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LEVEL THREE HISTORY

COURSE BOOKLET

“England 1558-1667”

2011

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INTRODUCTION

Congratulations on taking History as one of your options this year. No doubt the experience will be

enlightening and enjoyable and one you will continue with through your school life and beyond.

History world-wide, is a subject that is going through something of a renaissance at the moment, as employers

seek people who can think on their feet, show initiative, and are creative thinkers. These are skills you will

begin to learn this year. Many jobs require analytical and research skills. Both are fundamental to the study

of History.

Students taking this course will deepen their critical understanding of issues important to our nation and

others. They will increase their knowledge of human behaviour and their understanding of different lifestyles

and viewpoints. They will observe how individuals and forces can influence the course of events. They will

be able to start to see the big picture and understand why.

Enjoy the year!

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Level 3 History is the culmination of the history syllabus and provides a transition to tertiary studies. It

contains a compulsory area of study which covers an extended period of time and demands a higher level

of thinking, understanding, reading, and writing. This study can cover either England 1558 to 1667, or

New Zealand in the Nineteenth Century. There is a shift in emphasis towards a consideration of historical

method and historiography - what is involved in the craft of the historian. Students are expected to argue a

convincing case in answer to searching historical questions. By the end of the course, students will have

studied in depth some key historical developments of yesterday's world which will contribute to

understanding their society

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ENGLAND 1558-1667

Theme A: Economy and Society

What was the nature of English society and economic activity from the

1560s to the 1660s? What major trends and changes characterise the

century between these dates?

Structure and Change in Society and Economy

Religion

Family and Marriage

Theme B: Government and Politics 1558-1640

What was the nature of Elizabethan and early Stuart government? What

major problems did rulers face, and how did they deal with them?

Elizabeth I 1558-1603

James I 1603-1625

Charles I 1625-1640

Theme C: Revolution, Republic and Restoration, 1640-1667

Why did Civil War break out, and why did it lead to regicide and

revolution? Why did the Interregnum experiments fail and end in a

Restoration?

Civil War 1640-49

Commonwealth and Protectorate 1649-1660

The Restoration 1660-67

Special Study: History and Hollywood

In term two you will focus on you Special Study. This will involve you choosing a film based on real events

and examining the historical context of the movie and drawing conclusions on the film’s accuracy in

portraying those events. You have a huge range of historical periods to choose from here, so this is an

opportunity to pursue a time that really interests you. The choice will probably be overwhelming

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ASSESSMENT – ACHIEVEMENT STANDARDS Subject Reference History 3.1

Title Plan and carry out independent historical research

Level 3 Credits 5 Assessment Internal

This achievement standard involves identifying and defining an area for historical research, planning the research,

gathering, selecting and recording, in an organised way, relevant historical evidence from a range of sources, and

evaluating the effectiveness of the research process.

Subject Reference History 3.2

Title Communicate and present historical ideas clearly to show understanding of an historical context

Level 3 Credits 4 Assessment Internal

________________________________________________________________________

This achievement standard involves selecting and communicating key historical ideas and supporting evidence clearly

and accurately, to show understanding of an historical context. It also requires material to be presented clearly,

applying appropriate historical format and/or style of the mode of presentation, and using appropriate historical

conventions consistently and accurately.

Subject Reference History 3.3

Title Analyse and evaluate evidence in historical sources

Level 3 Credits 5 Assessment External

This achievement standard involves demonstrating an understanding of historical ideas and/or recognising differences

in points of view. It also requires analysis of historical relationships indicated by the evidence, and making valid

judgement(s) about the usefulness and/or reliability of the evidence.

Subject Reference History 3.4

Title Examine a significant decision made by people in history, in an essay

Level 3 Credits 5 Assessment External

This achievement standard involves writing an essay describing factors that contributed to a significant decision made

in an historical setting, evaluating the decision, and recognising historical narratives in relation to the decision made.

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ESSAY DIAGNOSTIC

By answering (honestly) the following questions you can attain a sublime state of personal self-

awareness with regard to essay technique.

1. Rate yourself using the following criteria:

1 = Foul

2 = OK

3 = Good

4 = Very good

5 = Excellent

STRUCTURE

STYLE AND LITERACY

ANALYSIS AND INTERPRETATION

USE OF EVIDENCE

2. What are you best at in essays?

3. What do you consider to be the worst aspect of your writing?

4. Name three specific things you can do now to improve your writing.

5. What can I do to help you between now and the exams?

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GOAL SETTING

Goals for the year:

Goals for the term:

What areas do I feel I need help in?

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WRITING A BIBLIOGRAPHY

I suggest that you break your bibliography into Primary Sources and Secondary Sources. Within Primary

Sources, you may list newspapers or archives. Remember the difference between primary and secondary

sources. Most books will come under the Secondary Sources category, list them like this:

List books in alphabetical order of the author’s surname first. You must include the publisher’s name and

the year that the book was published. Do not write the first name of the author, just put the initials.

Underline the heading of the book. Note how this is different to the notes and quotes.

For example, Austin., D., Cute Babies I Have Known, ABC Publications, 1997.

Brosnahan, J., The Myth and Reality of Leprechauns. Greenback, 1996.

Roundhill, L., Building A House For Beginners, Great Thinker Publications, 1998.

I suggest that within the Primary and Secondary Sections, that you have a separate category for electronic

sources. These may be internet sites or CD-Roms. List these in the bibliography in the following way.

Surname, initials of author or editor, title (underlined), date of publication, medium (e.g. CD-ROM, Online,

Bulletin Boards,) available protocol (if applicable): Site\Path\File\access date.

For example,

For CD Roms:

Roberts, R. T., (Ed.), Oxford English Dictionary Computer File: On Compact Disc,

Oxford Publications, 1992, CD-ROM.

For Internet sources:

Pritzker, T.J., An Early Fragment From Central Nepal, Online,

http;://www.ingress.com/astanart/Pritzker.html , (8 June 1995.) If you simply write Encarta 1999 then you will lose 1 mark as you have not been specific enough. If you

include a film, give the name of the producer, the title (underlined) and the year produced. So, your

bibliography may look like this:

BIBLIOGRAPHY

Primary Sources

New Zealand Herald,18 December 1885.

Secondary Sources

Books

Austin., D., Cute Babies I Have Known, ABC Publications, 1997 Brosnahan, J., The Myth and Reality of Leprechauns. Greenback, 1996.

Roundhill, L., Building A House For Beginners, Great Thinker Publications, 1998.

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Electronic Sources Pritzker, T.J., An Early Fragment From Central Nepal, Online,

http;://www.ingress.com/astanart/Pritzker.html , (8 June 1995.)

Roberts, R. T., (Ed.), Oxford English Dictionary Computer File: On Compact Disc, Oxford

Publications, 1992, CD-ROM. Cameron, J., TheTitanic, 1997.