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OCR AS and a Level History Term 2 Teaching Programme and Planning Qualification Accredited AS and A LEVEL Term 2 Teaching Programme and Planning Sheet HISTORY A H105/H505 For first teaching in 2015 Genghis Khan and the Explosion from the Steppes c.1167-1405 Version 1 www.ocr.org.uk/history AS and A LEVEL HISTORY SPECIFICATION MAPPING GUIDE We will inform centres about any changes to the specification. We will also publish changes on our website. The latest version of our specification will always be the one on our website (www.ocr.org.uk) and this may differ from printed versions. Copyright © 2015 OCR. All rights reserved. Copyright OCR retains the copyright on all its publications, including the specifications. However, registered centres for OCR are permitted to copy material from this specification booklet for their own internal use. Oxford Cambridge and RSA Examinations is a Company Limited by Guarantee. Registered in England. Registered company number 3484466. Registered office: 1 Hills Road Cambridge CB1 2EU OCR is an exempt charity. 2 Copyright © OCR 2015 AS and A LEVEL HISTORY SPECIFICATION MAPPING GUIDE A LEVEL TERM 2 TEACHING PROGRAMME AND PLANNING GUIDE GENGHIS KHAN AND THE EXPLOSION FROM THE STEPPES C.1167-1405 INTRODUCTION The following suggested teaching programme provides an approach to the key issues those concentrating on Mongol rule in specific regions while considering overriding contained within Topic 2 and Topic 3 as well as possible activity styles and resources. key issues. Throughout the suggested programme, there are opportunities to The amount of topics covered from the ‘specification content’ ensures adequate highlight ‘progression’ due to a change of pace from depth to breadth and extension ‘depth’ and ‘pace’ in the second term, whilst also continuing to expose students to key of analysis of a particular feature. By the end of the second term, students should be themes, concepts and issues with which they are now familiar. It is worth spending very aware of the prominent debates which are recurring themes throughout the time on all features of the reign of Khubilai Khan in terms of Yuan China, the nature of course and they should feel confident with explaining, supporting and justifying such the individual khanates and Mongol interaction with other cultures by the late 13th issues for the majority of the Mongol period. century. This will mean that progression to Topic 3 is conceptually easier and that a shorter amount of time is required to draw together the content of Topic 4 at the end of the course. The division into ten sections enables teachers to adapt coverage of the material according to school timetables and lengths of term whilst constructing their schemes of work around their chosen resources. Inevitably, some sections will require more time than others to develop depth and consolidation of knowledge. However, some of the recommended divisions have also been constructed for that purpose such as 3 Copyright © OCR 2015 AS and A LEVEL HISTORY SPECIFICATION MAPPING GUIDE Content Area Key Issues Potential Teaching Ideas and Suggested Resources Outcome and Assessment and Learning Activities Opportunities Objectives Khubilai Khan and the Why and how did Problem-solving exercise (‘strategy’): R. Latham (trans.) The Travels of Marco Polo (Penguin Classics Understanding and appreciation of Subjugation of China Khubilai consolidate students consider dates/locations of 1958) – chap. 3 Mongol rule in the context of China. (1): power in China? imperial consolidation using a map of Ability to identify locations and basic key -politics/administration China. Plan ‘how’ it will be governed, J. Larner Marco Polo and the Discovery features. Knowledge and -economy/trade practicalities and aims from the perspective of the World 1999) Awareness of chronological overview, Awareness: -religious tolerance of the Khubilai c.1260. historical debate and nature of Khubilai’s -nature/extent of rule in -military control Discuss problems, solutions and potential W.Fitzhugh, M.Rossabi & W.Honeychurch (ed.) Genghis Khan reign. China c.1260-1294 -sinicisation methods before comparing decisions with and the Mongol Empire (Smithsonian 2013) – part 4 -aims and actions of -patronage/propaganda the reality of Khubilai’s rule. Supplement Consolidation: Khubilai and how these with easy reading and brief notes for an P. Ebrey & A. Walthall (ed.) East Asia: A Cultural, Social and Factual tests/memory games relating to were similar or different overview. Political History (3rd ed. 2014) China such as: to previous Mongol -labelling a map/features khans How did Khubilai aim to Assess the reasons why and how Daidu J.Man Xanadu (2009) -matching definitions with words -features of government establish legitimacy? and Shangdu were located at those sites and