Explain6 marks2026Q21The Era of the Great War, 1900β1928
Explain the reasons why Scots volunteered to fight on the Western Front.
WFQ = words from the question β reuse in every point.
π RAT sheet β how to structure your answerβΎ
Explain Β· Appears in all 3 sections
WFQ (words from the question)your own recalled knowledge
One reason why words from the question was fact which meant that β¦β 1 mark
A second reason why words from the question was fact which meant that β¦β 1 mark
A third reason why words from the question was fact which meant that β¦β 1 mark
A fourth reason why words from the question was fact which meant that β¦β 1 mark
A fifth reason why words from the question was fact which meant that β¦β 1 mark
A sixth reason why words from the question was fact which meant that β¦β 1 mark
Example: One reason why women gained the vote in 1918 was that women burned down buildings like cricket pavilions, which meant that they gained publicity for the cause of votes for women.
How it's marked
1 mark for each accurate, relevant reason.
A second mark for each reason that is developed.
Each sentence/point must answer the question on its own.
Compare the views4 marks2026Q22The Era of the Great War, 1900β1928
Compare the views of Sources A and B about the use of aircraft in the Great War.
WFQ = words from the question β reuse in every point.
(Compare the sources overall and/or in detail.)
Tip: Highlight 2β3 points of comparison β either where the sources agree OR where they disagree. You do not need both; pick one set and compare them point by point.
Highlight evidence β tap the text:
Source A
Sources A and B are about the use of aircraft in the Great War.
Aircraft were only developed as technology shortly before the outbreak of the First World War. They were first used to spot enemy positions and troop movements. Despite their use, aircraft often had to return to base because of engine and fuel trouble. By the end of the War, both sides had introduced fighter planes that tried to shoot down opposing aircraft. This was just part of the wartime technological revolution.
Source B
Aircraft could be unreliable owing to issues with engines and fuel supply. Roughly half of all casualties in the British Airforce were due to accidents. Aircraft were used to scout and find out where enemy soldiers and guns were deployed. Fighter aircraft were introduced that would hunt and destroy enemy planes. The Germans even started designing huge, long-range Zeppelin aircraft, that were able to bomb cities like Edinburgh.
π RAT sheet β how to structure your answerβΎ
Compare the views Β· Appears in 2 sections
WFQ (words from the question)quote from the source
Overall, Sources X and Y [agree/disagree] about words from the question.β 1 mark (overall)
The sources agree/disagree about statement summarising the point. Source X says βdirect quoteβ and Source Y [agrees/disagrees] when it says βdirect quoteβ.β 1β2 marks
The sources also agree/disagree about statement summarising the point. Source X says βdirect quoteβ and Source Y [agrees/disagrees] when it says βdirect quoteβ.β 1β2 marks
How it's marked
1 mark for a simple comparison (what the sources agree/disagree about).
2 marks for a developed comparison, supported by specific references to each source.
Full marks by four simple comparisons, two developed comparisons, or a combination.
π‘One set of points will agree, one will disagree.
How fully6 marks2026Q23The Era of the Great War, 1900β1928
How fully does Source C describe the changing role of women in society during the Great War?
WFQ = words from the question β reuse in every point.
(Use the source and recall to reach a judgement.)
Tip: Highlight up to 3 pieces of evidence from the source (worth up to 3 marks) β then recall 3 points the source leaves out.
Highlight evidence β tap the text:
Source C
Source C describes the changing role of women in society during the Great War.
After the outbreak of war, more women took on employment in heavy industries like shipbuilding on the Clyde. Women also took on new roles such as serving in the police at Gretna. With many men volunteering to fight, more women were forced to take full responsibility for their family and work. In some cases, there was an increase in financial freedom, with women being free to choose how to spend their money. However, many of these changes did not continue after the War ended.
π RAT sheet β how to structure your answerβΎ
How fully Β· Appears in all 3 sections
WFQ (words from the question)quote from the sourceomission β your own recall
Overall, Source X partly words from the question.β needed for full marks
Source X says βdirect quoteβ which meant that β¦β 1 mark (from source)
Source X also says βdirect quoteβ which meant that β¦β 1 mark (from source)
Source X also says βdirect quoteβ which meant that β¦β 1 mark (from source)
However, Source X doesnβt mention fact which meant that β¦β 1 mark (omission)
Source X also doesnβt mention fact which meant that β¦β 1 mark (omission)
Source X also doesnβt mention fact which meant that β¦β 1 mark (omission)
How it's marked
Up to 3 marks for points from the source that support your judgement.
Up to 4 marks for points of significant omission from recall.
Maximum 2 marks if no judgement is made, or if you refer only to the source.
π‘Use the source AND recall.
π‘Quote and then explain β show you understand it, donβt just repeat it.
π‘You must make a judgement (e.g. βthe source partly explainsβ¦β) or you are capped at 2 marks.
To what extent9 marks2026Q24The Era of the Great War, 1900β1928
To what extent was foreign competition the main reason why heavy industry declined after 1918?
WFQ = words from the question β reuse in every point.amber = the isolated factor to weigh up.
(Use recalled knowledge to introduce then present a balanced assessment of the influence of different factors and come to a reasoned conclusion.)
π RAT sheet β how to structure your answerβΎ
To what extent / How important / How successful Β· Appears in 2 sections
WFQ (words from the question)a factor
There are several reasons why words from the question. These include the isolated factor, FACTOR 2, and FACTOR 3.β 1 mark (introduction)
Some historians think the isolated factor was words from the question because _____. Also _____.β 1 KU mark per fact (up to 5)
However, other historians think FACTOR 2 was words from the question because _____. Also _____.β 1 mark (balance) + 1 KU per fact
Other historians think FACTOR 3 was words from the question because _____. Also _____.β 1 KU mark per fact
Overall, the isolated factor / FACTOR 2 / FACTOR 3 was the most important words from the question. This is because [reason why β does not need to be new].β 2 marks (conclusion)
How it's marked
5 marks for knowledge β 1 KU mark for each accurate, developed fact you give to support your factors (not too brief). If only one factor is presented, max 3 for knowledge.
Structure marks: 1 for an introduction, 1 for balance (more than one factor), 2 for a conclusion (1 for a valid judgement, 1 for a reason supporting it).
π‘It is asking: one factor is a reason β but there are others, so decide which was MOST important.
π‘Each fact you add (including every "Alsoβ¦") earns a KU mark, as long as it is developed and not too brief β up to 5.
Describe4 marks2026Q25The Era of the Great War, 1900β1928
Describe what happened during the rent strikes.
WFQ = words from the question β reuse in every point.
π RAT sheet β how to structure your answerβΎ
Describe Β· Appears in 2 sections
WFQ (words from the question)
One words from the question was β¦β 1 mark
A second words from the question was β¦β 1 mark
A third words from the question was β¦β 1 mark
A fourth words from the question was β¦β 1 mark
Example: One use of new technology on the Western Front during the First World War was mustard gas, which was used to blind soldiers and make it more difficult for them to fight.
How it's marked
1 mark for each accurate, relevant key point of knowledge.
A second mark for each point that is developed.
Full marks by four straightforward points, two developed points, or a combination.
Evaluate the usefulness5 marks2025Q21The Era of the Great War, 1900β1928
Evaluate the usefulness of Source A as evidence of Scottish recruitment during the Great War.
WFQ = words from the question β reuse in every point.
(You may want to comment on what type of source it is, who wrote it, when they wrote it, why they wrote it, what they say and what has been missed out.)
Tip: Highlight up to 2 content points you would quote (content is worth up to 2 marks) β then consider author, purpose, timing and omission.
Highlight evidence β tap the text:
Source A
Source A is from a textbook written by a modern historian in 2022.
The Great War began in August 1914. In many ways, the start of this European war took very few people by surprise. Scottish people responded to calls for recruitment in large numbers and by 1915 13% of British recruits were Scots. Many Scots volunteered because they joined military units connected to their work, like the Glasgow HLI battalions. Scots from all backgrounds, professions, and classes chose to join the army. Responses to this call to arms was similar in other European empires.
π RAT sheet β how to structure your answerβΎ
Evaluate the usefulness Β· Appears in 2 sections
Remember COAT
πContent β what the source says
π«Omission β what the source leaves out
βοΈAuthor β who wrote it
πTiming β when it was written
WFQ (words from the question)quote from the source
Source X says β_____β. This is useful as it is accurate information about words from the question.β 1 mark (content)
Source X also says β_____β. This is useful as it is accurate information about words from the question.β 1 mark (content)
Source X omits _____. This makes the source less useful. Source X also omits _____. This makes the source less useful.β 1 mark (omission)
Source X was written by _____. This makes the source useful because they have personal / professional experience of, or are an expert in, words from the question.β 1 mark (author)
Source X was written in _____. This is useful as it was during the time of / has the benefit of hindsight about words from the question.β 1 mark (timing)
How it's marked
Maximum 4 marks for comments on author, type of source, purpose and timing.
Maximum 2 marks for comments on the content of the source.
Maximum 2 marks for comments on points of significant omission.
π‘You can also comment on the Purpose and Type of source.
β Reveal marking schemeβΎ
Max 5 marks
These are possible/exemplar answers from the marking instructions β other valid points can also gain marks.
How marks are awarded
Candidates must evaluate the extent to which a source is useful by commenting on evidence such as the author, type of source, purpose, timing, content or omission. For a mark to be awarded, the candidate must identify an aspect of the source and make a comment which shows why this aspect makes the source more or less useful.
A maximum of 4 marks can be awarded for evaluative comments relating to the author, type of source, purpose and timing.
A maximum of 2 marks may be awarded for evaluative comments relating to the content of the source.
A maximum of 2 marks may be awarded for evaluative comments relating to points of significant omission.
Author/Type/Purpose/Timing
Author: modern historian β Useful as they are a well-informed expert on recruitment.
Type of Source: textbook β Useful as the textbook will be well-researched about recruitment.
Purpose: to inform β Useful as it is intended to give accurate information about recruitment.
Timing: 2022 β Useful as it was written with the benefit of hindsight.
Content
Scottish people responded to calls for recruitment in large numbers and by 1915, 13% of British recruits were Scots. β Useful because it is accurate (Scots did join up in large numbers).
Scots from all backgrounds, professions, and classes chose to join the army. β Useful because it is accurate (people from all backgrounds joined the army).
Many Scots volunteered because they joined military units connected to their work, like the Glasgow HLI battalions. β Useful because it is accurate (many Scots joined up in large groups with friends from work).
Points of significant omission
some Scots joined because of a sense of adventure
some joined up because of peer pressure
some Scots joined up in response to propaganda
many Scots who volunteered came from the west of Scotland
Describe4 marks2025Q22The Era of the Great War, 1900β1928
Describe the experience of life in the trenches for Scottish soldiers.
WFQ = words from the question β reuse in every point.
π RAT sheet β how to structure your answerβΎ
Describe Β· Appears in 2 sections
WFQ (words from the question)
One words from the question was β¦β 1 mark
A second words from the question was β¦β 1 mark
A third words from the question was β¦β 1 mark
A fourth words from the question was β¦β 1 mark
Example: One use of new technology on the Western Front during the First World War was mustard gas, which was used to blind soldiers and make it more difficult for them to fight.
How it's marked
1 mark for each accurate, relevant key point of knowledge.
A second mark for each point that is developed.
Full marks by four straightforward points, two developed points, or a combination.
β Reveal marking schemeβΎ
Max 4 marks
These are possible/exemplar answers from the marking instructions β other valid points can also gain marks.
How marks are awarded
Candidates must make a number of relevant, factual points. These do not have to be in any particular order.
1 mark should be awarded for each accurate relevant key point of knowledge. A second mark should be awarded for each point that is developed, up to a maximum of 4 marks.
Possible points of knowledge
soldiers had to live in trenches which were often muddy
soldiers often experienced 'trench foot'
soldiers were bothered by rats in the trenches
soldiers experienced lice in their clothes, for example, kilts
soldiers often experienced diseases, for example, typhus
soldiers experienced boredom
some soldiers experienced 'shellshock'
soldiers experienced dangers like bombardments from artillery
Compare the views4 marks2025Q23The Era of the Great War, 1900β1928
Compare the views of Sources B and C about the impact of the Defence of the Realm Act on people's lives.
WFQ = words from the question β reuse in every point.
(Compare the sources overall and/or in detail.)
Tip: Highlight 2β3 points of comparison β either where the sources agree OR where they disagree. You do not need both; pick one set and compare them point by point.
Highlight evidence β tap the text:
Source B
Sources B and C are about the impact of the Defence of the Realm Act on people's lives.
At the outbreak of war, the government introduced the Defence of the Realm Act (DORA) to support the war effort. People at home had limited access to news and did not always know what was happening at the front. Many Scots found it more difficult to travel around Scotland because of transport restrictions. DORA also controlled people's leisure time and made several popular activities illegal.
Source C
Everyday travel in Scotland was unaffected by the restrictions of DORA. Additionally, many Scots received news from returning friends or family telling them what things were like at the front. However, DORA did not have much of an impact on people's free time, as many of the restrictions were focused on less common hobbies. DORA was to remain a controversial issue for the Liberal government throughout the war.
Overall, do the sources agree or disagree? (worth a mark for an overall comparison)
π RAT sheet β how to structure your answerβΎ
Compare the views Β· Appears in 2 sections
WFQ (words from the question)quote from the source
Overall, Sources X and Y [agree/disagree] about words from the question.β 1 mark (overall)
The sources agree/disagree about statement summarising the point. Source X says βdirect quoteβ and Source Y [agrees/disagrees] when it says βdirect quoteβ.β 1β2 marks
The sources also agree/disagree about statement summarising the point. Source X says βdirect quoteβ and Source Y [agrees/disagrees] when it says βdirect quoteβ.β 1β2 marks
How it's marked
1 mark for a simple comparison (what the sources agree/disagree about).
2 marks for a developed comparison, supported by specific references to each source.
Full marks by four simple comparisons, two developed comparisons, or a combination.
π‘One set of points will agree, one will disagree.
β Reveal marking schemeβΎ
Max 4 marks
These are possible/exemplar answers from the marking instructions β other valid points can also gain marks.
How marks are awarded
Candidates must interpret the evidence and make direct comparisons between sources. Candidates are expected to compare content directly on a point-by-point basis. They may compare the details in the sources and/or compare the viewpoints overall.
A simple comparison will indicate what points of detail or viewpoint the sources agree or disagree on and should be awarded 1 mark. A developed comparison of the points of detail or overall viewpoint should be awarded a second mark.
Overall: Overall β the sources disagree on the impact of Defence of the Realm Act on people's lives.
Points of comparison
disagree
Source B: People at home had limited access to news and did not always know what was happening at the front.
Source C: Additionally, many Scots received news from returning friends or family telling them what things were like at the front.
disagree
Source B: Many Scots found it more difficult to travel around Scotland because of transport restrictions.
Source C: Everyday travel in Scotland was unaffected by the restrictions of DORA.
disagree
Source B: DORA also controlled people's leisure time and made several popular activities illegal.
Source C: However, DORA did not have much of an impact on people's free time, as many of the restrictions were focused on less common hobbies.
How fully6 marks2025Q24The Era of the Great War, 1900β1928
How fully does Source D explain the reasons why employment changed during the Great War?
WFQ = words from the question β reuse in every point.
(Use the source and recall to reach a judgement.)
Tip: Highlight up to 3 pieces of evidence from the source (worth up to 3 marks) β then recall 3 points the source leaves out.
Highlight evidence β tap the text:
Source D
Source D explains the reasons why employment changed during the Great War.
The War caused a sharp increase in demand for shipping, and skilled workers were needed in large numbers. The government took control of several large and important workplaces, controlling shift patterns and orders. Wartime rules also determined where workers could work, and they needed a leaving certificate to move jobs. For the first time, some women were able to get skilled jobs in industries like engineering. Many of these changes were fiercely opposed by political groups like the Independent Labour Party (ILP) and politicians like John Maclean.
π RAT sheet β how to structure your answerβΎ
How fully Β· Appears in all 3 sections
WFQ (words from the question)quote from the sourceomission β your own recall
Overall, Source X partly words from the question.β needed for full marks
Source X says βdirect quoteβ which meant that β¦β 1 mark (from source)
Source X also says βdirect quoteβ which meant that β¦β 1 mark (from source)
Source X also says βdirect quoteβ which meant that β¦β 1 mark (from source)
However, Source X doesnβt mention fact which meant that β¦β 1 mark (omission)
Source X also doesnβt mention fact which meant that β¦β 1 mark (omission)
Source X also doesnβt mention fact which meant that β¦β 1 mark (omission)
How it's marked
Up to 3 marks for points from the source that support your judgement.
Up to 4 marks for points of significant omission from recall.
Maximum 2 marks if no judgement is made, or if you refer only to the source.
π‘Use the source AND recall.
π‘Quote and then explain β show you understand it, donβt just repeat it.
π‘You must make a judgement (e.g. βthe source partly explainsβ¦β) or you are capped at 2 marks.
β Reveal marking schemeβΎ
Max 6 marks
These are possible/exemplar answers from the marking instructions β other valid points can also gain marks.
How marks are awarded
Candidates must make a judgement about the extent to which the source provides a full explanation of a given event or development.
1 mark should be awarded for each valid point selected from the source or each valid point of significant omission provided.
Up to 3 marks for their interpretation of points from the source which support their judgement.
Up to 4 marks for their identification of points of significant omission, based on their own knowledge, that support their judgement.
Points from the source
The war caused a sharp increase in demand for shipping, and skilled workers were needed in large numbers. β There was an increased demand for workers with key skills needed to produce wartime goods.
The government took control of several large and important workplaces, controlling shift patterns and orders. β The government controlled some working routines.
Wartime rules also determined where workers could work, and they needed a leaving certificate to move jobs. β The government controlled where some people worked.
For the first time, some women were able to get skilled jobs in industries like engineering. β Some women were able to get jobs requiring skills.
Points of significant omission
women were required to work in munition factories to meet war demand
many women worked in industry to replace male workers
many women took up new work in farming or food production
workers in essential industries were banned from going on strike
there was an increase in demand for industrial workers, for example, jute, shipbuilding
Explain6 marks2025Q25The Era of the Great War, 1900β1928
Explain the reasons why the franchise was extended in 1918.
WFQ = words from the question β reuse in every point.
π RAT sheet β how to structure your answerβΎ
Explain Β· Appears in all 3 sections
WFQ (words from the question)your own recalled knowledge
One reason why words from the question was fact which meant that β¦β 1 mark
A second reason why words from the question was fact which meant that β¦β 1 mark
A third reason why words from the question was fact which meant that β¦β 1 mark
A fourth reason why words from the question was fact which meant that β¦β 1 mark
A fifth reason why words from the question was fact which meant that β¦β 1 mark
A sixth reason why words from the question was fact which meant that β¦β 1 mark
Example: One reason why women gained the vote in 1918 was that women burned down buildings like cricket pavilions, which meant that they gained publicity for the cause of votes for women.
