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GCSE (9–1) Teachers’ Guide B (SCHOOLS HISTORY PROJECT)

J411 For first teaching in 2016

World Depth Study The , c.1070-1100 Version 1

www.ocr.org.uk/history Introduction those documents. These Teachers’ guidesbuildontheinformation andapproaches containedwithin available fromthe Guideto theOCRwebsite. courseplanningandOptionsBooklet, Your pointfor Bshouldbe eachofthetopics you starting chooseto teach inHistory confidentthat you’veof work, covered allthe required content insufficientdepth. shouldthenhelpyou to buildyour own It inpractice. scheme outline mightlooklike What thisguideisintended to do, therefore, isto show you whataterm’s teaching your students. the freedom acoursethatisinteresting to construct for andmeaningful you and what you have to teach. Butwithamore flexibleapproach to teaching you are given welcome andwithamore rigid specification you may of feel more instantlycertain your own localarea. asmuch This level offreedom cansometimesbeworrying relevant to thatisparticularly of interest andpossiblytoo onhistory andexpertise, exemplify content orissues. These can–andshould!pickuponyour own areas to your devise own programmes ofstudyandto chooseyour own examplesto Bspecificationthere thatallows isflexibility youasa teacher Within theHistory Teacher’s Guide –The First Crusade, c.1070-1100 GCSE (9–1) History B (School History Project) History B(School GCSE (9–1)History plan for how your teaching shouldbestructured. Teachers may usethisguideasanexample ofonepossibleway ofapproaching theteaching content BandNOT for History aprescriptive 2 • • • • This guideisdividedinto four sections: of whatexaminersare to seeinanswers. expecting exam answers, butuntilfirstassessment you may findtheseusefulasindications Candidate answers style recommended by teachers. beenhighly asthey’ve put inacoupleofsuggested lessonsinthissection of thespecification to cover your own chosencontent orenquiries, but we’ve becausetheideaisthatyou exploittheflexibility suggested activities, partly Some lessonelements/ideas Some this topic. Termly planningdocument things to watch for. A brief overview ofthetopic includingsomecommonmisconceptions and . In timethesewillofcoursebereplaced by. In actual : how you mightstructure your term’s teaching of . The planningdocumentdoesn’t termly include Teacher Guide

© OCR 2017 GCSE (9–1) History B (School History Project) Teacher Guide

The First Crusade is a new option offered at GCSE. It offers learners the chance to In Section 3 of this guide, you will find a sample lesson idea. It is focused on who look at a fascinating period of religious and political conflict in the late . went on the First Crusade and why. It is purely intended as one way that you might This is at the same time a topic which looks at a world very different to our modern choose to cover this topic during approximately 1 hour of the course. We do not surroundings, and yet one with themes that have a relevance in current affairs. The advocate any single way of delivering lessons and the lesson was simply designed topic is an in-depth consideration of the military campaign when crusader forces by a teacher based solely on how they would teach this part of the content. from Western Europe journeyed to the East in a religiously motivated effort to Section 4 concludes with an example of the 18-mark question, with a guide to what capture the . Learners will consider the interplay of political, economic, to expect with a Grade 8/9 response as well as a 5/6 response. For more information social, religious and cultural forces between the Islamic world, the on this question type, as well as the other question types, we recommend that you and during the period. Learners will begin by developing an look at the other delivery guides and exemplar responses. awareness of the socio-political divide of these three groups, and then consider the emergence of the Crusade movement as well as the People’s Crusade as an initial Common misconceptions example of crusader zeal, before studying the events of the First Crusade through to Your learners may well have some existing knowledge on this topic, most likely the capture of and the outcomes of the Crusade. from covering it at KS3 during a topic on the role of the Church in medieval society. As with the other world depth study options, as well as gaining knowledge of the It is quite likely, therefore, that whilst they have an awareness of the nature of the period, this topic should enable learners to analyse and evaluate a range of historical , they will have hazy idea of the chronology of the crusades, and possibly sources, including documents, visual sources and artefacts. In addition, learners will conflate knowledge of various crusades, most likely the , into one large The First Crusade, c. 1070-1100 c. Crusade, First The be required to understand how and why different interpretations are constructed, idea of a crusade. Also, it is likely that they carry unhelpful over-simplifications, such understanding the subtleties of the way that events in history can be presented in as the idea of a Christian versus Muslim war. different ways. One misconception to remove will be to distinguish between the First Crusade and This guide will provide an overview of how the content could be covered. The unit the later Crusades. In the First Crusade, it was the initial military campaign which led is intended to take one term, which is likely to be approximately 24-30 hours of to the capture Jerusalem and the . The strong counter-campaigns of teaching time dependent upon the curriculum hours provided in your centre. The the Islamic world, including the recapture of Jerusalem, came later. Also the iconic content is designed to cover around 20 hours, allowing the remaining time for the figures such as and Richard I (the Lionheart) were of the Third Crusade. necessary skills and exam techniques to be taught and consolidated. The scheme Another misconception to avoid will be to over-simplify the concept of a united of work does not contain activities. This is intentional, so as to allow you to choose Christian Crusader force against a unified Islamic world. Whilst there is some basic a series of lessons that compliment your own teaching style and the learning needs truth in the idea of a divide between these groups, such a simplification could make of your learners. What the scheme of work in this guide does is provide a broken it difficult for learners to understand the key events and in particular their impact.

