The Henry Box History Department

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AQA A-level History Making of Modern Britain 1951-2007

Summer Pre-course work Contents Page

Page 3: Welcome to A level History

Page 4: How to use this pack

Page 5: Task 1: Multimedia Research

Page 6: Task 2: Creating a glossary of key terms

Page 7-19: Task 3: Reading some academic literature and Cornell note-taking

Page 20-21: Task 4: Historical research

Page 22: Task 5: Music from each decade

Page 23: Bonus task

Page 24: Extra Historical reading/viewing

2 Welcome to A-level history at The Henry Box School

Dear Historians, From all of the history team we welcome you to the next step on your history journey. During year 12 and 13 you will be following the AQA History course. You will study two modules and produce one piece of coursework (the NEA) during your time with us. We are part of the wider ‘Social Science’ faculty, our faculty is known for having high expectations of our students and enabling them to achieve some of the best results in the school. Over the months leading up to September we expect you to begin preparing yourself for the course. To enable you to do this we have put together this pack for you to work through between the end of year 11 and the start of year 12. You will need to complete all of the activities and pieces of reading ready for your first lesson in September.

Additionally, we also suggest that you try purchase the following items ready for your first lesson: • Oxford AQA History for A Level: Tsarist and Communist Russia 1855-1964 (ISBN: 0198354673) • The Making of Modern Britain 19651-2007 A/AS Level History, Oxford A Level History for AQA (ISBN: 0198354649) • Highlighters • A range of coloured pens

We will provide you with exercise books so please do not buy any folders or other note pads How to use this pack As you have already seen this pack contain a range of tasks for you to complete in advance of your first lesson. This pack contains activities that are focused on unit 2S Making of Modern Britain.

Each task will require you to complete some form of notes or activity using either what you have read or listened to. Each resource that you access has been chosen carefully to give you an idea of the historical context of Russia at this time. We hope this gives you a solid foundation to build upon but also exposes you to high quality literature that sparks your passion for our subject.

Note taking: The Cornell note taking system Within this pack you will find several pages for your notes. We are going to ask you to use a new system to make your notes. Research suggests that this approach helps you to retain what you learn from either what you are taught or read. We have tried to summarise this approach below: • The note taking sheet is divided into two parts: questions and notes, with a summary at the end • The notes section is where you record key points, facts or figures. This should also include any descriptions you need. • Within 24 hours of taking notes, review your notes and write questions in the questions section. These could be questions which are answered in the notes on the right or ones you still need the answer to--ask a friend or the teacher after class. This is also perfect for revision or retrieval practice. • Finally you add a summary to your notes, we have suggested in no more than 4 sentences Task 1: Multimedia Research Below you will find a list of resources that give you a really good idea of the time period we will be covering. You will need to watch or listen to at least one of these and complete your notes on the Cornell notes pages that follow.

Link: Description: Andrew Marr has done a whole series about the History of Modern Britain and it applies directly to our course! It is really relevant and interesting. Andrew Marr’s History of It covers the social developments, the political Modern Britain scandals and the changes in the economy. You can choose any of the episodes to watch. I have just linked the first episode. Historian Dominic Sandbrook looks back at the Dominic Sandbrook’s The 1970s and explores how this decade profoundly Way We Were: Britain at shaped our present - one of strikes, bombs and the Start of the Seventies blackouts, but also creativity, energy and revolution. Historian Charlotte Lydia Riley explores how Charlotte Riley’s podcast Prime Minister Harold Wilson impacted Britain in about Harold Wilson the 1960s and made changes to society that are still relevant to this day. Task 2: Glossary There are going to be a range of key terms you will need to know and understand as we move through our unit. Please find the meanings of the words listed below:

Key term Definition

Post-war consensus

Permissive society

Deference

Mixed economy

Decolonisation

Commonwealth

The ‘establishment’

Censorship

Trade unions Task 3: Reading academic literature Your next task is designed to challenge you, in this section you will find two articles that are aimed at A-level students. These articles do use challenging words and may be difficult to understand at first so remember to take your time. You need to read both of them and complete your own notes pages for both of the articles. A reminder of how your Cornell notes should look is outlined below: Cornell notes Title of article: sheet Questions: Notes:

Summary: Write 4 or more sentences describing specific learning from these notes. Cornell notes Title of article: sheet Questions: Notes:

Summary: Write 4 or more sentences describing specific learning from these notes.

