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Scheme of Work: Component 1E Russia in the Age Of Scheme of work A-level History Specification 7041/7042 Russia in the Age of Absolutism and Enlightenment, 1682–1796, 1E Introduction To help teachers in planning a course of study for the new A-level qualification, a possible scheme of work is provided below. This is purely illustrative of one way in which this course might be delivered and it is not intended to be in any way prescriptive. Teachers will need to develop schemes which suit the arrangements and time allocations of their own schools and colleges. Teaching arrangements and approaches are likely to differ between institutions. Provided the content as given in the Specification is covered, any sensible approach is legitimate. Assumed coverage The scheme of work which follows is based on two teaching years of 30 weeks per year. It assumes students will receive 2–2.5 hours per week for each of their A-level components and that 6 weeks in each year will be devoted to the NEA. Please note that this option will be withdrawn for AS after summer 2020 with final assessment in 2021. AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX. © AQA 2020 Scheme of work HISTORY: Russia in the Age of Absolutism and Enlightenment, 1682–1796, 1E Component 1 Breadth Study (Teacher 1) Teach alongside: Component 2 Depth Study (Teacher 2) and Component 3 NEA (Teacher 1 and/or 2) Note that whole course may be delivered by a single teacher General Introduction (Component 1) Learning Objectives AO1 and AO3 Time taken Component- Specific Guidance Learning activities Differentiation and Resources specific skills extension 30 weeks for 1. Students are Students should be Students will need to understand Students should be Students should have the Part 1 expected to develop made aware of the 6 the nature of causes and encouraged to study opportunity to consult an understanding of Key Questions which consequences, of change and the course content in academic books whenever (the remaining the process of identify the issues and continuity and of similarity and relation to the key possible. Class textbooks, 6 weeks of the change over time. perspectives that are difference over an extended period. questions and to read guided reading and school /college central to this period of and research further worksheets, access to year to be 2. Students will study. They should be able to make links around the issues and suitable internet sites, spent on NEA need to be able to between perspectives, such as developments studied, on-line journals, podcasts, Component 3). comprehend and Please refer to the political, economic and social as using, as appropriate, a stimulating lectures, evaluate arguments Specification for the well as appreciating developments variety of academic PowerPoint presentations in extracts from different types of A- relating to these perspectives history books. and other sources of academic history level questions. separately, over time. They should information will all be books on key issues also be aware of the role played by Students' valuable. and developments individuals, groups, ideas and understanding of the relating to the ideology. process of change over Note that students will content of their time should be need to practise study. regularly assessed. exam-style questions throughout the course. AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address 2 of 69 is AQA, Devas Street, Manchester M15 6EX. © AQA 2020 3. Students will be The suggested learning activities A-level practice questions required to write below are intended to develop can be found on the AQA analytical essays these skills but are neither website and it is showing judgement exhaustive nor exclusive. They are recommended that either about the issues intended as suggestions only from a historical interpretation and developments which teachers might select. It is or essay question is set they have studied. not expected that teachers would every have time to cover all of these 2 weeks throughout the activities. 30 weeks of each part of the course. AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address 3 of 69 is AQA, Devas Street, Manchester M15 6EX. © AQA 2020 Learning Objectives AO1 and AO3 Russia in the Age of Absolutism and Enlightenment, 1682–1796 Time Specification Content detail Content coverage with some suggested activities Differentiation and Resources Topic stretch and challenge opportunities PART ONE: PETER THE GREAT AND RUSSIA, 1682–1725; Section 1: Establishing authority, 1682–1707 Week 1 Introduction. Russia and the world PowerPoint overview of the course and the condition Students could begin a Timeline frame for in 1682. of Russia and the world in 1682. glossary of Russian students to terms. complete. Students could label a map of Russia in 1682. Choice of students in Maps of the world Use key terms to develop conceptual understanding, groups and in topics and Russia in eg: given could give chances 1682. tsar for stretch and challenge. enlightenment Romanov family the Streltsy Some students might tree. serfdom compare present-day feudal Britain with Russia in Create handbooks, ukase 1682 in terms of: including orthodox church. population bibliography, maps, employment chronology, etc. Students might work in groups, each researching a communication specific factor, including: social divisions Websites about foreign position government. Peter the Great economic/financial health and Russian geographical concerns history. religion political systems. AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address 4 of 69 is AQA, Devas Street, Manchester M15 6EX. © AQA 2020 Students could identify the greatest strengths/weaknesses of each factor and establish reasons why these may be problematic for the ruler of Russia. As a class, place these factors in order of significance. Create a chart of Russia’s strengths and weaknesses in 1682. AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address 5 of 69 is AQA, Devas Street, Manchester M15 6EX. © AQA 2020 Time Specification Content detail Content coverage with some suggested activities Differentiation and Resources Topic stretch and challenge opportunities Week 2 The political, The Tsars and the Explore the concepts of empire, emperor and More able students could Guided worksheets economic and nobility. nobility. lead the discussions. and relevant social position reading from text of Russia in Students could discuss: Wider reading on the books. 1682. how would a Tsar actually rule in practice history of the tsarist what limitations would there be to his power system. Romanov family how could a Tsar overcome these difficulties tree. why did no other country recognise Russia as Students might discuss an empire at this point? why the tsar and the Guided reading of nobility needed each academic A review of Russia’s political system and position by other. historians. 1682. Teachers should Students might research look for conflicting Consider why there might be corruption within the the situation in Russia interpretations. tsarist system of government. Look at its causes, after the death of Alexis I nature and consequences. in 1676. Statistics and tables on the economy and social structure. Teachers should be compiling a booklet made up of trios of interpretations on common themes. AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address 6 of 69 is AQA, Devas Street, Manchester M15 6EX. © AQA 2020 Time Specification Content detail Content coverage with some suggested activities Differentiation and Resources Topic stretch and challenge opportunities Week 3 Economic Students could use statistics to draw conclusions Differentiation by Statistics on backwardness and about why Russia was a backward state outcome of task on the Russia’s serfdom. economically. Russian village. population, geography and Students might label a framework diagram of a Add new terms to the economy. typical Russian village. glossary. Framework Discuss and define the concepts of feudalism and Wider reading on the diagram of a serfdom. Examine how the system operated in economic situation in Russian village in Russia. Russia. 1682. Using textbooks and other sources, students could PowerPoint on explain how a Russian village worked as if they were feudalism. a visitor from a more progressive European country. Map of Russia in Students could look at their maps of Russia in 1682 1682. and identify what problems Russia would have in trading with or gaining knowledge of western states. Add to the booklet made up of trios of academic interpretations on common themes. AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address 7 of 69 is AQA, Devas Street, Manchester M15 6EX. © AQA 2020 Time Specification Content detail Content coverage with some suggested activities Differentiation and Resources Topic stretch and challenge opportunities Week 4 Russia as a traditional Students could research the structure of society and More able students could Frame for Slav society. annotate a pyramid diagram. read accounts of the annotated social reign of Alexis I or pyramid. Look at the estates system in Russia. Students could explore the issues Guided worksheets work in pairs to look at the estates (sosloviyes), such involved in the Raskol. and reading to aid as: in research tasks. nobility Add new terms to the clergy glossary. Interpretations and merchants academic reading Cossacks Students might complete on the nature of peasants an academic society in Russia.
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