Obama Inevitable GCSE History Coursework Your coursework This

Obama Inevitable? GCSE History Coursework

Your coursework • This is your coursework • The coursework will be completed in exam conditions. • If this is not followed you will be disqualified

The topic Example Question • Why is the election of President Barack Obama best understood in the light of past events in the USA? • Word limit 2000 words

Rise of Obama Key notes Obama Inevitable Obama not inevitable Unsure? ! Social Event Date Importance out of 10 Reason Economic Political Unsure? !

Rise of Obama inevitability meter Civil Right movement Inevitable GBW Domestic policy New Frontier Vietnam War Iraq War 9/11 Iraq War I Clinton Years Great Society Afghanistan Time

Obama’s 1950 s Chances • In 1950 what would it have taken for Barack Obama to become president – Make a list of changes that would need to happen – Categorise the list into social, economic and political • What would have stopped Obama from coming to power? – Make a list and categorise as above

America in the 1950 s • • • Segregated society Richest country in the world Low unemployment Dominant in world affairs Involved in Cold War versus USSR

The American Civil Rights Movement Have you ever been the victim of discrimination? Think about it…… Have you ever had to… Give up your seat on the bus Been called a name Felt intimidated to walk through a certain area Not been allowed to take part in something because of your age/ race/gender Felt scared by a group of people Write a few sentences about how this made you feel and how you dealt with it.

Imagine that feeling every day… The Black Codes • Various laws from 1891 to 1959 segregated rail travel, streetcars, buses, all public carriers, race tracks, gaming establishments, polling places, washrooms in mines, tuberculosis hospitals, public schools and teachers' colleges. • "Books shall not be interchangeable between the white and coloured schools, but shall continue to be used by the race first using them. " • Every person. . . operating. . . any public hall, theater, opera house, motion picture show or any place of public entertainment certain seats therein to be occupied by white persons and a portion thereof, or certain seats therein, to be occupied by coloured persons. " • "All marriages between a white person and a Negro, or between a white person and a person of Negro descent to the fourth generation inclusive, are hereby forever prohibited. " An African American drinks out of a segregated water cooler designated for "coloured" patrons in 1939 at a streetcar terminal in Oklahoma City

Emmett Till

Emmett Till Travels to the Mississippi Delta Fourteen-year-old Emmett Till was excited about his trip from his home in Chicago's south side to the Mississippi, Delta to visit relatives. Prior to his departure, his mother, Mamie Till Bradley, a teacher, had done her best to advise him about how to behave when interacting with Southern white people. Till's mother understood that in Mississippi race relations were a lot different than in Chicago. In Mississippi, over 500 blacks had been lynched since 1882 and racially motivated murders were not unfamiliar, especially in the Delta where Till was going. Racial tensions were also on the rise; the United States Supreme Court's 1954 decision in Brown v. Board of Education, which ordered the end of segregation in schools, created dismay throughout many Southern white communities. Furthermore, the Ku Klux Klan and other white supremacy groups began working to maintain life as they knew it. With his mother's warning and wearing the ring that had belonged to his deceased father, on August 20, 1955, Emmett Till setoff with his cousin Curtis Jones on the train to Mississippi. When Till and Jones arrived on August 21, they stayed at the home of Till's great-uncle Mose Wright, just on the outskirts of Money, Mississippi.

Emmett Till is Kidnapped and Murdered • • On August 24, the boys drove Wright's car into the small town of Money and stopped at Bryant's Grocery store to buy some candy. Prior to entering the store, Till pulled out some pictures of his white friends in Chicago and showed them to some local boys outside of the store. The boys dared Till to talk to Carolyn Bryant, the store clerk. Till went into the store, purchased some candy, and what happened as he was leaving is unclear. Till either said, "Bye, baby" or he whistled at Carolyn Bryant. Neither Till nor Jones understood the magnitude of Till's act, so they did not tell Mose Wright what had happened. They continued to think nothing of the event as three days passed without incident. However, on the fourth day early Sunday morning, Roy Bryant, Carolyn's husband, and J. W. Milam, Roy's half-brother, knocked on the door of Wright's home. With a pistol and flashlight in hand, they asked Mose Wright whether three boys from Chicago were staying with him. Wright led them to the room where Till was sleeping, and the men told Till to get dressed. Wright unsuccessfully pleaded with them to just whip Till. As they were leaving, they threatened to kill Wright if he told anyone. Several hours later, Mamie Till was notified of her son's kidnapping. A search of the area was conducted, and Mamie Till notified Chicago newspapers of her son's disappearance. Wright told Money's sheriff who had taken Till, and he arrested Bryant and Milam for kidnapping.

The Mutilation of Emmett Till’s Face Three days later, Till's body was discovered in the Tallahatchie River. It was weighted down by a seventyfive pound cotton gin fan, which was tied around Till's neck with barbed wire. His face was so mutilated that when Wright identified the body, he could only do so based on the ring that Till was been wearing. Although Mamie Till experienced difficulty in getting her son's body sent to Chicago, when it finally arrived she made the decision to have an open casket funeral. Mamie wanted the world to know what had happened to her son. His right eye was missing, his nose was broken, and there was a hole in the side of his head. Fifty-thousand people attended the funeral. Jet magazine ran photos of Till's body; soon Till's murder became an international story.

The Trial of Milam and Bryant • • • Meanwhile, Milam and Bryant had garnered support. Whites in their community claimed they were innocent and supported their defense financially. The trial began on September 19, 1955 in Sumner, Mississippi. The entire jury was composed of white men from the defendants' home county. At trial they asserted that the body recovered from the river was not Till's body. Instead, claimed Milam and Bryant, they had taken Till but had let him go. They alleged that the NAACP and Mamie Till had dug up a body and claimed that it was Till. According to their defense, Till was hiding out in Chicago. Finding witnesses was difficult for the prosecution. In the South, it was dangerous for blacks to testify against any white person, so those who knew anything were reluctant to come forward. However, white and black reporters and the NAACP were able to find witnesses against the defendants. Willie Reed testified on the stand in barely a whisper that he had seen Bryant, Milam, and another man with Till. Further, he testified that he heard screaming coming from the Milam barn. When Milam came out of the barn with a. 45 on his hip, Milam asked Reed if he saw anything, and Reed said no. Mose Wright had decided from the beginning that he was going to testify. When Wright took the stand, he testified that Milam and Bryant had taken Till at gunpoint from his home. After Reed and Wright testified, they were quickly escorted out of Mississippi by the NAACP. Testimony also came from Mamie Till. She testified that the body she buried was her son, Emmett Till. Neither Milam nor Bryant testified. The trial lasted five days. In the defense's closing argument, Milam and Bryant's attorney forewarned the jury about convicting the defendants: "Your ancestors will turn over in their grave, and I'm sure every last Anglo-Saxon one of you has the courage to free these men. " The jury deliberated for only 67 minutes; according to one juror, it lasted that long only because they stopped to drink soda. The jury found Milam and Bryant not guilty. They concluded that the prosecution had failed to prove that the body recovered from the river was Emmett Till.