administration -Daidu and Shangdu – use general reading, images and source J.Man The Mongol Empire (2014) – part 3 How far did Khubilai build upon the power -role of Chinese and -Liu Ping-Ching and extracts to note the ‘character’ of the city he had acquired in China prior to 1264? foreigners Phags pa-Lama and mixture of nomadic and sedentary J. Man Kublai Khan. The Mongol King who remade China (2006) -proclamation of Yuan practices. To what extent was Khubilai’s government Analysis: -court culture Write biographies of prominent Chinese R.Marshall Storm From the East (1993) – chap. 8 more Chinese in character than Mongol? -personal ambitions -scholar-officials officials, comparing their contributions -aims and motives -sedentary customs to Khubilai’s power/reputation as Yuan D. Morgan The Mongols (2nd ed. 2007) – chap. 5 Did Khubilai legitimise his rule over China -problems and priorities emperor. sufficiently? -reasons for resistance Compare primary sources on Khubilai’s M. Rossabi Khubilai Khan: His Life and Times (1988) or opposition court & The Mongols, A Very Short Introduction (2012) – chap.4 Interpretations: -reasons for success or How successful was Balance Sheet – consider various aspects Give a sweeping viewpoint as a hypothesis failure Khubilai’s government? and features of government and weigh Rossabi’s website at Colombia such as: “Khubilai was merely a Chinese -significance of new or -Secretariat, Six up the pros and cons of each. Encourage http://afe.easia.columbia.edu/mongols/china/china.htm emperor”. Students use introductory adapted methods of Ministries, civil service, students to identify specific examples and activities and reading to prepare for a warfare and governance Office for Stimulation of details to prevent generalisation. Link back J. J. Saunders The History of the Mongol Conquests (2001) – class debate – allocate those defending -utility and reliability of Agriculture to ‘Mongol aims’ in general as well as the chap. 7 and those opposing the statement. primary sources -attitudes/changes to personal aims of Khubilai. How far was his Extend further during the course when -popular interpretations hierarchy approach typical of a Mongol khan? Extend J. Weatherford Genghis Khan and the Making of the Modern considering his relations with the other -significance of -role of Chinese elite and with a timeline, identifying patterns and World (2004) – chap.8 & 9 khanates. adopting the name officials turning-points. Yuan -the Censorate and spies Minneapolis Institute of Arts map of Yuan China http://archive. -success and efficiency artsmia.org/art-of-asia/history/yuan-dynasty-map.cfm -opposition/resistance in China/Great Khanate The Silk Road Foundation – Article by P.Buell on historiography http://silkroadfoundation.org/newsletter/ volumeonenumberone/age.html 4 Copyright © OCR 2015 AS and A LEVEL HISTORY SPECIFICATION MAPPING GUIDE Content Area Key Issues Potential Teaching Ideas and Suggested Resources Outcome and Assessment and Learning Activities Opportunities Objectives Khubilai Khan and the How successful were Refer back to previous problem-solving exercises P. Ebrey & A. Walthall (ed.) East Asia: A Cultural, Social and Progression: Subjugation of China economic policies? to consider economic issues. Before reading and Political History (3rd ed. 2014) Revise the situation in China during (2): -aims, motives, methods note-taking, make a list of all groups in society the early Mongol invasions and gain -currency and taxation which need consideration as well as Khubilai’s W.Fitzhugh, M.Rossabi & W.Honeychurch (ed.) Genghis Khan deeper knowledge of existing culture -public works and forced aims – are these people likely to be ‘managers’ and the Mongol Empire (Smithsonian 2013) – part 4 and styles prior to Khubilai. Knowledge and labour or ‘workers’? Which ones are hard to categorise? Appreciate the significance of Awareness: -agrarian economy, ‘she’ Ensure students grasp the bigger picture in terms J.Man Xanadu (2009) Khubilai to Chinese history as well - features of trade, and the peasantry of economic development, maintaining control as his importance to Mongol history culture and exchange -artisans, merchants and and measuring the success of methods. J.Man The Mongol Empire (2014) – part 3 and global exchange. -key individuals and foreigners their influence R.Marshall Storm From the East (1993) – chap. 8 Consolidation: Draw up a chart of all religious groups settled -the Mongol court, What was the nature Why did Khubilai adopt the in Yuan China as well as religions to which they lifestyle, customs and and impact of religious D. Morgan The Mongols (2nd ed. 2007) – chap. 5 economic practices and policies he were exposed through trade/contact. Which ones values policies in China? put in place? were practised by the Mongols
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