Support Material gce history B



Download 1.8 Mb.
Page11/25
Date28.02.2021
Size1.8 Mb.
1   ...   7   8   9   10   11   12   13   14   ...   25
Suggested teaching time

15 hours

Topic

8. Consolidation and Revision

Topic outline

Suggested teaching and homework activities

Suggested resources

Points to note

Overview

  • Teachers could re-cap on the order in which key issues and the key points of content have been discussed.

  • Students told to prepare for file check

Differing and changing attitudes towards racial minorities

  • Students could be told to prepare a set of revision flash cards that could be developed as an analysis of the following interpretation: ‘Attitudes towards racial minorities in America changed substantially between 1865 and 1970’

  • Students could be provided with a selection of sources and be asked to provide an alternative interpretation to the one offered above.

  • Student notes and files

  • Course booklet

  • Selected sources on changing attitudes.

  • Revise the distinction between historical sources and historical evidence and between primary and secondary sources.

Reasons for varying rates of change in attitudes towards racial minorities


  • Students could be provided with a mock examination paper of relevant sources and be required to plan a response to the following interpretation: ‘Government intervention was the main reason behind changes in attitude towards racial minorities in America between 1865 and 1970’

  • Students could then be asked to produce a more satisfactory alternative to the interpretation offered above.

  • Student notes and files

  • Course booklet

  • Use the sources in the examination paper to revise the different uses of different types of historical sources.




The role of individuals, groups, state and federal authorities

  • Students could be required to produce an A3 mind map based around possible responses to the following interpretations: ‘State authorities were sometimes responsible for the slow pace of change in the rights of racial minorities in America between 1865 and 1970’ Or: ‘Federal government was the main factor affecting the rights of African Americans in this period’. Or: ‘Throughout the period 1865-1970, groups representing racial minorities in America were faced with major opposition from state authorities’. Or: ‘Native Americans were the most neglected of all racial minorities’.

  • Students could also be provided with a document that argued against the importance of individuals in the US civil rights movement. They could then be given a selection of sources that stressed the importance of individuals representing racial minorities in the USA. How would/could they amend the original interpretation?

  • Student notes and files

  • Course booklet

  • Revise the understanding that interpretations of historical sources must be based on, and consistent with, the content of the sources and their historical contexts.

Methods, aims and effectiveness of civil rights organisations – how these have changed over time

  • Students could be provided with mock examination papers of relevant sources and be required to plan a response to the following interpretations: ‘Early civil rights campaigners were concerned mainly with compromise and self help’. Or: ‘Civil rights campaigns were at their most effective when direct action was used.’ Or: ‘Campaigners for civil rights often disagreed on the most effective way of securing a better deal for American racial minorities’. Or: ‘The demands of civil rights organisations were consistent in the period 1865-1970.’

  • Student notes and files

  • Course booklet

  • Revise the importance of questions asked about historical sources. Students could be given a source relating to the effectiveness of civil rights organisations and ask as many questions about it as possible.

  • For each of the interpretations offered, students could be asked to develop their own, alternative interpretations.

Membership of civil rights movements, including the role of women

  • Students could be asked to prepare flip chart revision posters that illustrate possible responses to the following interpretations: ‘The civil rights movement would have achieved very little without mass membership and support.’ Or: ‘Small acts of protest and disobedience by countless unknown members was the real strength of the civil rights movement’. Or: ‘Women were the unsung heroines of the campaign for civil rights for American racial minorities.’ Or: ‘The civil rights movement was too male dominated’.

  • The activity could be developed by encouraging students to develop alternative interpretations to those offered above.

  • Student notes and files

  • Course booklet

  • Revise the using of two historical sources together and the necessity/skills of cross-referencing.

  • More able students could be supplied with a more detailed/difficult set of sources and be asked to supply their own interpretations different to those offered.

The importance of leadership in the civil rights movement and other factors that led to change

  • Students could produce a set of revision notes that summarise the main factors leading to changes for racial minorities in America between 1865 and 1970.

  • Students could be provided with mock examination papers of relevant sources and be required to plan a response to the following interpretations: ‘Charismatic leadership was one of the strongest factors that helped the civil rights movement to achieve change.’ Or: ‘Leaders of the civil rights movement were frequently in conflict over aims and methods.’ Or: ‘The achievement of civil rights for African Americans owed more to the actions of federal government than the leaders of the civil rights movement.’

  • Student notes and files

  • Course booklet

  • Revise the issues surrounding the importance of the purposes, interests and the intended audiences of the authors of historical sources.

  • Students could be shown a clip of the Spike Lee film ‘Malcolm X’ (the Plymouth Rock bit is good). Discuss the importance of the purposes, interests and the intended audiences of the authors of this particular historical source. Students could be provided with more detail on Spike Lee to help emphasise the points being made.

Race and American society 1865 – 1970s. Patterns of change and continuity

  • Students could review all their work on the course to produce tables showing the advancement of civil rights for racial minorities in America between 1865 and 1970. The following points could be emphasised:

  • Factors that promoted change

  • Factors that delayed change

  • Student notes and files

  • Course booklet

  • Teachers could encourage students to consider a number of important questions about the nature of interpreting historical sources and evidence. Questions that could be investigated at the end of the course include:

  • The extent to which the essence of American history since 1865 can only be explained and defined by understanding the nature of race in American society (historicism).

  • The extent to which different interpretations of the issue of race in American history can be constructed and why they are constructed.

  • The extent to which interpretations of the past can be advised and amended in the light of new evidence (views on Martin Luther King and Kennedy: revisionists).

  • How historical sources can be used to test the validity of assertions.


Sample Lesson Plan:

GCE History B: H108. F984 Non-British History: Race and American Society 1865-1970s






Share with your friends:
1   ...   7   8   9   10   11   12   13   14   ...   25




The database is protected by copyright ©essaydocs.org 2020
send message

    Main page