Milam and Bryant Confess to Murdering Emmett Till • On January 24, 1956, Look magazine published the confession of Milam and Bryant, who had agreed to tell their story for $4, 000. According to their confession, they beat Till with a. 45 in Milam's barn. They proceeded to take him to the Tallahatchie River where they had him undress and then shot him. A gin fan was tied around his neck with wire in order to weigh the body down in the river. They proceeded to burn Till's clothes and shoes. Justice Never Prevails • Milam and Bryant were never charged with any other crimes relating to Till’s murder. After the trial, blacks boycotted the Bryants' store, which forced them out of business. Both Milam and Bryant remained in Mississippi until their deaths; Milam died of cancer in 1980 and Bryant died of cancer in 1994. • The murder of Emmett Till was a shocking example to the world of the danger, inequality, and prejudice that blacks often faced in the South. However, Till's murder helped spur the civil rights movement. It was only one hundred days after Till's death that Rosa Parks refused to sit in the back of the bus.

Emmett and his mother

Emmett’s coffin reaches Chicago

The Open Casket

Roy Bryant and J. W. Milam

Timeline of activity Events to include Details to include Brown Case Key facts Bus Boycott Role of any individuals Little Rock Was it a social/economic or political change Greensboro sit ins James Meredith March on Washington What was the significance of the event? Use sources 1950 1965 colour code according to type of action (i. e. violent – code red, non-violent – code green etc.

Brown Case • Key facts • Role of any individuals • Was it a social/economic or political change • What was the significance of the event? • Use sources Little Rock Key facts Role of any individuals Was it a social/economic or political change What was the significance of the event? Use sources Greensboro sit ins Key facts Role of any individuals Was it a social/economic or political chang What was the significance of the event? Use sources Bus Boycott Key facts Role of any individuals Was it a social/economic or political change What was the significance of the event? Use sources James Meredith Key facts Role of any individuals Was it a social/economic or political change What was the significance of the event? Use sources March on Washington Key facts Role of any individuals Was it a social/economic or political change What was the significance of the event? Use sources

The American Civil Rights Movement How does this make you feel? Do you think a Black President would be possible in this environment? Lesson Aims • Develop knowledge and interpretation of the events surrounding the Civil Rights Movement

How would you convince people to become involved? I have a dream that one day this nation will rise up and live out the true meaning of its creed: "We hold these truths to be self-evident, that all men are created equal. " I have a dream that one day on the red hills of Georgia, the sons of former slaves and the sons of former slave owners will be able to sit down together at the table of brotherhood. I have a dream that one day even the state of Mississippi, a state sweltering with the heat of injustice, sweltering with the heat of oppression, will be transformed into an oasis of freedom and justice. I have a dream that my four little children will one day live in a nation where they will not be judged by the color of their skin but by the content of their character. I have a dream today! I have a dream that one day, down in Alabama, with its vicious racists, with its governor having his lips dripping with the words of "interposition" and "nullification" -- one day right there in Alabama little black boys and black girls will be able to join hands with little white boys and white girls as sisters and brothers. I have a dream today! I have a dream that one day every valley shall be exalted, and every hill and mountain shall be made low, the rough places will be made plain, and the crooked places will be made straight; "and the glory of the Lord shall be revealed and all flesh shall see it together. " Write a speech trying to persuade people to become involved.

Television report Write a television report based on one of the following; The Slave Trade and Emancipation Act, Birmingham, Alabama 1963, the Freedom Rides, the Black Power movement in the civil rights movement use sources to highlight different events.

The 1964 Civil Rights Act

Dealy Plaza, Dallas, Texas 12. 30 p. m. 22. 11. 63

The mood of the country after JFK’s death was used by President Johnson to pass the Civil Rights Act.

How did Johnson do it? • He milked the emotion felt after the death of JFK. • He said “No memorial could more eloquently honour President Kennedy’s memory that the passage of his Civil Rights Bill for which he fought so long. ”

How did Johnson do it? • He was a persuader. He used his experience as a Senator to get the Bill through Congress. • He used a mixture of argument and sweet talk.

How did Johnson do it? • He persuaded many Republicans in Congress to vote for the Bill. • This was essential as he knew that many Southern Democrats would not vote for the Bill.

How did Johnson do it? • Johnson managed to get all the living ex. Presidents (Truman, Eisenhower and Herbert Hoover) to support the Bill.

Did the South try to stop the Bill? • Southern filibusters tried to stop the Bill. • However, LBJ had persuaded enough Republicans to vote for the Bill. • In the Senate, the vote was 73 -27 in favour of the Bill.

President Johnson signs the 1964 Civil Rights Act

What did the Act do?

What did the Act do? This ended totally legal segregation of any facility.

What did the Act do? Gave the Federal Govt. more power to stop discrimination.

What did the Act do? The Attorney General could take to court any state government which discriminated against blacks. Further empowered the Federal Government.

What did the Act do? It was now illegal for a business to discriminate on the basis of race. Equal Employments opps.

What did the Act do? Right to vote regardless of income.

How significant was the Act? • The Federal Government was given what it needed to end legal segregation. • It did little though to help Black people vote. • It did little to improve race relations. • Some Blacks believed the act had not gone far enough – they still lived in poverty. • However, it was the biggest move ever towards equality.

There were two major issue that remained unsolved.

Voting Rights & Poverty

• Voting rights issues solved by 1965 Voting Rights Acts • Poverty still an ongoing issue

Civil Rights Act Task • Create a poster that explains the Civil Rights Act and Voting Rights Act and what it means to African Americans • Write on the civil rights forum (or in your books) how important you think the Civil Rights Act was in comparison to the other events of the civil rights movement. • How likely do you think at this was stage that there would ever be an African American President of the USA?

The Murder of James Byrd Session Objectives • To empathise with the families of Byrd • To understand the difference made by the Civil Rights movement Song about the murder of James Byrd. How does this make you feel? What drives people to kill?

