OCR GCSE History Past Paper PDF 2016

Qualification Accredited GCSE (9–1) Teachers’ Guide HISTORY B (SCHOOLS HISTORY PROJECT) J411 For first teaching in 2016 The Making of America, 1789-1900 Version 1 www.ocr.org.uk/history  GCSE (9–1) History B (School History Project)...

Qualification Accredited GCSE (9–1) Teachers’ Guide HISTORY B (SCHOOLS HISTORY PROJECT) J411 For first teaching in 2016 The Making of America, 1789-1900 Version 1 www.ocr.org.uk/history  GCSE (9–1) History B (School History Project) Teacher Guide Introduction Teachers’ Guide – The Making of America, 1789-1900 Teachers may use this guide as an example of one possible way of approaching the teaching content for History B and NOT a prescriptive plan for how your teaching should be structured. Within the GCSE History B specification there is flexibility that allows you as a teacher This guide is divided into four sections: to devise your own programmes of study and to choose your own examples to A brief overview of the topic including some common misconceptions and exemplify content or issues. These can – and should – pick up on your own areas things to watch for. of interest and expertise, and possibly too on history that is particularly relevant to Termly planning document: how you might structure your term’s teaching of your own local area. This level of freedom can sometimes be worrying as much as this topic. welcome and with a more rigid specification you may feel more instantly certain of what you have to teach. But with a more flexible approach to teaching you are given Some lesson elements/ideas. The termly planning document doesn’t include the freedom to construct a course that is interesting and meaningful for you and suggested activities, partly because the idea is that you exploit the flexibility your students. of the specification to cover your own chosen content or enquiries, but we’ve put in a couple of suggested lessons in this section as they’ve been highly What this guide is intended to do, therefore, is to show you what a term’s teaching recommended by teachers. outline might look like in practice. It should then help you to build your own scheme Candidate style answers. In time these will of course be replaced by actual of work, confident that you’ve covered all the required content in sufficient depth. exam answers, but until first assessment you may find these useful as indications Your starting point for each of the topics you choose to teach in GCSE History B of what examiners are expecting to see in answers. should be the Guide to course planning and Options Booklet, available from the OCR website (http://www.ocr.org.uk/qualifications/gcse-history-b-schools-history- project-j411-from-2016/). These Teachers’ Guides build on the information and approaches contained within those documents. 2 © OCR 2016  GCSE (9–1) History B (School History Project) Teacher Guide Overview The Making of America, 1789-1900 As is so often the case, the origins of the tale of the modern world can be traced For example, students are not expected to know the main terms of the Treaty of back through history. America was not always the economic powerhouse it is today, Fort Laramie, 1868 but they may be expected to know of its significance in the but the story of its meteoric rise has its roots in the late 1700s. Equally, the American broader story of American-Indian relations. nation did not always stretch from coast to coast in the continent of North America, The unit has a range of new topic areas; these are highlighted below. but the story of how that expansion began also has its history in the eighteenth century. And of course many of the historic issues with race relations have their The unit no longer has a focus on historical sources. Although source materials origins in the America of the eighteenth and nineteenth centuries. can be used, all of the assessment for the unit will focus on Assessment Objectives one and two. The Making of America unit is a fascinating way to study the construction of American identity and the battles over what this was to mean. The period study There are a number of continuities in terms of content with the old American West approach allows students to develop a sense of the unfolding narrative of American course, however the new content is significantly slimmed down. Whereas the culture history and to see how big issues such as race relations play out over time. The of the Plains Indians was previously covered in 10 or more lessons, it is now covered Making of America unit does share some heritage with the old GCSE American West in just two hours of taught time. Teachers need to be very careful when choosing depth study; however there are also a number of fundamental differences: how much depth to go into in these areas. It is more important that students can grasp the overarching narrative than it is for them to be able to list all the ways that The period studied is much longer, stretching from 1789 to 1900 and it taught in the buffalo supported Sioux life. roughly half the time of the old depth study. This means that topics which were previously given several weeks of study, such as the culture of the Plains Indians, The table below shows continued content from the GCSE American West course and now have to fit in a much tighter timescale. Teachers need to consider balancing the new areas brought in for the Making of America unit specifically. Bear in mind the depth of old and new elements carefully when planning. that each of these points should be given around 2 hours of taught time. The period study approach means there is less focus on students having a deep knowledge of events and people. Continued content areas from GCSE American West New content areas for Making of America Culture of Plains Indians and a case study of the Lakota Sioux Expansion of the USA west and south 1789-1838 Journeys to California and Oregon and the Mormon settlement of Utah Growth of cotton plantations and slavery 1793-1838 The nature of the California gold rush and the impact of the Pike’s Peak gold Indian removal 1830-1838 rush Causes of the American Civil War 1861-65 The causes and nature of white exploitation of the Plains including: railroads, The African American experience of the Civil War cow town and cattle ranches Reconstruction and its impact on America Homesteaders: living and farming on the Plains The impact of social and economic change 1877-1900 on African Americans The Indian Wars: Little Crow (1862), Red Cloud (1865-8), Great Sioux (1876-77) The growth of big business, cities and mass migration to the USA Changes to Indians’ way of life including reservations and the destruction of the buffalo 3 © OCR 2016  GCSE (9–1) History B (School History Project) Teacher Guide Overview The Making of America, 1789-1900 This guide will provide an overview of how this content might be taught to a GCSE The nature of slavery. Student have often covered sugar slavery in Key class in the Autumn term of Year 11. It is designed to take approximately 30 hours Stage 3, however they need to appreciate the