How it's marked
1 mark for each accurate, relevant reason.
A second mark for each reason that is developed.
Each sentence/point must answer the question on its own.
β Reveal marking schemeβΎ
Max 6 marks
These are possible/exemplar answers from the marking instructions β other valid points can also gain marks.
How marks are awarded
Candidates must make a number of points that make the issue plain or clear, for example by showing connections between factors or causal relationships between events or ideas.
1 mark should be awarded for each accurate, relevant reason, and a second mark should be awarded for reasons that are developed.
Possible reasons
violent campaigning of the Suffragettes pressured the government into extending the franchise
actions like force-feeding created sympathy for women getting the vote
Suffragette threats to restart their violent campaign post-war pressured the government into extending the franchise
peaceful campaigning of the Suffragists convinced many politicians women deserved the vote
some felt the vote was a fair reward for women's war work
women's war work convinced some politicians that women were 'responsible' enough to get the vote
women had become increasingly involved in local politics so giving some a national vote seemed 'fair'
the government felt it had to enfranchise most men over 19 as a reward for war service
many felt Britain needed to extend the franchise to follow the example of other countries
the post-war government hoped that if they extended the franchise, new voters might vote for them
How fully6 marks2024Q17The Era of the Great War, 1900β1928
How fully does Source A describe the use of technology on the Western Front, 1914β1918?
WFQ = words from the question β reuse in every point.
(Use the source and recall to reach a judgement.)
Tip: Highlight up to 3 pieces of evidence from the source (worth up to 3 marks) β then recall 3 points the source leaves out.
Highlight evidence β tap the text:
Source A
Source A describes the use of technology on the Western Front, 1914β1918.
One military tactic used before the Great War was the cavalry charge. However, technology led to different weapons being used in the War. One weapon was poison gas that blew into opposing trenches and forced soldiers out of their defences. Mustard gas was used to burn and blind soldiers. The invention of effective gas masks meant that gas became a less effective weapon on the Western Front. The use of gas often failed if the wind changed direction and it blew back onto the troops that had released it.
π RAT sheet β how to structure your answerβΎ
How fully Β· Appears in all 3 sections
WFQ (words from the question)quote from the sourceomission β your own recall
Overall, Source X partly words from the question.β needed for full marks
Source X says βdirect quoteβ which meant that β¦β 1 mark (from source)
Source X also says βdirect quoteβ which meant that β¦β 1 mark (from source)
Source X also says βdirect quoteβ which meant that β¦β 1 mark (from source)
However, Source X doesnβt mention fact which meant that β¦β 1 mark (omission)
Source X also doesnβt mention fact which meant that β¦β 1 mark (omission)
Source X also doesnβt mention fact which meant that β¦β 1 mark (omission)
How it's marked
Up to 3 marks for points from the source that support your judgement.
Up to 4 marks for points of significant omission from recall.
Maximum 2 marks if no judgement is made, or if you refer only to the source.
π‘Use the source AND recall.
π‘Quote and then explain β show you understand it, donβt just repeat it.
π‘You must make a judgement (e.g. βthe source partly explainsβ¦β) or you are capped at 2 marks.
β Reveal marking schemeβΎ
Max 6 marks
These are possible/exemplar answers from the marking instructions β other valid points can also gain marks.
How marks are awarded
Candidates must make a judgement about the extent to which the source provides a full description of a given event or development.
Up to a maximum of 6 marks in total, 1 mark should be awarded for each valid point selected from the source or each valid point of significant omission provided.
Candidates should be awarded up to 3 marks for their interpretation of points from the source which support their judgement.
Candidates should be awarded up to 4 marks for their identification of points of significant omission, based on their own knowledge, that support their judgement.
Points from the source
One weapon was poison gas that blew into opposing trenches and forced soldiers out of their defences.
Mustard gas was used to burn and blind soldiers.
The invention of effective gas masks meant that gas became a less effective weapon on the Western Front.
The use of gas often failed if the wind changed direction and it blew back onto the troops that had released it.
Points of significant omission
the flame thrower caused terror among the enemy
machine guns could fire hundreds of bullets per minute
Evaluate the usefulness5 marks2024Q18The Era of the Great War, 1900β1928
Evaluate the usefulness of Source B as evidence of the restrictions of the Defence of the Realm Act.
WFQ = words from the question β reuse in every point.
(You may want to comment on what type of source it is, who wrote it, when they wrote it, why they wrote it, what they say and what has been missed out.)
Tip: Highlight up to 2 content points you would quote (content is worth up to 2 marks) β then consider author, purpose, timing and omission.
Highlight evidence β tap the text:
Source B β from a diary written by a Scottish shipyard worker in 1918
Source B is from a diary written by a Scottish shipyard worker in 1918.
Many of us are happy about the increase in work and orders, but there are also some who complain about restrictions. The Defence of the Realm Act (DORA) allows the government to tell us workers which employer we can work for. We could be made to move to different parts of Scotland depending on where there is a shortage of skills. Also, we are banned from going on strike, which is our right!
π RAT sheet β how to structure your answerβΎ
Evaluate the usefulness Β· Appears in 2 sections
Remember COAT
πContent β what the source says
π«Omission β what the source leaves out
βοΈAuthor β who wrote it
πTiming β when it was written
WFQ (words from the question)quote from the source
Source X says β_____β. This is useful as it is accurate information about words from the question.β 1 mark (content)
Source X also says β_____β. This is useful as it is accurate information about words from the question.β 1 mark (content)
Source X omits _____. This makes the source less useful. Source X also omits _____. This makes the source less useful.β 1 mark (omission)
Source X was written by _____. This makes the source useful because they have personal / professional experience of, or are an expert in, words from the question.β 1 mark (author)
Source X was written in _____. This is useful as it was during the time of / has the benefit of hindsight about words from the question.β 1 mark (timing)
How it's marked
Maximum 4 marks for comments on author, type of source, purpose and timing.
Maximum 2 marks for comments on the content of the source.
Maximum 2 marks for comments on points of significant omission.
π‘You can also comment on the Purpose and Type of source.
β Reveal marking schemeβΎ
Max 5 marks
These are possible/exemplar answers from the marking instructions β other valid points can also gain marks.
How marks are awarded
Candidates must evaluate the extent to which a source is useful by commenting on evidence such as the author, type of source, purpose, timing, content or omission. For a mark to be awarded, the candidate must identify an aspect of the source and make a comment which shows why this aspect makes the source more or less useful.
A maximum of 4 marks can be awarded for evaluative comments relating to the author, type of source, purpose and timing.
A maximum of 2 marks may be awarded for evaluative comments relating to the content of the source.
A maximum of 2 marks may be awarded for evaluative comments relating to points of significant omission.
Aspects of the source
Author: Scottish shipyard worker β Useful as they were an eyewitness to the restrictions of DORA.
Type of Source: diary β Useful as it will be a truthful account of their experience of the restrictions of DORA.
Purpose: to record anger at DORA restrictions β Useful as it is not likely to be exaggerated.
Timing: 1918 β Useful as it was written during the period of the restrictions of DORA.
Content
The Defence of the Realm Act (DORA) allows the government to tell us workers which employer we can work for. β Useful because it is accurate (DORA did restrict where workers worked).
We could be made to move to different parts of Scotland depending on where there is a shortage of skills. β Useful because it is accurate (DORA did require some workers to move).
Also, we are banned from going on strike, which is our right! β Useful because it is accurate (workers lost rights such as the right to strike).
Possible points of significant omission
DORA restricted freedom of speech through censorship, for example, Vanguard and Forward magazines were restricted
DORA restricted the sale of alcohol
DORA banned the sale of certain items, for example, binoculars, fireworks
DORA restricted movement around railways and docks, for example, Forth Rail Bridge and Orkney
Explain6 marks2024Q19The Era of the Great War, 1900β1928
Explain the reasons why the Great War had an impact on fishing and agriculture, 1914β1928.
WFQ = words from the question β reuse in every point.
π RAT sheet β how to structure your answerβΎ
Explain Β· Appears in all 3 sections
WFQ (words from the question)your own recalled knowledge
One reason why words from the question was fact which meant that β¦β 1 mark
A second reason why words from the question was fact which meant that β¦β 1 mark
A third reason why words from the question was fact which meant that β¦β 1 mark
A fourth reason why words from the question was fact which meant that β¦β 1 mark
A fifth reason why words from the question was fact which meant that β¦β 1 mark
A sixth reason why words from the question was fact which meant that β¦β 1 mark
Example: One reason why women gained the vote in 1918 was that women burned down buildings like cricket pavilions, which meant that they gained publicity for the cause of votes for women.
How it's marked
1 mark for each accurate, relevant reason.
A second mark for each reason that is developed.
Each sentence/point must answer the question on its own.
β Reveal marking schemeβΎ
Max 6 marks
These are possible/exemplar answers from the marking instructions β other valid points can also gain marks.
How marks are awarded
Candidates must make a number of points that make the issue plain or clear, for example by showing connections between factors or causal relationships between events or ideas. These should be key reasons but there is no need for any evaluation or prioritising of these reasons.
Up to a maximum of 6 marks in total, 1 mark should be awarded for each accurate, relevant reason, and a second mark should be awarded for reasons that are developed.
Possible reasons
there was an increased demand for uniforms which led to a boom in wool production
there was a shortage of agricultural workers which led to higher wages
the war changed the crops that were grown, for example, less meat was produced
many farms had a shortage of workers and so employed more women
the navy took control of many fishing boats and restricted where boats could fish
some fishing boats were converted into mine sweepers looking for sea mines, which meant fewer fish were caught
German U-boats patrolled the North Sea which meant that fishing was reduced
many fishing boats were damaged during the war and weren't replaced
the fishing industry declined due to a loss of foreign markets which led to unemployment
after the war, there was an increase in foreign competition which made fishing and agriculture less profitable
To what extent9 marks2024Q20The Era of the Great War, 1900β1928
To what extent was the suffragist campaign the main reason why some women won the vote in 1918?
WFQ = words from the question β reuse in every point.amber = the isolated factor to weigh up.
(Use recalled knowledge to introduce then present a balanced assessment of the influence of different factors and come to a reasoned conclusion.)
π RAT sheet β how to structure your answerβΎ
To what extent / How important / How successful Β· Appears in 2 sections
WFQ (words from the question)a factor
There are several reasons why words from the question. These include the isolated factor, FACTOR 2, and FACTOR 3.β 1 mark (introduction)
Some historians think the isolated factor was words from the question because _____. Also _____.β 1 KU mark per fact (up to 5)
However, other historians think FACTOR 2 was words from the question because _____. Also _____.β 1 mark (balance) + 1 KU per fact
Other historians think FACTOR 3 was words from the question because _____. Also _____.β 1 KU mark per fact
Overall, the isolated factor / FACTOR 2 / FACTOR 3 was the most important words from the question. This is because [reason why β does not need to be new].β 2 marks (conclusion)
How it's marked
5 marks for knowledge β 1 KU mark for each accurate, developed fact you give to support your factors (not too brief). If only one factor is presented, max 3 for knowledge.
Structure marks: 1 for an introduction, 1 for balance (more than one factor), 2 for a conclusion (1 for a valid judgement, 1 for a reason supporting it).
π‘It is asking: one factor is a reason β but there are others, so decide which was MOST important.
π‘Each fact you add (including every "Alsoβ¦") earns a KU mark, as long as it is developed and not too brief β up to 5.
β Reveal marking schemeβΎ
Max 9 marks
These are possible/exemplar answers from the marking instructions β other valid points can also gain marks.
How marks are awarded
Candidates must make a judgement about the extent to which different factors contributed to an event or development, or to its impact. They are required to provide a balanced account of the influence of different factors and come to a reasoned conclusion based on the evidence presented.
Up to 5 marks can be awarded for relevant, factual, key points of knowledge used to support factors, with 1 mark awarded for each point. If only one factor is presented, a maximum of 3 marks should be awarded for relevant points of knowledge.
A further 4 marks can be awarded for providing the answer in a structured way and coming to a reasoned conclusion (1 mark introduction, 1 mark structured, 1 mark conclusion with a valid judgement, 1 mark for a reason in support of the judgement).
The suffragist campaign
suffragists used peaceful and legal campaigning methods to promote votes for women, for example the Women's Freedom League
suffragists had a large and more inclusive membership, giving them a powerful voice
the suffragists were supported by well-known Scottish MPs, for example, Keir Hardie
some feel that suffragist tactics were too easy to ignore, for example, during the boycott of the 1911 Scottish census
some well-known and effective suffragists made a big impact in the campaign for women's votes, for example, Dr Elsie Inglis
The suffragette campaign
the Suffragettes used violent campaigning methods to raise awareness
some suffragette tactics were peaceful, such as organising marches. For example, the 1909 march along Princes Street in Edinburgh
many suffragettes were arrested and force-fed, creating sympathy for their cause. For example, many were force-fed at Perth prison
the suffragettes stopped their violent campaigning during the war, gaining support
Women's war work
women filled many key roles during the war, gaining respect as they provided a vital war service, for example in the munitions factory at Gretna
Improvements to women's education
women had been increasingly educated so the argument that they were not qualified to vote didn't work. For example, Chrystal Macmillan was one of the first women to graduate in Science from a Scottish university
Describe4 marks2023Q21The Era of the Great War, 1900β1928
Describe the use of poison gas on the Western Front.
WFQ = words from the question β reuse in every point.
π RAT sheet β how to structure your answerβΎ
Describe Β· Appears in 2 sections
WFQ (words from the question)
One words from the question was β¦β 1 mark
A second words from the question was β¦β 1 mark
A third words from the question was β¦β 1 mark
A fourth words from the question was β¦β 1 mark
Example: One use of new technology on the Western Front during the First World War was mustard gas, which was used to blind soldiers and make it more difficult for them to fight.
How it's marked
1 mark for each accurate, relevant key point of knowledge.
A second mark for each point that is developed.
Full marks by four straightforward points, two developed points, or a combination.
β Reveal marking schemeβΎ
Max 4 marks
These are possible/exemplar answers from the marking instructions β other valid points can also gain marks.
How marks are awarded
1 mark for each accurate relevant key point of knowledge.
A second mark for each point that is developed, up to a maximum of 4 marks.
Candidates may achieve full marks by providing four straightforward points, by making two developed points (or any combination of these).
Possible points of knowledge
gas was first used to cause panic among opposing troops
wind was used to carry the gas across no manβs land
gas was first used in 1915
from 1916 poison gas shells were developed which were more efficient
gas damaged the lungs of soldiers
mustard gas caused burns to exposed skin
wind often changed direction and the gas blew back on the soldiers, for example, at the Battle of Loos
To what extent9 marks2023Q22The Era of the Great War, 1900β1928
To what extent was censorship the main impact of the Defence of the Realm Act during the Great War?
WFQ = words from the question β reuse in every point.amber = the isolated factor to weigh up.
(Use recalled knowledge to introduce then present a balanced assessment of the influence of different factors and come to a reasoned conclusion.)
π RAT sheet β how to structure your answerβΎ
To what extent / How important / How successful Β· Appears in 2 sections
WFQ (words from the question)a factor
There are several reasons why words from the question. These include the isolated factor, FACTOR 2, and FACTOR 3.β 1 mark (introduction)
Some historians think the isolated factor was words from the question because _____. Also _____.β 1 KU mark per fact (up to 5)
However, other historians think FACTOR 2 was words from the question because _____. Also _____.β 1 mark (balance) + 1 KU per fact
Other historians think FACTOR 3 was words from the question because _____. Also _____.β 1 KU mark per fact
Overall, the isolated factor / FACTOR 2 / FACTOR 3 was the most important words from the question. This is because [reason why β does not need to be new].β 2 marks (conclusion)
How it's marked
5 marks for knowledge β 1 KU mark for each accurate, developed fact you give to support your factors (not too brief). If only one factor is presented, max 3 for knowledge.
Structure marks: 1 for an introduction, 1 for balance (more than one factor), 2 for a conclusion (1 for a valid judgement, 1 for a reason supporting it).
π‘It is asking: one factor is a reason β but there are others, so decide which was MOST important.
π‘Each fact you add (including every "Alsoβ¦") earns a KU mark, as long as it is developed and not too brief β up to 5.
β Reveal marking schemeβΎ
Max 9 marks
These are possible/exemplar answers from the marking instructions β other valid points can also gain marks.
How marks are awarded
Up to 5 marks for relevant, factual, key points of knowledge used to support factors (1 mark each). If only one factor is presented, a maximum of 3 marks.
1 mark for an introduction which places the question in its historical context or outlines relevant factors.
1 mark for the answer being presented in a structured way.
1 mark for a conclusion with a valid judgement and 1 mark for a reason in support of the judgement.
Censorship
the Government controlled what people could know about the war, for example, the War Office Press Bureau
reports of the fighting were limited by the government
war reporters were strictly controlled about what they could report on
letters home from soldiers were censored
Daily life
the Government decided opening and closing times for pubs, for example, no Sunday opening
the Government allowed local councils to take over land not being used, for food production
the Government restricted leisure activities, for example, the buying of binoculars, lighting bonfires
the Government required travel permits for areas that were militarily important, for example, Orkney
Employment
people working in essential war industries had to have permission to change jobs
Economy
the Government co-ordinated the supply of war materials
the Government set up its own munitions factories
the Government took control of the coal industry, from 1917
Compare the views4 marks2023Q23The Era of the Great War, 1900β1928
Compare the views of Sources A and B about how conscientious objectors were treated in prison.
WFQ = words from the question β reuse in every point.
(Compare the sources overall and/or in detail.)
Tip: Highlight 2β3 points of comparison β either where the sources agree OR where they disagree. You do not need both; pick one set and compare them point by point.
Highlight evidence β tap the text:
Source A
Sources A and B are about how conscientious objectors were treated in prison.
A rule of silence was enforced in prisons and inmates were punished if they broke it. Quite often conscientious objectors faced cruel treatment from prison guards. Prisoners were given simple, monotonous work to do, such as making mail bags. Their diet was very poor, quite often bread and water and was meant to be much worse than the army diet. Conscientious objectors could often be moved between prisons, making it difficult to receive visitors.
Source B
There were a variety of places used to confine prisoners during the Great War. Some of the best known were Edinburgh Castle and the camp at Dyce near Aberdeen. Prison warders were accused of unfair punishments, particularly towards conscientious objectors. Conscientious objectors could be fed a very basic diet of bread and water. βConchiesβ undertook boring manual jobs like breaking stones and hand sewing mail bags. Many conscientious objectors went mad because of their treatment.