The Murder • • On June 7, 1998, Byrd, age 49, accepted a ride from Berry (age 24), Brewer (age 31), and King (age 23). Berry, who was driving, recognized Byrd from around town. Instead of taking him home, the three men took Byrd behind a convenience store, beating him with anything they could find, urinated on his unconscious body, stripped him naked, chained him by the ankles to their pickup truck, and dragged him for three miles. Brewer later claimed that Byrd's throat had been slashed before he was dragged. However, forensic evidence suggests that Byrd had been attempting to keep his head up while being dragged, and an autopsy suggested that Byrd was alive during much of the dragging. Byrd died after his right arm and head were severed after his body hit a culvert. His body had caught the culvert on the side of the road, resulting in Byrd's decapitation. [1] Berry, Brewer, and King dumped their victim's mutilated remains in the town's black cemetery; the three men then went to a barbecue. Along the area where Byrd was dragged, authorities found a wrench with "Berry" written on it. They also found a lighter that was inscribed with "Possum", which was King's prison nickname. [2] The following morning, Byrd's limbs were found scattered across a seldom-used road. The police found 75 places that were littered with Byrd's remains. State law enforcement officials, along with Jasper's District Attorney, determined that since Brewer and King were well-known white supremacists, the murder was a hate crime. They decided to call upon the Federal Bureau of Investigation less than 24 hours after the discovery of Byrd's remains.

The Murder • King's body bore several tattoos: a black man hanging from a tree, Nazi symbols, the words "Aryan Pride, " and the patch for a gang of white supremacist inmates known as the Confederate Knights of America. [3] In a jailhouse letter to Brewer that was intercepted by jail officials, King expressed pride in the crime and said he realized that he might have to die for committing it. "Regardless of the outcome of this, we have made history. Death before dishonor. Sieg Heil!", King wrote. [1] An officer investigating the case also testified that witnesses said King had referenced The Turner Diaries after beating Byrd. [4] • Berry, Brewer, and King were tried and convicted for Byrd's murder. Brewer and King received the death penalty, while Berry was sentenced to life in prison.

The accused • Shawn Allen Berry – The driver of the truck, Berry was the most difficult to convict of the three defendants because there was a lack of evidence to suggest that he himself was a racist. Berry had also claimed that Brewer and King were entirely responsible for the crime. Brewer, however, testified that it was Berry who cut Byrd's throat before he was tied to the truck. The jury decided that there was little evidence to support this claim. [As a result, Berry was spared the death penalty and was sentenced to life in prison. His parole eligibility date is June 7, 2038. • Lawrence Russell Brewer – Brewer was a white supremacist who, prior to Byrd's murder, had served a prison sentence for drug possession and burglary. He was paroled in 1991. After violating his parole conditions in 1994, Brewer was returned to prison. According to his court testimony, he joined a white supremacist gang with King in prison in order to safeguard himself from other inmates. [A psychiatrist testified that Brewer did not appear repentant for his crimes. Brewer was ultimately convicted and sentenced to death. • John William King – King was accused of beating Byrd with a bat and then dragging him behind a truck until he died. King had previously claimed that he had been gang-raped in prison by black inmates. [Although he had no previous record of racism, King had joined a white supremacist prison gang, allegedly for self-protection] He was found guilty and sentenced to death for his role in Byrd's kidnapping and murder. [

Reactions to the murder • • Numerous aspects of the Byrd murder echo lynching traditions. These include mutilation or decapitation and revelry, such as a barbecue or a picnic, during or after. Byrd's murder was strongly condemned by Jesse Jackson and the Martin Luther King Center as an act of vicious racism and focused national attention on the prevalence of white supremacist prison gangs. • The victim's family created the James Byrd Foundation for Racial Healing after his death. In 1999 Chantal Akerman, inspired by the literary works of William Faulkner, set out to make a film about the beauty of the American South. However, after arriving on location (in Jasper, Texas) and learning of the brutal racist murder, she changed her focus. Akerman made Sud (French for "South") a meditation on the events surrounding the crime and the history of racial violence in the United States. In 2003, a movie about the crime, titled Jasper, Texas, was produced and aired on Showtime. The same year, a documentary named Two Towns of Jasper, made by filmmakers Marco Williams and Whitney Dow, premiered on PBS's P. O. V. series. • Basketball star Dennis Rodman offered to pay for Byrd's funeral. Although Byrd's family declined this offer, they accepted a $25, 000 donation by Rodman to a fund started to support Byrd's family. • While at radio station WARW in Washington, D. C. , DJ Doug Tracht (also known as "The Greaseman") made a derogatory comment about James Byrd after playing Lauryn Hill's song "Doo Wop (That Thing)". The February 1999 incident proved catastrophic to Tracht's radio career, igniting protests from black and white listeners alike. He was quickly fired from WARW and lost his position as a volunteer deputy sheriff in Falls Church, Virginia.

What are the similarities and differences between the murder of Emmett Till and the more recent murder of James Byrd in 1998? Read about the murder of James Byrd in 1998. In many ways it is similar to the murder of Emmett Till. White racists murdered a black male. However, the outcome of the trials was very different. Whereas the murderers of Emmett Till were acquitted (found not guilty), the murderers of James Byrd face severe punishment. Two are on death row, the other has life imprisonment. In this question you should assess BOTH the similarities and differences between the two murders. Write a paragraph about each, and try to find as many as you can. Remember to explain them. Here is one of each to get you started. Similarity - both murders were racist Difference - The Emmett Till murder was in Mississippi; the James Byrd murder was in Texas Example ; • Para 1 – Describe the murder of James Byrd. • Para 2 – What are the similarities between the 2 cases? • Para 3 – What are the differences between the 2 cases?

JFK and The New Frontier / LBJ and The Great Society Session Objectives • To understand the way that previous transformers of the USA had failed or succeeded “Hey, Hey LBJ how many kids did you kill today” From Kennedy (left) to Johnson (right), but were they both good guys for America? And so, my fellow Americans: ask not what your country can do for you - ask what you can do for your country. My fellow citizens of the world: ask not what America will do for you, but what together we can do for the freedom of man. Where was America in 1960? Video Think Kennedy won by 34, 226, 925 votes to 34, 108, 662. Is this a true democracy?

Listen to Kennedy’s Click here to speech would it have watch video --> motivated you to change your mind on the Civil Rights issue?