differences with cotton slavery. of teaching time to complete this course, a single Autumn term, though of course Students need to be aware that the ‘pushing system’ employed in the Deep this will be dependent on the curriculum hours provided in your centre. The scheme South was both more violent and more effective than the task system used of work is structured around the essential narratives and contains a note of useful on many sugar plantations. Students also need to be aware that slavery was content which students might need to refer to. However, because content is not far from an outdated idea in the 1800s, rather it was seen as morally dubious specified by OCR, teachers should not see the useful content as a list of things to (by some) but economically highly effective. Students need to understand verse students in, rather it is a suggestion of content which may be touched on, or that the slave economy effectively drove modern capitalism in the early 1800s which the teacher may want to research for their own knowledge. The scheme of and was bankrolled by international finance. Students may also like to see the work does not contain activities. This is intentional to enable you to choose a series links between slavery and the cotton boom in places like Manchester, England. of lesson that compliment your own teaching. Most sections are roughly equal Finally, students need to be aware that slaves survived in a number of ways. in length, though where appropriate this has been altered to reflect the level of Whilst they did not have agency, they passed on their stories and continued to content required. In part 3 of this delivery guide you will find a sample lesson idea. It live lives in spite of their treatment. is focussed on the causes of the American Civil War and is meant purely as one way The role of Indians. Students need to see Indians as agents in the story of you might choose to cover those two hours of the course. The final section focusses America rather than as obstacles (the traditional view), or victims (the revisionist on an exam question for the unit, alongside a guide to what to expect as well as a view). Indians were also living out their American dreams in the 19th century. Grade 8/9 and Grade 5/6 response. Much of the story of conflict is one of a clash of visions about the land. Many Common misconceptions: students will hold that Indians were primitive and possibly more natural than white settlers, however a large number of tribes settled in houses, farmed and The items below are key areas which students may need explaining in more depth. converted to Christianity. Equally, many Plains tribes did live out stone-age As a teacher it is important that you have a really good working knowledge of these existences and have some fairly brutal practices. The key is to show that the aspects. Plains Indians were incredibly diverse and that such diversity happened within Geography. Maps are vital when teaching about the vast spaces of the United tribes as much as between them. States. Students often struggle to appreciate the importance of geography and The motivations for Civil War. The War is incredibly complex. Be careful not to environment in shaping many of the things which happened in the United allow students to think that a pro-freedom, modern, industrial North took on a States. Students also need to be aware that the USA occupied a tiny piece of pro-slavery, archaic, agricultural South in a war of morality. Motivations for war land on the eastern seaboard in 1789 and that there were still other European were hugely diverse on both sides and it is notable that the war did not begin as and non-European players on the North-American continent. Students need to a war of emancipation. Indeed, black soldiers were only allowed to fight late in be fluent in describing areas in terms of: the North, the South, the East, the West, 1862, and Emancipation was not brought about until 1863. It would be equally the Deep South, the Far West, the Plains etc. problematic for students to assume that Lincoln and the North were motivated The federal structure of the USA. Students often fail to understand the idea largely by profit, or the South by the issue of states’ rights. Ideally students need that the individual states can make their own laws and that the Constitution to be able to weigh up a variety of motivations. is fundamental in determining what laws a state can make. Ensure students are fully aware of the importance of the Constitution in shaping state laws and therefore the fundamental importance of the fact that slavery was argued to be constitutionally justified. 4 © OCR 2016  GCSE (9–1) History B (School History Project) Teacher Guide Overview The Making of America, 1789-1900 The Emancipation of slaves. Students need to be aware that Emancipation happened in stages. First freeing slaves with the 13th Amendment, then giving them the right to be citizens of the USA with the 14th Amendment. Finally, granting voting rights with the 15th Amendment. Also that these rights were sometimes ignored in the North and slowly eroded in the South. The importance of the rugged pioneer. A good deal of history written on homesteading and pioneering has focussed on the notion of brave pioneers taming the wilderness. Whilst this is partially true, students need to be aware that big business and government were there too, enabling and funding settlement from the outset. 5 © OCR 2016  GCSE (9–1) History B (School History Project) Teacher Guide Termly planning guide Notes on the termly planning guide: It is important to note that the Making of America is a period study. This means that students A recommended way to structure the course is by using historical enquiries to provide a clear need to understand the unfolding narrative of America between 1789 and 1900 and be able focus for the students’ learning. In the example below, one or more enquiries are suggested, to unpick the main developments and interactions between people. Focus will therefore for each chronological period. Within this approach, teachers may wish to explore the be on a wide range of historical concepts including: causation, change and continuity, narrative across the sequence of lessons, or introduce the key narrative at the start and then significance, and similarity and difference. explore relevant case studies. This scheme of learning has been drafted to be consistent with the forthcoming Making of America textbook (Alex Ford, The Making of America, 1789-1900 Throughout the study teachers need to ensure that they are giving students opportunities (Hodder Education, 2016)). to identify, describe and explain events and developments for white Americans, African Americans and Indians. Students will not be expected to have a deep knowledge of the politics of the period other than where it relates directly to the content specified. GCSE History Specification B has the development of deep and wide knowledge and understanding at its heart. Although there is a small amount of specified content which must be covered (for example the three specified Indian Wars), everything else is a matter of professional judgment. This should enable teachers to build exciting and highly tailored courses for their students. Importantly, students need to be able to explain the narratives for each section with reference to relevant supporting content. Teachers can choose to bring in case studies, examples and other relevant content to support this. Some brief suggestions are made in the useful knowledge sections in the planner below, but this should not be seen as a checklist and no exam questions will be directly set on an area of such knowledge alone. All exam questions will reward relevant and valid knowledge. 