Overview down extended specification content, with topics that you would likely wish to For example, there was plenty of division amongst the Crusader forces. An obvious cover during the course, as well as an indication of how long each section would example is the tension between Christendom of the Byzantine Empire and the take to complete. It should be noted that each bullet point of the specification Christians of Latin Christendom. However even between the leaders of the First should likely require a similar length of teaching time. Therefore, most sections are Crusade itself there was evidence of discord and disagreement which weakened of equal length, though where appropriate this has been altered to reflect the level the overall effectiveness of the campaign. Similarly, rather than simply imagining of content required. a unified Islamic world, learners will need to realise that there were many different political factions, such as the Seljuqs and the Fatimids amongst others.

3 © OCR 2017 GCSE (9–1) History B (School History Project) Teacher Guide

Learners will also need to understand the plethora of reasons that people had for involving themselves with the Crusade. To simply assume that everyone was a religious zealot will confuse matters. Whilst some, for example those on the People’s Crusade, may fall into this category, learners will need to also understand the other reasons such as desire for riches and material possessions that motivated people; it was not simply a war of religion. Resources The endorsed textbook for this unit is ‘OCR GCSE History SHP: The First Crusade c1070-1100’ by Rachel Foster and Kath Goudie (published 28/07/17) https://www. hoddereducation.co.uk/Product?Product=9781471861048 Other resources that you may wish to look are below. Books For the use of teachers who need to develop their subject knowledge of what may be a new topic for them, the following are books that may be of assistance. The First Crusade, c. 1070-1100 c. Crusade, First The This textbook was written for A Level courses: Purser, T. (2010) The First Crusade and the Crusader States, 1073-1192. Heinneman. ISBN: 978 0435312695. Asbridge, T. (2005) The First Crusade: A New History. Simon and Schuster UK. ISBN: 978 0743220842. Tyerman, C. (2005) The Crusades: A Very Short Introduction. OUP Oxford. ISBN: 978 0192806550. Online resources BBC Bitesize - http://www.bbc.co.uk/education/topics/zfphvcw. Whilst this is prepared for KS3, it can be useful for use in differentiating planning for mixed ability classes. Overview TES resources – https://www.tes.com/articles/history-crusades-teaching-resources A useful collection of resources to aid with planning. Fordham University Primary Sources – http://sourcebooks.fordham.edu/sbook1k.asp A comprehensive collection of primary sources, including original texts, organised in easy-to-access thematic/chronological sections.

