Mr. Panah – 2013-14 AS Level Course Handbook designed to give candidates a reference for key information regarding topic areas, assessment information, key texts and resources and other useful tips.
Unit 1: The Crusading Movement and the Latin East, 1095–1204 HIS1A
Unit 1: The Crusading Movement and the Latin East, 1095–1204 HIS1A
How did the motives for the Crusades and the success of the movement change during this period?
This unit provides an overview of developments in medieval Europe during the twelfth century, taking as its major theme change through time as exemplified by the course of the four crusades and the fortunes of the crusader states. An understanding of the variety of factors contributing towards change and their interconnections will be developed through the study of issues such as the impact of religious faith and the economic, social and political motivations of the participants in crusading. Spiritual and moral issues will be integral in the study of changing motivation. The course of the crusades, and the fate of the crusader states and their relations with neighbouring powers, will enable candidates to compare, explain and assess the nature, pace and extent of change and to evaluate the role of individuals and institutions such as Urban II, Bohemond of Taranto, Richard I and Saladin, the papacy, the empire of Byzantium and the monarchy in Jerusalem. The length of period gives a realistic opportunity to assess the impact of changing ideas, attitudes, institutions and states. There are extensive opportunities for debate on, and interpretation of, ideas, events and issues.
Mr. Panah Tudor Grange Academy, Worcester 2013-14
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Unit 1: The Crusading Movement and the Latin East, 1095–1204 HIS1A
Unit 1 Change and Consolidation
This unit:
• Promotes an understanding of change over time.
• Develops in students a strong sense of historical perspective, enabling them to understand the key features of a period, its particular characteristics and the forces of change, conservatism and consolidation.
• Focuses on change and consolidation; how governments establish themselves and respond, with varying degrees of success, to the need for change.
• Develops students’ understanding of the relationships between key features and characteristics of the period of study.
• Develops students’ understanding and awareness of cause and consequence, and of continuity, within a broad historical context, enabling them to reach conclusions based on an appreciation of longer term developments and the interplay between the long term and the short term causes of change and consolidation.
Mr. Panah Tudor Grange Academy, Worcester 2013-14
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Unit 1: The Crusading Movement and the Latin East, 1095–1204 HIS1A
Course Content The First Crusade and the creation of the crusader states in Outremer, 1095–c1140
• The rise of the Seljuk Turks and the problems of the Eastern Empire. • The Council of Clermont and the response to Urban II’s call for a crusade. • Motivation and incentives: lay piety, religious zeal and material interests. • The course of the First Crusade: Constantinople, Doryaleum, Antioch and the fall of Jerusalem. • Feudal structure of Outremer: the King, the Church, military orders, castles, barons and Italian sea powers. The Second Crusade and its impact, c1140–c1180
• Political, social and economic developments in the Latin East by the 1140s. • The fall of Edessa. • Louis VII, Conrad and the Second Crusade. • Bernard of Clairvaux and the changing motivation of the crusaders. • Damascus and relations between East and West after the Second Crusade. The Third Crusade and the crisis of Outremer, c1180–1192
• Political crisis in Outremer in the 1180s. • Growing unity and success in the Muslim world and the rise of Saladin. • Hattin and the fall of Jerusalem. • Richard I, Philip II of France and the changing motivation of the crusaders. • Acre, Arsuf and the truce of 1192. The Fourth Crusade and its consequences, 1192–1204 • The continuing crisis of the crusader states and calls for a new crusade. • Pope Innocent III, Venice and the changing motivation of the crusaders. • The diversion of the Fourth Crusade and the sack of Constantinople. • Relations between Byzantium and the West. • The position of the crusader states in 1204.
Mr. Panah Tudor Grange Academy, Worcester 2013-14
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Unit 1: The Crusading Movement and the Latin East, 1095–1204 HIS1A
Structure of Examination Paper
Unit 1 (1 hour 15 minutes)
Three questions will be set from which candidates choose two. All questions will be in two parts, the first carrying 12 marks and the second 24 marks. The first part will have a focus on a narrow issue or development; the second will test the understanding of the links between a narrow issue or development in a wider context. The first part will focus on the assessment of Assessment Objectives 1(a) and 1(b), the ability to recall, select and deploy historical information accurately, with instructions to candidates to offer explanations for events. The second part will focus on these and also on Assessment Objective 2(b), requiring demonstration of understanding, the ability to arrive at judgements and an awareness of the debate amongst historians around the issues in the question (there will be no requirement for a specific reference to individual historians).