6 © OCR 2016  GCSE (9–1) History B (School History Project) Teacher Guide Termly planning guide Period 1: America’s expansion 1789–1838 Suggested Enquiry: What tensions arose as the USA grew? Specification Narrative Useful Content Content (hours) How and why the The USA was a new nation comprising 13 states in 1789 and had only just formed its Constitution and elected its Nature of the US Constitution USA expanded, from first President. There was a lot of uncertainty about its survival as it shared the continent with Indians as well as other Difference between states and 1789 to 1838 European powers. Being a US citizen at this point meant being white and from European descent. Indians and black territories (3 lessons) Americans were not counted. Women could not vote. Key sectional differences Even at this early stage the USA was quite divided. People in the Northern and Southern states were divided over issues between North and South such as: slavery, the economy and ways of life. Many early Presidents saw their role as keeping a balance between the The Northwest and Southwest two sides. Ordnances Between 1789 and 1838 the US expanded aggressively in the Northwest and the South. They did this to respond to The Louisiana Purchase threats from other European countries; threats from Indians making alliances with Europeans; to respond to settlers’ The role of frontiersmen in the demands for more lands; and to promote and develop trade for the new nation. near West Expansion at this point was largely driven by big government land purchases and the sale of such land to small farmers Lewis and Clark expedition and land speculators. In the Northwest, expansion led to conflict with the Indian populations who were forced to Georgia Men and the internal withdraw. In the South, land speculators saw the chance to use new land to grow cotton. This created a demand for slave trade slaves in the South. The expansion of The opening of the Deep South to American settlement led to an expansion of the slave trade in the USA at a time when The growing unpopularity of Southern cotton most had thought it would die out. This growth was driven by a number of factors including: the availability of land; the slavery in the North plantations and of speculation of businessmen (Northerners and Southerners); new technologies which allowed faster cotton processing; Constitutional arguments in slavery, 1793–1838 international demands for cotton; and the money provided by big banks. favour of owning slaves in the (2 lessons) Many Northerners were concerned by the growing power of the South but did little as Southern cotton funded Northern South (the property argument) businesses and American prosperity overall. Banning the external slave trade Plantation owners in the South bought slaves from owners in the North. Most slaves who were sold were very young. in 1808 Families were often divided as slaves were force-marched South to become plantation hands. Diffusion theory and how it By 1840 the USA was the world’s largest producer of cotton. This led to greater demand and a falling price. As the price allowed expansion fell, slaves had to work harder and harder. A pushing system was introduced to enable this and slaves were treated as The specific nature of plantation expendable picking machines. This led to an even greater demand for slaves in the South and the cycle continued. life and the pushing system The removal of By the 1820s there were five Indian tribes who were attempting to live alongside white settlers in the South. These tribes The Five “Civilised Tribes” indigenous people had all adopted aspects of white culture and were generally trying to survive through adaptation. The impact of cotton plantations from the East, The growth of cotton led to an increasing demand for the government to move these tribes off Southern land to open it on the five tribes 1830–1838 up for white settlement and cotton plantations. In 1830, Andrew Jackson, a slave holder, passed the Indian Removal Act The Creek and Seminole Wars (1-2 lessons) to relocate the five tribes to modern day Oklahoma, separating the Indians from white America. and their aftermath The Creek and Seminole Indians fought back but were eventually moved. The Cherokee were made to force-march West The Trail of Tears despite a petition to the government. By 1838, the vast majority of land in the South was open to white settlement. 7 © OCR 2016  GCSE (9–1) History B (School History Project) Teacher Guide Termly planning guide Period 2: The West, 1839-60 Suggested Enquiry: How and why were people reimagining the American West, 1839-60? Specification Narrative Useful Content Content (hours) The culture of The Plains Indians were a fairly new phenomenon in American history. Most Plains tribes were only enabled to live on Sioux way of life before the the Plains Indians the Plains because the Spanish brought horses to America. Quickly tribes like the Lakota Sioux reimagined the Plains as a Spanish including a case place to live out nomadic lives. The Sioux move onto the Plains study of the Lakota The Sioux way of life was built around a nomadic lifestyle: hunting the buffalo seasonally. Their leadership, cultural and and the Sioux vision of the Sioux religious structures all centred around living effective nomadic lives. The Sioux were highly successful in war and from the nomadic life (2 lessons) 1820s-60s dominated the Plains, forcing tribes like the Crow and Arapaho away from their traditional homelands. The Sioux way of life on the The Sioux were similar to other Plains tribes like the Cheyenne and Apache in terms of warrior and horse culture. However, Plains: leadership, warfare, they were quite different from settled different from more settled Indian cultures like the Navajo or the Nez Perce. beliefs Similarities between the Sioux and other Plains tribes The journeys of By 1839 a number of factors were conspiring which led some white Americans to reimagine the Plains and the lands in Reasons for migration to the the early migrants the Far West. Small trickles of emigrants began moving on overland trails to Oregon and California on the West coast, Far West: economic crises; to California and spurred on by tales of trade or missions to convert Indians to Christianity. Life on the overland trails was difficult, but this growing population in the East; Oregon; the was mostly down to disease, long distances