Kennedy: The Biography Spartacus website is the best research tool for this topic Provide some background information about the Presidents Insert the most significant developments and progress made by the presidents. Your task is to… • …design a biography cover that summarises the achievements of the two presidents Kennedy and Johnson – You must use sources in your work – Use the sources and the textbook to help you. – You may use a computer to help you

Main Aims of Kennedy and Johnson • Use post it notes. What do you think was the biggest achievements of Kennedy and Johnson and how successful were they?

Have the Presidents of the USA always been seen as hero’s? The Presidents LBJ TO G Bush II Think • Define the word President • Define the word hero Session Objective To understand how several Presidents of the USA were perceived around the world Is this your view of the President of the USA? (Click the picture and watch the video)

You have 5 minutes Work out the Name Date of Birth and Years of office for these men

POTUS Task • You are required to make a wall display for the President you are allocated. • You will do this in teams of 4 • You must be prepared to present your work • You must include the following – Key information about the background of the President – The analysis of three sources about the President – Any scandals the President was involved in – The presidents main policy decisions – The main events and reactions in the time of the President – How the President was perceived around the world with sources to support this

• Expand the President to show important he was • Overall rank your Presidents from this period 1 -6. • Which was your most important President and why?

George W Bush 2000 -2009 (The most powerful man on Earth? ) Which of these statements is not from Bush? I've been in the Bible every day since I've been the president. " "One of the things important about history is to remember the true history. " "If this were a dictatorship, it'd be a heck of a lot easier, just so long as I'm the dictator. " “Thank you Britain you have been a truly disloyal friend” "Our enemies are innovative and resourceful, and so are we. They never stop thinking about new ways to harm our country and our people and neither do we. " "I know the human being and fish can coexist peacefully. " "I guess it's OK to call the secretary of education here 'buddy. ' That means friend. “ "I'll be long gone before some smart person ever figures out what happened inside this Oval Office. "

The War on Terror CAF

The response • • • Who was the war on terror against? How did Bush respond to the 9/11 attacks? How did Blair respond to the terrorist attacks? What language do they use in these videos? How do the media and world leaders prepare the world for future events? • Find analyse five sources that explain peoples reactions to 9/11 around the world? (Use DAPA)

• The key failure was one of imagination, the commission said US political leaders and relatives of the victims of the 11 September 2001 attacks have been giving their reactions to the final report of the bipartisan Congressional commission set up to investigate the terrorist strikes. Here are some of their comments. • " They've done a really good job of learning about our country and learning about what went wrong prior to 11 September, and making very sound, solid, recommendations about how to move forward. I assured them that where government needs to act, we will. • "There is still a threat. We in the government have an obligation to do everything in our power to safeguard the American people. " US President George W Bush • "This report carries a simple message for all of America, about the security of all Americans: We can do better. • "We must do better and there is an urgency about us doing better. " John Kerry, Democratic presidential candidate • "If we shared the intelligence between the FBI, the CIA and the FAA [Federal Aviation Authority] it could have been prevented. . . It is something that should have been taken care of years ago. " Bob Hughes, father of 9/11 victim • "It is devastating, totally devastating. There were so many errors and so much lack of communication. I do believe it could have been prevented. It is a horrible thought. " Joy Bennett, British mother of 9/11 victim • "The commission decided unanimity was more important than controversy. They did a very workmanlike Washington report. " Richard Clarke, former White House security expert • "In this town (Washington) racked by partisanship, to come up with bipartisan recommendations is an amazing accomplishment in itself. " New York Senator Charles Schumer (Democrat) • "The most important thing about this report, it doesn't look in the rear-view mirror and point fingers of blame. It gets on beyond that and makes recommendations. " Kansas Senator Pat Roberts (Republican) • "The report being released today by this so-called independent commission cannot possibly be deemed definitive or authoritative as an account for the events of 11 September - not by any stretch of the imagination. " Analyse the source above. Use DAPA. Why is it useful for telling us about reactions to 9/11? Does this source suggest that Obama was more or less likely to become President?

The War in Afghanistan Session Objectives • To infer the public’s reaction to Afghanistan • To understand the key events in Afghanistan What can we infer from this source about the American public’s view towards the war in Afghanistan?

War In Afghanistan Triggers for War Sources Outbreak of War In Iraq Pictures Cost of War Use the handout you have been given and make notes around the above key points

The Afghanistan War 2001 Background to Afghanistan is a landlocked country in the Middle East. The capital of Afghanistan is Kabul and the country was ruled by Britain between 1700 and 1919. A constant state of warfare has existed in the country since the 1970 s. Soviet Russia’s invasion of Afghanistan took place in 1979 and after much bloody fighting led to a victory for the Mujhadeen with Russian troops finally withdrawing on February 15 th 1989. The Mujhadeen divided into many factions after the war with Russia and the country fell back in to a start of civil war. The Islamic Militant Taliban faction successfully controlled 90% of the countries territory by 2001. The remaining 10% has been controlled by the Northern Alliance. Source A: Troops arriving in Agfhanistan The Early stages of the War The War in Afghanistan is an ongoing coalition conflict which began on October 7, 2001, as the US military's Operation Enduring Freedom (OEF) that was launched, along with the British military, in response to both the September 11, 2001 attacks on the US. The UK has, since 2002, led its own military operation, Operation Herrick, as part of the same war in Afghanistan. The character of the war evolved from a violent struggle against Al-Qaeda and its Taliban supporters to a complex counterinsurgency effort. The first phase of the war was the aftermath of the terrorist attacks of September 11, 2001, when the United States launched Operation Enduring Freedom, to remove the safe haven to Al-Qaeda and its use of the Afghan territory as a base of operations for terrorist activities. In that first phase, U. S. and coalition forces, working with the Afghan opposition forces of the Northern Alliance, quickly ousted the Taliban regime. During the following Karzai administration, the character of the war shifted to an effort aimed at smothering insurgency, in which the insurgents preferred not to directly confront the International Security Assistance Force (ISAF) troops, but blended into the local population and mainly used improvised explosive devices(IEDs) and suicide bombings. Source B: A troop on duty in Afghanistan Why invade? On September 11 th 2001 several attacks took place in the USA by the Al’qaieda network. The attacks claimed the lives of 3000** innocent people, the most iconic of these attacks being the destruction of the Twin Towers of the World Trade Centre. Two Boeing 747 airplanes were hijacked and flown into the buildings. Other planes were also hijacked with one plane being crashed into the Pentagon and another plane crashing to avoid hitting another target, thought to be the White House. A group of Islamic militants named Al’Qaeida led by Osama Bin Laden claimed responsibility for these acts. President George W. Bush of the USA launched Operation Eternal Freedom Key Questions Did the invasion of Afghanistan seem necessary? How did the early stages of the war seem successful for American and Britain? To what extent do the pictures encourage people to support the war?

