Explain6 marks2026Q16Migration and Empire, 1830β1939
Explain the reasons why many Irish immigrants came to Scotland, 1830β1939.
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 marks2026Q17Migration and Empire, 1830β1939
Compare the views of Sources A and B about the impact of the Empire on Scotland.
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 impact of the Empire on Scotland.
Some Scots, like the Tennant family, made huge fortunes by selling their chemicals to other countries in the Empire. Locomotives built in Scotland were exported to the Empire, which helped the industry boom. By 1922, the Empire ruled over around 458 million people across the globe and included around 58 countries and territories. However, Scotland's economy became too reliant on exports as a result of trade with the Empire.
Source B
Scotland's success had a downside to the economy, as the country depended too much on its export trade to the Empire. However, there were many benefits. Locomotives were sent to different parts of the Empire, which caused the industry to grow. Scottish families, such as the Tennants, made a lot of money by trading chemicals throughout the Empire. Their chemical manufacturing plant was one of the largest in Europe.
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 marks2026Q18Migration and Empire, 1830β1939
How fully does Source C describe the employment of immigrants in Scotland, 1830β1939?
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 employment of immigrants in Scotland, 1830β1939.
Jewish immigrants settled mainly in Glasgow, but there was also a sizeable number in other Scottish cities by the late 1930s. Jewish immigrants were involved in the tobacco industry with many becoming relatively wealthy. Jewish immigrants also tended to set up businesses such as tailors and jewellers. Italians often set up their own businesses, such as the ice cream parlour Valvona and Crolla in Edinburgh. Italian immigrants also worked in fish and chip shops, for example, Castelvecchi's, in Paisley. This was very popular with the local Scottish population.
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 marks2026Q19Migration and Empire, 1830β1939
To what extent were government schemes the main reason why Scots emigrated?
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 marks2026Q20Migration and Empire, 1830β1939
Describe the impact of individual Scots on their new countries.
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 marks2025Q16Migration and Empire, 1830β1939
Evaluate the usefulness of Source A as evidence of the reasons for immigration to Scotland, 1830β1939.
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 2011.
Most of the Jewish people who emigrated to Scotland were fleeing economic hardship. The opportunity to leave their country had also improved because of the fast and reasonably cheap transport. The population of Russian Jews in Scotland was around 6000 in 1903. Many Jewish people had left Russia, Ukraine and Poland in the 19th and early 20th centuries. Many Jewish people fled to Scotland from Germany in the 1930s as the Nazis increasingly persecuted them.
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 the reasons for immigration.
Type of Source: textbook β Useful because the textbook would have been well-researched on the reasons for immigration.
Purpose: to inform β Useful as it provides detailed information about the reasons why immigrants came to Scotland.
Timing: 2011 β Useful as it has been written with the benefit of hindsight.
Content
Most of the Jewish people who emigrated to Scotland were fleeing economic hardship. β Useful because it is accurate (many Jewish people did emigrate due to economic difficulties).
The opportunity to leave their country had also improved because of the fast and reasonably cheap transport. β Useful because it is accurate (there was faster and cheaper transport which made emigrating easier).
Many Jewish people fled to Scotland from Germany in the 1930s as the Nazis increasingly persecuted them. β Useful because it is accurate (the Nazis persecuted Jewish people and forced them out of Germany).
Points of significant omission
many wanted to escape rural poverty, for example, Italy, Lithuania
wages were believed to be better in Scotland
famine in Ireland forced many Irish to Scotland
some companies paid travel expenses and rent to attract workers, for example, jute mills in Dundee, iron makers in Coatbridge
Describe4 marks2025Q17Migration and Empire, 1830β1939
Describe the impact of the Empire on Scotland's industry and economy.
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
heavy industries were stimulated by demand from Empire, for example, engineering
skilled workers were lost to jobs in other countries in the Empire
Clyde shipyards produced much of the shipping needed to trade goods and carry passengers to the Empire
thousands of railway locomotives were produced in Scotland, for example, exported to India, Canada, New Zealand
profits from trade with the Empire were also used to develop chemical industries and textiles, creating more jobs in Scotland
cheap food imports from the Empire affected Scots farmers negatively, for example, wheat from Canada, lamb from Australia
competition for Scottish goods and products, for example, sheep farming in New Zealand and Australia, linen and jute industry in India
Compare the views4 marks2025Q18Migration and Empire, 1830β1939
Compare the views of Sources B and C about the attitudes of Scots towards Italian immigrants.
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 attitudes of Scots towards Italian immigrants.