Overall, do the sources agree or disagree? (worth a mark for an overall comparison)
π RAT sheet β how to structure your answerβΎ
Compare the views Β· Appears in 2 sections
WFQ (words from the question)quote from the source
Overall, Sources X and Y [agree/disagree] about words from the question.β 1 mark (overall)
The sources agree/disagree about statement summarising the point. Source X says βdirect quoteβ and Source Y [agrees/disagrees] when it says βdirect quoteβ.β 1β2 marks
The sources also agree/disagree about statement summarising the point. Source X says βdirect quoteβ and Source Y [agrees/disagrees] when it says βdirect quoteβ.β 1β2 marks
How it's marked
1 mark for a simple comparison (what the sources agree/disagree about).
2 marks for a developed comparison, supported by specific references to each source.
Full marks by four simple comparisons, two developed comparisons, or a combination.
π‘One set of points will agree, one will disagree.
β Reveal marking schemeβΎ
Max 4 marks
These are possible/exemplar answers from the marking instructions β other valid points can also gain marks.
How marks are awarded
A simple comparison will indicate what points of detail or viewpoint the sources agree or disagree on and should be awarded 1 mark.
A developed comparison of the points of detail or overall viewpoint should be awarded a second mark.
Candidates may achieve full marks by making four simple comparisons, two developed comparisons (or any combination of these).
Overall: Overall β the sources agree about how conscientious objectors were treated in prison.
Points of comparison
agree
Source A: Quite often conscientious objectors faced cruel treatment from prison guards.
Source B: Prison warders were accused of unfair punishments, particularly towards conscientious objectors.
agree
Source A: Prisoners were given simple, monotonous work to do, such as making mail bags.
Source B: βConchiesβ undertook boring manual jobs like breaking stones and hand sewing mail bags.
agree
Source A: Their diet was very poor, quite often bread and water and was meant to be much worse than the army diet.
Source B: Conscientious objectors could be fed a very basic diet of bread and water.
Explain6 marks2023Q24The Era of the Great War, 1900β1928
Explain the reasons why Scotlandβs heavy industry declined after the Great War.
WFQ = words from the question β reuse in every point.
π RAT sheet β how to structure your answerβΎ
Explain Β· Appears in all 3 sections
WFQ (words from the question)your own recalled knowledge
One reason why words from the question was fact which meant that β¦β 1 mark
A second reason why words from the question was fact which meant that β¦β 1 mark
A third reason why words from the question was fact which meant that β¦β 1 mark
A fourth reason why words from the question was fact which meant that β¦β 1 mark
A fifth reason why words from the question was fact which meant that β¦β 1 mark
A sixth reason why words from the question was fact which meant that β¦β 1 mark
Example: One reason why women gained the vote in 1918 was that women burned down buildings like cricket pavilions, which meant that they gained publicity for the cause of votes for women.
How it's marked
1 mark for each accurate, relevant reason.
A second mark for each reason that is developed.
Each sentence/point must answer the question on its own.
β Reveal marking schemeβΎ
Max 6 marks
These are possible/exemplar answers from the marking instructions β other valid points can also gain marks.
How marks are awarded
Up to a maximum of 6 marks in total, 1 mark for each accurate, relevant reason.
A second mark should be awarded for reasons that are developed.
Candidates may achieve full marks by providing six straightforward reasons, three developed reasons (or any combination of these).
Possible reasons
cheaper coal from abroad led to less demand for Scottish coal
development of new fuels meant coal production went into decline
after the end of the war demand for war goods fell, this led to the decline in iron and steel production
increasing foreign competition led to the closing of over half of Scotlandβs iron furnaces
the loss of international export markets led to a decline in many Scottish heavy industries
after 1920 Scottish shipyards went into decline due to lack of orders
Scotlandβs poor industrial relations record discouraged orders from foreign companies
failure of Scottish companies to invest in new technology led to a lack of competitiveness
global economic downturn led to fewer orders for the Scottish railway industry
post-war management of Scottish industry failed to adapt to new practices leading to a decline in heavy industries
How fully6 marks2023Q25The Era of the Great War, 1900β1928
How fully does Source C describe the rent strikes during the Great War?
WFQ = words from the question β reuse in every point.
(Use the source and recall to reach a judgement.)
Tip: Highlight up to 3 pieces of evidence from the source (worth up to 3 marks) β then recall 3 points the source leaves out.
Highlight evidence β tap the text:
Source C
Source C describes the rent strikes during the Great War.
Perhaps Glasgowβs biggest contribution to the war effort was in the engineering and shipbuilding industries. When the war started many workers moved to Glasgow to take up employment opportunities. Private landlords raised rents leading to over 20,000 tenants refusing to pay the increases. Many wives and mothers played a key role in organising community action. When striking tenants were taken to court in November 1915, sympathetic shipyard workers threatened to strike. A strike of over 10,000 workers took place later in 1915 in support of the women.
π RAT sheet β how to structure your answerβΎ
How fully Β· Appears in all 3 sections
WFQ (words from the question)quote from the sourceomission β your own recall
Overall, Source X partly words from the question.β needed for full marks
Source X says βdirect quoteβ which meant that β¦β 1 mark (from source)
Source X also says βdirect quoteβ which meant that β¦β 1 mark (from source)
Source X also says βdirect quoteβ which meant that β¦β 1 mark (from source)
However, Source X doesnβt mention fact which meant that β¦β 1 mark (omission)
Source X also doesnβt mention fact which meant that β¦β 1 mark (omission)
Source X also doesnβt mention fact which meant that β¦β 1 mark (omission)
How it's marked
Up to 3 marks for points from the source that support your judgement.
Up to 4 marks for points of significant omission from recall.
Maximum 2 marks if no judgement is made, or if you refer only to the source.
π‘Use the source AND recall.
π‘Quote and then explain β show you understand it, donβt just repeat it.
π‘You must make a judgement (e.g. βthe source partly explainsβ¦β) or you are capped at 2 marks.
β Reveal marking schemeβΎ
Max 6 marks
These are possible/exemplar answers from the marking instructions β other valid points can also gain marks.
How marks are awarded
1 mark for each valid point selected from the source or each valid point of significant omission provided.
Up to 3 marks for interpretation of points from the source which support their judgement.
Up to 4 marks for identification of points of significant omission, based on their own knowledge, that support their judgement.
A maximum of 2 marks may be awarded for answers in which no judgement has been made or which refer only to the source.
Points from the source
Private landlords raised rents leading to over 20,000 tenants refusing to pay the increases. (Shows that tenants were refusing to pay the rent rises.)
Many wives and mothers played a key role in organising community action. (Shows that women played a leading part in the rent strikes.)
When striking tenants were taken to court in November 1915, sympathetic shipyard workers threatened to strike. (Shows workers supported the rent strikes.)
A strike of over 10,000 workers took place later in 1915 in support of the women. (Shows that women had support from other workers.)
Points of significant omission
women formed the Glasgow Womenβs Housing Association to resist rent rises, for example, Helen Crawfurd, Mary Barbour
women blocked access to tenement closes to stop sheriff officers evicting tenants
women pelted sheriff officers with objects to prevent them carrying out evictions
rent strikes happened elsewhere in Scotland, for example, Aberdeen, Dundee and Lanarkshire
further demonstrations were held to protest against the prosecution of rent strikers, for example, demonstrations in George Square
rents were frozen at pre-war levels, for example, the Rent Restrictions Act
Describe4 marks2022Q21The Era of the Great War, 1900β1928
Describe the use of tanks on the Western Front.
WFQ = words from the question β reuse in every point.
π RAT sheet β how to structure your answerβΎ
Describe Β· Appears in 2 sections
WFQ (words from the question)
One words from the question was β¦β 1 mark
A second words from the question was β¦β 1 mark
A third words from the question was β¦β 1 mark
A fourth words from the question was β¦β 1 mark
Example: One use of new technology on the Western Front during the First World War was mustard gas, which was used to blind soldiers and make it more difficult for them to fight.
How it's marked
1 mark for each accurate, relevant key point of knowledge.
A second mark for each point that is developed.
Full marks by four straightforward points, two developed points, or a combination.
β Reveal marking schemeβΎ
Max 4 marks
These are possible/exemplar answers from the marking instructions β other valid points can also gain marks.
How marks are awarded
1 mark should be awarded for each accurate relevant key point of knowledge.
A second mark should be awarded for each point that is developed, up to a maximum of 4 marks.
Candidates may achieve full marks by providing four straightforward points, by making two developed points (or any combination of these).
Possible points of knowledge
destroyed enemy defences, for example, barbed wire
provided cover for advancing soldiers
the tracks allowed tanks to crossed No Man's Land
their bulletproof exterior protected soldiers inside
Compare the views4 marks2022Q22The Era of the Great War, 1900β1928
Compare the views of Sources A and B about military tactics on the Western Front.
WFQ = words from the question β reuse in every point.
(Compare the sources overall and/or in detail.)
Tip: Highlight 2β3 points of comparison β either where the sources agree OR where they disagree. You do not need both; pick one set and compare them point by point.
Highlight evidence β tap the text:
Source A
Sources A and B are about military tactics on the Western Front.
General Haig was worried about attacking at Loos as he knew his soldiers would have almost no cover and would find it hard to advance. Haig also wanted to keep the reserve troops close to the Front Line to achieve a breakthrough. Battalions from every Scottish regiment fought at Loos and ultimately 7,000 Scottish soldiers were killed. The Battle of Loos was a total tactical failure for the British.
Source B
The Battle of Loos was fought in September 1915 on the Western Front. The British had some tactical success at Loos. General Haig however, was accused of being over-ambitious about his attacking troops achieving a breakthrough. Haig's commander, Sir John French, thought that Haig's tactics for the reserve troops risked high casualties without guaranteed success. After the battle, Haig and Sir John French never resolved their differences.
Overall, do the sources agree or disagree? (worth a mark for an overall comparison)
π RAT sheet β how to structure your answerβΎ
Compare the views Β· Appears in 2 sections
WFQ (words from the question)quote from the source
Overall, Sources X and Y [agree/disagree] about words from the question.β 1 mark (overall)
The sources agree/disagree about statement summarising the point. Source X says βdirect quoteβ and Source Y [agrees/disagrees] when it says βdirect quoteβ.β 1β2 marks
The sources also agree/disagree about statement summarising the point. Source X says βdirect quoteβ and Source Y [agrees/disagrees] when it says βdirect quoteβ.β 1β2 marks
How it's marked
1 mark for a simple comparison (what the sources agree/disagree about).
2 marks for a developed comparison, supported by specific references to each source.
Full marks by four simple comparisons, two developed comparisons, or a combination.
π‘One set of points will agree, one will disagree.
β Reveal marking schemeβΎ
Max 4 marks
These are possible/exemplar answers from the marking instructions β other valid points can also gain marks.
How marks are awarded
A simple comparison will indicate what points of detail or viewpoint the sources agree or disagree on and should be awarded 1 mark.
A developed comparison of the points of detail or overall viewpoint should be awarded a second mark.
Candidates may achieve full marks by making four simple comparisons, two developed comparisons (or by any combination of these).
Overall: Overall β the sources disagree about military tactics on the Western Front.
Points of comparison
disagree
Source A: General Haig was worried about attacking at Loos as he knew his soldiers would have almost no cover and would find it hard to advance.
Source B: General Haig however, was accused of being over-ambitious about his attacking troops achieving a breakthrough.
disagree
Source A: Haig also wanted to keep the reserve troops close to the Front Line to exploit a breakthrough.
Source B: Haig's commander, Sir John French, thought that Haig's tactics for the reserve troops risked high casualties without guaranteed success.
disagree
Source A: The Battle of Loos was a total tactical failure for the British.
Source B: The British had some tactical success at Loos.
Explain6 marks2022Q23The Era of the Great War, 1900β1928
Explain the reasons why some people became conscientious objectors.
WFQ = words from the question β reuse in every point.
π RAT sheet β how to structure your answerβΎ
Explain Β· Appears in all 3 sections
WFQ (words from the question)your own recalled knowledge
One reason why words from the question was fact which meant that β¦β 1 mark
A second reason why words from the question was fact which meant that β¦β 1 mark
A third reason why words from the question was fact which meant that β¦β 1 mark
A fourth reason why words from the question was fact which meant that β¦β 1 mark
A fifth reason why words from the question was fact which meant that β¦β 1 mark
A sixth reason why words from the question was fact which meant that β¦β 1 mark
Example: One reason why women gained the vote in 1918 was that women burned down buildings like cricket pavilions, which meant that they gained publicity for the cause of votes for women.
How it's marked
1 mark for each accurate, relevant reason.
A second mark for each reason that is developed.
Each sentence/point must answer the question on its own.
β Reveal marking schemeβΎ
Max 6 marks
These are possible/exemplar answers from the marking instructions β other valid points can also gain marks.
How marks are awarded
Up to a maximum of 6 marks in total, 1 mark should be awarded for each accurate, relevant reason, and a second mark should be awarded for reasons that are developed.
Candidates may achieve full marks by providing six straightforward reasons, three developed reasons (or any combination of these).
Possible reasons
some people objected to the war on moral grounds, for example, belief in the idea that killing was wrong
some people belonged to religious groups who were pacifists, for example, the Quakers
some soldiers became conscientious objectors after their experience of the fighting
some thought it was wrong to fight because Scotland and the UK was not being directly threatened
some people believed that peace should be achieved by negotiation not fighting
some people had political ideas which meant they believed the war was a rich man's fight, for example, socialism
some people had political ideas which meant they could not accept the government control over peoples' lives, for example, Liberals
some people belonged to political parties who were opposed to the war, for example, the ILP
some people were conscientious objectors because they could not accept the increasing power of the state, for example, John Maclean
How fully6 marks2022Q24The Era of the Great War, 1900β1928
How fully does Source C explain the reasons why Scotland experienced economic difficulties after the Great War?
WFQ = words from the question β reuse in every point.
(Use the source and recall to reach a judgement.)
Tip: Highlight up to 3 pieces of evidence from the source (worth up to 3 marks) β then recall 3 points the source leaves out.
Highlight evidence β tap the text:
Source C
Source C explains the reasons why Scotland faced economic difficulties after the Great War.
By 1928 the economy of Scotland was in serious decline. Foreign competition helped cause over half of Scotland's iron furnaces to be dismantled by 1927. The mining industry suffered due to coal being much cheaper abroad. New fuels being made available led to further decrease in coal production and many of Scotland's pits began to close. The failure of many Scottish industries to modernise also made it more difficult to compete because of higher costs.
π RAT sheet β how to structure your answerβΎ
How fully Β· Appears in all 3 sections
WFQ (words from the question)quote from the sourceomission β your own recall
Overall, Source X partly words from the question.β needed for full marks
Source X says βdirect quoteβ which meant that β¦β 1 mark (from source)
Source X also says βdirect quoteβ which meant that β¦β 1 mark (from source)
Source X also says βdirect quoteβ which meant that β¦β 1 mark (from source)
However, Source X doesnβt mention fact which meant that β¦β 1 mark (omission)
Source X also doesnβt mention fact which meant that β¦β 1 mark (omission)
Source X also doesnβt mention fact which meant that β¦β 1 mark (omission)
How it's marked
Up to 3 marks for points from the source that support your judgement.
Up to 4 marks for points of significant omission from recall.
Maximum 2 marks if no judgement is made, or if you refer only to the source.
π‘Use the source AND recall.
π‘Quote and then explain β show you understand it, donβt just repeat it.
π‘You must make a judgement (e.g. βthe source partly explainsβ¦β) or you are capped at 2 marks.
β Reveal marking schemeβΎ
Max 6 marks
These are possible/exemplar answers from the marking instructions β other valid points can also gain marks.
How marks are awarded
Up to a maximum of 6 marks in total, 1 mark should be awarded for each valid point selected from the source or each valid point of significant omission provided.
Candidates should be awarded up to 3 marks for their interpretation of points from the source which support their judgement.
Candidates should be awarded up to 4 marks for their identification of points of significant omission, based on their own knowledge, that support their judgement.
A maximum of 2 marks may be awarded for answers in which no judgement has been made or which refer only to the source.
Points from the source
Foreign competition helped cause over half of Scotland's iron furnaces to be dismantled by 1927. (Foreign competition hit the Scottish iron industry hard.)
The mining industry suffered due to coal being much cheaper abroad. (Coalmining was affected badly by cheap coal from abroad.)
New fuels being made available led to further decrease in coal production and many of Scotland's pits began to close. (Coal mining was affected by new fuels leading to pit closures.)
The failure of many Scottish industries to modernise also made it more difficult to compete because of higher costs. (Many Scottish industries did not modernise leading to their failure.)
Points of significant omission
lack of demand for ships after the war caused a decline in the shipbuilding industry on the Clyde
jute industry in Dundee was affected by the post-war decline in demand for sandbags
jute industry in Dundee was affected by foreign competition when the industry moved to Calcutta, India
valuable export markets to Germany and Russia were lost during the war and were never recovered, for example, fishing markets
Scottish farmers came under pressure due to the expansion of cheap food imports from abroad
poor industrial relations in Scotland gave industries a bad reputation, reducing orders
Evaluate the usefulness5 marks2022Q25The Era of the Great War, 1900β1928
Evaluate the usefulness of Source D as evidence of what happened during the rent strikes of 1915.
WFQ = words from the question β reuse in every point.
(You may want to comment on what type of source it is, who wrote it, when they wrote it, why they wrote it, what they say and what has been missed out.)
Tip: Highlight up to 2 content points you would quote (content is worth up to 2 marks) β then consider author, purpose, timing and omission.
Highlight evidence β tap the text:
Source D β from a textbook written by a modern historian in 2013
Source D is from a textbook written by a modern historian in 2013.
The disagreements of the rent strikes were about the high cost of housing. The threat of eviction led to a woman in some tenement blocks being posted as a sentry to warn others if the bailiffs arrived. Everyone in the building would then run to defend their neighbour against eviction. Flour, rotting food and even wet clothes were thrown at the bailiffs to stop them from entering the building. The solidarity of the women was often so strong that it could not be broken.
π RAT sheet β how to structure your answerβΎ
Evaluate the usefulness Β· Appears in 2 sections
Remember COAT
πContent β what the source says
π«Omission β what the source leaves out
βοΈAuthor β who wrote it
πTiming β when it was written
WFQ (words from the question)quote from the source
Source X says β_____β. This is useful as it is accurate information about words from the question.β 1 mark (content)
Source X also says β_____β. This is useful as it is accurate information about words from the question.β 1 mark (content)
Source X omits _____. This makes the source less useful. Source X also omits _____. This makes the source less useful.β 1 mark (omission)
Source X was written by _____. This makes the source useful because they have personal / professional experience of, or are an expert in, words from the question.β 1 mark (author)
Source X was written in _____. This is useful as it was during the time of / has the benefit of hindsight about words from the question.β 1 mark (timing)
How it's marked
Maximum 4 marks for comments on author, type of source, purpose and timing.