The later stages of the war The stated aim of the invasion was to find Osama bin Laden and other high-ranking Al. Qaeda members to be put on trial, to destroy the whole organization of Al-Qaeda, and to remove the Taliban regime which supported and gave safe harbour to Al-Qaeda. The Bush administration stated that, as policy, it would not distinguish between terrorist organizations and nations or governments that harbour them. The United Nations did not authorize the U. S. -led invasion of Afghanistan. The second operation is the International Security Assistance Force (ISAF), which was established by the UN Security Council at the end of December 2001 to secure Kabul and the surrounding areas. NATO assumed control of ISAF in 2003. By July 23, 2009, ISAF had around 64, 500 troops from 42 countries, with NATO members providing the core of the force. The NATO commitment is particularly important to the United States because it gives international legitimacy to the war. The United States has approximately 29, 950 troops in ISAF. The initial attack removed the Taliban from power, but Taliban forces have since regained some strength. Since 2006, Afghanistan has seen threats to its stability from increased Taliban-led insurgent activity, record-high levels of illegal drug production, and a fragile government with limited control outside of Kabul. By the end of 2008, the Taliban had severed any remaining ties with al-Qaeda. According to senior U. S. military intelligence officials, there are perhaps fewer than 100 members of Al. Qaeda remaining in Afghanistan. The Taliban can sustain itself indefinitely, according to a December 2009 briefing by the top U. S. intelligence officer in Afghanistan. Public Opinion in 2009 In a December, 2009 Pew Research Center poll, only 32 percent of Americans favored increasing U. S. troops in Afghanistan, while 40 percent favored decreasing them. Almost half of Americans, 49 percent, believed that the U. S. should "mind its own business" internationally and let other countries get along the best they can. That figure was an increase from 30 percent who said that in December 2002. A 24 -nation Pew Global Attitudes survey in June 2008 similarly found that majorities or pluralities in 21 of 24 countries want the U. S. and NATO to remove their troops from Afghanistan as soon as possible. Only in three out of the 24 countries - the United States (50%), Australia (60%), and Britain (48%) - did public opinion lean more toward keeping troops there until the situation has stabilized. Source D: A cartoon from the NY Times Source C: A cartoon from the NY Times Public opinion in 2001 When the invasion began in October 2001, polls indicated that about 88% of Americans and about 65% of Britons backed military action in Afghanistan. A largescale 37 -nation poll of world opinion carried out by Gallup International in late September 2001 found that large majorities in most countries favored a legal response, in the form of extradition and trial, over a military response to 9/11: Only in three countries out of the 37 surveyed - the United States, Israel, and India - did majorities favor military action in Afghanistan. In the other 34 countries surveyed, the poll found many clear majorities that were in favor of extradition/trial instead of military action: in the United Kingdom (75%), France (67%), Switzerland (87%), Czech Republic (64%), Lithuania (83%), Panama (80%), Mexico (94%), and other countries. Protests, demonstrations and rallies The war has repeatedly been the subject of large protests around the world starting with the large-scale demonstrations in the days leading up to the official launch of U. S. Operation Enduring Freedom under George W. Bush in October 2001 and every year since. Many protesters consider the bombing and invasion of Afghanistan to be unjustified aggression. The deaths of thousands of Afghan civilians caused directly and indirectly by the U. S. and NATO bombing campaigns is also a major underlying focus of the protest Questions Key How did public opinion change as the war progressed? How have the later stages of the battle against the Taliban develop To what extent do the pictures encourage people to be against the war in Afghanistan?

Long term triggers Short term trigger Declaration of War BBC

Obama’s view on Afghanistan • http: //www. youtube. com/watch? v=u. Tw. UA Am. Ru. NM • Write a summary of no more than 50 words on Obama’s view on Afghanistan

The War in Iraq Learning Intention • To discover the main events of the Iraq War • To understand how to improve our analysis of sources • To interpret the public’s reaction to the War What can this source tell us? What does this imply? Can this help us to predict how Saddam wanted to be seen? Photograph of Saddam Hussein taken 1 st January 2003.

6. 1 Deployment of Knowledge L 3 Grade C B This means that you have written a sequence of developed paragraphs with detailed knowledge and understanding and have organised the paragraphs in a way that makes sense. The most important feature of a Level 3 answer is that it must read logically. There must be no paragraphs that are out of place and you must have spent some time planning before you start writing. 6. 2 & 6. 3 Source Skills & Interpretations Target to improve : L 4 Grade A – A* To improve further you will need to organise your answer so that you write an introduction, an argument and a conclusion. To improve further you will need to write a fully balanced answer totally focused on the question. This means that you have read and fully understood the question. You must also have worked out what you are going to say in the conclusion before you actually start writing the introduction. To do this you must plan your answer fully. The introduction must state clearly what you believe are the main factors and this must be supported by the argument in the following paragraphs. Your conclusion should be a sustained judgement on the key issue in the question. This means you can give a fully developed, focused and balanced answer. You use the context, content and provenance of sources to decide upon utility, reliability and accuracy. You use your own knowledge to put the source in context and answer the question. In utility questions you fully explain limitations and positive value with reference to content and provenance. In deciding reliability you evaluate the provenance of the source and use your own knowledge to question the contents and context. You can judge an interpretation by analysing both the purpose of the author and the content/nature of the source. You write a conclusion, which gives a final. Sustained judgement on the source or sources. Target to improve : There is more balance and focus to your answers and they are more developed. You use your own knowledge to put the sources in context and answer the question. You use the context, content or provenance of sources to decide upon utility, reliability and accuracy. In utility questions you fully explain limitations and positive value with reference to content or provenance. In deciding reliability you evaluate the provenance of the source or use your own knowledge to question the contents and context You can judge an interpretation by analysing the purpose of the author or the content/nature of the source. Keep developing your knowledge. Stay frosty! Look at sources all around you (newspapers, advertisements, TV) what can they tell us?