4 © OCR 2017 Termly planning guide GCSE (9–1) History B (School History Project) History B(School GCSE (9–1)History Origins Section papacy andthepowerLatin Christendom ofthe Pressures Empire ontheByzantine and itsrelations withChristians The Islamicworld, includingitsdiversity Content Specification • • • • • questions Enquiry How unifiedwasthe Europe? the in Western What wastherole of Christendom? What wasLatin in 1095? Empire feel threatened Why didtheByzantine Crusade? beforeworld theFirst andIslamic Christian the between like What were relations Islamic world? 5 • Suggested extended content • • • • • • • • • • • The different groups andtheir withintheIslamicworld role intheC11th. The role ofthePope asareligious figurehead aswell asapolitical andByzantines.Islamic world The geographical inrelation locationofLatinChristendom to the The emperor’s appealto the West. Threats from states to Norman the West. 1071. Battle ofManzikert, overConflict andSyria. Islamic world. The Empire geographical locationofByzantine inrelation to the Fighting andSeljuqs. Byzantium between ofmistreatmentsThe ofpilgrims inthe1090s. reports and West. Fatimid, East andtradebetween andtheexchange ofknowledge and Seljuq The Eastbetween balanceofpower intheMiddle Spain. andsouthern East, Africa intheMiddle The geographic pre-1095, scaleoftheIslamicworld SunniandShi’itethe divisionbetween geographical locations- e.g. andtheFatimids, theSeljuqs including . 1 hour 1 hour 1 hour allocation Suggested time Teacher Guide

© OCR 2017 Termly planning guide GCSE (9–1) History B (School History Project) History B(School GCSE (9–1)History December 1096 December November 1095to Responses Section October 1097 October 1096toDecember Asia Minor Into why? theFirstJoining Crusade:whowent and Crusade IIandthepreachingUrban oftheFirst Content Specification leadership amongthe challenges anddisunity physical acrossThe journey Asia Minor: warfare Muslim thenature and ofChristian : and theBattleof The siegeofNicaea Crusade leaders Alexios Iandhisnegotiationswiththe it faced The People’s Crusadeandthechallenges • • questions Enquiry • • • • • Why didPope II Urban why go? didthey went onCrusade, and ofpeople What types declare acrusade? Minor? acrossjourney Asia the Crusaderson challenges facedby What were the Dorylaeum? manage to winat Why didtheCrusaders Dorylaeum? and at What happened Crusaders? relieved to seethe Were theByzantines it fail? Crusade, andwhy did What wasthePeople’s 6 • Suggested extended content • • • • • • • • • • • • • The breakdown of stability in The breakdown ofstability West following theCarolingian Different motivationsto Crusade– Tensions Emperors theHolyRoman between andthepapacy. violence. Empire ofknightly andtherise dividing troops, aswell astheheat. of moving through including thecomplicationsof theterrain, An awareness ofthephysical scaleandthelogistical difficulties Adhemar’s attackonthe Turkish camp. againstarchers,in theirarmour the Turkish defeat andBishop successful oftheCrusaderknights Turkish tactics, theimportance – Dorylaeum The poorcoordination oftheCrusaderforces, the result. increased asa tensions theCrusadersandByzantium between andthe Nicaea Arslan, therole incapturing of theByzantines – The siegeofNicaea ofthesiege,The thedefeat tactics of Kilij thecrusadersto Asia Minor.Alexios transporting were notwelcome. the conceptthatwhilstcrusaderswere neededby Alexios, they reached ofthecrusaderswhenthey The actions – Arslan. ofrecruitment interms andtheoverconfidence importance ofKilij The reasons for thefailure ofthePeople’s Crusade, butalsothe The massacre nearCivetot (Kibetos). route, intheHolyLand. andthearrival thetensions inByzantium en includingviolencewithChristians to Byzantium, The journey army, afeasiblemilitary seemlike possibility. The religious beliefthatmadeapeople’s crusade, ratherthanatrue The role ofPeter theHermit. and . Different groups ofpeople- financial gain of salvation/Heaven, concept oftheHolyLand, storiesoflandand . e.g. lords like Bohemond, , priests e.g. religious penance, insearch 1 hour 2 hours 1 hour 2 hours 1 hour 1 hour allocation Suggested time Teacher Guide