Maximum 2 marks for comments on the content of the source.
Maximum 2 marks for comments on points of significant omission.
π‘You can also comment on the Purpose and Type of source.
β Reveal marking schemeβΎ
Max 5 marks
These are possible/exemplar answers from the marking instructions β other valid points can also gain marks.
How marks are awarded
For a mark to be awarded, the candidate must identify an aspect of the source and make a comment which shows why this aspect makes the source more or less useful.
A maximum of 4 marks can be awarded for evaluative comments relating to the author, type of source, purpose and timing.
A maximum of 2 marks may be awarded for evaluative comments relating to the content of the source.
A maximum of 2 marks may be awarded for evaluative comments relating to points of significant omission.
Aspect of the source
Author: modern historian β Useful because they would be a well-informed expert on the rent strikes.
Type of Source: textbook β Useful because the book would have been thoroughly researched.
Purpose: to inform β Useful as it is intended to give detailed information about the rent strikes.
Timing: 2013 β Useful as it is a secondary source with the benefit of hindsight.
Content
The threat of eviction led to a woman in some tenement blocks being posted as a sentry to warn others if the bailiffs arrived. β Useful because it is accurate (lookouts were posted to watch for bailiffs coming to evict people).
Everyone in the building would then run to defend their neighbour against eviction. β Useful because it is accurate (crowds would gather to defend their neighbour against evictions).
Flour, rotting food and even wet clothes were thrown at the bailiffs to stop them from entering the building. β Useful because it is accurate (items were thrown at the bailiffs to prevent evictions).
Points of significant omission
during the war demand for housing in Glasgow soared and many landlords increased rent prices
in February 1915 local women (led by Mary Barbour) formed the Glasgow Women's Housing Association to resist rent increases
in May 1915, 25,000 tenants in Glasgow had joined the protest (rent strikes spread to other areas of Scotland)
male factory workers also striked for wage increases
Describe4 marks2021Q21The Era of the Great War, 1900β1928
Describe the methods used to recruit Scottish soldiers in the Great War.
WFQ = words from the question β reuse in every point.
π RAT sheet β how to structure your answerβΎ
Describe Β· Appears in 2 sections
WFQ (words from the question)
One words from the question was β¦β 1 mark
A second words from the question was β¦β 1 mark
A third words from the question was β¦β 1 mark
A fourth words from the question was β¦β 1 mark
Example: One use of new technology on the Western Front during the First World War was mustard gas, which was used to blind soldiers and make it more difficult for them to fight.
How it's marked
1 mark for each accurate, relevant key point of knowledge.
A second mark for each point that is developed.
Full marks by four straightforward points, two developed points, or a combination.
β Reveal marking schemeβΎ
Max 4 marks
These are possible/exemplar answers from the marking instructions β other valid points can also gain marks.
How marks are awarded
Candidates must make a number of relevant, factual points. These do not have to be in any particular order.
1 mark should be awarded for each accurate relevant key point of knowledge. A second mark should be awarded for each point that is developed, up to a maximum of 4 marks.
Possible points of knowledge
propaganda posters were used to encourage Scottish men to volunteer (for example, Kitchener poster)
well-known Scots made personal appeals for men to volunteer
recruitment meetings were held, and speeches given across Scotland
adverts in Scottish newspapers
women used white feathers to signify cowardice (for example, in Edinburgh)
anywhere young Scottish men gathered (for example, football games, music hall, places of employment were targets for recruitment)
Pals battalions were set up in Glasgow and Edinburgh (for example, HLI and Royal Scots).
How fully6 marks2021Q22The Era of the Great War, 1900β1928
How fully does Source A describe the experience of Scottish soldiers in the trenches?
WFQ = words from the question β reuse in every point.
(Use the source and recall to reach a judgement.)
Tip: Highlight up to 3 pieces of evidence from the source (worth up to 3 marks) β then recall 3 points the source leaves out.
Highlight evidence β tap the text:
Source A
Source A describes the experience of Scottish soldiers in the trenches.
The failure of the Schlieffen Plan led to the development of the trench system on the Western Front. As a result, warfare changed significantly for Scottish troops. The threat of death kept soldiers on edge. Poor living conditions and a lack of sleep wore away at menβs health and stamina. Random shelling, earth-shattering mortar bombs and deadly rifle shots from snipers broke the boredom of trench life. The enemy remained hidden from view and soldiers often felt powerless against sudden death.
π RAT sheet β how to structure your answerβΎ
How fully Β· Appears in all 3 sections
WFQ (words from the question)quote from the sourceomission β your own recall
Overall, Source X partly words from the question.β needed for full marks
Source X says βdirect quoteβ which meant that β¦β 1 mark (from source)
Source X also says βdirect quoteβ which meant that β¦β 1 mark (from source)
Source X also says βdirect quoteβ which meant that β¦β 1 mark (from source)
However, Source X doesnβt mention fact which meant that β¦β 1 mark (omission)
Source X also doesnβt mention fact which meant that β¦β 1 mark (omission)
Source X also doesnβt mention fact which meant that β¦β 1 mark (omission)
How it's marked
Up to 3 marks for points from the source that support your judgement.
Up to 4 marks for points of significant omission from recall.
Maximum 2 marks if no judgement is made, or if you refer only to the source.
π‘Use the source AND recall.
π‘Quote and then explain β show you understand it, donβt just repeat it.
π‘You must make a judgement (e.g. βthe source partly explainsβ¦β) or you are capped at 2 marks.
β Reveal marking schemeβΎ
Max 6 marks
These are possible/exemplar answers from the marking instructions β other valid points can also gain marks.
How marks are awarded
Candidates must make a judgement about the extent to which the source provides a full description or explanation of a given event or development.
1 mark should be awarded for each valid point selected from the source or each valid point of significant omission provided.
Candidates should be awarded up to 3 marks for their identification of points from the source, and up to 4 marks for their identification of points of significant omission.
A maximum of 2 marks may be awarded for answers in which no judgement has been made or which refer only to the source.
Points from the source
the threat of death kept soldiers on edge
poor living conditions and a lack of sleep wore away at menβs health and stamina
random shelling, earth-shattering mortar bombs and deadly rifle shots from snipers broke the boredom of trench life
the enemy remained hidden from view and soldiers often felt powerless against random and sudden death.
Points of significant omission
rats spread disease and were feared and hated by Scottish soldiers
lice were a constant irritant (for example, to Scottish soldiers in kilts)
cold and wet conditions resulted in trench foot for Scottish soldiers (for example, extreme cases could lead to amputation)
Scottish soldiers were often surrounded by dead bodies
in hot weather Scottish soldiers could be plagued by flies and smells
Compare the views4 marks2021Q23The Era of the Great War, 1900β1928
Compare the views of Sources B and C about rationing in Scotland during the Great War.
WFQ = words from the question β reuse in every point.
(Compare the sources overall and/or in detail.)
Tip: Highlight 2β3 points of comparison β either where the sources agree OR where they disagree. You do not need both; pick one set and compare them point by point.
Highlight evidence β tap the text:
Source B
Sources B and C are about rationing in Scotland during the Great War.
Compulsory rationing was introduced in stages between December 1917 and April 1918. Ration cards were issued and everyone had to register with a local butcher and grocer. One of the first items to be rationed was sugar in February 1918. However by the end of April, meat, butter, cheese and margarine were added to the list. Rationing benefited the health of the country, decreasing the average calorie intake only slightly.
Source C
People began to fear that the country was running out of food. Panic buying led to shortages. In February 1918, one of the first items the Ministry of Food decided to ration was sugar. This was later followed by butchersβ meat and dairy products. The idea of rationing food was to guarantee supplies, not to reduce consumption. This kept the Scottish people healthy as the intake of calories almost kept up to the pre-war level.
Overall, do the sources agree or disagree? (worth a mark for an overall comparison)
π RAT sheet β how to structure your answerβΎ
Compare the views Β· Appears in 2 sections
WFQ (words from the question)quote from the source
Overall, Sources X and Y [agree/disagree] about words from the question.β 1 mark (overall)
The sources agree/disagree about statement summarising the point. Source X says βdirect quoteβ and Source Y [agrees/disagrees] when it says βdirect quoteβ.β 1β2 marks
The sources also agree/disagree about statement summarising the point. Source X says βdirect quoteβ and Source Y [agrees/disagrees] when it says βdirect quoteβ.β 1β2 marks
How it's marked
1 mark for a simple comparison (what the sources agree/disagree about).
2 marks for a developed comparison, supported by specific references to each source.
Full marks by four simple comparisons, two developed comparisons, or a combination.
π‘One set of points will agree, one will disagree.
β Reveal marking schemeβΎ
Max 4 marks
These are possible/exemplar answers from the marking instructions β other valid points can also gain marks.
How marks are awarded
Candidates must interpret the evidence and make direct comparisons between sources. They may compare the details in the sources and/or compare the viewpoints overall.
A simple comparison will indicate what points of detail or viewpoint the sources agree or disagree on and should be awarded 1 mark. A developed comparison should be awarded a second mark.
Candidates may achieve full marks by making four simple comparisons, two developed comparisons (or by any combination of these).
Overall: Overall β the sources agree about rationing during the Great War.
Points of comparison
agree
Source B: One of the first items to be rationed was sugar in February 1918.
Source C: In February 1918, one of the first items the Ministry of Food decided to ration was sugar.
agree
Source B: However, by the end of April, meat, butter, cheese and margarine were added to the list.
Source C: This was later followed by butchersβ meat and dairy products.
agree
Source B: Rationing benefited the health of the country, decreasing the average calorie intake only slightly.
Source C: This kept the Scottish people healthy as the intake of calories almost kept up to the pre-war level.
Explain6 marks2021Q24The Era of the Great War, 1900β1928
Explain the reasons why there was a decline in heavy industry in Scotland after the Great War.
WFQ = words from the question β reuse in every point.
π RAT sheet β how to structure your answerβΎ
Explain Β· Appears in all 3 sections
WFQ (words from the question)your own recalled knowledge
One reason why words from the question was fact which meant that β¦β 1 mark
A second reason why words from the question was fact which meant that β¦β 1 mark
A third reason why words from the question was fact which meant that β¦β 1 mark
A fourth reason why words from the question was fact which meant that β¦β 1 mark
A fifth reason why words from the question was fact which meant that β¦β 1 mark
A sixth reason why words from the question was fact which meant that β¦β 1 mark
Example: One reason why women gained the vote in 1918 was that women burned down buildings like cricket pavilions, which meant that they gained publicity for the cause of votes for women.
How it's marked
1 mark for each accurate, relevant reason.
A second mark for each reason that is developed.
Each sentence/point must answer the question on its own.
β Reveal marking schemeβΎ
Max 6 marks
These are possible/exemplar answers from the marking instructions β other valid points can also gain marks.
How marks are awarded
Candidates must make a number of points that make the issue plain or clear, for example by showing connections between factors or causal relationships between events or ideas.
1 mark should be awarded for each accurate, relevant reason, and a second mark should be awarded for reasons that are developed.
Candidates may achieve full marks by providing six straightforward reasons, three developed reasons (or any combination of these).
Possible reasons
cheaper coal from abroad so demand for Scottish coal fell
development of new fuels, so coal production went into decline
when the demand for war goods ended, this led to the decline in iron and steel production
increasing foreign competition led to the closing of over half of Scotlandβs iron furnaces by 1927
the loss of international export markets led to a decline in many Scottish heavy industries
after 1920 Scottish ship yards went into decline due to lack of orders
Scotlandβs poor industrial relations record discouraged orders from foreign companies, leading to a decline in heavy industries
failure of Scottish companies to invest in new technology led to a lack of competitiveness, which caused a decline in orders
global economic downturn led to fewer orders for the Scottish railway industry
post-war management of Scottish industry failed to adapt to new practices leading to a decline in heavy industries.
To what extent9 marks2021Q25The Era of the Great War, 1900β1928
To what extent were the peaceful methods of Suffragists in Scotland the main reason for the extension of the right to vote in 1918?
WFQ = words from the question β reuse in every point.amber = the isolated factor to weigh up.
(Use recalled knowledge to introduce then present a balanced assessment of the influence of different factors and come to a reasoned conclusion.)
π RAT sheet β how to structure your answerβΎ
To what extent / How important / How successful Β· Appears in 2 sections
WFQ (words from the question)a factor
There are several reasons why words from the question. These include the isolated factor, FACTOR 2, and FACTOR 3.β 1 mark (introduction)
Some historians think the isolated factor was words from the question because _____. Also _____.β 1 KU mark per fact (up to 5)
However, other historians think FACTOR 2 was words from the question because _____. Also _____.β 1 mark (balance) + 1 KU per fact
Other historians think FACTOR 3 was words from the question because _____. Also _____.β 1 KU mark per fact
Overall, the isolated factor / FACTOR 2 / FACTOR 3 was the most important words from the question. This is because [reason why β does not need to be new].β 2 marks (conclusion)
How it's marked
5 marks for knowledge β 1 KU mark for each accurate, developed fact you give to support your factors (not too brief). If only one factor is presented, max 3 for knowledge.
Structure marks: 1 for an introduction, 1 for balance (more than one factor), 2 for a conclusion (1 for a valid judgement, 1 for a reason supporting it).
π‘It is asking: one factor is a reason β but there are others, so decide which was MOST important.
π‘Each fact you add (including every "Alsoβ¦") earns a KU mark, as long as it is developed and not too brief β up to 5.
β Reveal marking schemeβΎ
Max 9 marks
These are possible/exemplar answers from the marking instructions β other valid points can also gain marks.
How marks are awarded
Up to 5 marks can be awarded for relevant, factual, key points of knowledge used to support factors, with 1 mark given for each point. If only one factor is presented, a maximum of 3 marks should be awarded.
A further 4 marks can be awarded for providing the answer in a structured way and coming to a reasoned conclusion.
1 mark for an introduction; 1 mark for the answer being presented in a structured way; 1 mark for a conclusion with a valid judgement; 1 mark for a reason in support of the judgement.
Peaceful methods of Suffragists in Scotland
NUWSS in Scotland used moderate peaceful tactics which won the support of politicians (for example, 1909 Edinburgh march, activities of Elsie Inglis)
Scottish Suffragists used pamphlets, petitions and parliamentary bills to persuade the public and politicians
Members of Suffragist groups in Scotland grew substantially by 1914, showing support for peaceful methods (for example, NUWSS and Womenβs Freedom League)
Methods of Suffragettes in Scotland
Scottish members of WSPU adopted militancy (for example, Marion Gilchrist, Jessie Stephen)
gained publicity for their cause (for example, heckling of Churchill in Dundee, and Asquith in Fife)
violent protest followed (for example, setting fire to grandstands at Ayr and Perth racecourses, tried to blow up Burnsβ Cottage in Alloway)
Suffragettes prisoners at Perth used hunger strikes and forced feeding as a political weapon to embarrass the government
the Scottish Suffragette campaign helped force politicians to discuss the issue of womenβs suffrage in Parliament
Womenβs war effort in Scotland
Scottish womenβs war effort gained respect and balanced the negative publicity of the earlier Suffragette campaign (for example, munitions, Elsie Inglis)
over 30,000 women were employed in Scotland making munitions which proved them worthy to vote
women in Scotland taking over menβs jobs leading to a change in attitude from the British government on the issue of votes for women (for example, agriculture, banking, trams, engineering)
To what extent9 marks2019Q21The Era of the Great War, 1900β1928
To what extent was propaganda the most important reason for Scots volunteering to fight on the Western Front in 1914?
WFQ = words from the question β reuse in every point.amber = the isolated factor to weigh up.
(Use recalled knowledge to introduce then present a balanced assessment of the influence of different factors and come to a reasoned conclusion.)
π RAT sheet β how to structure your answerβΎ
To what extent / How important / How successful Β· Appears in 2 sections
WFQ (words from the question)a factor
There are several reasons why words from the question. These include the isolated factor, FACTOR 2, and FACTOR 3.β 1 mark (introduction)
Some historians think the isolated factor was words from the question because _____. Also _____.β 1 KU mark per fact (up to 5)
However, other historians think FACTOR 2 was words from the question because _____. Also _____.β 1 mark (balance) + 1 KU per fact
Other historians think FACTOR 3 was words from the question because _____. Also _____.β 1 KU mark per fact
Overall, the isolated factor / FACTOR 2 / FACTOR 3 was the most important words from the question. This is because [reason why β does not need to be new].β 2 marks (conclusion)
How it's marked
5 marks for knowledge β 1 KU mark for each accurate, developed fact you give to support your factors (not too brief). If only one factor is presented, max 3 for knowledge.
Structure marks: 1 for an introduction, 1 for balance (more than one factor), 2 for a conclusion (1 for a valid judgement, 1 for a reason supporting it).
π‘It is asking: one factor is a reason β but there are others, so decide which was MOST important.
π‘Each fact you add (including every "Alsoβ¦") earns a KU mark, as long as it is developed and not too brief β up to 5.
β Reveal marking schemeβΎ
Max 9 marks
These are possible/exemplar answers from the marking instructions β other valid points can also gain marks.
How marks are awarded
Up to 5 marks can be awarded for relevant, factual, key points of knowledge used to support factors, with 1 mark awarded for each point. If only one factor is presented, a maximum of 3 marks should be awarded for relevant points of knowledge.
A further 4 marks can be awarded for providing the answer in a structured way and coming to a reasoned conclusion.
1 mark for an introduction; 1 mark for the answer being presented in a structured way; 1 mark for a conclusion with a valid judgement (or overall summary); 1 mark for a reason in support of the judgement (a summary cannot be supported).
Propaganda
posters were printed that made the army look exciting
other posters told men it was their duty to join and they would feel proud if they did
some posters even tried to make them feel guilty, saying their children would be embarrassed if their father had done nothing in the war
stories about German atrocities were encouraged (the Government knew people would be angry and even frightened)
Patriotism
people were carried away by a wave of patriotism
Scotland had a proud military/martial tradition
Pals Battalions
after 13 Hearts players signed up, 600 Hearts supporters in six days also joined the 16th Royal Scots which became known as McCrae's Battalion/other Pals Battalions
Opportunities
adventure/opportunity to see new places and countries and perform heroic deeds
leave behind a boring or difficult job
unemployment was a factor in joining up/recruitment in high unemployment areas more successful than in low
Peer Pressure
peer pressure from family or friends and wider society
women encouraged men into service (for example white feather campaign)
Describe4 marks2019 specimenQ21The Era of the Great War, 1900β1928
Describe the use of new technology on the Western Front during the First World War.
WFQ = words from the question β reuse in every point.