and poorly marked routes. Most encounters with Indians were to buy ferry availability of land; pro-Western Mormon settlement passage, or to receive aid. propaganda; Christian mission; of Utah Others did not travel over the Plains but settled on their eastern fringes. At this point, the Plains were seen as too hostile escaping or continuing slavery; (3 lessons) for most white settlers. Manifest Destiny The movement of settlers over the Plains disrupted relations with Indians and led to some conflict between the The journeys to Oregon and government and the Plains tribes over rights and access. California: route, difficulties etc. Around the same time, the Mormons were reimagining the West as a place of religious freedom. They moved out to Utah The Mormon vision of religious to be away from persecution and founded Salt Lake City. Their freedom did not last long, by 1857, the Mormon leader, freedom in the West Brigham Young was forced to hand over control of his new state to the US. The nature of Salt Lake City 8 © OCR 2016  GCSE (9–1) History B (School History Project) Teacher Guide Termly planning guide Period 2: The West, 1839-60 Suggested Enquiry: How and why were people reimagining the American West, 1839-60? Specification Narrative Useful Content Content (hours) The nature and Emigration to the Far West skyrocketed with the discovery of gold in California in 1848. The California Gold Rush brought Discovery of gold in 1848 and impact of the over 50,000 Americans, Europeans, Chinese, Mexicans and others to seek their fortune in the Far West. They set up mass migration in 1849 Californian Gold diggings and mining operations, but the real money was made by the entrepreneurs who came out to sell mining Treaties with Indians eg. Fort Rush (1848– equipment or basic supplies. Laramie 1849) and the The rush was short lived and most mining operations were controlled by huge companies by 1851. Many people stayed Life at the gold diggings for consequences of the on in California and it became a state in 1850. The settlement of California in larger numbers led to conflict with the different groups Pikes Peak Gold Rush Indians who lived there. Settlement also led to the need to make treaties with Plains tribes to get safe passage across the The role of big business in (1858–1859) Plains. mining (2 lessons) The Pike’s Peak Rush occurred in 1858 in Colorado in the centre of the Plains. This brought another flood of miners and The Pike’s Peak gold rush eventually settlers. People began to reimagine the Plains as a place where white Americans could settle. Cities like Denver Competition for resources in were founded. White settlers were now in direct competition with Plains Indians for resources. This led to increasing Colorado and the impact on tensions on the Plains. the Cheyenne including broken treaties 9 © OCR 2016  GCSE (9–1) History B (School History Project) Teacher Guide Termly planning guide Period 3: Civil War and Reconstruction, 1861-77 Suggested Enquiry: How far did the Civil War really change America? Specification Narrative Useful Content Content (hours) Divisions over slavery Divisions which led to Civil War were already there before 1861. The real question is why war didn’t come sooner. Political The work of key abolitionists and the causes of divisions played a large role in bringing the war closer. By the 1850s, the North was expanding more rapidly than the The 1850 Compromise and the the Civil War South in terms of population; this would mean that the North could dominate politics and theoretically end slavery. actions of Henry Clay (3 lessons) However, the South used their political dominance to try to expand slavery to other states. The Fugitive Slave Act 1850 Abolitionists played a huge role in shifting opinions in the North. They raised public awareness in the North of the abuses The Kansas-Nebraska Act of cotton slavery and were active in opposing measures to increase the power of slaveholders. The Dred Scott case Free market capitalism was becoming more widespread in the North. Many began to see the Southern agricultural The formation of the society as old fashioned. Northern industrialists did not want to compete with free slave labour and Northern immigrants Republicans and the election of were also worried that expanding slavery would take their jobs. Southerners were equally suspicious of the challenge of Lincoln Northern capitalists to slave holders’ power and wealth. Bleeding Kansas In 1854 the Kansas-Nebraska Act allowed states to choose if they wanted slavery. This led to a mini Civil War in Kansas. As John Brown’s raid on Harper’s a result of this the Republican Party were set up. They appealed directly to Northerners and promised free labour and free Ferry land if they won the election. Violence increased and abolitionist John Brown led a raid in 1859 to try and liberate slaves The impact of the Civil War on in Missouri. white America In 1860, the Republicans won the Presidential election, the South were not happy. In November of 1860 the South began the process of leaving the United States. By the time Lincoln was sworn in, seven states had left the Union and formed the Confederacy. On 12th April 1861, the South opened fire on the North and the Civil War began. The African When war broke out it affected black Americans very differently. Initially the war was portrayed as one between white Confiscation of slaves by the American experience Americans. In the North, black Americans were not allowed to join the army. In the South, the Confederacy refused to use Union army of the Civil War, slaves as soldiers also. However, as the Union army advanced south in 1861-2, many slaves began escaping plantations The Sea Islands experiment 1861–1865 and joining the Union forces. The 13th Amendment. (2 lessons) In 1863, Lincoln finally passed the Emancipation Edict which freed all slaves in the Confederacy (but not in the slave- Black soldiers: pay and owning states who joined the Union). Black regiments were formed in the North and South to fight for the Union. Pay conditions and conditions in these units were not equal. Union control of the South As the Union began drafting more troops, race riots broke out in Northern cities. In the South, many freed slaves were Race riots in the North put straight back to work on plantations now run by the US army. Many however were able to escape brutal conditions. Humanitarian work with freed Eventually the Confederacy were defeated; shortly after, Lincoln was shot. slaves The death of Lincoln 10 © OCR 2016  GCSE (9–1) History B (School History Project) Teacher Guide Termly planning guide Period 3: Civil War and Reconstruction, 1861-77 Suggested Enquiry: How far did the Civil War really change America? Specification Narrative Useful Content Content (hours) Reconstruction Post-war there were a lot of questions about what happened next. Black Americans were free, but not yet citizens. There 13th, 14th and 15th Amendments and continuing were three main periods in which America was ‘reconstructed’. Phases of Reconstruction limitations to