Some Scots felt that the Italian community had a positive impact on Scottish traditions. Most Italians worked in family run businesses, keeping close ties with their homeland. Dominic and James Rizza settled in Scotland, working in the ice-cream business. Italian cafes opening on Sundays made some Scots happy because they provided somewhere to socialise other than the local pub. The lack of economic challenge from Italian immigrants meant many were welcomed into Scottish society in Scotland.
Source C
Italian cafes began opening on Sundays which angered Church leaders in Scotland and the religious community of Scots. Italians also opened hairdressing salons, establishing the College of Italian Hairdressers in Glasgow in 1928. Italians experienced some hostility from Scots who they saw as a bad influence on Scottish traditions. Not many Italians were welcomed into Scottish society as some Scots saw them as setting up in competition to Scottish businesses.
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 attitude of Scots towards Italian immigrants.
Points of comparison
disagree
Source B: Some Scots felt that the Italian community had a positive impact on Scottish traditions.
Source C: Italians experienced some hostility from Scots who felt they were a bad influence on Scottish traditions.
disagree
Source B: Italian cafes opening on Sundays made Scots happy because they provided somewhere to socialise other than the local pub.
Source C: Italian cafes began opening on Sundays which angered Church leaders in Scotland and the religious community of Scots.
disagree
Source B: The lack of economic challenge from Italian immigrants meant many were welcomed into Scottish society in north-east Scotland.
Source C: Not many Italians were welcomed into Scottish society as some Scots saw them as setting up businesses that challenged Scottish businesses.
How fully6 marks2025Q19Migration and Empire, 1830β1939
How fully does Source D explain the reasons why Scots emigrated, 1830β1939?
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 Scots emigrated, 1830β1939.
Scots were attracted overseas for a variety of reasons. The promise of cheap land was a powerful motivation for many Scots. The growing middle classes were attracted by higher wages and better working conditions abroad. In every country where Scots settled, they made an impact on the communities. The fact that there was a support network of fellow Scots abroad made people less worried about moving. Countries such as Canada put a lot of effort into attracting Scots through agents, posters and other advertising.
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 promise of cheap land was a powerful motivation for many Scots. β Many Scots were attracted by the prospect of cheap land.
The growing middle classes were attracted by higher wages and better working conditions abroad. β Higher wages and better working conditions appealed to the middle classes.
The fact that there was a support network of fellow Scots abroad made people less worried about moving. β The existence of a support network encouraged Scots to move.
Countries such as Canada put a lot of effort into attracting Scots through agents, posters and other advertising. β Countries tried to encourage Scots to move by showing positive reasons to do so through posters, agents and adverts.
Points of significant omission
letters home from Scots who had emigrated encouraged others to join them
the Highland Clearances forced people from their homes and lands
charities often provided financial support to help people emigrate, for example, the British Women's Emigration Association helped middle class educated women emigrate
more affordable travel encouraged people to emigrate
landowners provided funds for those who wanted to emigrate
The Empire Settlement Act of 1922 gave assistance to support emigration
Explain6 marks2025Q20Migration and Empire, 1830β1939
Explain the reasons why Scots migrants played an important role in the development of the British Empire, 1830β1939.
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
Scots introduced new farming techniques and crops, which helped improve agricultural productivity, for example, sheep farming in New Zealand
Scots were generally well educated and so found roles in running the empire
Scots had an advantage as English speakers in developing their careers in the empire
Scots were involved in the construction of railways, helping the development of transport links, for example, George Stephen helped to establish the Canadian Pacific Railroad
Scots established schools and universities, contributing to the growth of education, for example, John Dunmore Lang opened the Australian College
Scots had significant roles in the banking industry, which helped grow the financial sector
Scots were actively involved in politics, contributing to the shaping of political institutions and policies, for example, Peter Fraser helped to found the New Zealand Labour Party in 1916
Scots introduced new cultural traditions, which enriched the cultural landscape, for example, Caledonian Societies were established to celebrate Scottish heritage
Scots played a role in oppressing local populations, for example, brutal assaults on Aboriginal Australians, causing harm
Scots played a role in suppressing native culture, for example, forcing the children of native peoples to attend residential schools
Scots deprived native peoples of their land, for example, Treaty of Waitangi, New Zealand
Scots played a large role in spreading religion and social aid as Christian missionaries
How fully6 marks2024Q13Migration and Empire, 1830β1939
How fully does Source A describe the patterns of settlement for immigrants in Scotland, up to 1939?
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 patterns of settlement for immigrants in Scotland, up to 1939.
