The Schools History Project

Set up in 1972 to bring new life to history for school students, the Schools History Project has been based at Leeds Trinity University since 1978. SHP continues to play an innovatory role in history education based on its six principles:

•  Making history meaningful for young people

•  Engaging in historical enquiry

•  Developing broad and deep knowledge

•  Studying the historic environment

•  Promoting diversity and inclusion

•  Supporting rigorous and enjoyable learning

These principles are embedded in the resources which SHP produces in partnership with Hodder Education to support history at Key Stage 3, GCSE (SHP OCR B) and A level. The Schools History Project contributes to national debate about school history. It strives to challenge, support and inspire teachers through its published resources, conferences and website: http://www.schoolshistoryproject.org.uk

This resource is endorsed by OCR for use with specification OCR Level 1/2 GCSE (9–1) in History B (Schools History Project) (J411). In order to gain OCR endorsement, this resource has undergone an independent quality check. Any references to assessment and/or assessment preparation are the publisher’s interpretation of the specification requirements and are not endorsed by OCR. OCR recommends that a range of teaching and learning resources are used in preparing learners for assessment. OCR has not paid for the production of this resource, nor does OCR receive any royalties from its sale. For more information about the endorsement process, please visit the OCR website, www.ocr.co.uk.

The publishers thank OCR for permission to use specimen exam questions on pages 101–104 from OCR’s GCSE (9–1) History B (Schools History Project) © OCR 2016. OCR have neither seen nor commented upon any model answers or exam guidance related to these questions.

The wording and sentence structure of some written sources have been adapted and simplified to make them accessible to all pupils while faithfully preserving the sense of the original

Every effort has been made to trace all copyright holders, but if any have been inadvertently overlooked, the Publishers will be pleased to make the necessary arrangements at the first opportunity.

Although every effort has been made to ensure that website addresses are correct at time of going to press, Hodder Education cannot be held responsible for the content of any website mentioned in this book. It is sometimes possible to find a relocated web page by typing in the address of the home page for a website in the URL window of your browser.

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ISBN: 9781471861048
eISBN: 9781471861062

© Rachel Foster and Kath Goudie 2017

First published in 2017 by

Hodder Education,

An Hachette UK Company

Carmelite House

50 Victoria Embankment

London EC4Y 0DZ

www.hoddereducation.co.uk

Impression number    10 9 8 7 6 5 4 3 2 1

Year    2019 2018 2017

All rights reserved. Apart from any use permitted under UK copyright law, no part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying and recording, or held within any information storage and retrieval system, without permission in writing from the publisher or under licence from the Copyright Licensing Agency Limited. Further details of such licences (for reprographic reproduction) may be obtained from the Copyright Licensing Agency Limited, Saffron House, 6–10 Kirby Street, London EC1N 8TS.

Cover photo © North Wind Picture Archives/Alamy Stock Photo

Illustrations by White-Thompson Publishing Ltd, Barking Dog

Typeset by White-Thomson Publishing Ltd

Printed in Italy

A catalogue record for this title is available from the British Library.

INTRODUCTION

Making the most of this book

Where this book fits into your GCSE history course

The course

The GCSE history course you are following is made up of five different studies. These are shown in the table below. For each type of study you will follow one option. We have highlighted the option that this particular book helps you with.

OCR SHP GCSE B

(Choose one option from each section)

Paper 1
1 ¾ hours
British thematic study

•  The People’s Health

•  Crime and Punishment

•  Migrants to Britain

20%

British depth study

•  The Norman Conquest

•  The Elizabethans

•  Britain in Peace and War

20%

Paper 2
1 hour
History around us

•  Any site that meets the given criteria.

20%

Paper 3
1 ¾ hours
World period study

•  Viking Expansion

•  The Mughal Empire

•  The Making of America

20%

World depth study

•  The First Crusade

•  The Aztecs and the Spanish Conquest

•  Living under Nazi Rule

20%

The world depth study

The world depth study focuses on a traumatic short period in world history when different cultures or ideologies were in conflict. It encourages you to engage with many rich, contemporary sources and the different interpretations of historians. As you do this you will learn about the nature of historical evidence and how history is constructed.

As the table shows, you will be examined on your knowledge and understanding of the world depth study as part of Paper 3. You can find out more about that on pages 98–105 at the back of the book.

Here is exactly what the specification requires for this depth study.

The First Crusade, c.1070–1100

The specification divides this period into five sections:

Sections
Learners should study the following content:

Origins

c.1070–1095

•  The Islamic world, including its diversity and its relations with Christians

•  Pressures on the Byzantine Empire

•  Latin Christendom and the power of the papacy

Responses

November 1095 to December 1096

•  Urban II and the preaching of the First Crusade

•  Joining the First Crusade: who went and why

•  The People’s Crusade and the challenges it faced

Into Asia Minor

December 1096 to October 1097

•  Alexios I and his negotiations with the crusade leaders

•  The siege of Nicaea and the Battle of Dorylaeum: the nature of Christian and Muslim warfare

•  The journey across Asia Minor: physical challenges and disunity among the leadership

Antioch

October 1097 to June 1098

•  The siege by the crusaders

•  The capture of Antioch: rivalries, strategies and atrocities

•  The events of June and the defeat of Kerbogha

Jerusalem

•  Disputes, delays and the journey to Jerusalem

•  The capture of Jerusalem: preparations, tactics and the sack of the city

•  The establishment of the Kingdom of Jerusalem and the Muslim response

You need to understand the interplay between these forces that shaped the First Crusade:

•  Political

•  Military

•  Economic

•  Social

•  Religious

•  Cultural

You also need to understand:

•  the main events of the First Crusade

•  the diverse lives and experiences of Muslims and Christians at that time.