African Presidential Reconstruction 1863-5 saw Andrew Johnson’s attempts to heal the rifts of the Civil War quickly. He allowed Johnson’s actions to rehabilitate American liberty the South to re-form governments but these often gave black Americans no rights. Some even tried to overturn the 13th the South (2 lessons) Amendment. The actions of radicals such as Radical Reconstruction 1866-70 was when radical Republicans took control of the project from the President. They gave Charles Sumner black Americans civil and voting rights and banned ex-Confederate officers from voting at all. Southern governments The Freedman’s Bureau were directly controlled and there was black Americans became active in politics. A freedman’s bureau was also set up to Southern reactions to defeat: the help ex-slaves find land and an education. Many Southerners were angry at this. KKK and violence against black After 1870 there was a winding down of radical efforts to give black Americans more rights. Much land was reclaimed for voters whites and ex-slaves were often forced to start sharecropping. This was partly due to the death of key people. By 1875, Grant’s settlement with the black voting rights were being reduced by violent mobs and laws were passed allowing segregation in Southern States. South In 1877 the government withdrew troops from the South and left ex-slaves to fend for themselves. By this point, white Americans dominated Southern state governments again. 11 © OCR 2016  GCSE (9–1) History B (School History Project) Teacher Guide Termly planning guide Period 4: Settlement and Conflict on the Plains 1861-77 Suggested Enquiries: How did white Americans exploit the Plains? Was home on the range really so good? What led to conflict on the Plains, 1861-1877? Specification Narrative Useful Content Content (hours) The causes The Civil War divided the nation. As a means to keep the nation united, and to offer some hope to Republican supporters, Pacific Railroad Act and land and nature of Lincoln introduced the Homestead Act and Pacific Railroad Act. These promised Americans a chance of land in the West grants to railroad companies white American and a railroad to make their settlement possible. Reasons for the construction of exploitation of the There were two major railroad companies who began constructing the Transcontinental route: The Central Pacific and the railroad: political support; Plains: railroads, the Union Pacific. They were offered huge sums of money and vast amounts of land by the government to construct developing trade; uniting the ranches and cow the railroad. Both exploited their workers in building the railroads, the Central Pacific for example used huge numbers country towns of Chinese immigrants to blast through the Sierra Nevada mountains. Both companies raked in huge amounts of The transcontinental companies: (3 lessons) government money which lined the pockets of the railroad owners and made even more by selling their lands to Union Pacific and Central Pacific speculators. The line was completed in 1869, but most of it had to be rebuilt. Use of Chinese labour by the The railroads guided settlement to boost their own profits. They advertised the wonders of the Western lands which Central Pacific allowed them to sell their own lands for big profits. The railroads were also a means of trade, something which Texan Union Pacific and the Credit cowboys noticed after the Civil War. Mobilier scandal As the railroad lines were built, cattlemen and cowboys would drive huge herds of Texas Longhorn cattle to the railroads. Charles Goodnight and the From here they would be sold to markets in the East or to Indians. This led to the construction of cow towns on the cattle drives railroad. These were initially wild and lawless places, but quickly became rich and settled down. The founding of Abilene and the Eventually, cattlemen realised that they could make more money if they kept cattle on the Plains rather than driving nature of life in a cow town them to the cow towns all the time. They exploited the availability of “free” grass and water to set up cattle ranches. Cowboy myths and realities This brought many into direct competition with Indians such as the Cheyenne. Ranchers tended to fence in their water Cattle ranches and conflict with supplies which annoyed Indians and homesteaders alike. Their cattle operations led to huge over-grazing of the Plains. Indians: over-grazing and conflict over water Homesteaders: living The Homestead Act was introduced in 1862 and promised Americans the chance to own their own piece of land in the Push and pull factors for and farming on the West. This, alongside a raft of other push and pull factors, led large numbers to move out and try to settle on the Plains. homesteaders including the Plains This would have been seen as largely unthinkable a generation earlier. Homestead Act (1-2 lessons) Living on the Plains was incredibly difficult due to a lack of building materials, the arid climate, the lack of access to clean Difficulties of farming the Plains water, and the extreme weather. However it did provide opportunities as women and black American were also able to and solutions own their own land in the West. Despite their best efforts to deal with the issues of farming the Plains, around half of homesteaders never got to claim their land and headed into cities or back East. 12 © OCR 2016  GCSE (9–1) History B (School History Project) Teacher Guide Termly planning guide Period 4: Settlement and Conflict on the Plains 1861-77 Suggested Enquiries: How did white Americans exploit the Plains? Was home on the range really so good? What led to conflict on the Plains, 1861-1877? Specification Narrative Useful Content Content (hours) The Indian Wars By the 1860s a number of factors were conspiring which was bringing conflict with Indians on the Plains closer. Scientific Growth of race theories in 1860s including Little theories of race held Indians to be inferior; there was a proliferation of guns thanks to the Civil War; there was a need to Ecological tensions between Crow’s War (1862), unify the white population of America after the Civil War; there were tensions over access to the scarce water and grass Indians and settlers over access Red Cloud’s War resources of the Plains. As a result, in 1862, Little Crow’s band of Sioux came into conflict with the government in a huge to grass and water (1865–1868) and rebellion in Minnesota. The aftermath was the largest mass execution in US history with the hanging of 38 Sioux. Mass execution of Little Crow’s the Great Sioux War Between 1862 and 1865 tensions continued to rise, particularly in Colorado where Cheyenne Dog Soldiers began raiding band (1876–1877) white settlements. This led to the massacre of Cheyenne at Sand Creek and sparked the next series of conflicts. Causes and course of Red (3 lessons) The Sioux and Cheyenne joined forces after the Sand Creek massacre. In 1865, Lakota were becoming increasingly angry Cloud’s War at settlers travelling through their territory to Wyoming. Between 1866 and 1868 Red Cloud, the