π RAT sheet β how to structure your answerβΎ
Describe Β· Appears in 2 sections
WFQ (words from the question)
One words from the question was β¦β 1 mark
A second words from the question was β¦β 1 mark
A third words from the question was β¦β 1 mark
A fourth words from the question was β¦β 1 mark
Example: One use of new technology on the Western Front during the First World War was mustard gas, which was used to blind soldiers and make it more difficult for them to fight.
How it's marked
1 mark for each accurate, relevant key point of knowledge.
A second mark for each point that is developed.
Full marks by four straightforward points, two developed points, or a combination.
β Reveal marking schemeβΎ
Max 4 marks
These are possible/exemplar answers from the marking instructions β other valid points can also gain marks.
How marks are awarded
Candidates must make a number of relevant, factual points. These should be key points. These do not have to be in any particular order.
1 mark should be awarded for each accurate relevant key point of knowledge. A second mark should be awarded for each point that is developed, up to a maximum of 4 marks.
Possible points of knowledge
poison gas was used to cause confusion/disable enemy during an attack
gas was unreliable as a change in wind direction could blow it back
chlorine gas caused choking, while mustard gas caused burns and blindness
the development of gas masks helped protect soldiers from poison gas
tanks crushed barbed wire/provided cover for advancing soldiers
tanks frequently broke down, ran out of fuel or got stuck in the mud
range and speed of machine guns meant they could kill large numbers of attacking soldiers
aircraft could spot enemy activity/take aerial photographs to help plan more effective attacks/drop bombs on enemy trenches.
Describe4 marks2019Q22The Era of the Great War, 1900β1928
Describe the militant tactics used by the Suffragettes.
WFQ = words from the question β reuse in every point.
π RAT sheet β how to structure your answerβΎ
Describe Β· Appears in 2 sections
WFQ (words from the question)
One words from the question was β¦β 1 mark
A second words from the question was β¦β 1 mark
A third words from the question was β¦β 1 mark
A fourth words from the question was β¦β 1 mark
Example: One use of new technology on the Western Front during the First World War was mustard gas, which was used to blind soldiers and make it more difficult for them to fight.
How it's marked
1 mark for each accurate, relevant key point of knowledge.
A second mark for each point that is developed.
Full marks by four straightforward points, two developed points, or a combination.
β Reveal marking schemeβΎ
Max 4 marks
These are possible/exemplar answers from the marking instructions β other valid points can also gain marks.
How marks are awarded
1 mark should be awarded for each accurate relevant key point of knowledge. A second mark should be awarded for each point that is developed, up to a maximum of 4 marks.
Candidates may achieve full marks by providing four straightforward points, by making two developed points (or any combination of these).
Possible points of knowledge
paintings slashed/Mary Slasher Richardson
smashing windows
chalk/paint on roads/acid on golf courses/tar/set fire to post boxes
cutting telegraph/telephone wires
MPs heckled in Parliament/political meetings interrupted
high-profile politicians attacked Prime Minister Asquith 'assaulted' on golf course/stones thrown at Lloyd George's car/Winston Churchill attacked with a whip
suffragettes chained themselves to railings (of Parliament/Buckingham Palace/Downing Street)
death of Emily Davison at the Derby
once arrested refused to pay fines/imprisonment or hunger strikes
Evaluate the usefulness5 marks2019 specimenQ22The Era of the Great War, 1900β1928
Evaluate the usefulness of Source A as evidence of Government control of everyday life in Britain during the war.
WFQ = words from the question β reuse in every point.
(You may want to comment on what type of source it is, who wrote it, when they wrote it, why they wrote it, what they say and what has been missed out.)
Tip: Highlight up to 2 content points you would quote (content is worth up to 2 marks) β then consider author, purpose, timing and omission.
Highlight evidence β tap the text:
Source A
Source A is from a textbook written by a modern historian in 1984.
In August 1914, Parliament passed the Defence of the Realm Act. This allowed the Government to introduce whatever restrictions were necessary to protect the country during wartime. British Summer Time was introduced to give more daylight working hours. Pub opening hours were limited to prevent drunkenness. People who believed, in 1914, that life in Britain would not be affected much, were quickly proved wrong. High casualties on the Western Front led to conscription, forcing unmarried men between 18 and 41 to join the armed forces.
π RAT sheet β how to structure your answerβΎ
Evaluate the usefulness Β· Appears in 2 sections
Remember COAT
πContent β what the source says
π«Omission β what the source leaves out
βοΈAuthor β who wrote it
πTiming β when it was written
WFQ (words from the question)quote from the source
Source X says β_____β. This is useful as it is accurate information about words from the question.β 1 mark (content)
Source X also says β_____β. This is useful as it is accurate information about words from the question.β 1 mark (content)
Source X omits _____. This makes the source less useful. Source X also omits _____. This makes the source less useful.β 1 mark (omission)
Source X was written by _____. This makes the source useful because they have personal / professional experience of, or are an expert in, words from the question.β 1 mark (author)
Source X was written in _____. This is useful as it was during the time of / has the benefit of hindsight about words from the question.β 1 mark (timing)
How it's marked
Maximum 4 marks for comments on author, type of source, purpose and timing.
Maximum 2 marks for comments on the content of the source.
Maximum 2 marks for comments on points of significant omission.
π‘You can also comment on the Purpose and Type of source.
β Reveal marking schemeβΎ
Max 5 marks
These are possible/exemplar answers from the marking instructions β other valid points can also gain marks.
How marks are awarded
Candidates must evaluate the extent to which a source is useful by commenting on evidence such as the author, type of source, purpose, timing, content or omission. For a mark to be awarded, the candidate must identify an aspect of the source and make a comment which shows why this aspect makes the source more or less useful.
A maximum of 4 marks can be awarded for evaluative comments relating to the author, type of source, purpose and timing. A maximum of 2 marks may be awarded for evaluative comments relating to the content of the source. A maximum of 2 marks may be awarded for evaluative comments relating to points of significant omission.
Aspect
Author: Modern historian β Useful because has expert knowledge/has studied a range of relevant sources
Type of source: Textbook β Useful because it contains straightforward information without bias/well researched
Purpose: To inform β Useful because it provides detailed information
Timing: 1984 β Useful because it has the benefit of hindsight
Content
British Summer Time was introduced to give more daylight working hours. β Useful as this is accurate (the government did this to increase daylight working hours and so increase food production)
Pub opening hours were limited to prevent drunkenness. β Useful as this is accurate (as the government restricted drinking hours to try and reduce drunkenness damaging war production)
(High casualties on the Western Front) led to conscription, forcing unmarried men between 18 and 41 to join the armed forces, β Useful as this is accurate (the government made it compulsory for single men between 18-41 to fight for their country)
Points of significant omission
the government censored newspapers to keep morale high
restrictions were imposed on aliens (foreign citizens) to protect Britain from spies
rationing was introduced to ensure everyone got a fair share of the food
government took greater control over essential industries to ensure strikes didn't damage essential war production.
Explain6 marks2019Q23The Era of the Great War, 1900β1928
Explain the reasons why rationing was introduced during the Great War.
WFQ = words from the question β reuse in every point.
π RAT sheet β how to structure your answerβΎ
Explain Β· Appears in all 3 sections
WFQ (words from the question)your own recalled knowledge
One reason why words from the question was fact which meant that β¦β 1 mark
A second reason why words from the question was fact which meant that β¦β 1 mark
A third reason why words from the question was fact which meant that β¦β 1 mark
A fourth reason why words from the question was fact which meant that β¦β 1 mark
A fifth reason why words from the question was fact which meant that β¦β 1 mark
A sixth reason why words from the question was fact which meant that β¦β 1 mark
Example: One reason why women gained the vote in 1918 was that women burned down buildings like cricket pavilions, which meant that they gained publicity for the cause of votes for women.
How it's marked
1 mark for each accurate, relevant reason.
A second mark for each reason that is developed.
Each sentence/point must answer the question on its own.
β Reveal marking schemeβΎ
Max 6 marks
These are possible/exemplar answers from the marking instructions β other valid points can also gain marks.
How marks are awarded
Up to a maximum of 6 marks in total, 1 mark should be awarded for each accurate, relevant reason, and a second mark should be awarded for reasons that are developed.
Candidates may achieve full marks by providing six straightforward reasons, three developed reasons (or any combination of these).
Possible reasons
food shortages due to German U-Boat campaign
concern that food shortages would lead to malnutrition/starvation
need to slow down rising prices/fear that only the rich could afford food and the poorest in society would go without
priority was to provide food to soldiers at the front meant food shortages at home
lack of food produced at home as farm horses/mules had been requisitioned by the military
lack of skilled workers on farms so food production suffered
adding to concerns about British food stocks, the wheat harvest of 1916 was lower than usual and the potato crop in Scotland failed
campaigns for voluntary rationing and growing your own food although initially successful were limited and more was needed
fear of food riots/effects of food shortages on public morale
Compare the views4 marks2019 specimenQ23The Era of the Great War, 1900β1928
Compare the views of Sources B and C about the impact of the First World War on employment opportunities for women. (Compare the sources overall and/or in detail.)
WFQ = words from the question β reuse in every point.
Tip: Highlight 2β3 points of comparison β either where the sources agree OR where they disagree. You do not need both; pick one set and compare them point by point.
Highlight evidence β tap the text:
Source B
Sources B and C are about the impact of the First World War on employment opportunities for women.
Women wanted to be involved in the First World War from the start. From the outbreak of war there was a steady increase in the female workforce as men enlisted. Glasgow was the first city in Britain to employ women tram drivers. The vital role they played in the war helped change many people's attitude to women. When the war ended, many women voluntarily gave up their jobs to men returning from the fighting.
Source C
For women in particular, the First World War brought about many changes. At the beginning of the war, thousands of women were unemployed. Despite women's contribution to the war effort, it didn't change deep-seated beliefs many people had about the role of women. At the end of the war many newspapers became critical of women workers. Many women wanted to keep their jobs but when the fighting ended, large numbers of women were sacked.
Overall, do the sources agree or disagree? (worth a mark for an overall comparison)
π RAT sheet β how to structure your answerβΎ
Compare the views Β· Appears in 2 sections
WFQ (words from the question)quote from the source
Overall, Sources X and Y [agree/disagree] about words from the question.β 1 mark (overall)
The sources agree/disagree about statement summarising the point. Source X says βdirect quoteβ and Source Y [agrees/disagrees] when it says βdirect quoteβ.β 1β2 marks
The sources also agree/disagree about statement summarising the point. Source X says βdirect quoteβ and Source Y [agrees/disagrees] when it says βdirect quoteβ.β 1β2 marks
How it's marked
1 mark for a simple comparison (what the sources agree/disagree about).
2 marks for a developed comparison, supported by specific references to each source.
Full marks by four simple comparisons, two developed comparisons, or a combination.
π‘One set of points will agree, one will disagree.
β Reveal marking schemeβΎ
Max 4 marks
These are possible/exemplar answers from the marking instructions β other valid points can also gain marks.
How marks are awarded
Candidates must interpret the evidence and make direct comparisons between sources. Candidates are expected to compare content directly on a point-by-point basis. They may compare the details in the sources and/or compare the viewpoints overall.
A simple comparison will indicate what points of detail or viewpoint the sources agree or disagree on and should be awarded 1 mark. A developed comparison of the points of detail or overall viewpoint should be awarded a second mark.
Overall: Overall β the sources disagree about the impact of the First World War on employment opportunities for women
Points of comparison
disagree
Source B: From the outbreak of war there was a steady increase in the female workforceβ¦
Source C: At the beginning of the war, thousands of women were unemployed.
disagree
Source B: The vital role they played in the war helped change many people's attitude to women.
Source C: Despite women's contribution to the war effort, it didn't change deep-seated beliefs many people had about the role of women.
disagree
Source B: When the war ended, many women voluntarily gave up their jobs to men returning from the fighting.
Source C: Many women wanted to keep their jobs but when the fighting ended, large numbers of women were sacked.
How fully6 marks2019Q24The Era of the Great War, 1900β1928
How fully does Source A explain the reasons why the Great War changed employment opportunities for women?
WFQ = words from the question β reuse in every point.
(Use the source and recall to reach a judgement.)
Tip: Highlight up to 3 pieces of evidence from the source (worth up to 3 marks) β then recall 3 points the source leaves out.
Highlight evidence β tap the text:
Source A
Source A explains the reasons why the Great War changed employment opportunities for women.
The war brought employment opportunities which otherwise would not have been available to women. Wartime recruitment among Glasgow tramways staff meant that there were few men left to run the system. Glasgow was the first city in Britain to employ women tram drivers and conductresses. They were a familiar sight in their green uniforms and long green tartan skirts. Women took over a variety of jobs such as postwomen. One particular factory in Bridgeton employed only war widows. However, women lasted only the length of the war in men's jobs.
π RAT sheet β how to structure your answerβΎ
How fully Β· Appears in all 3 sections
WFQ (words from the question)quote from the sourceomission β your own recall
Overall, Source X partly words from the question.β needed for full marks
Source X says βdirect quoteβ which meant that β¦β 1 mark (from source)
Source X also says βdirect quoteβ which meant that β¦β 1 mark (from source)
Source X also says βdirect quoteβ which meant that β¦β 1 mark (from source)
However, Source X doesnβt mention fact which meant that β¦β 1 mark (omission)
Source X also doesnβt mention fact which meant that β¦β 1 mark (omission)
Source X also doesnβt mention fact which meant that β¦β 1 mark (omission)
How it's marked
Up to 3 marks for points from the source that support your judgement.
Up to 4 marks for points of significant omission from recall.
Maximum 2 marks if no judgement is made, or if you refer only to the source.
π‘Use the source AND recall.
π‘Quote and then explain β show you understand it, donβt just repeat it.
π‘You must make a judgement (e.g. βthe source partly explainsβ¦β) or you are capped at 2 marks.
β Reveal marking schemeβΎ
Max 6 marks
These are possible/exemplar answers from the marking instructions β other valid points can also gain marks.
How marks are awarded
Up to a maximum of 6 marks in total, 1 mark should be awarded for each valid point selected from the source or each valid point of significant omission provided.
Candidates should be awarded up to 3 marks for their identification of points from the source which support their judgement.
Candidates should be awarded up to 4 marks for their identification of points of significant omission, based on their own knowledge, that support their judgement.
A maximum of 2 marks may be awarded for answers in which no judgement has been made or which refer only to the source.
Points from the source
the war brought employment opportunities which otherwise would not have been available to women
Glasgow was the first city in Britain to employ women tram drivers and conductresses
women also took over a variety of new jobs such as postwomen
one particular factory in Bridgeton employed only war widows
Points of significant omission
the war gave women the chance of a better paid job/in some cases double the wages they had been on before the war/however their pay was still not equal to a man doing the same job
huge expansion of munition industries created a great deal of employment opportunities for women
The Great War made it more acceptable for women to work/changing attitudes to female workforce/improved working conditions for women canteens, toilets, nurseries
women began to be employed in a range of traditional male jobs (for example engineering/offices/white collar/women were employed in a range of wartime industries such as land army/shipbuilding)
a great deal of employment opportunities were created in nursing/medical care (for example VAD FANY)
women gained new skills which helped some keep some jobs after the war
How fully6 marks2019 specimenQ24The Era of the Great War, 1900β1928
How fully does Source D explain the reasons for the decline of Scottish industries in the 1920s? (Use the source and recall to reach a judgement.)
WFQ = words from the question β reuse in every point.
Tip: Highlight up to 3 pieces of evidence from the source (worth up to 3 marks) β then recall 3 points the source leaves out.
Highlight evidence β tap the text:
Source D
Source D is about the decline of Scottish industries in the 1920s.
Before the First World War, the Scottish economy was very dependent on the traditional industries. When the war ended, there was a sharp drop in demand for Clyde-built warships. This decline in shipbuilding in the 1920s had a damaging effect on the iron and steel industries. Many of the companies had depended on shipbuilding for their orders. Despite increased competition from abroad, Scotland's manufacturers failed to invest in new technology. Not surprisingly, overseas markets lost during the war often preferred to stay with their new suppliers.
π RAT sheet β how to structure your answerβΎ
How fully Β· Appears in all 3 sections
WFQ (words from the question)quote from the sourceomission β your own recall
Overall, Source X partly words from the question.β needed for full marks
Source X says βdirect quoteβ which meant that β¦β 1 mark (from source)
Source X also says βdirect quoteβ which meant that β¦β 1 mark (from source)
Source X also says βdirect quoteβ which meant that β¦β 1 mark (from source)
However, Source X doesnβt mention fact which meant that β¦β 1 mark (omission)
Source X also doesnβt mention fact which meant that β¦β 1 mark (omission)
Source X also doesnβt mention fact which meant that β¦β 1 mark (omission)
How it's marked
Up to 3 marks for points from the source that support your judgement.
Up to 4 marks for points of significant omission from recall.
Maximum 2 marks if no judgement is made, or if you refer only to the source.
π‘Use the source AND recall.
π‘Quote and then explain β show you understand it, donβt just repeat it.
π‘You must make a judgement (e.g. βthe source partly explainsβ¦β) or you are capped at 2 marks.
β Reveal marking schemeβΎ
Max 6 marks
These are possible/exemplar answers from the marking instructions β other valid points can also gain marks.
How marks are awarded
Candidates must make a judgement about the extent to which the source provides a full description or explanation of a given event or development.
Candidates should be awarded up to 3 marks for their identification of points from the source which support their judgement. Candidates should be awarded up to 4 marks for their identification of points of significant omission, based on their own knowledge, that support their judgement. A maximum of 2 marks may be awarded for answers in which no judgement has been made or which refer only to the source.
Points from the source
when the war ended, there was a sharp drop in demand for Clyde-built warships
this decline of shipbuilding in the 1920s had a damaging effect on the iron and steel industries
Scotland's manufacturers failed to invest in new technology
overseas markets lost during the war often preferred to stay with their new suppliers.
Points of significant omission
pre-war lack of investment left Scottish shipyards using outdated methods/facilities/bad management
the slump of the 1920s had led to a drop in demand for merchant ships
industrial unrest (strikes) damaged the reputation of Scottish industries
overseas competitors continued to produce quality goods more cheaply than Scottish industries could after the war
increased use of electricity and oil cut demand for coal
new textiles such as rayon and nylon cut demand for traditional textiles such as cotton and wool.
Compare the views4 marks2019Q25The Era of the Great War, 1900β1928
Compare the views of Sources B and C about the post-war decline of Scotland's heavy industries.
WFQ = words from the question β reuse in every point.
(Compare the sources overall and/or in detail.)
Tip: Highlight 2β3 points of comparison β either where the sources agree OR where they disagree. You do not need both; pick one set and compare them point by point.