In addition, you should be able to:

•  engage with a range of historical sources that shed light on the First Crusade

•  understand different interpretations of aspects of the First Crusade.

The next two pages show how this book works.

How this book works

The rest of this book (from pages 8 to 97) is carefully arranged to match what the specification requires. It does this through the following features:

Enquiries

The book is largely taken up with five ‘enquiries’. Each enquiry sets you a challenge in the form of an overarching question.

The first two pages of the enquiry set up the challenge and give you a clear sense of what you will need to do to work out your answer to the main question. You will find the instructions set out in ‘The Enquiry’ box, on a blue background, as in this example.

Record tasks

From that point, the enquiry is divided into three sections. These match the bullet points shown in the specification on page 3. You can tell when you are starting a new section as it will start with a large coloured heading like the one shown here. Throughout each section there are ‘Record’ tasks, where you will be asked to record ideas and information that will help you make up your mind about the overarching enquiry question later on. You can see an example of these ‘Record’ instructions here. They will always be in blue text with blue lines above and below them.

Reflect tasks

At regular intervals we will set a ‘Reflect’ task to prompt you to think carefully about what you are reading. They will look like the examples shown here. These Reflect tasks help you to check that what you are reading is making sense and to see how it connects with what you have already learned. You do not need to write down the ideas that you think of when you ‘reflect’, but the ideas you get may help you when you reach the next Record instruction.

Review tasks

Each enquiry ends by asking you to review what you have been learning and use it to answer the overarching question in some way. Sometimes you simply answer that one question. Sometimes you will need to do two or three tasks that each tackle some aspect of the main question. The important point is that you should be able to use the ideas and evidence you have been building up through the enquiry to support your answer.

Closer looks

Between the enquiries you will find pages that provide a ‘closer look’ at some aspect of the theme or period you are studying. These will often give you a chance to find out more about the issue you have just been studying in the previous enquiry, although they may sometimes look ahead to the next enquiry.

We may not include any tasks within these ‘closer looks’ but, as you read them, keep thinking of what they add to your knowledge and understanding. We think they add some intriguing insights.

One very important final point

We have chosen enquiry questions that should help you get to the really important issues at the heart of each period you study, but you need to remember that the examiners will almost certainly ask you different questions when you take your GCSE. Don’t simply rely on the notes you made to answer the enquiry questions we gave you. We give you advice on how to tackle the examination and the different sorts of question you will face on pages 98 to 105.

The First Crusade

An illustration of the departure of Godfrey of Bouillon in the summer of 1096. From a thirteenth-century edition of William of Tyre’s History of the Kingdom of Jerusalem, c.1184

Until 1095, Godfrey of Bouillon lived as a minor nobleman in northern France. Then everything changed. In 1096, Godfrey and tens of thousands of other Christians left their homes in western Europe and set off on a 2000-mile journey to the Holy Land. Their expedition would later become known as the First Crusade. The crusaders had been inspired by Pope Urban II’s call for a Holy War to recapture the city of Jerusalem from its Muslim rulers who, at the time, were known in Europe as Saracens.

Before they left, the crusaders prayed for God’s protection, but few of them could have imagined the challenges that lay ahead. Godfrey and the other leaders often disagreed over important decisions. On their three-year journey to the Holy Land, many crusaders were killed in hard-fought battles and sieges. Thousands of others died of disease and hunger. At one point, some crusaders were so desperate for food that they tried to stay alive by eating their own shoes.

By the time the crusaders reached Jerusalem in July 1099, only a few thousand remained. But the survivors were convinced that retaking Jerusalem would earn them the reward of eternal paradise in heaven. The crusaders attacked Jerusalem on 14 July. On the second day of fighting, Godfrey of Bouillon led the crusaders over Jerusalem’s 15-metre high walls. The massacre that followed was deeply shocking, even by the standards of the Middle Ages.

Picturing the First Crusade

No pictures of the First Crusade survive from the time, but from the later Middle Ages until the present, artists have used written accounts to imagine particular events from the crusade. In 1184, William of Tyre wrote the first history of the Kingdom of Jerusalem. The picture above was produced for a thirteenth-century edition of William of Tyre’s book. It is a medieval artist’s interpretation of the moment when Godfrey of Bouillon and his followers set out on the First Crusade.

Reflect

How did the medieval artist try to portray the emotion of this moment?

Pictures are often powerful interpretations of history because they fix ideas in the popular imagination. In the nineteenth century, when many European countries were building empires across the world, rulers often looked back to the First Crusade for inspiration. They saw it as a glorious and heroic event in the history of their nation. Nineteenth-century artists produced romanticised paintings of the First Crusade which emphasised the heroism of those involved.

The painting below was produced in 1847 by the French artist Émile Signol. It shows Godfrey of Bouillon and the other crusaders rejoicing in victory after taking Jerusalem.

Reflect

How did Émile Signol portray this event as a glorious moment?

Taking of Jerusalem by the Crusaders. A painting by the French artist Émile Signol, 1847

As you find out about the events of the First Crusade in this book, you will encounter a range of visual and other interpretations. These help us understand how the First Crusade has been viewed over time. They also demonstrate how some interpretations can distort the past and reinforce dangerous divisions between the West and the Islamic world. The most helpful interpretations for understanding the First Crusade are based on the careful analysis of historical sources. Together these can reveal the real and complex lives of people caught up in the events – their hopes, struggles, fears and joys. That’s what makes the study of the First Crusade so fascinating.