© OCR 2017 Termly planning guide GCSE (9–1) History B (School History Project) History B(School GCSE (9–1)History 1097 to June1098 October Section The events ofJuneandthedefeat of strategies andatrocities The capture ofAntioch:rivalries, The siegeby thecrusaders Content Specification • • • questions Enquiry Why wasAntiochso Lance? because oftheHoly Did theCrusaderswin Antioch? a unifiedarmy at Were theCrusaders hard to capture? 7 • Suggested extended content • • • • • • • • • • The defences ofAntioch. numerical advantage for Kerbogha when Duqaq left thebattle. whenDuqaqleft advantagefornumerical Kerbogha lance, theleadershipofBohemond, thesallyoutofcity, lossof –themotivationof The reasons for theCrusadervictory oftheHolyLance. The discovery The secondsiegeofAntiochby Kerbogha. city. ofthe inthesacking The massacre alike andMuslim ofChristian sureAntioch –make pupilsunderstandwhatwascaptured. The difference ofAntiochandthecitadel thecity between ruler orgive Empire? to Byzantine Division over whatto dowhencaptured –appointBohemondas from thebesieging army.Deserters Defeat ofthe Turkish relief army. The food problem for thebesieging army. The siegetactics. 2 hours 1 hour 1 hour allocation Suggested time Teacher Guide

© OCR 2017 Termly planning guide GCSE (9–1) History B (School History Project) History B(School GCSE (9–1)History July 1100 1098toJerusalem Section Jerusalem and the Muslim response andtheMuslim Jerusalem of The establishmentoftheKingdom andthesackofcity tactics The capture preparations, ofJerusalem: Jerusalem Disputes, to delays andthejourney Content Specification • • • • questions Enquiry Why was the journey Why wasthejourney achieved itsgoals? Had theFirst Crusade Crusade? outcomes oftheFirst What were the Jerusalem? when thecaptured Crusaders sobrutal Why were the challenging? to so Jerusalem from Antioch 8 • Suggested extended content • • • • • • • • • • • • The divisions amongst the Crusaders after Antioch – knights who The Antioch–knights divisionsamongsttheCrusadersafter linking to further crusades. to further linking declarationofJihadoverMuslim andholysites Jerusalem there, to attack. still heldby rulers, oftheCrusaderstates Muslim andvulnerability The regions limitsofCrusadercontrol intheHolyLand–key inLatinChristendom. Consolidation ofthepower ofthepapacy orders ofknights. The establishmentofmilitary The establishmentoftheCrusaderstates. Specific reference andthe to oftheRock theDome . Massacre oftheinhabitants. Use ofladdersandsiegetowers. Peter theHermit’s sermons. visionsofAdhemar,Religious tactics, like marching round thecity, worse for thebesiegersthanbesieged. The thelackofwater challengesofthesiege, whichmadeit like Problems ofsuppliesfor theCrusaders. The failedsiegeofArqa. where hadcaptured. they Raymond’s leaderswhowanted decisionto to attackatMaarat, stay wanted to march deathofAdhemar onJerusalem, aspapallegate, 2 hours 2 hours 1 hour allocation Suggested time Teacher Guide

