and attempt to explain links between, the relevant key features of the period and the question, although descriptive passages may be included. Mostly accurate and relevant knowledge is included to demonstrate some understanding of the demands and conceptual focus of the question, but material lacks range or depth. Attempts are made to establish criteria for judgement and to relate the overall judgement to them, although with weak substantiation. The answer shows some organisation. The general trend of the argument is clear, but parts of it lack logic, coherence and precision. Level 4 13–16 Key issues relevant to the question are explored by an analysis of the relationships between key features of the period, although treatment of issues may be uneven. Sufficient knowledge is deployed to demonstrate understanding of the demands and conceptual focus of the question and to meet most of its demands. Valid criteria by which the question can be judged are established and applied in the process of coming to a judgement. Although some of the evaluations may be only partly substantiated, the overall judgement is supported. The answer is generally well organised. The argument is logical and is communicated with clarity, although in a few places it may lack coherence and precision. Level 5 17–20 Key issues relevant to the question are explored by a sustained analysis of the relationships between key features of the period. Sufficient knowledge is deployed to demonstrate understanding of the demands and conceptual focus of the question, and to respond fully to its demands. Valid criteria by which the question can be judged are established and applied and their relative significance evaluated in the process of reaching and substantiating the overall judgement. The answer is well organised. The argument is logical and coherent throughout and is communicated with clarity and precision.

Top tips for Making Notes The notes are only yours so being really, really neat isn’t crucial. What really matters is that you can make sense of your own notes. Notes are a summary. Don’t write everything down, whether from your teacher or a book. Note taking helps filter information through your brain. The mental process helps it stick there. Mindless copying does not engage your brain in the same way. Space is important. You must be able to add to your notes so start each new topic on a new sheet of paper. It is easy therefore to add more detail later. Space also makes notes clear. A dense block of writing is very difficult to learn. Break it up using headings, notes in margins, numbered points. Highlighter pens or different colours make it easier to find your way around notes. However, be consistent or you will forget what all your codes stand for. In your notes abbreviate terms you keep using. Keep your notes in order. At least write the date on each sheet. Making Notes from Books This is one of the hardest skills to master, but master it you shall! Students often struggle when making notes for two reasons: The book or article may be difficult to understand. For example the author’s vocabulary is unfamiliar. As a student it is difficult to now what information is relevant and therefore what notes need to be made. There is no easy solution to the above problems and different students develop different methods of making notes from books. However you may want to practice the following RQS technique: Read Critically It is difficult to make notes on a piece of writing you have no idea of what the piece is about, so start by reading the piece to gain an overview of what the author is saying. By reading it from start to finish you will spot repetitions and irrelevancies. Question Once you have finished reading the piece, ask yourself some questions. What is it about? What are the key points? How does it relate to what I am studying? . . . The answer to these questions will focus you on writing brief notes.. Summarise Now you are in a good position to make some notes. Remember notes are only a summary. Never copy everything down.

Books Online Articles Additional Reading John Sweetman Crimean War (Routledge, 2014). Orlando Figes, Crimea (Penguin, 2011). Spencer Jones, From Boer War to World war: Tactical Reform of the British Army, 1902 - 1914 (University of Oklahoma Press, 2013). Alan Farmer, The Experience of Warfare in Britain: Crimea, Boer and First World War 1854 - 1929 (Hodder, 2011). Rosemary Rees and Geoff Stewart, The Experience of Warfare in Britain 1854 - 1929 (Pearson, 2008). Ben Wilson, Empire of the Deep: The Rise and Fall of the British Navy (Weidenfeld and Nicolson, 2013). Peter Browning, The Changing Nature of Warfare. Gregory Fremont-Barnes, The French Revolutionary Wars (Routledge, 2013). Roger Knight, Britain against Napoleon: The Organisation of Victory (Penguin, 2013). Neil Stewart, Access to History Themes: The Changing Nature of Warfare, 1700 - 1945 (Hodder, 2002). Peter Hicks, The British Navy 17 92 – 1802. Thomas Pakenham, The Boer War (Abacus, 1991). Hew Strachan, The First World War: A New History. Online Articles Dan Cruikshank, Napoleon, Nelson and the French Threat www.bbc.co.uk/history/british/empire_seapower/french_threat_01.shtml National Archives: British Battles from Crimea to Korea: Crimea, 1854 www.nationalarchives.gov.uk/battles/crimea/ Lynn McDonald, Florence Nightingale and Mary Seacole: Nursing’s bitter rivalry, History Today, Volume 62, Issue 9: www.historytoday.com/lynn-mcdonald/florence-nightingale-and-mary-seacole-nursings-bitter-rivalry BBC Schools History: World War One video clips of air raids, battles, Versailles etc. www.bbc.co.uk/schools/0/ww1 Peter Hicks, The British Navy 1792–1802 www.napoleon.org/en/reading_room/articles/files/british_navy_17921802.asp Letters and dispatches of Horatio Nelson www.wtj.com/archives/nelson/ Anglo-Boer War Museum: Online database search of prisoners of war, Cape rebels, and much more; www.anglo-boer.co.za/database-search/ Collection of sources, maps and online articles concerning the First World War, including air observation, weaponry and war from the air. www.firstworldwar.com/ Cardwell Reforms www.army.mod.uk/documents/general/The_Cardwell_Reforms.pdf The Haldane’s Military Reforms www.kingsownmuseum.plus.com/haldane.htm The Royal Flying Corps www.airsciences.org.uk/FAST_Briefings_08_RoyalFlyingCorps.pdf Photographing Conflict: Roger Fenton and the Crimean War http://nationalmediamuseumblog.wordpress.com/2012/11/11/remembrance-day-part-1-photographing-war-fenton-crimean/ Photographs by Roger Fenton www.allworldwars.com/Crimean-War-Photographs-by-Roger-Fenton-1855.html Article by William Howard Russell http://en.wikisource.org/wiki/The_Times/1854/News/The_Charge_of_the_Light_Brigade rduerdin@arden.solihull.sch.uk kpemberton@arden.solihull.sch.uk Any issues?