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Exploration and Discovery December 2014 AS and A LEVEL Delivery Guide H105/H505 HISTORY A Theme: Exploration and Discovery December 2014 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 © 2014 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. AS and A LEVEL HISTORY A CONTENTS Introduction Page 4 Curriculum Content Page 5 Thinking Conceptually Page 7 Thinking Contextually Page 10 Learner Resources Page 19 3 Introduction Delivery guides are designed to represent a body of knowledge about teaching a particular topic and contain: KEY • Content: A clear outline of the content covered by the Click to view associated resources delivery guide; within this document. • Thinking Conceptually: Expert guidance on the key concepts involved, common difficulties students may have, approaches to teaching that can help students Click to view external resources understand these concepts and how this topic links conceptually to other areas of the subject; AS Level content only • Thinking Contextually: A range of suggested teaching only activities using a variety of themes so that different activities can be selected which best suit particular classes, learning styles or teaching approaches. If you have any feedback on this Delivery Guide or suggestions for other resources you would like OCR to develop, please email [email protected]. 4 Curriculum Content This topic provides an opportunity to study what is generally regarded as a transition from the medieval to the modern world and ‘the age of adventure’. The intellectual and cultural shift encompassed by the Renaissance helped to develop the desire for ‘discovery’ in terms of geographical and scientific knowledge. Set against the background of previous medieval exploration and travel along the Silk Road, Chinese exploration in the Indian Ocean and the growth of the Venetian and Genoese maritime empires, the determination and risks which European individuals took in the 15th century to discover ‘terra incognita’ reached unprecedented levels. The discovery of the ‘New World’ transformed and challenged the accepted ‘world view’, inspiring or compelling individuals to play a part in European trade, conquest and further exploration. The discoveries of Columbus from 1492 onwards are well-known, however this topic gives scope to study the contributions of a wider variety of explorers, patrons, cartographers, merchants, conquistadors and colonial governors from the early-15th century onwards. Equally it allows learners to consider land-based travel across continents or within ‘interiors’ as well as opportunity to analyse the reactions, involvement and development offered by non-Europeans. From this basis, learners will be able to assess the significance of individual or imperial expansion by the late 16th century whilst appreciating the complexity of late medieval thought, knowledge and communication whether from European, Arab or Chinese origins. 5 Curriculum Content Rather than merely focussing on the motives or reasons for initial European exploration, learners will be able to study the circumstances which enabled the practicalities of voyages across unknown seas as well as aspects of exchange or encounter with indigenous peoples and settlers. The impact of European discovery in the Americas and Asia is an essential aspect of the period, whether regarding it from the perspective of the western European or the emerging global economy. However, a study of the nature and extent of settlement and conquest gives scope to assess the effects of early colonisation in Latin America, the development of the slave trade, and the emergence of imperial rivalry. In this respect, the topic would complement Themes topics such as Tudor Foreign Policy, the Origins and Growth of the British Empire, the Ascendancy of the Ottomans and Civil Rights in the USA. In addition, a variety of complementary topics could be drawn upon for independent research including studies of earlier explorers, such as Marco Polo and Ibn Battuta or other civilisations such as the Aztecs, Inca or African kingdoms. As a summary, learners should have studied the following: • The reasons and circumstances leading to the age of exploration, geography and internal developments in Spain and Portugal, the role and motives of patrons and individual explorers, technological and cartographic developments, routes and travel conditions. • The nature of encounters between civilisations and peoples, the role of merchants, conquistadors and indigenous leaders, reasons for successful conquest, diplomacy and exchange. • The governance and impact of settlement and colonisation on indigenous peoples, the early Spanish and Portuguese empires, extension of control, trading posts in the Far East, attitudes and communication, local administration. • The impact of overseas empire on Europe, the slave trade, economic effects of bullion and goods, personal and national benefits and losses. 6 Thinking Conceptually The Period Studies unit requires learners to demonstrate Ultimately, it will enable a firmer understanding of the an understanding of the key historical terms and concepts significance of European trans-Atlantic exploration in its relevant to the period studied. Learners will be required historical context. Visual and interactive resources will aid to recall, select and deploy appropriate knowledge and geographical knowledge and it is recommended that a communicate this clearly and effectively within focussed variety of maps are provided which reflect developments and essay-based questions. They will also be expected to in cartography and navigational tools as well as comparing demonstrate an ability to explain, evaluate and analyse the the routes and dates of voyages. Repetition is needed to relationships between key features of the period studied grasp geographical terms, but it is advisable that this should in order to reach substantiated judgements. At times, this be set against the context of what was ’known’ to people at will involve the need to identify elements of progression specific points in time thus taking a chronological approach. and stagnation or the need to focus on key individuals and The influence of myths and stories of Prester John, El Dorado turning-points. A learner’s ability to achieve this will be greatly and the Fountain of Eternal Youth can only be appreciated enhanced by exposure to a variety of resources: primary with an understanding of the mentality and beliefs of the late sources in accessible translation, secondary extracts and medieval world as they adapted to new circumstances and historical interpretations. discoveries. In addition the role of individuals or countries in shaping the emerging ‘modern world’ should be analysed in An essential element of any teaching course on 15th and 16th terms of their separate and shared visions, motives, actions century Exploration, Encounter and Empire is that learners and experiences. acquire a basic grounding in the concepts and key events which shaped the late medieval world and Renaissance. This need not be extensive initially and understanding can be developed throughout a teaching course, however, adequate provision of time and resources to encourage learners to see the ‘bigger picture’ is recommended as an introduction. A clear chronological overview of medieval learning and knowledge of the ‘world’ will be extremely helpful in terms of grasping geographical and historical terms relevant to the 15th century. 7 Thinking Conceptually Although not an exhaustive list, the following terms may Conquistador prove problematic: Inquisition Reconquista Encounter Term used to define the meeting of two previously unknown civilisations, peoples or Given the nature of medieval history, source analysis inevitably individuals leading to an ‘exchange’ whether provides a key entry into the topic enabling learners to in terms of power, material goods, trade, engage with both the narrative of events as well as the knowledge, culture, religious beliefs and context in which explorers and scholars wrote. Equally, there ways of life. is ample opportunity to stretch learners to consider historical interpretations. The following recommended resources Cathay Late medieval reference to China as used by contain useful texts, programmes or images of navigational Marco Polo. tools and maps for teachers and learners: Settlement Term used to refer to trading posts, city quarters or ‘port calls’ along the route in which communities live; it does Fordham University (Halsall texts) not necessarily indicate conquest and A range of primary sources and links on Exploration systematic colonisation. http://www.fordham.edu/Halsall/sbook1z.asp In addition, learners will need to have a sound understanding Library of Congress of the following terms relating to the late medieval period: Columbus exhibition Imperialism http://www.loc.gov/exhibits/1492/index.html Colonisation Teaching resources page Slavery http://www.loc.gov/teachers/classroommaterials/themes/
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