Highlight evidence β tap the text:
Source B
Sources B and C are about the post-war decline of Scotland's heavy industries.
After the war there was a slump in international trade. This and the adoption of new production methods combined to worsen the problems of Scottish heavy industries. During the 1920s, employment in Scottish shipbuilding and its associated industries fell. In the face of foreign competition, some of Scotland's shipyards had to close. The coal industry employed one-third fewer people in the 1920s than before the war as other countries could produce coal more cheaply.
Source C
Shipbuilding was the most important industry in Scotland and thousands of jobs depended on it. Many shipyards had to close because of foreign competition. Government spending on ships was cut to save money. Jobs were also lost in all of the industries that provided materials for the shipyards β iron, steel and coal. Coalmining declined because other countries could produce coal more efficiently. New sources of energy such as electricity also meant less demand for coal.
Overall, do the sources agree or disagree? (worth a mark for an overall comparison)
π RAT sheet β how to structure your answerβΎ
Compare the views Β· Appears in 2 sections
WFQ (words from the question)quote from the source
Overall, Sources X and Y [agree/disagree] about words from the question.β 1 mark (overall)
The sources agree/disagree about statement summarising the point. Source X says βdirect quoteβ and Source Y [agrees/disagrees] when it says βdirect quoteβ.β 1β2 marks
The sources also agree/disagree about statement summarising the point. Source X says βdirect quoteβ and Source Y [agrees/disagrees] when it says βdirect quoteβ.β 1β2 marks
How it's marked
1 mark for a simple comparison (what the sources agree/disagree about).
2 marks for a developed comparison, supported by specific references to each source.
Full marks by four simple comparisons, two developed comparisons, or a combination.
π‘One set of points will agree, one will disagree.
β Reveal marking schemeβΎ
Max 4 marks
These are possible/exemplar answers from the marking instructions β other valid points can also gain marks.
How marks are awarded
A simple comparison will indicate what points of detail or viewpoint the sources agree or disagree on and should be awarded 1 mark.
A developed comparison of the points of detail or overall viewpoint should be awarded a second mark.
Candidates may achieve full marks by making four simple comparisons, two developed comparisons (or by any combination of these).
Overall: Overall β the sources agree that Scotland's heavy industries all suffered after the Great War due to foreign competition and lack of demand.
Points of comparison
agree
Source B: During the 1920s, employment in Scottish shipbuilding and its associated industries fell.
Source C: Jobs were also lost in all of the industries that provided materials for the shipyards β iron, steel and coal.
agree
Source B: In the face of foreign competition, some of Scotland's shipyards had to close.
Source C: Many shipyards had to close because of foreign competition.
agree
Source B: The coal industry employed one-third fewer people in the 1920s than before the war as other countries could produce coal more cheaply.
Source C: Coalmining declined because other countries could produce coal more efficiently.
Explain6 marks2019 specimenQ25The Era of the Great War, 1900β1928
Explain the reasons why women gained the vote in 1918.
WFQ = words from the question β reuse in every point.
π RAT sheet β how to structure your answerβΎ
Explain Β· Appears in all 3 sections
WFQ (words from the question)your own recalled knowledge
One reason why words from the question was fact which meant that β¦β 1 mark
A second reason why words from the question was fact which meant that β¦β 1 mark
A third reason why words from the question was fact which meant that β¦β 1 mark
A fourth reason why words from the question was fact which meant that β¦β 1 mark
A fifth reason why words from the question was fact which meant that β¦β 1 mark
A sixth reason why words from the question was fact which meant that β¦β 1 mark
Example: One reason why women gained the vote in 1918 was that women burned down buildings like cricket pavilions, which meant that they gained publicity for the cause of votes for women.
How it's marked
1 mark for each accurate, relevant reason.
A second mark for each reason that is developed.
Each sentence/point must answer the question on its own.
β Reveal marking schemeβΎ
Max 6 marks
These are possible/exemplar answers from the marking instructions β other valid points can also gain marks.
How marks are awarded
Candidates must make a number of points that make the issue plain or clear, for example by showing connections between factors or causal relationships between events or ideas. These should be key reasons but there is no need for any evaluation or prioritising of these reasons.
Up to a maximum of 6 marks in total, 1 mark should be awarded for each accurate, relevant reason, and a second mark should be awarded for reasons that are developed.
Possible reasons
the women's campaigns for the vote had gradually gained momentum before the War
Suffragist peaceful campaign of persuasion gained support from across the social spectrum including men as well as women
women had gained voting rights in local elections and showed they could use it sensibly
there was a gradual widening of the franchise to men and a sense that it was only a matter of time before women were given the vote
the Suffragette militant campaigns kept the issue in the public eye/gained a lot of publicity
hunger strikes/force feeding in prison won public sympathy for votes for women
by calling off their campaign during the war, the women's groups gained a lot of respect and support for them being given the vote
women's work during the war was recognised as significant and persuaded many men that women deserved the vote
militant actions such as the Glasgow Rent Strikes reminded the government that women could resume their pre-war campaigning if ignored
voting laws had to be changed to allow returning soldiers the vote, which created the opportunity to give the vote to some women in 1918.
To what extent9 marks2018Q17The Era of the Great War, 1900β1928
To what extent was the machine gun the most effective weapon on the Western Front during the Great War?
WFQ = words from the question β reuse in every point.amber = the isolated factor to weigh up.
(Use recalled knowledge to introduce then present a balanced assessment of the influence of different factors and come to a reasoned conclusion.)
π RAT sheet β how to structure your answerβΎ
To what extent / How important / How successful Β· Appears in 2 sections
WFQ (words from the question)a factor
There are several reasons why words from the question. These include the isolated factor, FACTOR 2, and FACTOR 3.β 1 mark (introduction)
Some historians think the isolated factor was words from the question because _____. Also _____.β 1 KU mark per fact (up to 5)
However, other historians think FACTOR 2 was words from the question because _____. Also _____.β 1 mark (balance) + 1 KU per fact
Other historians think FACTOR 3 was words from the question because _____. Also _____.β 1 KU mark per fact
Overall, the isolated factor / FACTOR 2 / FACTOR 3 was the most important words from the question. This is because [reason why β does not need to be new].β 2 marks (conclusion)
How it's marked
5 marks for knowledge β 1 KU mark for each accurate, developed fact you give to support your factors (not too brief). If only one factor is presented, max 3 for knowledge.
Structure marks: 1 for an introduction, 1 for balance (more than one factor), 2 for a conclusion (1 for a valid judgement, 1 for a reason supporting it).
π‘It is asking: one factor is a reason β but there are others, so decide which was MOST important.
π‘Each fact you add (including every "Alsoβ¦") earns a KU mark, as long as it is developed and not too brief β up to 5.
β Reveal marking schemeβΎ
Max 9 marks
These are possible/exemplar answers from the marking instructions β other valid points can also gain marks.
How marks are awarded
Up to 5 marks can be given for relevant, factual, key points of knowledge used to support factors, with 1 mark given for each point (but one mark should be deducted if the process is not clear in at least two factors).
If only one factor is presented, a maximum of 3 marks should be given for relevant points of knowledge.
A further 4 marks can be given for providing the answer in a structured way and coming to a reasoned conclusion (1 mark introduction, 1 mark structure, 1 mark conclusion with a valid judgement, 1 mark for a reason in support of the judgement).
machine gun
machine gunβs casualty rate was much higher than that of regular rifles/the machine gun had the capability to fire 400-600 rounds per minute
the machine gun had a longer range than regular rifles/the use of cross fire made the machine gun deadly
it was the most effective defensive weapon in the trenches/but lacked mobility
at times less effective as barrel overheated and jammed
the tank
destroyed barbed wire defences/crossed no manβs land easily
bullet proof/shielded infantry during an attack on enemy trenches
very slow/often got stuck in the mud or broke down
gas
(chlorine/phosgene/mustard) β created panic and killed/wounded many by choking/blinding
less effective as it was weather dependent/impact of gas masks
artillery
killed/wounded the most men from long range
rifle
crucial ever-present infantry weapon/useful due to its mobility when the soldiers were attacking
aeroplanes
some success in reconnaissance/bombing enemy trenches
How fully6 marks2018Q18The Era of the Great War, 1900β1928
How fully does Source A describe the restrictions introduced under the Defence of the Realm Act?
WFQ = words from the question β reuse in every point.
(Use the source and recall to reach a judgement.)
Tip: Highlight up to 3 pieces of evidence from the source (worth up to 3 marks) β then recall 3 points the source leaves out.
Highlight evidence β tap the text:
Source A
Source A describes the restrictions introduced under the Defence of the Realm Act.
The Defence of the Realm Act (DORA) was introduced in August 1914. It stated that no-one was allowed to talk about the navy or the army in public places. You were also not allowed to spread rumours about military matters. You could not trespass on railway lines or bridges. It was added to as the war progressed and listed all the things that people were not allowed to do in wartime. In addition, British Summer Time was introduced to give more daylight hours for extra work.
π RAT sheet β how to structure your answerβΎ
How fully Β· Appears in all 3 sections
WFQ (words from the question)quote from the sourceomission β your own recall
Overall, Source X partly words from the question.β needed for full marks
Source X says βdirect quoteβ which meant that β¦β 1 mark (from source)
Source X also says βdirect quoteβ which meant that β¦β 1 mark (from source)
Source X also says βdirect quoteβ which meant that β¦β 1 mark (from source)
However, Source X doesnβt mention fact which meant that β¦β 1 mark (omission)
Source X also doesnβt mention fact which meant that β¦β 1 mark (omission)
Source X also doesnβt mention fact which meant that β¦β 1 mark (omission)
How it's marked
Up to 3 marks for points from the source that support your judgement.
Up to 4 marks for points of significant omission from recall.
Maximum 2 marks if no judgement is made, or if you refer only to the source.
π‘Use the source AND recall.
π‘Quote and then explain β show you understand it, donβt just repeat it.
π‘You must make a judgement (e.g. βthe source partly explainsβ¦β) or you are capped at 2 marks.
β Reveal marking schemeβΎ
Max 6 marks
These are possible/exemplar answers from the marking instructions β other valid points can also gain marks.
How marks are awarded
Candidates should be awarded up to 3 marks for their identification of points from the source which support their judgement.
Candidates should be awarded up to 4 marks for their identification of points of significant omission, based on their own knowledge, that support their judgement.
A maximum of 2 marks may be awarded for answers in which no judgement has been made or which refer only to the source.
Points from the source
it stated that no-one was allowed to talk about the navy or the army in public places
you were also not allowed to spread rumours about military matters
you could not trespass on railway lines or bridges
British Summer Time was introduced to give more daylight hours for extra work.
Points of significant omission
no-one was allowed to melt down gold or silver
no-one was allowed to light bonfires or fireworks
no-one was allowed to use invisible ink when writing abroad
no-one was allowed to ring church bells
the government could censor newspapers/letters
opening hours in pubs were cut/beer was watered down/customers in pubs were not allowed to buy a round of drinks.
Evaluate the usefulness5 marks2018Q19The Era of the Great War, 1900β1928
Evaluate the usefulness of Source B as evidence of womenβs work during the Great War.
WFQ = words from the question β reuse in every point.
(You may want to comment on what type of source it is, who wrote it, when they wrote it, why they wrote it, what they say and what has been missed out.)
Tip: Highlight up to 2 content points you would quote (content is worth up to 2 marks) β then consider author, purpose, timing and omission.
Highlight evidence β tap the text:
Source B β from a newspaper interview with Prime Minister David Lloyd George, published on 22 August 1918
Source B is from a newspaper interview with Prime Minister David Lloyd George, published on 22 August 1918.
I admire the splendid manner in which female volunteers came forward to work in administrative offices of all kinds. We would have been unable to cope during the past few months without women working in hospitals. The heroines who have flocked to work behind the front lines as ambulance drivers have faced daily danger. My message is: βWell done, carry on. You are helping to create a new world for yourselves and for your childrenβ.
π RAT sheet β how to structure your answerβΎ
Evaluate the usefulness Β· Appears in 2 sections
Remember COAT
πContent β what the source says
π«Omission β what the source leaves out
βοΈAuthor β who wrote it
πTiming β when it was written
WFQ (words from the question)quote from the source
Source X says β_____β. This is useful as it is accurate information about words from the question.β 1 mark (content)
Source X also says β_____β. This is useful as it is accurate information about words from the question.β 1 mark (content)
Source X omits _____. This makes the source less useful. Source X also omits _____. This makes the source less useful.β 1 mark (omission)
Source X was written by _____. This makes the source useful because they have personal / professional experience of, or are an expert in, words from the question.β 1 mark (author)
Source X was written in _____. This is useful as it was during the time of / has the benefit of hindsight about words from the question.β 1 mark (timing)
How it's marked
Maximum 4 marks for comments on author, type of source, purpose and timing.
Maximum 2 marks for comments on the content of the source.
Maximum 2 marks for comments on points of significant omission.
π‘You can also comment on the Purpose and Type of source.
β Reveal marking schemeβΎ
Max 5 marks
These are possible/exemplar answers from the marking instructions β other valid points can also gain marks.
How marks are awarded
A maximum of 4 marks can be given for evaluative comments relating to the author, type of source, purpose and timing.
A maximum of 2 marks may be given for evaluative comments relating to the content of the source.
A maximum of 2 marks may be given for evaluative comments relating to points of significant omission.
Points from the source
Author: David Lloyd George β Useful as he is the PM and has first-hand/eyewitness knowledge of the work done by women.
Type of source: Newspaper interview β Useful as interviews tend to be both factual and detailed.
Purpose: To inform/persuade β Useful as it praises the work done by women/provides detailed account of womenβs war work.
Timing: 22 August 1918 β Useful as it was written in the last year of the war.
Content: female volunteers came forward to work in administrative offices of all kinds. β Useful as it is accurate (women did volunteer to do various jobs on the home front).
Content: women working in hospitals. β Useful as it is accurate (many women did become nurses).
Content: The heroines who have flocked to work behind the front lines as ambulance drivers. β Useful as it is accurate (many women did work behind the front lines).
Points of significant omission
women worked in munition factories
the land army/on the land
on the trains as railway guards and ticket collectors/buses and tram conductors/emergency services like police/firefighters
some women also worked heavy or precision machinery in engineering/shipyards.
Explain6 marks2018Q20The Era of the Great War, 1900β1928
Explain the reasons why the Suffragettes harmed the cause of votes for women.
WFQ = words from the question β reuse in every point.
π RAT sheet β how to structure your answerβΎ
Explain Β· Appears in all 3 sections
WFQ (words from the question)your own recalled knowledge
One reason why words from the question was fact which meant that β¦β 1 mark
A second reason why words from the question was fact which meant that β¦β 1 mark
A third reason why words from the question was fact which meant that β¦β 1 mark
A fourth reason why words from the question was fact which meant that β¦β 1 mark
A fifth reason why words from the question was fact which meant that β¦β 1 mark
A sixth reason why words from the question was fact which meant that β¦β 1 mark
Example: One reason why women gained the vote in 1918 was that women burned down buildings like cricket pavilions, which meant that they gained publicity for the cause of votes for women.
How it's marked
1 mark for each accurate, relevant reason.
A second mark for each reason that is developed.
Each sentence/point must answer the question on its own.
β Reveal marking schemeβΎ
Max 6 marks
These are possible/exemplar answers from the marking instructions β other valid points can also gain marks.
How marks are awarded
1 mark should be given for each accurate, relevant reason, and a second mark should be given for reasons that are developed.
Candidates may achieve full marks by providing six straightforward reasons, three developed reasons (or a combination of these).
Possible reasons
militancy created lots of bad publicity which made achieving the vote much less likely/portrayed women as unfit to vote
Suffragettes smashed shop windows which angered business owners
Suffragettes interrupted political meetings which annoyed politicians
Emily Davisonβs actions at the Derby outraged the nation
Suffragettes slashing paintings upset many people
attacking politicians made many people view Suffragettes as too immature to vote
chaining themselves to public buildings made many view Suffragettes as a nuisance
arson attacks (eg racecourses, post boxes) turned many against the cause
use of letter bombs made many think women were not responsible enough to vote
acid attacks (eg golf clubs) turned many against the cause
some Suffragettes viewed as unpatriotic for not supporting the war effort.
Describe5 marks2017Q17β³ Older formatThe Era of the Great War, 1900β1928
Describe the conditions Scottish soldiers faced in the trenches.
WFQ = words from the question β reuse in every point.
π RAT sheet β how to structure your answerβΎ
Describe Β· Appears in 2 sections
WFQ (words from the question)
One words from the question was β¦β 1 mark
A second words from the question was β¦β 1 mark
A third words from the question was β¦β 1 mark
A fourth words from the question was β¦β 1 mark
Example: One use of new technology on the Western Front during the First World War was mustard gas, which was used to blind soldiers and make it more difficult for them to fight.
How it's marked
1 mark for each accurate, relevant key point of knowledge.
A second mark for each point that is developed.
Full marks by four straightforward points, two developed points, or a combination.
β Reveal marking schemeβΎ
Max 5 marks
These are possible/exemplar answers from the marking instructions β other valid points can also gain marks.
How marks are awarded
1 mark should be given for each accurate relevant key point of knowledge.
A second mark should be given for each point that is developed, up to a maximum of 5 marks.
Candidates may achieve full marks by providing five straightforward points, by making three developed points, or a combination of these.
Possible points of knowledge
the trenches were often flooded/muddy
the soldiers had little protection from the weather/cold in winter
constant strain of gunfire/explosions (eg threat of snipers, shellshock)
terrible smell in the trenches (eg rotting corpses, open latrines)
discomfort caused by lice/flies
problems caused by conditions such as: trench foot; trench mouth
danger of gas; blisters; blindness; suffocation
problem of rats searching for food/spreading diseases
difficulty of coping with seeing friends wounded or killed
Explain5 marks2017Q18β³ Older formatThe Era of the Great War, 1900β1928
Explain the reasons why rationing was introduced during the Great War.
WFQ = words from the question β reuse in every point.
π RAT sheet β how to structure your answerβΎ
Explain Β· Appears in all 3 sections
WFQ (words from the question)your own recalled knowledge
One reason why words from the question was fact which meant that β¦β 1 mark
A second reason why words from the question was fact which meant that β¦β 1 mark
A third reason why words from the question was fact which meant that β¦β 1 mark
A fourth reason why words from the question was fact which meant that β¦β 1 mark
A fifth reason why words from the question was fact which meant that β¦β 1 mark
A sixth reason why words from the question was fact which meant that β¦β 1 mark
Example: One reason why women gained the vote in 1918 was that women burned down buildings like cricket pavilions, which meant that they gained publicity for the cause of votes for women.
How it's marked
1 mark for each accurate, relevant reason.
A second mark for each reason that is developed.
Each sentence/point must answer the question on its own.