The Iraq War Long term triggers Al-Jazeera’s authors views Short term trigger

The Iraq War 2003 How did the War start? The 2003 invasion of Iraq, (from March 20 to May 1, 2003) was led by the United States, alongside the United Kingdom and smaller contingents from Australia, Denmark and Poland. Four countries participated with troops during the initial invasion phase, which lasted from March 20 to May 1. These were the United States (248, 000), United Kingdom (45, 000), Australia (2, 000), and Poland (194). 36 other countries were involved in its aftermath. The invasion marked the beginning of the current Iraq War. In preparation for the invasion, 100, 000 US troops were assembled in Kuwait by February 18. Source D: Soldiers on operations during the Iraq War Why did the Invasion take place? According to then President of the United States, George W. Bush and then Prime Minister of the United Kingdom, Tony Blair, the reasons for the invasion were "to disarm Iraq of weapons of mass destruction (WMD), to end Saddam Hussein's support for terrorism, and to free the Iraqi people. " According to Blair, the trigger was Iraq's failure to take a "final opportunity" to disarm itself of nuclear, chemical, and biological weapons that US and British officials called an immediate and intolerable threat to world peace. In 2005, the Central Intelligence Agency released a report saying that no weapons of mass destruction had been found in Iraq. Source C: A political cartoon showing Bush as an optimist on the Iraq War How was the war won? The invasion was preceded by an air strike on the Iraqi Presidential Palace on 19 March 2003. The following day coalition forces launched an incursion into Basra Province from their massing point near the Iraqi-Kuwaiti border. While commandos launched an amphibious assault from the Persian Gulf to secure Basra and the surrounding petroleum fields, the main invasion army moved into southern Iraq, occupying the region and engaging in the Battle of Nasiriyah on 23 March. Massive air strikes across the country and against Iraqi command control threw the defending army into chaos and prevented an effective resistance. The main body of coalition forces continued their drive into the heart of Iraq and met with little resistance. Most of the Iraqi military was quickly defeated and Baghdad was occupied on 9 April. Iraqi President Saddam Hussein and the central leadership went into hiding as the coalition forces completed the occupation of the country. On 1 May an end of major combat operations was declared, ending the invasion period and beginning the military occupation period. Key Questions Do you think the USA and UK were justified in Invading Iraq? Use source E how did support for the Iraq war decline? Do you think the Iraq war was positive for the USA? Source E: Graph showing support for the War in the USA.

The Iraq War Create • Work in pairs • A timeline of the war in Iraq, key military events • Examples of support of the war • Examples of opposition to the war

The Iraq War 2003 U. S. media coverage The U. S. invasion of Iraq was the most widely and closely reported war in military history. Television network coverage was largely pro-war and viewers were six times more likely to see a pro-war source as one who was anti-war. The New York Times ran a number of articles describing Saddam Hussein's attempts to build weapons of mass destruction. In a January 2003 CBS poll 64% of US nationals had approved of military action against Iraq, however 63% wanted President Bush to find a diplomatic solution rather than go to war, and 62% believed the threat of terrorism directed against the US would increase due to war. [20] The invasion of Iraq was strongly opposed by some traditional US allies, including the governments of France, Germany, New Zealand, and Canada. On February 15, 2003, a month before the invasion, there worldwide protests against the Iraq war, including a rally of three million people in Rome, which is listed in the Guinness Book of Records as the largest ever anti-war rally. According to the French academic Dominique Reynié, between January 3 and April 12, 2003, 36 million people across the globe took part in almost 3, 000 protests against the Iraq war. At the start of the war in March 2003, as many as 775 reporters and photographers were travelling as embedded journalists These reporters signed contracts with the military that limited what they were allowed to report on. When asked why the military decided to embed journalists with the troops, Lt. Col. Rick Long of the U. S. Marine Corps replied, “Frankly, our job is to win the war. Part of that is information warfare. So we are going to attempt to dominate the information environment. ” Source B: A demonstration against the Iraq War in 2003 What did the Public think? A September 2003 poll revealed that seventy percent of Americans believed there was a link between Saddam Hussein and the attacks of 9/11. 80% of Fox News viewers were found to hold at least one such belief about the invasion, compared to 23% of PBS viewers. Ted Turner, founder of CNN, claimed that Rupert Murdoch was using Fox News to advocate an invasion. Critics have argued that this statistic is indicative of misleading coverage by the U. S. media since viewers in other countries were less likely to have these beliefs. A post 2008 election poll by Fact. Check. org found that 48% of Americans believe Hussein played a role in the 9/11 attacks, the group concluded that "voters, once deceived, tend to stay that way despite all evidence. " Source A: A cartoon protesting against the Iraq War Key Questions Why do you think the media opposed the war? How do you think the Iraq war could be seen as making Bush appear as a weak leader? How do the sources show a lack of support for the Iraq War?

War In Iraq Triggers for War Sources Outbreak of War In Iraq Pictures Cost of War Use the handout you have been given and make notes around the above key points

• Reactions from around the world • Create an annotated world map to show peoples reactions from around the world in response to Bush’s re-election

Obama’s opinion • http: //www. youtube. com/watch ? v=Ehp. Km. QCCw. B 8 • Why do you think Obama’s opinion might make him popular with many Americans? • Give three reasons why the Iraq War could make Obama popular. • Give three reasons why the Iraq War would make Bush more popular.

The Iraq War • Use sources to support your answer. • To what extent did the pubic support the Iraq War?

Bush Domestic Policies • To understand the key domestic policies of President Bush What does this source tell us about Bush’s popularity?

Bush’s Domestic policies • Answer the key questions on the handouts you have been given