Increasingly difficult
Mr. Panah Tudor Grange Academy, Worcester 2013-14
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Unit 1: The Crusading Movement and the Latin East, 1095–1204 HIS1A
Evaluation Technique
Category
Example and Key Words
Knowledge: Knowing facts and describing what is observed
Examples: Give an example to back up a point from own knowledge or a source or describing the story of an event.
Comprehension: Using ideas in familiar contexts, explaining how and why something happens.
Examples : Extract the main arguments from a source. Be able to identify the main factors that help answer an essay.
Application: Use knowledge and understanding in a new context.
Examples: Use an unknown selection of sources to help answer a question using source skills. Be able to write an answer to a question never seen before using prior knowledge.
Analysis: being able to examine events in detail in their context in order to help contrast and explain logical patterns and links.
Examples: Using source reliability and utility to help formulate an answer to a question. To be able to look at the components of what can make a good king and being able to apply this to any individual incorporating the impact of the time they lived in.
Synthesis : Build a structure or pattern from diverse elements. Put parts together to form a whole, with emphasis on creating a new meaning or structure.
Examples : Writing an answer to an essay question thematically rather than in source or chronological order to enable a conclusion to be drawn.
Evaluation : Comparing and discriminating between ideas, making judgments and choices based on reasoned argument and verifying the value of ideas or materials.
Examples: comparing the quality of evidence that historians have selected in order to support their arguments and proving which is the most effective using contextual knowledge and analysis to support this.
Mr. Panah Tudor Grange Academy, Worcester 2013-14
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Unit 1: The Crusading Movement and the Latin East, 1095–1204 HIS1A
Example Exam
Answer two questions.
1 (a) Explain why Pope Urban II called for a crusade at Clermont in 1095. (12
marks) (b) How important was leadership in explaining the success of the First
Crusade? (24 marks)
2 (a) In what ways was Bernard of Clairvaux important in the launch of the Second Crusade? (12 marks) (b) How far was King Louis VII responsible for the failure of the Second Crusade? (24 marks) 3 (a) Explain why Saladin won the Battle of Hattin in 1187. (12 marks) (b) How important was the reign of King Baldwin IV in explaining the
collapse of the Crusader States in the years 1174 to 1187? (24 marks)
END OF QUESTIONS
Mr. Panah Tudor Grange Academy, Worcester 2013-14
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Unit 1: The Crusading Movement and the Latin East, 1095–1204 HIS1A
Mark Scheme Part A – 12 Markers
Question 1(a), Question 2(a) and Question 3(a) L1: Answers will contain either some descriptive material which is only loosely linked to the focus of the question or some explicit comment with little, if any, appropriate support. Answers are likely to be generalised and assertive. The response will be limited in development and skills of written communication will be weak. 0-2 L2: Answers will demonstrate some knowledge and understanding of the demands of the question. They will either be almost entirely descriptive with few explicit links to the question or they will provide some explanations backed by evidence that is limited in range and/or depth. Answers will be coherent but weakly expressed and/or poorly structured. 3-6 L3: Answers will demonstrate good understanding of the demands of the question providing relevant explanations backed by appropriately selected information, although this may not be full or comprehensive. Answers will, for the most part, be clearly expressed and show some organisation in the presentation of material. 7-9 L4: Answers will be well-focused, identifying a range of specific explanations, backed by precise evidence and demonstrating good understanding of the connections and links between events/issues. Answers will, for the most part, be well-written and organised. 10-12
Mr. Panah Tudor Grange Academy, Worcester 2013-14
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Unit 1: The Crusading Movement and the Latin East, 1095–1204 HIS1A
Mark Scheme Part B - 24 Markers
