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Introduction to interpretation

OCR recognises that the teaching of this qualification will vary greatly from school to school and from teacher to teacher. With that in mind, this lesson plan is offered as a possible approach but will be subject to modifications by the individual teacher.

Lesson length is assumed to be one hour.

Learning Objectives for the lesson



Objective 1

Grasp of traditional ‘exploitation’ interpretation

Objective 2

Development of content/knowledge. India, Australia and New Zealand

Objective 3

Merits and demerits of this interpretation and what it adds to understanding of imperialism

Recap of previous experience and prior knowledge



  • Role of theory-especially Marxism-to link into this topic

Content

Time

Content

15 minutes

Using Powerpoint, summarise key points of Lenin and Hobson’s ideas on imperial motivation-the accumulation theory. Ensure that key points are noted and students have grasped central tenets. Teachers may wish to supply the key points without reference to the writers and ask students to allocate key points to key writes.

10 minutes

Students present ‘One Minute Papers (brief review of notes ( done prior to lesson) on India, Australia and NZ done under following headings

a) Why did the UK first go to India etc?

b) When did UK go?

c) Why did UK settle?

d) Why did UK develop the area?

e) How did UK develop area?



15 minutes

Working in pairs-each given one country- India, New Zealand, Ceylon etc –one developing a case that the accumulation theory does fit that country, the other working on the case against.

15 minutes

Discussion on 1) How valid is this theory?

2) How useful is this theory?

Ensure key points each way are noted.


Consolidation

Time

Content

5 minutes

How does this theory compare in utility to the previous one?




Written work “To what extent do the flaws in the Hobson/Lenin theory outweigh the merits “?

Sample Lesson Plan

GCE History B: H505. F985. Interpretations of British imperialism

Question answering technique

OCR recognises that the teaching of this qualification will vary greatly from school to school and from teacher to teacher. With that in mind, this lesson plan is offered as a possible approach but will be subject to modifications by the individual teacher.

Lesson length is assumed to be one hour.

Learning Objectives for the lesson



Objective 1

How to get 30 marks on Question A

Objective 2

Evaluation of differing interpretations

Objective 3

Broad reasons for decolonisation - from metropolitan viewpoint

Recap of previous experience and prior knowledge

  • Impact of imperialism on the UK – topic 14

Content

Time

Content

15 minutes

Give out copy of SC Smith ‘British Imperialism’ P 121. Go through it in class making it clear what students need to note and what they should be looking to understand. Students then read/note/highlight under headings of

1.Intererpretations in source

2. Approaches

3. Methods



15 minutes

Explain mark allocation for Qu a) in terms they will easily grasp e.g.

AO1 a) Knowledge

AO1 b) Understanding

AO2 a) Source analysis

AO2 b) Interpretations. Marks split is 15/15 between AO1 and 2

Best way to get it over is by saying that it is

10 marks facts-own knowledge and understanding

10 marks understanding of interpretations

10 marks understanding of approaches and methods of historians.

It might well be an idea to always mark exam-type work out of 30 students know exactly what they have done well and what they have not. Allocating 10 marks for each of the above. They might get therefore 7,3 9 at the end of an answer



25 minutes

Do model answer to Qu a) using PowerPoint so it can be relayed to students, placed on intranet and be available as a model.

Consolidation

Time

Content

5 minutes

Take McCain pp 27 where, (depending on edition used) and get them to read it in class and then do a Qu a) on it for homework.

Sample Lesson Plan

GCE History B: H505. F985. Interpretations of British imperialism

Question answering technique

OCR recognises that the teaching of this qualification will vary greatly from school to school and from teacher to teacher. With that in mind, this lesson plan is offered as a possible approach but will be subject to modifications by the individual teacher.

Lesson length is assumed to be one hour.

Learning Objectives for the lesson



Objective 1

Technique for answering Question B

Objective 2

Revision of key interpretations

Objective 3

Reasoning behind decolonisation

Recap of previous experience and prior knowledge

  • Reminder of key Assessment objectives

Content

Time

Content

10 minutes

Using S C Smith ‘British Imperialism’ P 121. Consider following Question B)

“Some historians have favoured the ‘pure profit’ motive such as the need for new and protected markets for British manufactured goods and services as the driving force behind British imperialism in the second part of the 19th century”.

Explain how this has contributed to our understanding of imperialism. Has this approach any disadvantages and shortcomings?

Get students to re-read the extract – highlighting it etc - ensuring they know exactly what they have to do and why under exam conditions. Stress that what is in the final couple of sentences (invariably rushed over) can be critical. Again emphasise what has to be noted in this extract from a historian and why.



10 minutes

Remind how marks are allocated and get ideas from group about how each of the 3 groups of 10 marks can be gained.

The 10 for knowledge and understanding?

The 10 for understanding of interpretations?

The 10 for understanding of the approaches and methods?

Using the source and elements of ‘own’ knowledge which students feel to be appropriate.


25 minutes

Construct model answer collectively for intranet so all students have a template to work from.

Make sure there is appropriate length and depth; the right balance between source use and own knowledge and it demonstrates an appropriate grasp of interpretations, approaches and methodology.