Lakota chief, fought the The ‘Bloodless Third’ and Sand US army. He was victorious and the Sioux were granted a vast reservation in the North. Creek In 1875, gold was discovered on the Sioux reservation in Dakota. Miners flooded in and the US government sent troops Red Cloud’s campaign including to protect them, despite the protests of the Sioux. The government offered to buy a large area of Sioux land, but Sitting the Fetterman Incident Bull and a number of other chiefs refused. The US army were sent in. They were defeated at the Battle of the Little The 1868 Fort Laramie Treaty Bighorn but eventually forced the Sioux back onto reservations and to sell their land. Divisions amongst the Sioux over the sale of the Black Hills Sitting Bull and resistance to US advancement The Battle of the Little Bighorn and its aftermath The defeat of the Sioux and the escape of Sitting Bull The Nez Perce War 13 © OCR 2016  GCSE (9–1) History B (School History Project) Teacher Guide Termly planning guide Period 5: American Cultures, 1877-1900 Suggested Enquiries: Who were the Americans by 1900? Specification Narrative Useful Content Content (hours) Changes to the After 1877 the government made a concerted effort to subdue the Indians through assimilation. Most Indians now lived Sitting Bull and life on the Plains Indians’ way on reservations. Reservations banned many Indian cultural practices and instilled Christian values and the practice of Standing Rock Reservation of life including farming. Conditions on reservations were very poor. Indian schools and the attempts the impact of Many Indians were forced to move onto reservations because of the destruction of the buffalo. By the 1880s, nearly all to ‘civilise’ the Sioux reservations and the the buffalo on the Plains were wiped out, removing a central part of Plains life. Hunting of the buffalo and its destruction of the By the early 1880s, groups like Friends of the Indians began campaigning on behalf of the Indians. They believed that near extinction; the buffalo trade buffalo Indians needed to become US citizens and be protected by the Constitution. They were successful in this, but Indians and railroads (2 lessons) could only be citizens if they gave up their ancestral land rights and accepted a homestead. The Friends of the Indian As a final resistance, the Ghost Dance movement began and by 1890 was sweeping across Indian lands. The Ghost The Dawes Act Dancers believed that they could pray for the removal of whites. The Ghost Dancers were violently put down, ending Sale of Indian lands in Oklahoma Indian resistance for a generation. The Ghost Dancers and Wounded Knee The impact of After 1877, many Southern states were reincorporated into American political life. These states were increasingly Redeemer governments and Jim economic, social and dominated by whites who brought in racist laws to prevent black Americans from voting. Despite this, the Constitutional Crow Laws political change on changes allowed black Americans to continue to campaign for equality, despite their limited success. Sharecropping the lives of African Many ex-slaves were forced into sharecropping arrangements as they had no money to buy their own land. Poverty The growing issue of lynching Americans amongst the black population, especially in the South, was huge. The Ku Klux Klan as an (2 lessons) As conditions in the South declined, many black Americans migrated North, ending up in large cities. Even here, they underground organisation were discriminated against in accommodation, work and pay. In 1877 some black Americans decided to seek their The role of Booker T Washington, fortunes out West instead and the Exoduster movement was born. Ida Wells and W.E.B. Du Bois Education for black Americans declined after the initial efforts post-war. Segregated schools in the South gave far less Living conditions in the South money for black students. Some activists set up their own schools for black students. In the North, the situation was and migration to the North slightly better and increasing numbers of black Americans joined the ranks of the most educated. Exodusters By 1890 Jim Crow segregation laws were being introduced in most Southern states. These were approved by the Supreme Court in 1896. Activists campaigned against the Jim Crow laws but were largely unsuccessful in changing them. 14 © OCR 2016  GCSE (9–1) History B (School History Project) Teacher Guide Termly planning guide Period 5: American Cultures, 1877-1900 Suggested Enquiries: Who were the Americans by 1900? Specification Narrative Useful Content Content (hours) The growth of big From 1877 onwards the number of corporations grew enormously until they dominated American business. Growth of corporations in the business, cities and Corporations exploited workers and played them off against each other, especially by using black or Chinese labour USA and their dominance of mass migration to break strikes. The corporations controlled many aspects of working people’s lives through blacklisting and strike business (2 lessons) legislation. Founding of Ellis Island and the Cattle ranching on the Plains had largely dried up by the late 1880s and those ranches which did survive were generally limits on immigration to the USA sold to meat corporations in Chicago. There were some short conflicts between homesteaders and cattle ranchers over Growth of cities and the failure land access, but for the most part too, homesteaders were giving up on farming and heading to the cities. of homesteading Cities dominated resources in the West, using their influence to grab land, control trade, and even divert rivers for their The winter of 1886-7 and the own benefit. This was not especially new, but urbanisation became an increasing phenomenon in the West by 1900. cattle ranchers Immigration continued to grow and the US created Ellis Island to process the new waves of immigrants. A moral panic The growth of the Chicago meat was beginning because many emigrants were from Eastern and Southern European countries and were perceived as industry racially inferior. This led to a lot of violence between working class Americans who were all competing for the same jobs. Cities and businesses dominating land and water resources: Denver, San Francisco, Los Angeles 15 © OCR 2016  GCSE (9–1) History B (School History Project) Teacher Guide Assessment Strategies Assessment strategies The mark scheme notes that students need to: Teachers may use these exemplar answers as an example of one possible way of achieving the marks given and NOT an exact approach for how an “AO1 Demonstrate knowledge and understanding of the key features and characteristics answer should be structured. of the periods studied.” For this question students need knowledge of black Americans lives before 1863 and key changes between 1863-77 which might be seen as Learners will be credited wherever and however they demonstrate the knowledge, progress or otherwise. A maximum of 6/18 marks is allocated for this skills and understanding needed for a particular level. “AO2 Explain and analyse historical events and periods studied using second order QUESTION 4/5 [judgment essay]: “The period of Reconstruction from 1863 to historical concepts.” In this case the focus is on change over time so students would 1877 was a time of progress for former slaves in America’s Southern states”. be expected to identify both progress and lack of progress over the period. 