Question 1(b), Question 2(b) and Question 3(b) L1: Answers may either contain some descriptive material which is only loosely linked to the focus of the question or they may address only a part of the question. Alternatively, there may be some explicit comment with little, if any, appropriate support. Answers are likely to be generalised and assertive. There will be little, if any, awareness of differing historical interpretations. The response will be limited in development and skills of written communication will be weak. 0-6 L2: Answers will show some understanding of the focus of the question. They will either be almost entirely descriptive with few explicit links to the question or they may contain some explicit comment with relevant but limited support. They will display limited understanding of differing historical interpretations. Answers will be coherent but weakly expressed and/or poorly structured. 7-11 L3: Answers will show a developed understanding of the demands of the question. They will provide some assessment, backed by relevant and appropriately selected evidence, but they will lack depth and/or balance. There will be some understanding of varying historical interpretations. Answers will, for the most part, be clearly expressed and show some organisation in the presentation of material. 12-16 L4: Answers will show explicit understanding of the demands of the question. They will develop a balanced argument backed by a good range of appropriately selected evidence and a good understanding of historical interpretations. Answers will, for the most part, show organisation and good skills of written communication. 17-21 L5: Answers will be well-focused and closely argued. The arguments will be supported by precisely selected evidence leading to a relevant conclusion/judgement, incorporating well-developed understanding of historical interpretations and debate. Answers will, for the most part, be carefully organised and fluently written, using appropriate vocabulary. 22-24
Mr. Panah Tudor Grange Academy, Worcester 2013-14
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Unit 1: The Crusading Movement and the Latin East, 1095–1204 HIS1A
Recommended Resources We will be examining a wide range of historical texts during lessons to build on a complex mix of secondary analysis, however this reading is NOT enough to achieve the higher grade boundaries. You MUST develop your own reading outside of class work in order to truly grasp the key themes of this topic. (Luckily it’s all really interesting stuff!) The following is a list of recommended texts;
T Madden, A New Concise History of the Crusades, Rowman and Littlefield, ISBN: 2005 0742538230 – Excellent student reference book that is very readable and easy to navigate. I Merrall, The Crusades, Nelson Thornes, ISBN: 1999 074874343X – A simple textbook that offers a very clear base for main subject matter. J Phillips, The Crusades, 1095–1197 Longman, ISBN: 2002 0582328225 – Similar to Madden, and very well organised. Also; S Edgington The First Crusade Historical Association, 1996 0852784015 B Hamilton The Crusades Sutton, 1998 0750919140 A Konstam Historical Atlas of the Crusades Mercury, 2004 1904668003 M Angold The Fourth Crusade: Event and Context Longman, 2003 0582356105 J Harris Byzantium and the Crusades Hambledon, 2006 1852855010 P M Holt The Crusader States and Their Neighbours Pearson, 2004 0582369312 T Madden Crusades: The Illustrated History Duncan Baird, 2004 1844830403 D Nicolle Hattin, 1187 Osprey, 1993 1855322846 J Richard The Crusades Cambridge University Press, 1999 0521625661 J Riley-Smith What Were The Crusades? Ignatius Press, 2002 0898709547 J Riley-Smith The Atlas of The Crusades Guild, 1991 0723003610
Mr. Panah Tudor Grange Academy, Worcester 2013-14
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Unit 1: The Crusading Movement and the Latin East, 1095–1204 HIS1A
See Also
Internet Resources
www.crusades-encyclopedia.com/secondarysources.html www.the-orb.net/encyclop/religion/crusades/crusade.html www.the-orb.net/textbooks/textlist.html www.the-orb.net/textbooks/crusade/firstcrusade.html www.catholiceducation.org/links/search.cgi? query=crusade&submit.x=26&submit.y=10 www.historymedren.about.com/od/crusades/Crusades.html www.geocities.com/Athens/Olympus/9767/crusades.html
TV/Film/Youtube
Melvyn Bragg – Two Thousand Years Terry Jones – Pilgrims in Arms Terry Jones - The Crusades and Crescent and the Cross
Video Games
Assassin’s Creed I (Multiplatform) Crusader Kings 2 (PC - Steam)
Mr. Panah Tudor Grange Academy, Worcester 2013-14
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