© OCR 2009
Contents
Contents
2
Introduction
3
Sample Scheme of Work: Unit 16 End of Empire 1919-1969
6
Sample Lesson Plan: Unit 16 End of Empire 1919-1969
9
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GCSE History B (Modern World)
Introduction
Background
Following a review of 14–19 education and the Secondary Curriculum Review, the Qualifications
and Curriculum Authority (QCA) has revised the subject criteria for GCSEs, for first teaching in
September 2009. This applies to all awarding bodies.
The new GCSEs have more up-to-date content and encourage the development of personal,
learning and thinking skills in your students.
We have taken this opportunity to redevelop all our GCSEs, to ensure they meet your
requirements. These changes will give you greater control of assessment activities and make the
assessment process more manageable for you and your students. Controlled assessment will be
introduced for most subjects.
From September 2012 assessment tasks may be undertaken at any point between release of the
task and the examination series for which the task must be submitted. Centres must ensure that
candidates undertake a task that is valid for submission in the year in which the candidate
intends to submit it.
OCR has produced a summary brochure which summarises the changes to Modern World History.
This can be found at www.ocr.org.uk, along with the new specification.
In order to help you plan effectively for the implementation of the new specification we have
produced these Schemes of Work and Sample Lesson Plans for Modern World History. These
Support Materials are designed for guidance only and play a secondary role to the Specification.
Our Ethos
OCR involves teachers in the development of new support materials to capture current teaching
practices tailored to our new specifications. These support materials are designed to inspire
teachers and facilitate different ideas and teaching practices.
Each Scheme of Work and set of Sample Lesson Plans is provided in Word format – so that you
can use it as a foundation to build upon and amend the content to suit your teaching style and
students’ needs.
The Scheme of Work and Sample Lesson plans provide examples of how to teach this unit and the
teaching hours are suggestions only. Some or all of it may be applicable to your teaching.
The Specification is the document on which assessment is based and specifies what content and
skills need to be covered in delivering the course. At all times, therefore, this Support Material
GCSE History B (Modern World)
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booklet should be read in conjunction with the Specification. If clarification on a particular point is
sought then that clarification should be found in the Specification itself.
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GCSE History B (Modern World)
A Guided Tour through the Scheme of Work
= Innovative Teaching Idea
This icon is used to highlight exceptionally innovative ideas.
= ICT Opportunity
This icon is used to illustrate when an activity could be taught using ICT
facilities.
GCSE History B (Modern World)
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Sample GCSE Scheme of Work
Unit A971/16: End of Empire 1919-1969
Suggested
teaching time
10-15 hours
Topic outline
How did Britain rule India after
the First World War?
How and why did pressures
for independence from within
India grow?
= Innovative teaching idea
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Topic
Key Question 2: Why did demands for Indian independence grow?
Suggested teaching and homework
activities

Government of India Act, 1919 and the
Amritsar Massacre – students to write a
newspaper report showing the causes, course
and impact of the Amritsar Massacre on the
people of India and on the British Raj

Students will need to explain in their article,
how the massacre affected the way the British
Raj ruled India after 1919

Homework – complete the article

Definitions of independence, nationalism,
colony

Link to previous lesson – what were the effects
of the Amritsar Massacre?

Using text or a power point, students can
discuss and answer the following questions:

Who was pushing for Indian independence?

How was pressure for independence growing?

Answers could be laid out in a table, showing a
clear difference between the “how” and the
“why”
Suggested resources
Points to note
The texts mentioned below are mainly A level
texts. However, both Heinemann and Hodder
will be publishing GCSE texts for this unit.

Cause and effect of the Amritsar
Massacre – piece of extended writing
using ICT

Written and verbal communication about
the points raised in class

Britain 1914-2000 (Flagship History –
Collins Educational) – pages120-121

Britain: Foreign and Imperial Affairs 1919-39
(Alan Farmer) Access to History 2nd Ed. –
page 63-64

Britain: Foreign and Imperial Affairs 1919-39
(Alan Farmer) Access to History 2nd Ed. –
page 64-65
= ICT opportunity
GCSE History B (Modern World)
Sample GCSE Scheme of Work
Unit A971/16: End of Empire 1919-1969
Suggested
teaching time
10-15 hours
Topic outline
How important were
individuals such as Gandhi
and Nehru?
Mass civil disobedience
= Innovative teaching idea
GCSE History B (Modern World)
Topic
Key question 2: Why did demands for Indian independence grow?
Suggested teaching and homework
activities
Suggested resources
Points to note

Who were Gandhi and Nehru?