After 1830, thousands of poor Irish settled in Glasgow after landing on the west coast. Many Irish had been forced to leave their homeland due to the famine during the 1840s. Protestant Irish established themselves in shipbuilding communities along the Clyde. They were joined by groups of Lithuanians who found work in the mines of Lanarkshire. Jewish communities were established in Edinburgh, Aberdeen, Falkirk, Greenock and Ayr where they built their own businesses. Many different immigrant groups also travelled south of the border to England.
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
After 1830, thousands of poor Irish settled in Glasgow after landing on the west coast.
Protestant Irish established themselves in shipbuilding communities along the Clyde.
They were joined by groups of Lithuanians who found work in the mines of Lanarkshire.
Jewish communities were established in Edinburgh, Aberdeen, Falkirk, Greenock and Ayr where they built their own businesses.
Points of significant omission
the Gorbals in Glasgow was an area of settlement for many Jewish people
some immigrants settled in more affluent areas of Glasgow, for example, Pollokshields, attracted richer Jewish people
other Irish found work on farms in places like Stirlingshire and Perthshire
whole families of Irish immigrants often found employment working in factories, for example, textile factories in Dundee
many immigrants settled in large communities, for example, Italians
many immigrants were forced to live in the poorer parts of cities, for example, the East End of Glasgow
Evaluate the usefulness5 marks2024Q14Migration and Empire, 1830β1939
Evaluate the usefulness of Source B as evidence of the importance of religion to the Irish community in Scotland.
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 letter written by an Irish Catholic priest in Scotland in 1862
Source B is from a letter written by an Irish Catholic priest in Scotland in 1862.
The Catholic Irish community has faced problems in Scotland. Many left Ireland hoping for a better life in Scotland. To help, we have built Catholic churches to serve our local communities and provide places of worship and safety. Many Catholic Irish are forced into low paid work in squalid conditions and live in poor housing. Priests, like me, have supported families with finding accommodation. Religious charities like St. Vincent de Paul have provided significant help to many impoverished Irish people suffering terrible hardship.
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: Irish Catholic priest β Useful as it is from an eyewitness to the Irish Catholic community in Scotland.
Type of Source: letter β Useful as it is likely to give a personal opinion of the importance of religion to the Irish.
Purpose: to inform β Useful as it provides a detailed account of the importance of the Church to Irish Catholics.
Timing: 1862 β Useful as it is a primary source from the time Irish immigrants were settling in Scotland.
Content
To help, we have built Catholic churches to serve our local communities and provide places of worship and safety. β Useful because it is accurate (Catholic churches were built for the Catholic community to worship).
Priests, like me, have supported families with finding accommodation. β Useful because it is accurate (priests did assist families to find accommodation).
Religious charities like St. Vincent de Paul have provided significant help to many impoverished Irish people suffering terrible hardship. β Useful because it is accurate (religious charities did provide financial support).
Possible points of significant omission
priests or ministers provided practical help with writing letters back home
the Catholic and Protestant Churches provided a place for social gatherings
the Church helped to provide schooling for Catholic children
football teams were formed by Catholic priests to raise money and to bring the community together, for example, Celtic
Explain6 marks2024Q15Migration and Empire, 1830β1939
Explain the reasons why Scots were attracted to emigrate to new lands between 1830 and 1939.
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
free or cheap land was offered to emigrants, for example, Canada and USA
opportunity to own their own land, for example, Australia
land agents promoted the benefits of moving abroad
opportunities for social mobility, for example, American Dream
better paid jobs abroad, for example, engineering, granite workers
career opportunities, for example, administrators, civil servants
letters from families and friends abroad encouraging emigration
churches encouraged emigration to Christian communities, for example, Dunedin
To what extent9 marks2024Q16Migration and Empire, 1830β1939
To what extent was their role in politics the most important impact of Scots abroad?
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).
Politics
some Scots became important politicians, for example, Andrew Fisher, Australia
Scots led policies that discriminated against indigenous people, for example, John Alexander MacDonald in Canada
Education
Scots set up new schools and colleges, for example, John Dunmore Lang opened the Australian College
Finance
Scots developed banking, for example, George Smith in Chicago
Agriculture
Scots helped develop large scale sheep farming, for example, Australia and New Zealand
Scots violently displaced indigenous people to acquire land, for example, MΔori in New Zealand
Transport
establishment of railroads, for example, the Canadian Pacific Railroad in the 1880s was established by George Stephen
Culture
influence of Scottish music and language
Scots led policies which attacked indigenous people's culture, for example, India
Industry
many Scots became involved in mining, for example, gold, silver, coal in Australia, the USA
some Scots established iron and steel companies, for example, Andrew Carnegie in the USA
Local population
Scots launched brutal assaults on Aboriginal Australians
Describe4 marks2023Q16Migration and Empire, 1830β1939
Describe the patterns of settlement of immigrants to Scotland, 1830β1939.