β Reveal marking schemeβΎ
Max 5 marks
These are possible/exemplar answers from the marking instructions β other valid points can also gain marks.
How marks are awarded
Candidates must show a causal relationship between events.
1 mark should be given for each accurate, relevant reason, and a second mark should be given for reasons that are developed.
Candidates may achieve full marks by providing five straightforward reasons, three developed reasons, or a combination of these.
Possible reasons
health was being affected by lack of food/malnutrition
some people were starving
soldiers took priority therefore there was less food on the Home Front
vital war workers needed fed adequately to produce weapons etc
U-boats sank many supply ships which reduced the amount of food available
there was a limit to what civilians could grow (especially in cities)
food became expensive/prices of goods rose faster than peoples' wages
farm production affected by recruitment of labourers/requisitioning of horses
failure of propaganda campaigns to limit food waste
rationing introduced to maintain a fair supply of food/necessary to maintain high morale on the Home Front
How fully5 marks2017Q19β³ Older formatThe Era of the Great War, 1900β1928
How fully does Source A describe the changing role of women during the Great War? (Use the source and recall to reach a judgement.)
WFQ = words from the question β reuse in every point.
Tip: Highlight up to 3 pieces of evidence from the source (worth up to 3 marks) β then recall 3 points the source leaves out.
Highlight evidence β tap the text:
Source A
Source A describes the changing role of women during the Great War.
The Great War was a crucial time for women. This is because it gave women an opportunity to prove themselves in a male-dominated society, doing more than cleaning the house and looking after children. With so many men going to war, there was a large gap in employment and women responded by replacing men in the workplace. The Women's Royal Air Force was created, where women worked on planes as mechanics. Some of the less well known roles of women in the war included selling war bonds.
π RAT sheet β how to structure your answerβΎ
How fully Β· Appears in all 3 sections
WFQ (words from the question)quote from the sourceomission β your own recall
Overall, Source X partly words from the question.β needed for full marks
Source X says βdirect quoteβ which meant that β¦β 1 mark (from source)
Source X also says βdirect quoteβ which meant that β¦β 1 mark (from source)
Source X also says βdirect quoteβ which meant that β¦β 1 mark (from source)
However, Source X doesnβt mention fact which meant that β¦β 1 mark (omission)
Source X also doesnβt mention fact which meant that β¦β 1 mark (omission)
Source X also doesnβt mention fact which meant that β¦β 1 mark (omission)
How it's marked
Up to 3 marks for points from the source that support your judgement.
Up to 4 marks for points of significant omission from recall.
Maximum 2 marks if no judgement is made, or if you refer only to the source.
π‘Use the source AND recall.
π‘Quote and then explain β show you understand it, donβt just repeat it.
π‘You must make a judgement (e.g. βthe source partly explainsβ¦β) or you are capped at 2 marks.
β Reveal marking schemeβΎ
Max 5 marks
These are possible/exemplar answers from the marking instructions β other valid points can also gain marks.
How marks are awarded
Candidates must make an overall judgement about how fully the source explains the events.
1 mark may be given for each valid point interpreted from the source or each valid point of significant omission provided.
Candidates should be given up to 3 marks for points from the source; up to 4 marks for points of significant omission.
A maximum of 2 marks may be given for answers which refer only to the source.
Points from the source
it gave women an opportunity to prove themselves in a male-dominated society (doing more than cleaning the house and tending to the children)
(with so many men going to war there was a large gap in employment and) women responded by replacing men in the workplace
Women's Royal Air Force was created/women worked on planes as mechanics
less well known roles of women in the war included selling war bonds
Points of significant omission
they worked in heavy industry
they worked in public transport (eg railways, trams, buses)
in farming and forestry/Land Army
they joined the newly formed women's police force
they joined the women's WRENS, WAACS/further details about the WRAF
Evaluate the usefulness5 marks2017Q20β³ Older formatThe Era of the Great War, 1900β1928
Evaluate the usefulness of Source B as evidence of the effects of the Great War on Scotland's industries.
WFQ = words from the question β reuse in every point.
(You may want to comment on what type of source it is, who wrote it, when they wrote it, why they wrote it, what they say and what has been missed out.)
Tip: Highlight up to 2 content points you would quote (content is worth up to 2 marks) β then consider author, purpose, timing and omission.
Highlight evidence β tap the text:
Source B
Source B is from a textbook written by a modern historian in 1989.
The Great War had a considerable impact on Scotland's fishing industry. By 1919 the hundreds of fishing boats that had been working for the Royal Navy were free again to go fishing. It meant there were far more boats chasing the same amount of fish, and many boats could not make enough money to stay in business. On top of that it was far more difficult to sell fish. Before the war most of the herring that were caught were sold to Germany and Russia.
π RAT sheet β how to structure your answerβΎ
Evaluate the usefulness Β· Appears in 2 sections
Remember COAT
πContent β what the source says
π«Omission β what the source leaves out
βοΈAuthor β who wrote it
πTiming β when it was written
WFQ (words from the question)quote from the source
Source X says β_____β. This is useful as it is accurate information about words from the question.β 1 mark (content)
Source X also says β_____β. This is useful as it is accurate information about words from the question.β 1 mark (content)
Source X omits _____. This makes the source less useful. Source X also omits _____. This makes the source less useful.β 1 mark (omission)
Source X was written by _____. This makes the source useful because they have personal / professional experience of, or are an expert in, words from the question.β 1 mark (author)
Source X was written in _____. This is useful as it was during the time of / has the benefit of hindsight about words from the question.β 1 mark (timing)
How it's marked
Maximum 4 marks for comments on author, type of source, purpose and timing.
Maximum 2 marks for comments on the content of the source.
Maximum 2 marks for comments on points of significant omission.
π‘You can also comment on the Purpose and Type of source.
β Reveal marking schemeβΎ
Max 5 marks
These are possible/exemplar answers from the marking instructions β other valid points can also gain marks.
How marks are awarded
Candidates must make a judgement about the usefulness of the source and support this by making evaluative comments on identified aspects of the source.
1 mark should be given for each relevant comment made, up to a maximum of 5 marks in total.
A maximum of 4 marks can be given for evaluative comments relating to the author, type of source, purpose and timing.
A maximum of 2 marks may be given for comments relating to the content of the source; a maximum of 2 marks for points of significant omission.
Author/Type/Purpose/Timing
Author: Modern Historian β Useful because he has expert knowledge/has studied a range of relevant sources
Type of Source: A text book/history book β Useful because it contains straightforward factual information without bias/well researched
Purpose: To inform β Useful because it provides detailed information
Timing: 1989 β Useful because it has the benefit of hindsight
Points from the source
the hundreds of fishing boats that had been working for the Royal Navy were free again to go fishing β Useful as it is accurate (wartime restrictions were lifted and fishing grounds reopened)
It meant there were far more boats chasing the same amount of fish/many boats could not make enough money to stay in business β Useful as it is accurate (many boats did go out of business)
On top of that it was far more difficult to sell fish (Before the war most of the herring that were caught were sold to Germany and Russia) β Useful as it is accurate (Germany and Russia were both in chaos after the war)
Points of significant omission
many industries received a boost during the war (eg shipbuilding, jute)
people at home were eating a lot less fish which decreased demand/European countries started to compete strongly with Scottish fleets and in 1920 the government removed the guaranteed price for herring
some fishing boats were in poor condition after wartime so not as productive
many industries declined after the war due to lack of wartime demand (eg agriculture, coal, jute)
Explain6 marks2016Q13β³ Older formatThe Era of the Great War, 1900β1928
Explain the reasons why so many Scots volunteered to fight in the Great War.
WFQ = words from the question β reuse in every point.
π RAT sheet β how to structure your answerβΎ
Explain Β· Appears in all 3 sections
WFQ (words from the question)your own recalled knowledge
One reason why words from the question was fact which meant that β¦β 1 mark
A second reason why words from the question was fact which meant that β¦β 1 mark
A third reason why words from the question was fact which meant that β¦β 1 mark
A fourth reason why words from the question was fact which meant that β¦β 1 mark
A fifth reason why words from the question was fact which meant that β¦β 1 mark
A sixth reason why words from the question was fact which meant that β¦β 1 mark
Example: One reason why women gained the vote in 1918 was that women burned down buildings like cricket pavilions, which meant that they gained publicity for the cause of votes for women.
How it's marked
1 mark for each accurate, relevant reason.
A second mark for each reason that is developed.
Each sentence/point must answer the question on its own.
β Reveal marking schemeβΎ
Max 6 marks
These are possible/exemplar answers from the marking instructions β other valid points can also gain marks.
How marks are awarded
Candidates must show a causal relationship between events.
1 mark should be given for each accurate, relevant reason, and a second mark should be given for reasons that are developed.
Candidates may achieve full marks by providing six straightforward reasons, three developed reasons, or a combination of these.
Patriotism/Martial Tradition
Patriotic appeal of slogans/people were carried away by a wave of patriotism
Scotland already had a proud military/martial tradition
Xenophobia
Scots affected by stories of spies and βBelgian Atrocitiesβ of German Army
Local Loyalties
the Cameronians recruited largely from Glasgow and Lanarkshire. The Royal Scots tended to attract men from Edinburgh
after 13 Hearts players signed up, 600 Hearts supporters in six days also joined the 16th Royal Scots which became known as McCraeβs Battalion
Adventure
opportunity to see new places and countries and perform heroic deeds β and/or quite possibly to leave behind a boring or difficult job
the attraction of setting out on this great adventure with your friends was possible by the formation of βpalsβ battalionsβ
Peer Pressure
peer pressure from family, friends and wider society/sense of duty
women were encouraged to press men into service eg white feather campaign
Economic Necessity
fear of unemployment was probably an important factor in joining up/recruitment in high unemployment areas more successful than in low
Earl of Wemyss threatened to dismiss any employee who failed to join up
Propaganda
Posters/Newspapers/Government propaganda
any other valid reason that meets the criteria described in the general marking instructions for this kind of question (see column to left).
To what extent8 marks2016Q14β³ Older formatThe Era of the Great War, 1900β1928
To what extent did food shortages have the biggest impact on Scottish civilians during the Great War?
WFQ = words from the question β reuse in every point.amber = the isolated factor to weigh up.
(You must use recalled knowledge to present a balanced assessment of the influence of different factors and come to a reasoned conclusion.)
π RAT sheet β how to structure your answerβΎ
To what extent / How important / How successful Β· Appears in 2 sections
WFQ (words from the question)a factor
There are several reasons why words from the question. These include the isolated factor, FACTOR 2, and FACTOR 3.β 1 mark (introduction)
Some historians think the isolated factor was words from the question because _____. Also _____.β 1 KU mark per fact (up to 5)
However, other historians think FACTOR 2 was words from the question because _____. Also _____.β 1 mark (balance) + 1 KU per fact
Other historians think FACTOR 3 was words from the question because _____. Also _____.β 1 KU mark per fact
Overall, the isolated factor / FACTOR 2 / FACTOR 3 was the most important words from the question. This is because [reason why β does not need to be new].β 2 marks (conclusion)
How it's marked
5 marks for knowledge β 1 KU mark for each accurate, developed fact you give to support your factors (not too brief). If only one factor is presented, max 3 for knowledge.
Structure marks: 1 for an introduction, 1 for balance (more than one factor), 2 for a conclusion (1 for a valid judgement, 1 for a reason supporting it).
π‘It is asking: one factor is a reason β but there are others, so decide which was MOST important.
π‘Each fact you add (including every "Alsoβ¦") earns a KU mark, as long as it is developed and not too brief β up to 5.
β Reveal marking schemeβΎ
Max 8 marks
These are possible/exemplar answers from the marking instructions β other valid points can also gain marks.
How marks are awarded
Candidates must use knowledge to present a balanced assessment of the influence of different possible factors and come to a reasoned conclusion.
Up to 5 marks are allocated for relevant points of knowledge used to support factors (but one mark should be deducted if the process is not clear in at least two factors). 1 mark should be given for each relevant, factual key point of knowledge used to support a factor. If only one factor is presented, a maximum of 3 marks should be given for relevant points of knowledge.
Up to 3 marks should be given for presenting the answer in a structured way, leading to a conclusion which addresses the question: 1 mark for a structured answer with knowledge organised in support of different factors; 1 mark for a conclusion with a valid judgement or overall summary; 1 mark for a reason being provided in support of the judgement.
Food Shortages
Voluntary rationing had little impact/ posters discouraged people from wasting food
People started to keep an allotment to grow food
The contribution of the Womenβs Land Army
Conscientious Objectors were used to produce food
Parks and tennis courts turned into vegetable plots
Rationing introduced for certain foodstuff from 1917
Substitute foods were used/standard loaves made using powdered potato flour and beans
Rationing had some health benefits
Game such as rabbit was eaten-especially by country dwellers
Black market existed for those who could afford it
People had to queue for some foods/on occasion food lorries hijacked
DORA
Blackouts
Restrictions to pub opening hours/watering down of alcohol
Censorship
Conscription
Loss of loved ones
Mourning huge numbers of soldiers killed
Changing role of women
Women became head of household
Difficulties experienced balancing work with looking after the children
More women working than ever before
Details about Land Army/Munitions factories/nursing etc
Experienced more freedom/equality
Other factors
any other valid point (including more details of DORA restrictions)
Evaluate the usefulness6 marks2016Q15β³ Older formatThe Era of the Great War, 1900β1928
Evaluate the usefulness of Source A as evidence of the extension of the right to vote by 1918.
WFQ = words from the question β reuse in every point.
(You may want to comment on what type of source it is, who wrote it, when they wrote it, why they wrote it, what they say and what has been missed out.)
Tip: Highlight up to 2 content points you would quote (content is worth up to 2 marks) β then consider author, purpose, timing and omission.
Highlight evidence β tap the text:
Source A
Source A is from βScotland and the Impact of the Great War 1914β1918β a book written by the historian John Kerr in 2010.
The 1918 Representation of the People Act gave some women over 30 the vote in national elections. They had to be either householders or the wives of householders, occupiers of property with an annual rent of Β£5 or graduates of British universities. The electorate increased to about 21 million, of which 8Β·4 million were women. By the end of the 1920s women over 21 were also given the vote.
π RAT sheet β how to structure your answerβΎ
Evaluate the usefulness Β· Appears in 2 sections
Remember COAT
πContent β what the source says
π«Omission β what the source leaves out
βοΈAuthor β who wrote it
πTiming β when it was written
WFQ (words from the question)quote from the source
Source X says β_____β. This is useful as it is accurate information about words from the question.β 1 mark (content)
Source X also says β_____β. This is useful as it is accurate information about words from the question.β 1 mark (content)
Source X omits _____. This makes the source less useful. Source X also omits _____. This makes the source less useful.β 1 mark (omission)
Source X was written by _____. This makes the source useful because they have personal / professional experience of, or are an expert in, words from the question.β 1 mark (author)
Source X was written in _____. This is useful as it was during the time of / has the benefit of hindsight about words from the question.β 1 mark (timing)
How it's marked
Maximum 4 marks for comments on author, type of source, purpose and timing.
Maximum 2 marks for comments on the content of the source.
Maximum 2 marks for comments on points of significant omission.
π‘You can also comment on the Purpose and Type of source.
β Reveal marking schemeβΎ
Max 6 marks
These are possible/exemplar answers from the marking instructions β other valid points can also gain marks.
How marks are awarded
Candidates must make a judgement about the usefulness of the source and support this by making evaluative comments on identified aspects of the source.
1 mark should be given for each relevant comment made, up to a maximum of 6 marks in total.
A maximum of 4 marks can be given for evaluative comments relating to the author, type of source, purpose and timing.
A maximum of 2 marks may be given for comments relating to the content of the source; a maximum of 2 marks may be given for comments relating to points of significant omission.
Author: Historian John Kerr
Useful as he is a well-informed expert/will have researched the issue (using a variety of primary sources)
Type of Source: Book
Useful because it is a factual viewpoint on the extension on the right to vote
Purpose: To inform
Useful as it is balanced/no evidence of historical bias
Timing: 2010
Useful as it is a secondary source written with the benefit of hindsight
Content
The 1918 Representation of the People Act gave some women over 30 the vote in national elections β Useful as it accurately states that the franchise was restricted to βsomeβ women.
They had to be either: householders or the wives of householders, occupiers of property with an annual rent of Β£5, graduates of British universities β Useful as it accurately explains the qualifications required for women to get the vote.
The electorate increased to about 21 million, of which 8.4 million were women β Useful as it accurately gives the statistical evidence of the increase in the franchise.
Points of significant omission
it gave the right to vote to all men over 21
women still did not have the vote on the same terms as men
19 if they had been on active service in the armed forces
women now made up 40% of the total voters
any other valid point that meets the criteria described in the general marking instructions for this kind of question (see column to left)
How fully6 marks2015Q17β³ Older formatThe Era of the Great War, 1910β1928
How fully does Source A describe the impact tanks had on fighting on the Western Front during the Great War?
WFQ = words from the question β reuse in every point.
(Use Source A and recall.)
Tip: Highlight up to 3 pieces of evidence from the source (worth up to 3 marks) β then recall 3 points the source leaves out.
Highlight evidence β tap the text:
Source A
Source A is about the use of tanks on the Western Front.
Thirty-six tanks led the way in an attack at Flers. The sudden appearance of the new weapon stunned their German opponents. However, Sir Douglas Haig used them before they were truly battle ready in an attempt to break the trench stalemate. These early tanks were very slow moving. They often broke down. Tanks often became stuck in the heavy mud of no manβs land. Conditions for the tank crews were awful. The heat generated inside the tank was tremendous and fumes often nearly choked the men inside.
π RAT sheet β how to structure your answerβΎ
How fully Β· Appears in all 3 sections
WFQ (words from the question)quote from the sourceomission β your own recall
Overall, Source X partly words from the question.β needed for full marks
Source X says βdirect quoteβ which meant that β¦β 1 mark (from source)
Source X also says βdirect quoteβ which meant that β¦β 1 mark (from source)
Source X also says βdirect quoteβ which meant that β¦β 1 mark (from source)
However, Source X doesnβt mention fact which meant that β¦β 1 mark (omission)
Source X also doesnβt mention fact which meant that β¦β 1 mark (omission)
Source X also doesnβt mention fact which meant that β¦β 1 mark (omission)
How it's marked
Up to 3 marks for points from the source that support your judgement.
Up to 4 marks for points of significant omission from recall.
Maximum 2 marks if no judgement is made, or if you refer only to the source.
π‘Use the source AND recall.
π‘Quote and then explain β show you understand it, donβt just repeat it.
π‘You must make a judgement (e.g. βthe source partly explainsβ¦β) or you are capped at 2 marks.
β Reveal marking schemeβΎ
Max 6 marks
These are possible/exemplar answers from the marking instructions β other valid points can also gain marks.
