Lev 3 Couse Outline 2011 (England)

LEVEL THREE HISTORY

COURSE BOOKLET “England 1558-1667”

2011 1

INTRODUCTION Congratulations on taking History as one of your options this year. No doubt the experience will be enlightening and enjoyable and one you will continue with through your school life and beyond.

History world-wide, is a subject that is going through something of a renaissance at the moment, as employers seek people who can think on their feet, show initiative, and are creative thinkers. These are skills you will begin to learn this year. Many jobs require analytical and research skills. Both are fundamental to the study of History.

Students taking this course will deepen their critical understanding of issues important to our nation and others. They will increase their knowledge of human behaviour and their understanding of different lifestyles and viewpoints. They will observe how individuals and forces can influence the course of events. They will be able to start to see the big picture and understand why.

Enjoy the year!

Level 3 History is the culmination of the history syllabus and provides a transition to tertiary studies. It contains a compulsory area of study which covers an extended period of time and demands a higher level of thinking, understanding, reading, and writing. This study can cover either England 1558 to 1667, or New Zealand in the Nineteenth Century. There is a shift in emphasis towards a consideration of historical method and historiography - what is involved in the craft of the historian. Students are expected to argue a convincing case in answer to searching historical questions. By the end of the course, students will have studied in depth some key historical developments of yesterday's world which will contribute to understanding their society .

2

ENGLAND 1558-1667

Theme A: Economy and Society What was the nature of English society and economic activity from the 1560s to the 1660s? What major trends and changes characterise the century between these dates?  Structure and Change in Society and Economy  Religion  Family and Marriage

Theme B: Government and Politics 1558-1640 What was the nature of Elizabethan and early Stuart government? What major problems did rulers face, and how did they deal with them?  Elizabeth I 1558-1603  James I 1603-1625  Charles I 1625-1640

Theme C: Revolution, Republic and Restoration, 1640-1667 Why did Civil War break out, and why did it lead to regicide and revolution? Why did the Interregnum experiments fail and end in a Restoration?  Civil War 1640-49  Commonwealth and Protectorate 1649-1660  The Restoration 1660-67

Special Study: History and Hollywood In term two you will focus on you Special Study. This will involve you choosing a film based on real events and examining the historical context of the movie and drawing conclusions on the film’s accuracy in portraying those events. You have a huge range of historical periods to choose from here, so this is an opportunity to pursue a time that really interests you. The choice will probably be overwhelming 3

ASSESSMENT – ACHIEVEMENT STANDARDS Subject Reference

History 3.1

Title

Plan and carry out independent historical research

Level

3

Credits

5

Assessment

Internal

This achievement standard involves identifying and defining an area for historical research, planning the research, gathering, selecting and recording, in an organised way, relevant historical evidence from a range of sources, and evaluating the effectiveness of the research process.

Subject Reference Title

Level

History 3.2 Communicate and present historical ideas clearly to show understanding of an historical context

3

Credits

4

Assessment

Internal

________________________________________________________________________ This achievement standard involves selecting and communicating key historical ideas and supporting evidence clearly and accurately, to show understanding of an historical context. It also requires material to be presented clearly, applying appropriate historical format and/or style of the mode of presentation, and using appropriate historical conventions consistently and accurately.

Subject Reference

History 3.3

Title

Analyse and evaluate evidence in historical sources

Level

3

Credits

5

Assessment

External

This achievement standard involves demonstrating an understanding of historical ideas and/or recognising differences in points of view. It also requires analysis of historical relationships indicated by the evidence, and making valid judgement(s) about the usefulness and/or reliability of the evidence.

Subject Reference

History 3.4

Title

Examine a significant decision made by people in history, in an essay

Level

3

Credits

5

Assessment

External

This achievement standard involves writing an essay describing factors that contributed to a significant decision made in an historical setting, evaluating the decision, and recognising historical narratives in relation to the decision made.

4

ESSAY DIAGNOSTIC By answering (honestly) the following questions you can attain a sublime state of personal selfawareness with regard to essay technique.

1.

Rate yourself using the following criteria:     

1 = Foul 2 = OK 3 = Good 4 = Very good 5 = Excellent

STRUCTURE STYLE AND LITERACY

ANALYSIS AND INTERPRETATION

USE OF EVIDENCE

2.

What are you best at in essays?

3.

What do you consider to be the worst aspect of your writing?

4.

Name three specific things you can do now to improve your writing.

5.

What can I do to help you between now and the exams?

5

GOAL SETTING Goals for the year:

Goals for the term:

What areas do I feel I need help in?

6

WRITING A BIBLIOGRAPHY I suggest that you break your bibliography into Primary Sources and Secondary Sources. Within Primary Sources, you may list newspapers or archives. Remember the difference between primary and secondary sources. Most books will come under the Secondary Sources category, list them like this: List books in alphabetical order of the author’s surname first. You must include the publisher’s name and the year that the book was published. Do not write the first name of the author, just put the initials.

Underline the heading of the book. Note how this is different to the notes and quotes.

For example, Austin., D., Cute Babies I Have Known, ABC Publications, 1997.

Brosnahan, J., The Myth and Reality of Leprechauns. Greenback, 1996.

Roundhill, L., Building A House For Beginners, Great Thinker Publications, 1998.

I suggest that within the Primary and Secondary Sections, that you have a separate category for electronic sources. These may be internet sites or CD-Roms. List these in the bibliography in the following way.

Surname, initials of author or editor, title (underlined), date of publication, medium (e.g. CD-ROM, Online, Bulletin Boards,) available protocol (if applicable): Site\Path\File\access date.

For example, For CD Roms: Roberts, R. T., (Ed.), Oxford English Dictionary Computer File: On Compact Disc, Oxford Publications, 1992, CD-ROM. For Internet sources: Pritzker, T.J., An Early Fragment From Central Nepal, Online, http;://www.ingress.com/astanart/Pritzker.html , (8 June 1995.)

If you simply write Encarta 1999 then you will lose 1 mark as you have not been specific enough. If you include a film, give the name of the producer, the title (underlined) and the year produced. So, your bibliography may look like this:

BIBLIOGRAPHY Primary Sources New Zealand Herald,18 December 1885.

Secondary Sources Books Austin., D., Brosnahan, J., Roundhill, L., .

Cute Babies I Have Known, ABC Publications, 1997 The Myth and Reality of Leprechauns. Greenback, 1996.

Building A House For Beginners, Great Thinker Publications, 1998.

Electronic Sources Pritzker, T.J., An Early Fragment From Central Nepal, Online, http;://www.ingress.com/astanart/Pritzker.html , (8 June 1995.)

Roberts, R. T., (Ed.), Oxford English Dictionary Computer File: On Compact Disc, Oxford Publications, 1992, CD-ROM. Cameron, J., TheTitanic, 1997.

7