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
many Irish moved around Scotland in search of employment, for example, agriculture, navvies
Irish immigrants settled in towns and cities where there was employment in industry
Catholic Irish tended to settle in poorer areas
Irish tended to settle near to skilled industries, for example, shipbuilding, iron industry
large numbers of Jewish immigrants arrived in Scotland in the later nineteenth century
most Jewish immigrants settled in Glasgow
Lithuanians settled near to jobs in the coal mining and iron industry
Italians settling in Scotland often stayed for short time to earn money before returning home
To what extent9 marks2023Q17Migration and Empire, 1830β1939
To what extent did Italian immigrants make the largest impact on Scotlandβs economy?
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.
Italians
Italians brought new jobs by setting up cafes, restaurants, ice cream shops and fish and chip shops, for example, 'Nardiniβs' in Largs and Glasgow, 'Valvona and Crolla' in Edinburgh
Italians contributed to hairdressing, setting up barber and hairdressing businesses
Irish
some Irish had skills in weaving and spinning and this was useful in factories
some Northern Irish had experience in shipbuilding and helped this industry grow
Irish navvies helped the growth of the railway industry as well as roads, canals, docks and harbours
Lithuanians
many Lithuanians worked in coal mines, contributing to the industrial revolution
positive impact on the growing iron and steel industries in Lanarkshire and Ayrshire
Jewish people
Jewish people created businesses, for example, jewellery, furniture and hats
many Jewish people contributed to the economy in the production of clothing
some Jewish people helped create and contribute to the growth of the tobacco industry in Scotland
Compare the views4 marks2023Q18Migration and Empire, 1830β1939
Compare the views of Sources A and B about the living conditions for Irish immigrants in Scotland.
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 living conditions for Irish immigrants in Scotland.
Many Irish immigrants were attracted to Scotland due to its proximity to their home country. This had an impact on living conditions. Irish immigrants often lived in overcrowded tenement slums with up to 12 people living in a single room. The water was often unclean, which led to diseases such as cholera and typhus. The tenements usually had shared toilets with water pumps in common courtyards.
Source B
By the 1880s, large numbers of Irish people had made the journey to Scotland over the Irish Sea, many hoping to travel on to America. Irish families sometimes lived in cramped buildings in single rooms of 12 people. It was not uncommon for the families to share facilities such as toilets and water pumps. Cholera was a problem due to the sewage and refuse in the water.
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 both sources agree about the living conditions for Irish immigrants in Scotland.
Points of comparison
agree
Source A: Irish immigrants often lived in overcrowded tenement slums with up to 12 people living in a single room.
Source B: Irish families sometimes lived in cramped buildings in single rooms of 12 people.
agree
Source A: The water was often unclean, which led to diseases such as cholera and typhus.
Source B: Cholera was a problem due to the sewage and refuse in the water.
agree
Source A: The tenements usually had shared toilets with water pumps in common courtyards.
Source B: It was not uncommon for the families to share facilities such as toilets and water pumps.
Explain6 marks2023Q19Migration and Empire, 1830β1939
Explain the reasons why many Scots emigrated, 1830β1939.
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
charities and emigration societies helped emigration, for example, YMCA
the Empire Settlement Act provided funds for those who wanted to emigrate
some landowners provided money for emigration, for example, Harris
poverty forced Scots to look for employment opportunities abroad
the Highland Clearances forced crofters off their land to make way for sheep and deer
new farming methods and increased technology meant fewer people were needed for farm work
cheap land was offered in North America
cattle and sheep farming in Australia and New Zealand attracted many
skilled workers were needed to help develop new settlements abroad
higher wages and improved living conditions attracted Scots abroad
family and friends who had emigrated sent letters back encouraging Scots to move
newspapers ran adverts and published letters from successful emigrants
How fully6 marks2023Q20Migration and Empire, 1830β1939
How fully does Source C describe the impact of Scots on the countries to which they emigrated?
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 impact of Scots on the countries to which they emigrated.
Scots migrated to New Zealand to take advantage of what the country had to offer and set up new lives. Many made an impact on those countries. The Scottish woman, Learmonth Dalrymple, helped to create the first girlsβ school in New Zealand. Scots also helped shape the curriculum of New Zealandβs first university in Otago. In terms of politics, the Scot Peter Fraser helped to set up the New Zealand Labour Party in 1916. Around the same time, Andrew Fisher became three times Prime Minister of Australia.
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
The Scottish woman, Learmonth Dalrymple, helped to create the first girlsβ school in New Zealand. (The first girlsβ school in New Zealand was created with the help of a Scottish woman.)