12/18 How far do you agree with this statement? Give reasons for your answer. [18 marks are allocated for this. marks] The mark scheme for the question is given below along with some descriptive What is important to note about this question is that it is time limited to the period comments on how this might look with this question: 1863-77 but that it leaves the choice of content open to students. It is important that students are aware of ways they might judge progress. The question assumes that students will have an awareness of: problems faced by black Americans in the South before 1863 and the impact of various phases of Reconstruction. Level Descriptor Descriptive Comments Level 6 (16–18 marks) At this level students will be able to structure a solid argument to show that 1863-1877 was a time Demonstrates strong knowledge of key features and characteristics of the period in of progress or otherwise for black Americans. Students may refer to the type of progress being ways that show very secure and thorough understanding of them (AO1). made, for example political, social or economic. This will need to be supported by reference to Shows sophisticated understanding of appropriate second order concepts in setting relevant examples of progress or otherwise. The explanation may for example suggest that there out a sustained, consistently focussed and convincing explanation and reaching a was progress due to Emancipation in 1863 and that this was built upon by the 14th and 15th very well-supported judgment on the issue in the question (AO2). Amendments. Students would be expected to show why this was progress for black Americans, There is a well-developed and sustained line of reasoning which is coherent, relevant and rather than just dropping in key details. It should be evident from the choices of example that logically structured. students have a very good grasp of the content they choose to deploy. They should show some awareness of the flow of change over time. For Levels 5 and 6 students are expected to show an awareness that other points of view exist ie. There must be some balance, as the content would suggest. However, students are allowed to have a strong opinion one way or the other. For example, students may note that there was a lot of progress during the period of Radical Reconstruction, but that this was largely halted by 1877. They may note that overall, little real progress had been made in the long term. The best students may link this on to the situation by 1900. Equally they might unpick the idea that more progress was made in some areas than others. 16 © OCR 2016  GCSE (9–1) History B (School History Project) Teacher Guide Candidate style answers Level Descriptor Descriptive Comments Level 5 (13–15 marks) At this level students will be able to structure an argument to show that 1863-1877 was a time Demonstrates strong knowledge of key features and characteristics of the period in of progress or otherwise for black Americans. They may define progress in terms of freedom or ways that show secure understanding of them (AO1). social change either implicitly or explicitly. This will need to be supported by reference to relevant Shows very strong understanding of appropriate second order concepts in setting examples of progress or otherwise. The explanation may for example suggest that little progress out a sustained and convincing explanation and reaching a well-supported judgment was made in the period as the 14th and 15th Amendments were effectively overturned by 1877. on the issue in the question (AO2). Students would be expected to show why this was a lack of progress for black Americans, rather than There is a well-developed line of reasoning which is coherent, relevant and logically just dropping in key details. Unlike, Level 6, students may focus less on the flow of change and more structured. on start and end points. For Levels 5 and 6 students are expected to show an awareness that other points of view exist ie. There must be some balance, as the content would suggest. However, students are allowed to have a strong opinion one way or the other. For example, may note that there was some progress as black Americans in the South were no longer slaves and did have legal rights, even if these were not respected. Level 4 (10–12 marks) At this level students would be able to construct an argument about the nature of progress for Demonstrates sound knowledge of key features and characteristics of the period in black Americans in Southern states with reference to relevant content. The content itself may not be ways that show secure understanding of them (AO1). developed fully and sometimes the significance of the changes might be left implicit. For example Shows strong understanding of appropriate second order concepts in setting out a students might note that there was progress because all black Americans could technically vote by sustained and generally convincing explanation to reach a supported judgment on 1877, but not explain the change from the situation at the start of the period. Similarly they may the issue in the question (AO2). focus heavily on the end point in 1877 without really exploring the flow of change over time. There is a developed line of reasoning which is clear, relevant and logically structured. Some of the argument may be less convincing. For example, they may argue that all black Americans were now free, showing progress but ignore the fact that this freedom was not a reality for most due to violence etc. Students might take a one-sided approach to the question and show little awareness of other points of view. Level 3 (7–9 marks) At this level students would be able to provide details to support and/or challenge the idea that Demonstrates sound knowledge of key features and characteristics of period in ways 1863-77 was a time of progress for black Americans in Southern states. They may do this more that show some understanding of them (AO1). generally and without considering the ways in which progress was made. The content itself may Shows sound understanding of appropriate second order concepts in making a not be developed fully and the significance of the changes is likely to be left implicit. For example reasonably sustained attempt to explain ideas and reach a supported judgment on students might note that the KKK existed but note explain their impact on black Americans’ ability the issue in the question (AO2). to vote. They are like to focus heavily on the end point in 1877 without really exploring the flow of There is a line of reasoning presented which is mostly relevant and which has some change over time. structure. Some of the argument may not be as relevant. For