Social Policies of President Bush Racial diversity According to a CNN exit poll, Bush's support from African-Americans increased during his presidency from 9% of the black vote in 2000 to 11% in 2004. An increase in Ohio (from 9% to 16%, each ± about 5%) may have helped give the victory to Bush over Kerry. GLBT Rights As Texas Governor, Bush had opposed efforts to repeal the criminal prohibition on "homosexual conduct", the same law that the United States Supreme Court overturned in 2003. (Lawrence v. Texas, 539 U. S. 558 (2003)). During the 2000 campaign he did not endorse a single piece of gay rights legislation. In his first four years of office, his views on gay rights were often difficult to ascertain, but many experts feel that the Bush White House wanted to avoid bad publicity without alienating evangelical conservative Christian voters. Although Bush expressed appreciation for the Supreme Court's ruling upholding the selection of college applicants for purposes of diversity, his Administration filed briefs against it. Bush has said he opposes government sanctioned and enforced quotas and racial preferences. In August 2005, a report by the United States Commission on Civil Rights states that "the government fails to seriously consider race-neutral alternatives as the Constitution requires. ” While President Bush had always been on record as opposing the legal recognition of samesex marriages, the 2004 Republican campaign strategy was to focus on "value issues" such as a Federal Marriage Amendment, that would prohibit same-sex couples from obtaining any legal recognition. President Bush endorsed this proposed amendment, but late in the campaign told ABC News and Larry King that he did not have a problem with state legislators enacting some type of civil unions legislation, although critics charged that the constitutional amendment he endorsed did not permit recognition of such unions. In his first term, Bush appointed Colin Powell as Secretary of State. Powell was the first African-American man to serve in that position, and was succeeded by Condoleezza Rice: Rice became the first African-American woman to hold the post. In 2005, he appointed Alberto Gonzalez as the United States Attorney General, the first Hispanic to hold that position. Bush met with the National Urban League, the nation's oldest civil rights organization during his term of office as well. Bush was the first Republican president(and thus far, only) to appoint an openly gay man to serve in his administration, Scott Evertz as director of the Office of National AIDS Policy. "As a result of the No Child Left Behind Act, signed by Bush on January 8, 2002, the Federal government today is spending more money on elementary and High School (K 12) education than at any other time in the history of the United States. “ The House Education and Workforce Committee 2007 No Child Left Behind- Education In January 2002, Bush signed the No Child Left Behind Act, with Democratic Senator Ted Kennedy as chief sponsor, [40] which aims to close the achievement gap, measures student performance, provides options to parents with children in low-performing schools, and targets more federal funding to low-income schools. Critics, including Senator John Kerry and the National Education Association, say schools were not given the resources to help meet new standards, although their argument is based on premise that authorization levels are spending promises instead of spending caps. The House Committee on Education and the Workforce said that the Department of Education's overall funding increased by US$14 billion since the enactment of NCLB in fiscal year 2001, going from US$42. 6 billion to US$56. 6 billion in fiscal year 2005 Capital punishment George W. Bush is a strong supporter of capital punishment. During his tenure as Governor of Texas, 152 people were executed in that state, maintaining its record as the leading state in executions and making George W. Bush the holder, by a great margin, of the record for the most number of executed inmates during a governorship tenure in US histor

Bushonomics Taxes President Bush implemented three tax cuts during his term in office: The Economic Growth and Tax Relief Reconciliation Act of 2001(EGTRRA) reducing taxes by $1. 6 Trillion Dollars, the Job Creation and Worker Assistance Act of 2002 (JCWA) reducing taxes by an additional $1. 8 Trillion Dollars, and Jobs and Growth Tax Relief Reconciliation Act of 2003 (JGTRRA) reducing taxes by $70 billion. During his first term, Bush sought and obtained Congressional approval for three major tax cuts. These temporary cuts, scheduled to expire a decade after passage, increased the standard income tax deduction for married couples, eliminated the estate tax, and reduced marginal tax rates. Employment Unemployment percentage, 2000– 2005 Looking at the annual average unemployment rates for each of the eight years of Bush's presidency, the average of all eight figures, and thus of his entire presidency, is 5. 26%, with a low of 4. 6% for the years of 2006 and 2007, and a high of 6. 0% for 2003. [63] According to the Bureau of Labor Statistics, the number of unemployed was nearly 6. 0 million in January 2001 and 6. 9 million in September 2006. The unemployment rate was 4. 2% in January 2001, 4. 6% in September 2006, and 7. 2% in December 2008. Employment peaked in late 1999 and declined through 2008. His opponents contest job prediction claims, primarily noting that the increase in job creation predicted by Bush's plan failed to materialize. They instead allege that the purpose of the tax cuts was intended to favor the wealthy and special interests, as the majority of benefit from the tax cut, in absolute terms, went to earners in the higher tax brackets. Bush's opponents additionally claim that the tax cuts are a major reason Bush reversed a national surplus into a historic deficit. Key Questions Domestic Policy 1. Create a mindmap that highlights the key points of Bush’s domestic policy 2. How did Bush’s economic policy make him popular? 3. Do you think Bush’s policies were vote winners

The Rise of Obama • To understand the American public’s view towards Obama • To understand what made Obama such a popular candidate Is this picture mocking? What does it tell us? Why do we need to know where it comes from?

Blacks Feel Most Discriminated Against and Whites Agree, National Survey Jet, June 12, 2000 Blacks feel no other racial or ethnic group is discriminated against more than they. And the rest of America agrees. Persistent remnants of racial discrimination against Blacks are among the findings in a new national survey on racial, ethnic, religious and social attitudes. Asked about groups who suffered either a great deal or some discrimination in American society, 83 percent of all those questioned said Blacks were discrimination victims in a survey released by National Conference for Community and Justice (NCCJ), a national human rights organization. Hispanics were next with 76 percent of those questioned feeling the group faced at least some discrimination. Women and American Indians were next with 67 percent of those questioned believing they faced at least some discrimination. Blacks say there is plenty of truth behind the perceptions of unequal treatment. Whether it was at the corner grocery store, at work or in a local eatery, Black Americans said they experienced discrimination more in the last 30 days than any other racial or ethnic group. And 34 percent of all people questioned in the survey revealed that they felt Blacks were victimized "a great deal. " Only 13 percent of Whites said they were discriminated against in the past month, compared to 42 percent of Blacks. Meanwhile, 31 percent of Asians reported being discriminated against in the last month and 16 percent of Hispanics reported the same. "This nation continues to be plagued by too much discrimination in our daily lives, " said Sanford Cloud Jr. , president of the NCCJ. "It touches all groups but creates an especially wide gulf between Whites and Blacks in this country, " Cloud said. One solution to helping America bridge its racial divide would be open, honest and what might be painful, conversation across racial, political, ethnic and gender lines, Cloud said. "Discussions have to be held in environments that allow people to be comfortable, " he said. "People have to feel as though they aren't going to be threatened or beat up during a frank conversation. " In other questioning, the survey revealed that while Whites are far more satisfied in what they earn, where they live and how they make a living, just 49 percent of Blacks reported satisfaction with their household income compared to 72 percent of Whites. More than nine of 10 Whites are satisfied with their housing compared to 77 percent of Blacks. And 88 percent of Whites expressed satisfaction with their jobs compared to 74 percent of Blacks.