How marks are awarded
Candidates must make an overall judgement about how fully the source explains the events.
1 mark may be given for each valid point interpreted from the source or each valid point of significant omission provided.
Up to 3 marks for interpretation of relevant parts of the source where at least one point of significant omission is also identified.
A maximum of 2 marks may be given for answers which refer only to the source.
Points from the source
the sudden appearance of the new weapon stunned their German opponents
early tanks were very slow moving.
they often broke down
tanks often became stuck in the heavy mud of no manβs land.
Points of significant omission
they destroyed enemy machine guns/enemy pill boxes (concrete emplacements)
were a great life-saver of infantry/gave protection to advancing troops crossing no-manβs land
raised British morale at crucial period in war.
were more effective than an artillery bombardment/allowed element of surprise/short bombardment
cross-country mobility allowed them to go over rough ground/no-manβs land
smashed gaps in the barbed-wire
able to cross enemy trenches
their 6 pounder guns and machine-guns could clear enemy troops out of their trenches
their armour meant bullets couldnβt stop them
could only be stopped by a direct shell hit
some initial success at Cambrai
their advance was blocked by wide ditches, rivers, canals etc
land captured by tanks often lost when Germans counterattacked/tanks could capture land but not hold it.
massed tank attacks in 1917 & 1918 helped break German morale and win war
Compare the views4 marks2015Q18β³ Older formatThe Era of the Great War, 1910β1928
Compare the views of Sources B and C about conditions in the trenches.
WFQ = words from the question β reuse in every point.
(Compare the sources overall and/or in detail.)
Tip: Highlight 2β3 points of comparison β either where the sources agree OR where they disagree. You do not need both; pick one set and compare them point by point.
Highlight evidence β tap the text:
Source B
Sources B and C are about conditions in the trenches.
I sincerely hope it will not freeze. It is so hard on the poor men in trenches standing in very deep mud. Water is often up to their waists. A frost will mean so many frozen feet. I spent my New Yearβs Eve in a dugout lying on a stretcher on the floor with a wounded man over me. Rats were playing about all over. Shells burst all round and shook the place.
Source C
If anyone had to go to the company on our right he had to walk through thirty yards of waterlogged trench, which was chest-deep in water in some places. The duckboard track was constantly shelled, and in places a hundred yards of it had been blown to smithereens. It was better to keep off the track when walking back and forth. Soldiers had to make their way sometimes through very heavy mud.
Overall, do the sources agree or disagree? (worth a mark for an overall comparison)
π RAT sheet β how to structure your answerβΎ
Compare the views Β· Appears in 2 sections
WFQ (words from the question)quote from the source
Overall, Sources X and Y [agree/disagree] about words from the question.β 1 mark (overall)
The sources agree/disagree about statement summarising the point. Source X says βdirect quoteβ and Source Y [agrees/disagrees] when it says βdirect quoteβ.β 1β2 marks
The sources also agree/disagree about statement summarising the point. Source X says βdirect quoteβ and Source Y [agrees/disagrees] when it says βdirect quoteβ.β 1β2 marks
How it's marked
1 mark for a simple comparison (what the sources agree/disagree about).
2 marks for a developed comparison, supported by specific references to each source.
Full marks by four simple comparisons, two developed comparisons, or a combination.
π‘One set of points will agree, one will disagree.
β Reveal marking schemeβΎ
Max 4 marks
These are possible/exemplar answers from the marking instructions β other valid points can also gain marks.
How marks are awarded
Candidates must make direct comparisons of the two sources, either overall or in detail.
A simple comparison will indicate what points of detail or overall viewpoint they agree or disagree about and should be given 1 mark.
A developed comparison of the points of detail or overall viewpoint should be given 2 marks.
Candidates may achieve full marks by making four simple comparisons, two developed comparisons or by a combination of these.
Overall: The sources agree the conditions in the trenches were terrible.
Points of comparison
agree
Source B: poor men in trenches standing in very deep mud
Source C: soldiers had to make their way sometimes through very heavy mud
agree
Source B: water is often up to their waists
Source C: thirty yards of waterlogged trench/chest-deep in water in some places
agree
Source B: shells burst all round and shook the place
Source C: the duckboard track was constantly shelled, and in places a hundred yards of it had been blown to smithereens
Explain5 marks2015Q19β³ Older formatThe Era of the Great War, 1910β1928
Explain the reasons why some people were unhappy with government restrictions like DORA.
WFQ = words from the question β reuse in every point.
π RAT sheet β how to structure your answerβΎ
Explain Β· Appears in all 3 sections
WFQ (words from the question)your own recalled knowledge
One reason why words from the question was fact which meant that β¦β 1 mark
A second reason why words from the question was fact which meant that β¦β 1 mark
A third reason why words from the question was fact which meant that β¦β 1 mark
A fourth reason why words from the question was fact which meant that β¦β 1 mark
A fifth reason why words from the question was fact which meant that β¦β 1 mark
A sixth reason why words from the question was fact which meant that β¦β 1 mark
Example: One reason why women gained the vote in 1918 was that women burned down buildings like cricket pavilions, which meant that they gained publicity for the cause of votes for women.
How it's marked
1 mark for each accurate, relevant reason.
A second mark for each reason that is developed.
Each sentence/point must answer the question on its own.
β Reveal marking schemeβΎ
Max 5 marks
These are possible/exemplar answers from the marking instructions β other valid points can also gain marks.
How marks are awarded
Candidates must show a causal relationship between events.
1 mark should be given for each accurate, relevant reason, and a second mark should be given for reasons that are developed.
Candidates may achieve full marks by providing five straightforward reasons, three developed reasons, or a combination of these.
Possible reasons
people were unhappy that they could not strike for better working conditions/pay
people were upset with censorship of the press/the censorship of private correspondence related to the war
people disliked the treatment of/restriction of movement of foreign nationals/many were interned
pub owners were unhappy with restrictions on alcohol/limitation of pub opening hours/watering down of alcohol/the effect on their ability to make a living
blackouts made it dangerous to get around at night
pigeon fanciers resented the complication of having to have a licence to keep their birds/other seemingly trivial restrictions annoyed people (e. g. not being able to fly kites/buy binoculars)
people could be fined/arrested/imprisoned for breaking the terms of DORA
some resented the restrictions of their civil liberties
government took control of land to turn it over to food production, which landowners
people resented restrictions on movement around railways and docks
other government restrictions were resented (redirection of labour, leaving certificates, conscription, rationing)
Describe5 marks2015Q20β³ Older formatThe Era of the Great War, 1910β1928
Describe the economic difficulties faced by Scotland after the Great War.
WFQ = words from the question β reuse in every point.
π RAT sheet β how to structure your answerβΎ
Describe Β· Appears in 2 sections
WFQ (words from the question)
One words from the question was β¦β 1 mark
A second words from the question was β¦β 1 mark
A third words from the question was β¦β 1 mark
A fourth words from the question was β¦β 1 mark
Example: One use of new technology on the Western Front during the First World War was mustard gas, which was used to blind soldiers and make it more difficult for them to fight.
How it's marked
1 mark for each accurate, relevant key point of knowledge.
A second mark for each point that is developed.
Full marks by four straightforward points, two developed points, or a combination.
β Reveal marking schemeβΎ
Max 5 marks
These are possible/exemplar answers from the marking instructions β other valid points can also gain marks.
How marks are awarded
1 mark should be given for each accurate relevant key point of knowledge.
A second mark should be given for each point that is developed, up to a maximum of 5 marks.
Candidates may achieve full marks by providing five straightforward points, by making three developed points, or a combination of these.
Possible points of knowledge
foreign competition affected industries (such as coal, iron, steel, jute and shipbuilding)
downturn in demand affected industries (such as shipbuilding, iron, steel and jute)
poor industrial relations was a difficulty
high unemployment in certain industries/areas
shortages of skilled manpower/materials also led to problems
the collapse of foreign markets for herring greatly affected the industry
much of the fishing fleet needed to be replaced/compensation was inadequate
the price of goods collapsed (the government removed the guaranteed price for herring in 1920/food prices fell)
coal industry in decline due to competition from electricity
Describe5 marks2014Q1β³ Older formatThe Era of the Great War, 1910β1928
Describe the use of new technology on the Western Front.
WFQ = words from the question β reuse in every point.
π RAT sheet β how to structure your answerβΎ
Describe Β· Appears in 2 sections
WFQ (words from the question)
One words from the question was β¦β 1 mark
A second words from the question was β¦β 1 mark
A third words from the question was β¦β 1 mark
A fourth words from the question was β¦β 1 mark
Example: One use of new technology on the Western Front during the First World War was mustard gas, which was used to blind soldiers and make it more difficult for them to fight.
How it's marked
1 mark for each accurate, relevant key point of knowledge.
A second mark for each point that is developed.
Full marks by four straightforward points, two developed points, or a combination.
β Reveal marking schemeβΎ
Max 5 marks
These are possible/exemplar answers from the marking instructions β other valid points can also gain marks.
How marks are awarded
1 mark should be given for each accurate relevant key point of knowledge.
A second mark should be given for each point that is developed, up to a maximum of 5 marks.
Candidates may achieve full marks by providing five straightforward points, by making three developed points, or a combination of these.
Possible points of knowledge
Use of Tanks: Able to cross trenches/crush barbed wire; Use fascines to cross trenches; Scattered German infantry; Achieved some success/at Cambrai; Protected the infantry going forward; Were armoured/bullet proof/equipped with machine guns/six pound guns; However were easily bogged down/inefficient/unreliable/dangerous or uncomfortable for the crew
Use of Machine guns: Vickers was highly efficient/successful/accurate weapon; Could fire up to 600 bullets a minute; Killed thousands of men; Development of portable machine guns
Use of Aircraft: Used for reconnaissance, ascertain enemy actions; Used to photograph enemy lines; Used to protect troops in the trenches; Fighter planes built to shoot down enemy planes; Used to bomb enemy trenches; Used to strafe enemy trenches
Use of Gas: Germans were first to use gas at Ypres in 1915 British use of gas eg β¦; operation of gas canisters/shells; delivery; unreliability; different types of gas used (chlorine, mustard, phosgene, tear); surprise/fear/panic factor of gas; importance of weather/wind direction; effects of gas (suffocating/choking, blinding, blisters/burns); use of gas masks; soldiers urinated on hankies; gas rarely used after 1917 as the Germans ran out of chemicals; (initially) killed thousands; (overall) more injuries than deaths
Development of range finding techniques for heavy artillery
Evaluate the usefulness5 marks2014Q2β³ Older formatThe Era of the Great War, 1910β1928
Evaluate the usefulness of Source A as evidence of the impact of the Great War on Scottish women.
WFQ = words from the question β reuse in every point.
(You may want to comment on who wrote it, when they wrote it, why they wrote it, what they say or what has been missed out.)
Tip: Highlight up to 2 content points you would quote (content is worth up to 2 marks) β then consider author, purpose, timing and omission.
Highlight evidence β tap the text:
Source A
Source A is from the memoirs of David Lloyd George who was in charge of the Ministry of Munitions in 1915.
The courage of the women engaged in these factories has never been sufficiently recognised. They had to work under conditions of real danger to life. What some of them probably dreaded more was horrible disfigurement β for one of the risks of the shell filling factories was toxic jaundice resulting from TNT poisoning. The poor girls were nicknamed "canaries". They were quite proud of this. They had earned it in the path of duty.
π RAT sheet β how to structure your answerβΎ
Evaluate the usefulness Β· Appears in 2 sections
Remember COAT
πContent β what the source says
π«Omission β what the source leaves out
βοΈAuthor β who wrote it
πTiming β when it was written
WFQ (words from the question)quote from the source
Source X says β_____β. This is useful as it is accurate information about words from the question.β 1 mark (content)
Source X also says β_____β. This is useful as it is accurate information about words from the question.β 1 mark (content)
Source X omits _____. This makes the source less useful. Source X also omits _____. This makes the source less useful.β 1 mark (omission)
Source X was written by _____. This makes the source useful because they have personal / professional experience of, or are an expert in, words from the question.β 1 mark (author)
Source X was written in _____. This is useful as it was during the time of / has the benefit of hindsight about words from the question.β 1 mark (timing)
How it's marked
Maximum 4 marks for comments on author, type of source, purpose and timing.
Maximum 2 marks for comments on the content of the source.
Maximum 2 marks for comments on points of significant omission.
π‘You can also comment on the Purpose and Type of source.
β Reveal marking schemeβΎ
Max 5 marks
These are possible/exemplar answers from the marking instructions β other valid points can also gain marks.
How marks are awarded
1 mark should be given for each relevant comment made, up to a maximum of 5 marks in total.
A maximum of 4 marks can be given for evaluative comments relating to the author, type of source, purpose and timing.
A maximum of 2 marks may be given for comments relating to the content of the source.
A maximum of 2 marks may be given for points of significant omission.
Aspects of the source
Author: David Lloyd George β Useful as he is an eyewitness/a government minister soon to be Prime Minister so an expert on women's war effort
Type of Source: Memoir extract β Useful as based on Lloyd George's feelings/as a memoir could be less useful as could be coloured by subsequent events
Purpose: To record β Useful as it is an accurate account of the dangers faced by the women/to record DLG's admiration of the women who worked in the munitions factories
Timing: Memoir from his time as Minister of Munitions (from 1915) β Useful as it is an account of his wartime experiences
Content
They had to work under conditions of real danger to life β Useful as it tells of the dangers of explosions which were common
One of the risks of shell filling factories was toxic jaundice resulting from the TNT poisoning/The poor girls were nicknamed 'canaries' β Useful as it explains the dangers of the TNT poisoning
They were quite proud of this/They had earned it in the path of duty β Useful as it shows the women were proud of the jobs they were doing, despite the danger
Points of significant omission
Details of other jobs done by women eg the Land Army, Nursing etc
Mourning for lost loved ones
Women became head of the family/struggled to juggle children, jobs, bills etc
How fully5 marks2014Q3β³ Older formatThe Era of the Great War, 1910β1928
How fully does Source B describe how conscientious objectors were treated during the Great War? (Use Source B and recall.)
WFQ = words from the question β reuse in every point.
Tip: Highlight up to 3 pieces of evidence from the source (worth up to 3 marks) β then recall 3 points the source leaves out.
Highlight evidence β tap the text:
Source B
Source B is about the treatment of conscientious objectors.
Men who refused to enlist in the army had to face military discipline. Some were sentenced to death for refusing orders although the sentence was always reduced if the "conchie" still refused to give in. Many refused non-combatant duty on the grounds that it simply released another man to kill. Special prisons and work camps were opened up in addition to ordinary prisons to which many objectors were sent. Twenty-four objectors died while detained at these work camps.
π RAT sheet β how to structure your answerβΎ
How fully Β· Appears in all 3 sections
WFQ (words from the question)quote from the sourceomission β your own recall
Overall, Source X partly words from the question.β needed for full marks
Source X says βdirect quoteβ which meant that β¦β 1 mark (from source)
Source X also says βdirect quoteβ which meant that β¦β 1 mark (from source)
Source X also says βdirect quoteβ which meant that β¦β 1 mark (from source)
However, Source X doesnβt mention fact which meant that β¦β 1 mark (omission)
Source X also doesnβt mention fact which meant that β¦β 1 mark (omission)
Source X also doesnβt mention fact which meant that β¦β 1 mark (omission)
How it's marked
Up to 3 marks for points from the source that support your judgement.
Up to 4 marks for points of significant omission from recall.
Maximum 2 marks if no judgement is made, or if you refer only to the source.
π‘Use the source AND recall.
π‘Quote and then explain β show you understand it, donβt just repeat it.
π‘You must make a judgement (e.g. βthe source partly explainsβ¦β) or you are capped at 2 marks.
β Reveal marking schemeβΎ
Max 5 marks
These are possible/exemplar answers from the marking instructions β other valid points can also gain marks.
How marks are awarded
Candidates must make an overall judgement about how fully the source explains the events.
1 mark may be given for each valid point interpreted from the source or each valid point of significant omission provided.
The candidate can achieve up to 3 marks for their interpretation of the parts of the source they consider are relevant.
A maximum of 2 marks may be given for answers which refer only to the source.
Points from the source
Men who refused to enlist in the army had to face military discipline
Some were sentenced to death for refusing orders although the sentence was always reduced if the 'conchie' still refused to give in
Special prisons and work camps were opened up in addition to the ordinary prisons to which many objectors were sent
Twenty four objectors died while detained at work camps
Points of significant omission
In their communities conscientious objectors were often subject to a torrent of verbal and sometimes physical abuse
They were often ignored or refused service in shops
Women would give these men white feathers to signify cowardice
Explain5 marks2014Q4β³ Older formatThe Era of the Great War, 1910β1928
Explain the reasons why heavy industry declined in Scotland after the Great War.
WFQ = words from the question β reuse in every point.
π RAT sheet β how to structure your answerβΎ
Explain Β· Appears in all 3 sections
WFQ (words from the question)your own recalled knowledge
One reason why words from the question was fact which meant that β¦β 1 mark
A second reason why words from the question was fact which meant that β¦β 1 mark
A third reason why words from the question was fact which meant that β¦β 1 mark
A fourth reason why words from the question was fact which meant that β¦β 1 mark
A fifth reason why words from the question was fact which meant that β¦β 1 mark
A sixth reason why words from the question was fact which meant that β¦β 1 mark
Example: One reason why women gained the vote in 1918 was that women burned down buildings like cricket pavilions, which meant that they gained publicity for the cause of votes for women.
How it's marked
1 mark for each accurate, relevant reason.
A second mark for each reason that is developed.
Each sentence/point must answer the question on its own.
β Reveal marking schemeβΎ
Max 5 marks
These are possible/exemplar answers from the marking instructions β other valid points can also gain marks.
How marks are awarded
Candidates must show a causal relationship between events.
1 mark should be given for each accurate, relevant reason, and a second mark should be given for reasons that are developed.
Candidates may achieve full marks by providing five straightforward reasons, three developed reasons, or a combination of these.
Possible reasons
Post-war lack of demand/orders for shipbuilding eg1921-23 tonnage of ships built on the Clyde declined/from 510,000 to 170,000
Poor industrial relations (eg demarcation disputes) created difficulties
Failure to invest in new technology/lack of investment
Lack of demand led to iron and steel production declining/plants closing
Lack of orders led to decline in railway production eg by two-thirds at the North British Locomotive company
New fuels, so coal production also declined/pits closed
Foreign competition challenged Scottish industry
International markets lost during the war were not recovered
The jute factories in Dundee were in need of fresh investment and repair/lack of demand for sandbags reduced demand for jute
At the same time jute prices fell around the world
The management of Scottish industry suffered from disproportionate effect of losses of middle-class officers