Students could work in groups towards a
presentation about Gandhi and Nehru
Britain: Foreign and Imperial Affairs 1919-39
(Alan Farmer) Access to History 2nd Ed. –
page 62-63
ICT opportunity – research of Gandhi
and Nehru

Students to do some research on Gandhi and
Nehru – how influential were these individuals?
Why were they involved with the campaign to
make India independent?

Watch the film “Gandhi” with Ben Kingsley –
the scenes of mass civil disobedience and sit
in’s

Gandhi – DVD (with Ben Kinsley)

Written and verbal communication about
the points raised in class


Discuss what the impact was of these events
(e.g. Gandhi imprisoned in 1922 for inciting
civil disobedience)
Consolidation of knowledge for this KQ –
extended writing to be used to show how
much students have learnt and
understood

Written work – extended writing could be a
diary entry from one of the protestors, or even
Gandhi himself – about the reasons why they
participated in these events and also discuss
how the situation in India was affected

Homework – to complete the diary extract
= ICT opportunity
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Sample GCSE Scheme of Work
Unit A971/16: End of Empire 1919-1969
Suggested
teaching time
10-15 hours
TOPIC OUTLINE
How did Britain react to
growing Indian nationalism?
Topic
SUGGESTED TEACHING AND
HOMEWORK ACTIVITIES
SUGGESTED RESOURCES
POINTS TO NOTE

The Government of India Act, 1935



Create a flow chart showing the reasons for
the Government of India Act, leading up to its
impact upon the people of India and the British
Raj
Britain 1914-2000 (Flagship History –
Collins Educational) – pages 121

Britain: Foreign and Imperial Affairs 1919-39
(Alan Farmer) Access to History 2nd Ed. –
page 66-67

= Innovative teaching idea
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Key question 2: Why did demands for Indian independence grow?
Argue cause to effect of the Government
of India Act, 1935
In no more than 50 words, sum up how Britain
reacted to growing Indian nationalism; then
ask for some students to read them aloud
= ICT opportunity
GCSE History B (Modern World)
Sample GCSE Lesson Plan
Unit A971/16: End of Empire, c. 1919–1969
The Amritsar Massacre, 1919
OCR recognises that the teaching of this qualification will vary greatly from school to school and
from teacher to teacher. With that in mind this lesson plan is offered as a possible approach but will
be subject to modification by the individual teacher.
Lesson length is assumed to be one hour.
Learning Objectives for the Lesson
Objective 1
To know and understand the correct historical terminology.
Objective 2
To communicate findings through a piece of extended writing to show
understanding of the Amritsar Massacre.
Recap of Previous Experience and Prior Knowledge

Government of India Act, 1919: Q & A session about the key points raised in the previous
lesson.

What was the situation in India in 1919? How was India controlled? Was there any
resistance to the British Raj in 1919?
Content
Time
Content
5 minutes
Introduction to the topic and discussion the lesson’s objectives (on the board).
15 minutes
Show a Powerpoint of the events of the Amritsar Massacre in 1919 – go through
the presentation and discuss. Make sure students understand why the army
was called to Amritsar and who was responsible for calling for the army. Also
discuss the number of dead and wounded. Could this have been prevented?
How did the massacre reflect on the British? Public opinion at home? Was
anyone punished for this event? Why/why not?
5-10 minutes
Go over the main task of the lesson – to create a newspaper report from an
impartial eyewitness to the Amritsar Massacre. Students can write this task
using ICT or in their books or on a writing frame. Show an example on the
board.
20-25 minutes
Main task - The Amritsar Massacre – students to write their newspaper report
showing the causes, course and impact of the Amritsar Massacre on the people
of India and on the British Raj. The students need to consider the points raised
during the Powerpoint presentation.
GCSE History B (Modern World)
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Sample GCSE Lesson Plan
Consolidation
Time
Content
5 minutes
Q & A session to show understanding of the lesson content:
Why was there a Massacre at Amritsar? Could it have been avoided?
Who was responsible for the Amritsar Massacre?
How was the position of Britain affected by these events?
Do you think that calls for Indian independence would increase because of this
massacre?
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GCSE History B (Modern World)