Consolidation

Time

Content

5 minutes

Which proved to be the easiest marks to get? The hardest? Which were the likeliest things to forget to do under exam conditions? What obvious pitfalls are there in doing this type of question?

Sample Lesson Plan

GCE History B: H505. F985. Interpretations of British imperialism

Reasons for settlement in India. Marxist interpretation

OCR recognises that the teaching of this qualification will vary greatly from school to school and from teacher to teacher. With that in mind, this lesson plan is offered as a possible approach but will be subject to modifications by the individual teacher.

Lesson length is assumed to be one hour.

Learning Objectives for the lesson



Objective 1

Introduction to interpretations - the Marxist Interpretation

Objective 2

Students will show full understanding of the reasons for a) going to and b) settling in, India

Objective 3

Students will show full understanding of the arguments sourriunding the merits and demerits of the Marxist theory of imperialism

Recap of previous experience and prior knowledge

  • The reasons for settling in North America and the theories offered to explain them.

Content

Time

Content

30 minutes

Using PP ( and above all use a clear map of India )

1. Deliver key points about why India was settled and developed from a

strictly Marxist viewpoint.

2. Start with a completely theoretical introduction-demonstrating clearly that

what is coming is based on an identifiable ideology. That the facts have to

fit into your theory.

3. Identify key points in settlement of India e.g. - role of E. India Company – way in which Bengal was acquired etc - attitude to Indian cotton industry and also jute. Focus on whole way it was designed to meet UK needs. Look also at way in which imperial strategic thinking depended on Indian army manpower etc

4. Get depth correct for this A2 level. Don’t get bogged down in detail. Make them note exactly what they need to know for their A*.



15 minutes

Discuss

Where does the bias obviously lie in their interpretation?

How does this interpretation compare with those put forward earlier for North American and South Africa.?

What are the obvious merits of this interpretation?


What are the obvious flaws?

5 minutes

Note key premises of Marxist theory

Consolidation

Time

Content

5 minutes

How useful has this interpretation been to your grasp of the motivation for imperialism?

Other forms of Support

In order to help you implement the new History B specification effectively, OCR offers a comprehensive package of support. This includes:

OCR Training



Get Ready…introducing the new specifications

A series of FREE half-day training events are being run during Autumn 2007, to give you an overview of the new specifications.



Get Started…towards successful delivery of the new specifications

These full-day events will run from Spring 2008 and will look at the new specifications in more depth, with emphasis on first delivery.

Visit www.ocr.org.uk for more details.

Mill Wharf Training

Additional events are also available through our partner, Mill Wharf Training. It offers a range of courses on innovative teaching practice and whole-school issues - www.mill-wharf-training.co.uk.

e-Communities

Over 70 e-Communities offer you a fast, dynamic communication channel to make contact with other subject specialists. Our online mailing list covers a wide range of subjects and enables you to share knowledge and views via email.

Visit https://community.ocr.org.uk, choose your community and join the discussion!

Interchange

OCR Interchange has been developed to help you to carry out day to day administration functions online, quickly and easily. The site allows you to register and enter candidates online. In addition, you can gain immediate free access to candidate information at your convenience. Sign up at https://interchange.ocr.org.uk



Published Resources

OCR offers centres a wealth of quality published support with a fantastic choice of ‘Official Publisher Partner’ and ‘Approved Publication’ resources, all endorsed by OCR for use with OCR specifications.



Publisher partners

OCR works in close collaboration with three Publisher Partners; Hodder, Heinemann and Oxford University Press (OUP) to ensure centres have access to:



  • Better published support, available when you need it, tailored to OCR specifications

  • Quality resources produced in consultation with OCR subject teams, which are linked to OCR’s teacher support materials

  • More resources for specifications with lower candidate entries

  • Materials that are subject to a thorough quality assurance process to achieve endorsement

The publisher partnerships are non-exclusive with the GCE Sciences being the only exception. Heinemann is the exclusive publisher partner for OCR GCE Sciences.
Heinemann is producing the following resources for OCR GCE History B for first teaching in September 2008 [publication – Spring 2008]
Andrew Field Series editor Martin D W Jones A2 The theory of Historical Controversy and Historical Significance

ISBN: 978-0435312466


Andrew Holland Series editor Martin D W Jones A2 Different interpretations of British Imperialism c. 1850-c1950

ISBN: 978-0435312480


Andrew Field Series editor Martin D W Jones A2 The theory of Historical Controversy and Historical Significance Planning and Delivery Resource

ISBN: 978-0435312473


Approved publications

OCR still endorses other publisher materials, which undergo a thorough quality assurance process to achieve endorsement. By offering a choice of endorsed materials, centres can be assured of quality support for all OCR qualifications.



Endorsement

OCR endorses a range of publisher materials to provide quality support for centres delivering its qualifications. You can be confident that materials branded with OCR’s “Official Publishing Partner” or “Approved publication” logos have undergone a thorough quality assurance process to achieve endorsement. All responsibility for the content of the publisher’s materials rests with the publisher.



These endorsements do not mean that the materials are the only suitable resources available or necessary to achieve an OCR qualification. Any resource lists which are produced by OCR shall include a range of appropriate texts.

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