© OCR 2017 Lesson ideas • • Main • • Starter Why didpeoplegoonCrusade? These are examplesofhow alessonmightbestructured to cover oneofthepointscontent for theunit. Project) History B(School GCSE (9–1)History • OR • Either Plenary • • range ofmotivations, includingthemyths land, ofanew religious motivation, financial photos quotes. historian showing goodlandandmodern Sources shouldshow the quotes,Look text illuminated atarangeofsources, texts, modern includingprimary hasthesamemotivationfor joiningthearmy.Class discusstheideathatnoteveryone peoplejointhearmy.makes Use a YouTube Army recruitment videoofaBritish videoandaposter. what Mind-map C11th. on crusade. Write infirstpersonto develop empatheticawareness of the ofthecontext ofpersongoing Write paragraph thepersonalreasons type summarising for aparticular intheC21st. land in1095withasalary motivations withcrusadermotivations. For more able, lookfor subtlercomparisons, like Compare ofmodern acomparison to thelistofreasons make to thelistinstarter crusaders. asamotivationforOverall, rankthereasons the asto how seemimportant farthey whoisayounger son. andalsoaknight wealthy thegroupslearners, keep ofpeoplesimplebutfor more ablebemore e.g. distinct, a person themostfrom theoptions, withajustificationfor thatchoice. For lessable with weapons whichreason andarmour) thepupilthinkmighthave motivated that were ofpersonthey ofwhattype (e.g. adescription write =professional knight soldier alord, to eachone,Give andapeasant. Next asheetwithpicture ofknight, apriest bigger reasons. thesebiggerreasons into alist. Make colourcodetheideasinto groupsAfterwards, asmallnumberof ofthemesto make mind map. these piecesofinformation, read themandthereturn to theirdeskto addareason to a land, etc.gain, younger sonsseeking Put thesearound theroom. Pupils to move to 9 Why didtheCrusaders wintheSecond SiegeofAntioch? • Plenary • • • • Main • • Starter Each group to feedback to theclassonhow theirjudgement. Hold asmallgroup reason for debate asto themostimportant thecrusadervictory. reason mosthelpedtheCrusadersto winatAntioch? Why?” – embedded yet, upwithasimplerquestionto work develop thesameskills “What oftheHolyLance. Howdue to fardoyou thediscovery agree?” Or, ifthisisnotaskill ajudgement,for example ofmaking the importance Crusaderswon atAntioch “The Answer question onthis–why anessay didthecrusaderswin,emphasising style notesthe holylance, on thereasons make why thecrusaderswon atAntioch. With information cards containingtheotherreasons for including thecrusadervictory, o crusaders? Usetheconceptofmotivationandreligious faith. answerClass discussionandthenwritten –why would theHolyLancehelp oftheHolyLanceinAntioch Explain thestory of thecity, andyet managing to save themselves by defeating Kerbogha’s army. outacostlysiege having onlyrecently army ledby finishedcarrying Kerbogha, powerful Apply thisto thesiegeofAntioch by settingthesceneofcrusadersbesiegedby a helped andalsothemotivationalfactors. reasons would help. For more ableinparticular, note difference inphysical that factors alistof5possibleexplanationsformake this. pupils to Get rankhow muchthe5 Using analogyofafootball match where anunderdog team won amatch unexpectedly, might it not be? Does thismatter?might itnotbe?Does ofdiscussion,dopupilsbelieve thatthelancewasgenuine? extension By Why Teacher Guide