Task 4: Historical research

For the following activity you will need to do some research online about the key decades that we cover in this topic. All you will need to do is find out about an event for each decade according to the category. For example you can start by googling ‘which prime ministers ran the country during the 1950s?..’

Just as a reminder:

Political This covers all things to do with the running of the country, who was making the decisions, who held the power and what laws were brought about? Social This covers all the cultural and societal changes. How ordinary people lived their lives, fashion and music choices, how people spent their spare time and how people interacted. Economic This is everything to do with the money in the country. How the money in the country is controlled or not controlled, how the government helps run the economy, how this impacts ordinary people. Foreign This is to do with how Britain interacted with affairs the rest of the world. The events that Britain was involved with, the relationships between leaders from different countries and Britain’s position in the world. You can either redraw or print out the table on the next page. Then fill it out!

Time Political Social Economic Foreign period affairs 1950s

1960s

1970s

1980s

1990s

2000- 2007 Task 5: Music from each decade

The last task you need to complete is to listen to and think about music from each decade. For each decade you will need to listen to at least one song. To find the music click on the links below and chose some from the lists. Once you have listened to some music you need to write one sentence about each decade: How do you describe the music? What is the music style and what are the lyrics saying? Once you are done think about how the music styles change over time.

Decade List of top songs of the decade (to chose from)

1950s https://www.rollingstone.com/music/music-lists/20- biggest-songs-of-the-summer-the-1950s-20750/ 1960s https://www.rollingstone.com/music/music- lists/summer-songs-1960s-18336/ 1970s https://www.rollingstone.com/music/music-lists/20- songs-that-defined-the-early-seventies-251802/ 1980s https://www.rollingstone.com/music/music- lists/summer-songs-1980s-14999/ 1990s https://www.rollingstone.com/music/music-lists/50- best-songs-of-the-nineties-252530/ Early 2000s https://www.rollingstone.com/music/music- lists/100-best-songs-of-the-2000s-153056/ Bonus task: Historical Association debate question:

Historical Association’s ‘Great Debate’ essay question: “Should we judge historical figures by the morals of today?” • Consider all periods of history when deciding their argument, and to pick a subject matter of personal interest to them. • Consider the question in focus on one particular historical figure or social issue (Should Columbus Day still be celebrated in America? Does Anne Boleyn deserve a posthumous pardon?); or discuss multiple figures in light of later social change (Can we ever overlook the harm caused by imperialism? What impact might #MeToo have on historical study?); or they might decide a different approach that better suits what they wish to talk about. • Up to 800 words Further reading or viewing During your A-level course we expect you to read around and beyond the topic. This can include academic articles like the ones within this pack but can also include reading fiction based in the period, watching films and documentaries or listening to podcasts. Listed below are some suggestions of resources you could access before and during the course. Books: • A Marr, A History of Modern Britain, Macmillan, 2007 • G Bernstein,The Myth of Decline: The Rise of Britain Since 1945, Pimlico, 2004 • C Beckett, Thatcher, Haus, 2006 • D Sandbrook, Never Had It So Good: A History of Britain from Suez to the Beatles, Abacus, 2010 • P Johnson,20th Century Britain: Economic, Social and Cultural Change, Longman, 1994

Documentaries/Films/TV Shows (some contain adult scenes or humour): • Dominic Sandbrook: the 80s: https://www.youtube.com/watch?v=bK1ADuAio3Y • The Truth about 60s TV BBC documentary: https://www.youtube.com/watch?v=7ZBAkdEeuV8 • Pride • The Boat that Rocked • The Crown (series on Netflix) Podcasts/lectures: • History Extra has lots of articles and podcasts about all sorts of history! Linked here is there section on History Extra that is relevant to this course: https://www.historyextra.com/period/20th-century/ • Gresham College Lecture by Dominic Sandbrook: https://www.youtube.com/watch?v=_kgmxNnq6lY