Obama Profile • Create an annotated biography of Barack Obama – His early life – His studies – His career – His political career – His likes and dislikes – His views on war in Iraq and Afghanistan

Research task • You need to prepare a brief that explains to the American public the policies of Barack Obama in comparison to George W Bush. • You must include – – – Education Health Care GLBT rights Racial diversity Capital punishment Economic policy Whenever you find a good site you must post it to navigator. • Create an annotated biography of Barack Obama – – – His early life His studies His career His political career His likes and dislikes His views on war in Iraq and Afghanistan

Obama Useful sites • Public opinion of USA 2008 • http: //www. examiner. com/x-30980 -Afghanistan. Headlines-Examiner~y 2009 m 12 d 3 -Obamas. Afghanistan-speech-triggers-bipolar-globalreaction • http: //thelede. blogs. nytimes. com/2009/10/09/wor ld-reaction-to-a-nobel-surprise/

Does Racism exist in America today? • To decide if racism exists in America today • To reach a conclusion as to the existence of racism in America today What steps from Till to Obama?

Racism in America Today • Read through the various sources and fill in the grid. • Use quotes and examples from the sources in the grid (Note the source number used) Social Political Economic Racist Not Racist

• • • http: //www. neurope. eu/articles/85727. php http: //change. gov/agenda/civil_rights_agenda/ http: //www. ihavenet. com/The-1960 s-Civil-Rights-Gains-Made-Obama-Election. Possible-KTW. html http: //centralny. ynn. com/content/top_stories/134621/as-black-history-month-ends-group-asks--does-racism-still-exist-/ http: //www. telegraph. co. uk/news/worldnews/northamerica/usa/barackobama/6199726 /Does-white-America-hate-Barack-Obama. html http: //www. forbes. com/2008/12/30/end-of-racism-oped-cx_jm_1230 mcwhorter. html http: //www. commondreams. org/view/2010/04/02 -7 http: //www. nytimes. com/2009/05/24/magazine/24 prom-t. html? _r=1 http: //www. hrw. org/legacy/backgrounder/usa/incarceration/ http: //news. bbc. co. uk/1/hi/business/8013102. stm • http: //www. telegraph. co. uk/news/worldnews/northameric a/usa/barackobama/7805775/Obama-loses-the-Leftsuddenly-its-cool-to-bash-Barack. html

Poverty and family status According to the US Census, in 2007 5. 8% of all people in married families lived in poverty, [19] as did 26. 6% of all persons in single parent households [19] and 19. 1% of all persons living alone. [19] By race/ethnicity and family status Among married families: 5. 8% of all people[19] including 5. 4% of white persons, [20] 8. 3% of black persons, [21] and 14. 9% of Hispanic persons (of any nationality) [22] were in poverty. Among single parent families: 26. 6% of all persons, [19] including 30% of white persons, [20] 40% of black persons, [21] and 30% of Hispanic persons (of any nationality) [22] were in poverty. Among unrelated individuals and people living alone: 19. 1% of all persons, [19] including 18% of white persons [23] 27. 9% of black persons [22] and 27% of Hispanic persons (of any nationality) [24] lived in poverty Poverty and race The US Census declared that in 2008 13. 2% of all people, [25] including - 8. 6% non-Hispanic White - 11. 8% Asian-American - 23. 2% Hispanic (of any nationality), - 24. 7% African-American lived in poverty. About half of those living in poverty are non-Hispanic white, but poverty rates are much higher for blacks and other minorities. 57% of all poor rural children are non-Hispanic white, compared with 28% of poor urban children. [26]

Key Data racism exist in America today

Band 1: Candidates: • Demonstrate little relevant contextual knowledge • Demonstrate limited ability to select and organise information • Describe a few key features, reasons, results and changes of the societies, events, people and situations studied. The work contains some relevant material but this is not often deployed relevantly and there are no effective comparisons or links • Extract some information from sources • Describe a few surface features of representations and interpretations • Write relatively little or it is of some length but the content is not focussed on the task. Band 2: Candidates: • Demonstrate some, but limited, contextual knowledge • Select and organise some relevant material. This is only sometimes deployed relevantly • Identify and describe key features, reasons, results and changes of the societies, events, people and situations studied but with little awareness of the broad context. There is some structure in the descriptions. Attempts are made at obvious points of comparison or links • Attempt conclusions but these are asserted and not supported • Explicitly uses sources, but these are used uncritically (or attempts at evaluation are basic) and at face value and are not used to support arguments. Can identify some agreements and disagreements between sources • Show understanding of representations and interpretations at a surface level. They can describe some features of the representations and interpretations. Can identify some differences/similarities. Can begin to identify some reasons for these differences although these will not be explained or supported • Present work that lacks precision and succinctness. Band 3: Candidates: • Demonstrate and select some relevant contextual knowledge and mostly deploy it relevantly to support parts of their answers • Select and organise mostly relevant information, much of it deployed relevantly • Demonstrate some understanding of the key features, reasons, results and changes of the societies, events, people and situations studied with some awareness of the broad context. They produce structured descriptions and explanations. Reasonable comparisons/links are made and conclusions have some support although these are not always well substantiated • Interpret some sources and make explicit use of sources to support arguments. They begin to evaluate the sources but this is often not integrated into their arguments

Band 4: Candidates: • Select and deploy mostly relevant and accurate contextual knowledge to support parts of their answers • Select a range of relevant information which is generally well-organised and deployed relevantly. They demonstrate a reasonable understanding of the significance of key features, reasons, results and changes of the societies, events, people and situations studied with awareness of the broad context. They have some understanding of interrelationships in the period studied. They can produce developed and reasoned and supported conclusions • Effectively interpret, use and evaluate a range of sources. Evidence is used to support arguments and conclusions • Show a satisfactory understanding of a range of representations and interpretations. They demonstrate the ability to interpret and infer from representations and interpretations, and to explain some differences and similarities across several representations and interpretations. Show some understanding of why sites/events/situations/people have been represented and interpreted in different/similar ways. They can make some valid use of at least one of the following in their explanations: purpose, audience, context, medium, access to information • Write with precision and succinctness. Band 5: Candidates: • Select and deploy a range of relevant and accurate contextual knowledge to effectively support their answers • Select, organise and deploy effectively and relevantly a wide range of information to support their conclusions. They demonstrate a good understanding of key features, reasons, results and changes of the societies, events, people and situations studied. They demonstrate an awareness of the importance of the broad context and of interrelationships in the period studied. They produce well developed, well reasoned and well supported conclusions • Effectively and rigorously evaluate and use a broad range of sources in their historical context to investigate and to support effectively arguments and conclusions • Show a good understanding of a range of representations and interpretations. They demonstrate a high level of ability to interpret and infer from representations and interpretations, and to clearly explain several differences and similarities across a range of representations and interpretations. They show a good understanding of why sites/events/situations/people have been represented and interpreted in different/similar ways. They make good use of some of the following in their explanations: purpose, audience, context, medium, access to information • Write with precision and succinctness.