© OCR 2017 Assessment Strategies Crusade), butreward appropriate understandingofany othersecondorder concept. of(judging success/failure) andchange People’s(contrast start/finish significance Answers are to show mostlikely understandingofthesecondorder conceptsof anywhere providing between, theresponse matches thelevel description. ispossibleto reach eitherby agreeing thehighestmarks It ordisagreeing or agree withthisview? The People’s Crusade of1095-1096 was acatastrophic failure. How fardoyou level. andunderstandingneededfor aparticular skills Learners willbecredited wherever and however demonstrate they theknowledge, Assessment strategies GCSE (9–1) History B (School History Project) History B(School GCSE (9–1)History approach for how ananswer should bestructured. way ofachieving themarksgiven andNOT anexact Teachers may usetheseexemplar answers asanexample ofone possible There isadeveloped lineofreasoning whichisclear, relevant andlogically structured. in thequestion(AO2). The answer shows strong understanding ofappropriate secondorder conceptsinsettingoutasustainedandgenerallyconvincing judgment explanationto ontheissue reach asupported features inways thatshow oftheperiod The ofkey secure answer demonstrates andcharacteristics understandingofthem(AO1). soundknowledge Level 4(10–12 marks) lineofreasoning whichiscoherent,There isawell-developed relevant andlogically structured. issue inthequestion(AO2). strongThe answer understandingofappropriate shows secondorder very conceptsinsettingoutasustainedandconvincing judgment explanationandreaching onthe awell-supported featuresThe inways answer thatshow oftheperiod demonstrates ofkey secure strong andcharacteristics understandingofthem(AO1). knowledge Level 5(13–15marks) andsustainedlineofreasoning whichiscoherent,There isawell-developed relevant andlogically structured. judgment ontheissueinquestion.(AO2)supported The answer shows sophisticated understandingofappropriate secondorder conceptsinsettingoutasustained, consistently focused well- andconvincing explanationandreaching avery secure featuresThe andthorough inways answer thatshow oftheperiod demonstrates ofkey understandingofthem.(AO1) very strong andcharacteristics knowledge Level 6(16–18marks) 10 a more generalsense, thoughany relevant commentsabouttheFirst Crusadewhich Answers needto befocused onthePeople’s Crusade, ratherthantheFirst Crusadein The questionisassessingAO1 andAO2 (6marks) (12marks). The levels are asfollows: including Peter inthemaincrusaderforce theHermit, inAsia whenitarrived Minor. the maincrusaderforce; ofthePeople’s thecontinuedpresence ofsurvivors Crusade, themassenthusiasmfor crusadingthatmirroredinspirational leader; thatshown by Answers thatdisagree may theeffectiveness cover: of asan Peter theHermit leadership; thecrushingdefeat 1096. atCivetot inOctober (Kibetos) andthedivisionsin inthecrusade;over-eagerness knights of well-trained military Emperor, thelow andhisinsistence number thatthecrusaderscross to Asia Minor; crossedcrusaders asthey Europe; thefailureByzantine to wintheconfidenceof indiscipline inEurope andmassacre ofJews, aswell asthelossofthousands Answers thatagree may emphasise:thechaosthatwasassociated withthe were alsocommonto thePeople’s Crusadecanbeawarded upto Level 1. Teacher Guide

© OCR 2017 Assessment Strategies GCSE (9–1) History B (School History Project) History B(School GCSE (9–1)History The informationiscommunicated inabasic/unstructured way. (AO2). validity historical The answer shows somebasicunderstandingofappropriate secondorder concept(s)butany attempt to explainideasandreach ajudgment ontheissueinquestion isunclearorlacks The offeatures answer (AO1). demonstrates oftheperiod someknowledge andcharacteristics Level 1(1–3marks) There isalineofreasoning whichhassomerelevance andwhichispresented withlimitedstructure. question (AO2). The answer shows someunderstandingofappropriate secondorder conceptsmanaging inalimited way judgment to abouttheissuein explainideas andreach alooselysupported The offeatures answer inways demonstrates thatshow oftheperiod someknowledge someunderstandingofthem(AO1). andcharacteristics Level 2(4–6marks) There isalineofreasoning presented whichismostly relevant andwhichhassomestructure. the question(AO2). The answer shows areasonably soundunderstandingofappropriate secondorder sustainedattempt judgment to conceptsinmaking ontheissuein explainideasandreach asupported features inways thatshow ofperiod The ofkey someunderstandingofthem(AO1). answer demonstrates andcharacteristics soundknowledge Level 3(7–9marks) 11 Teacher Guide