example, students might talk about the Emancipation Proclamation in a lot of depth without really linking it to the question, or may discuss the lives of Northern black Americans who are not really the focus of the question and which offers no illumination of life in the South. Students might take a one-sided approach to the question and show little awareness of other points of view. 17 © OCR 2016  GCSE (9–1) History B (School History Project) Teacher Guide Candidate style answers Level Descriptor Descriptive Comments Level 2 (4–6 marks) At this level students would be able to offer some details relevant to the lives of black Americans in Demonstrates some knowledge of features and characteristics of the period in ways the period 1863-77. The content itself will be limited and only show loose or implicit connections that show some understanding of them (AO1). to the question. For example students might say that black Americans were not slaves anymore Shows some understanding of appropriate second order concepts managing in a and they could vote, or that they were still attacked and had no power. The development of these limited way to explain ideas and reach a loosely supported judgment about the issue examples will be limited and may simply describe some aspects of Southern black lives in 1877. in the question (AO2). There may be irrelevant material presented. For example, students might talk about the Civil War There is a line of reasoning which has some relevance and which is presented with limited itself or the experiences of Indians. Students might take a one-sided approach to the question and structure. show little awareness of other points of view. Level 1 (1–3 marks) At this level, students may simply provide some very limited examples of black lives during the Demonstrates some knowledge of features and characteristics of the period (AO1). period. There is unlikely to be a structure to their work. Shows some basic understanding of appropriate second order concept(s) but any attempt to explain ideas and reach a judgment on the issue in the question is unclear or lacks historical validity (AO2). The information is communicated in a basic/unstructured way. 0 marks No response or no response worthy of credit. 18 © OCR 2016  GCSE (9–1) History B (School History Project) Teacher Guide Candidate style answers Answer A The American Civil War and Reconstruction brought many changes to the lives of black Other improvements were also quite short lived. As early as the 1860s, the Ku Klux Klan Americans in Sothern states. On one hand, some progress was made in ending slavery was established and used violence to try and prevent black Americans from exercising and giving black Americans citizenship. However, the fact that most social and economic their new rights. They were very effective and used rape and murder as weapons to control changes were short lived, and the rise of Redeemer governments in the South meant that the ex-slave population. Although the Klan was targeted and banned initially, by the mid- most black Americans were little better off in 1877 than they had been in 1863. 1870s its actions were being largely ignored and its members were in influential positions in Southern state governments. At the same time, between 1870 and 1877 much of the In some ways, the period 1863-77 was a time of great progress for black Americans. The land which had been given to ex-slaves was returned to white land owners and the black Emancipation edict meant that black slaves were freed from their masters and for the first farmers were forced into sharecropping arrangements instead. In these cases the farmers time became people with legal rights in the USA. Although they were not able to exercise had to give a proportion of their crop each year to the white land owner in exchange for many of these rights until the end of the war, the freed slaves were generally happy to renting the land. Most were unable to make ends meet and poverty amongst ex-slaves accept their limited freedoms and many joined the Union army to help win the war. This became a huge issue. progress also extended into social and economic change as missionaries and other groups were sent to begin teaching ex-slaves to read and write. Before the war, slave owners had The fact that many Southern blacks had little money led many whites in the South to claim deliberately not educated slaves to prevent them from becoming educated and rebelling. that black Americans had no right to vote. Violence against black Americans increased Meanwhile, in the Sea Islands, black families were given their own land to farm. This was and number of black voters dropped. Initially the government protected these voters, but hugely important as it allowed black families to make a living for themselves and increase the Supreme Court said that there was no duty for the government to protect them. As their quality of life. The Sea Islands experiment was seen by some as a model which could black representation dropped, new segregation laws began to appear, setting up separate be rolled out across the South. facilities for black and white people in the South, in 1877, government troops were pulled out of the Southern states and black Americans were left to fend for themselves. Despite the initial failure of Presidential Reconstruction immediately after the war, Republican radicals soon began pushing the improvement of black lives even further. The Overall, there were some significant improvements for black Americans between 1863 and 14th and 15th Amendments gave black Americans lasting rights to vote and be citizens 1877. However many of the most important improvements, such as land redistribution and of the United States. These would be important to later challenges for equal rights in the civil rights only lasted for a short time. A mixture of disinterest and continued racism meant 1890s.. The granting of civil rights in the 14th Amendment prevented Southerners from that between 1870 and 1877, many of the improvements were overturned by Southern passing laws which discriminated against ex-slaves; whilst the right for black Americans to whites, leaving black Americans technically free but socially and economically little better vote led to the appointment of over 2,000 black politicians in the USA, the highest number off than under slavery. until the 1980s. This meant that black people now had a voice in politics are were able to influence how the states they lived in were run. At the same time, federal troops were Commentary used to stop white Southerners from attacking black voters and Congress stopped ex- This is a level 6 response. It shows a strong knowledge of key features and Confederate officers from becoming state officials or voting. characteristics of black lives across the period. There is a deep, implicit knowledge of The radical Republicans also set up the Freedmen’s bureau to solve some of the social and the process of Reconstruction which underpins the whole argument. The response economic needs of freed slaves. Its job was to redistribute land