© OCR 2017 Candidate style answers Response A Response GCSE (9–1) History B (School History Project) History B(School GCSE (9–1)History money. Peter wasprobably theHermit there attheSiege ofAntiochasseveral were increased again,mainlyby crusadersfrom theFirst Crusadewhoranout of to jointheFirstof thecrusaderssurvived Crusadewhenitarrived. Their numbers Another way it wasnotacomplete disaster wasthatPeter andseveral thousand First Crusade. Therefore itdidhelp the First Crusadeandthiswasasuccess. were more groups thatsetoffto theHolyLandandalsomore soldiersjoinedthe for peopleto jointheFirst Crusade. As aresult ofPeter’s there preaching work, forleft theHolyLand, Peter andhiscrusadewasareal theHermit encouragement However, there were thatwere some aspects successful. Oneisthatbefore they disaster where itdidnot achieve itsaimsofliberatingtheHolyLand. except for afew thousand whowere ableto escape. Therefore thecrusadewasa able to match thebows andarrows ofthe Turkish army andalmostallwere killed vulnerable andmarched into awood where were they ambushed. They were not crusaders diedinbattleatCivetot. They fell for rumoursthatthe Turks were ofthe way thatitwasadisaster wasthatthemajority The mostimportant prepare for theCrusade. wanted to butalsobecausethey theirmoney non-Christians, wanted to kill to . This wasdueto acombination ofreligious zealotry, where they Europe. wereThousands ofJews murdered andotherswere forced to convert Another way thatitwasadisaster wasthatitledto amassacre in ofJews food suppliedbefore were becausethey even gotto short they theirdestination. organised andcontrolled. For raidingfor example, thousandsdiedinHungary simply peasants, notdisciplinedsoldiers. This were meantthatthey notwell with onlyafew leaderslike experienced Walter thePenniless. Alsomostwere so thePeople’s Crusadewasledby man, Peter whowasnotamilitary theHermit, were allforming leadersandbestknights for theFirstThe mainmilitary Crusade, One way thatitwasadisaster organised wasthatthearmy waspoorly andled. crusade wasready. many ways In thiswasacatastrophic disaster. group ofcrusaders, before mainlynon-soldierpeasantsandpoorknights, themain IIdeclared Urban 1096,after theFirstIn Crusade, Peter ledanearly theHermit 12 evaluating theevents againsttheobjective.evaluating a clearunderstanding, andthenitappliessecondorder causation,and conceptslike required.elements oftheskills Firstly ithasgood, whichshows accurate knowledge question before reaching areasoned demonstrates both judgementattheend. It This answer shows asustainedlineofreasoning whichaddresses sidesofthe two Level 6 Commentary sources say hegave speechesto themen before inspiring thecharged the ’s Crusadewasmainlya failure. wiped outandalsocausedproblems inEurope aswell asHungary, Ithinkthatthe asanencouragementto othergroups.acting were Butinthemain,becausethey Overall, itisnotentirely truethatthePeople’s Crusadewasadisaster, mainlyby successful role incrusading. army. there ofthePeople’s So were atleastsomeparts Crusadewhichplayed a Teacher Guide

© OCR 2017 Candidate style answers Response B Response GCSE (9–1) History B (School History Project) History B(School GCSE (9–1)History wanted, itwasacomplete failure. diedwithoutgettingwhatthey Because itwent sobadlyandthateveryone The Turks allofthem. nearly hidinawood andtrappedthemkilled crusade andwhilsthewasaway, took themto attack the oneoftheknights Turks. Crusade waswipedout.Peter went to adifferent placeto findfood for the The biggestway itwasadisaster wasbecauseintheend, allofthePeople’s nearly prepared orbefore theproper crusaderscouldarrive. soherushedthemallinshipsbefore werehaving they arabble inhiscountry fully They alsohadproblems inConstantinople becausetheemperor didnotlike disaster were becausethey dyingbefore even gotto they theHolyLand. went thatthey throughcountries fightingfor andlotswere food. killed This wasa did nothave muchfood orsupplies, soloadstook food by raidingvillagesinthe setofftoWhen they theHolyLand, raninto they problems straightaway. They butmostwerefew notproper knights fighters. Crusade across towards theHolyLand. They mainlyconsisted ofpeasantsanda of waitingfor theproper crusadeto beready, Peter took thePeople’s theHermit complete disaster. when thePope started wanted to have It acrusadebutinstead I completely agree withthequestionbecausePeople’s Crusade wasa 13 Level 3 Commentary so thefirstway to improve thisanswer would beto add acounter argument. ofthequestion. to insupport anevaluation the knowledge The answer isonesided, though abitnarrative andquite generalised, andinaslightlyimplicitway haslinked This answer shows agrasp oftheissuesinvolved. hasusedsomeknowledge, It Teacher Guide

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