Scots also helped shape the curriculum of New Zealandβs first university in Otago. (The curriculum at New Zealandβs first university was influenced by Scots.)
In terms of politics, the Scot Peter Fraser helped to set up the New Zealand Labour Party in 1916. (Scots were important in setting up new political parties such as the Labour Party.)
Around the same time, Andrew Fisher became three times Prime Minister of Australia. (A Scot was an important politician in Australia.)
Points of significant omission
Scots developed sheep farming in New Zealand, for example, Donald Reid
Scots developed the steel industry in the USA, for example, Andrew Carnegie
Scots founded and developed the brewing industry in Australia, for example, Robert McCracken
Scots created and developed railway networks in India and Canada, for example, James Dalhousie in India, Lord Mount Stephen, Sandford Fleming in Canada
Scots attacked and killed local Aboriginal people in Australia, for example, Angus McMillan and the Warrigal massacre
Describe4 marks2022Q16Migration and Empire, 1830β1939
Describe the impact of the Empire on Scotland between 1830 and 1939.
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
Empire cultures and religions brought to Scotland
provided raw materials for factories, such as cotton, jute and sugar
many jobs were created in manufacturing industries to produce goods for export to the Empire for example, locomotives and ships
trade with the Empire increased the wealth of individuals and/or cities such as Glasgow
profits from the Empire led to impressive new public buildings and mansions being built for example, Broughty Ferry
provided jobs for Scots in the Empire for example, the armed forces and civil service
Opportunities in the Empire led to loss of skilled workers
later the Empire became a source of competition to Scottish economy for example, farm produce from Australia, Jute mill development in India, etc
Compare the views4 marks2022Q17Migration and Empire, 1830β1939
Compare the views of Sources A and B about the reasons why Lithuanian immigrants settled in Scotland.
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 reasons why Lithuanian immigrants settled in Scotland.
Lithuanians came to Scotland fleeing oppression in their homeland. In Lithuania, Russian occupation had changed their lives. Many Lithuanians chose to come to Scotland because they had been recruited by employers in Coatbridge. Lithuanian immigrants continued to be attracted to Scotland because it offered family and community connections. In and around Coatbridge, there were many businesses set up to cater for Lithuanians such as bakeries and newspapers.
Source B
In the late 19th century, Lithuanian immigrants came to Scotland because of poverty in their homeland. Most of the Lithuanians found themselves stranded in Scotland because they lacked funds to travel to America. By the end of the First World War, Lithuanians were no longer coming to Scotland as the community had broken up because of disagreements over which country they should fight for. Those Lithuanians who stayed often changed their names.
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 the reasons why Lithuanians settled in Scotland.
Points of comparison
disagree
Source A: Lithuanians came to Scotland fleeing oppression in their homeland.
Source B: In the late 19th century, Lithuanian immigrants came to Scotland because of poverty in their homeland.
disagree
Source A: Many Lithuanians chose to come to Scotland because they had been recruited by employers in Coatbridge.
Source B: Most of the Lithuanians found themselves stranded in Scotland because they lacked funds to travel to America.
disagree
Source A: Lithuanian immigrants continued to be attracted to Scotland because it offered family and community connections.
Source B: By the end of the First World War, Lithuanians were no longer coming to Scotland as the community had broken up because of disagreements over which country they should fight for.
Explain6 marks2022Q18Migration and Empire, 1830β1939
Explain the reasons why migrants experienced difficulties living in Scotland between 1830 and 1939.
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
many migrants faced language difficulties on their arrival in Scotland
many migrants were poor, leading to difficulties establishing themselves in Scotland
many migrants had difficulty gaining employment
many migrants could only get poorly paid jobs leading to poverty
some immigrants faced ill feeling over undercutting wages and 'sweated labour'
some immigrants were stereotyped and blamed for bad behaviour
many Catholics faced religious discrimination and/or prejudice because of differences in religion
Education in Catholic run schools was often less well funded
Many immigrants were regarded as strike breakers by Scots leading to hostility
How fully6 marks2022Q19Migration and Empire, 1830β1939
How fully does Source C explain the reasons why Scots emigrated overseas, 1830β1939?
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 Scots emigrated overseas, 1830β1939.
The headmaster gave a speech; he said many former pupils had left to go to Canada and were living a better life. They sent letters encouraging their family and friends to move too. He introduced the immigration agent. The agent said Canada was a huge country, which had great opportunities for farming. He explained that a ticket to Canada with the Anchor Line cost Β£13 and 13 shillings, which got comments of 'expensive'. He enthusiastically persuaded us of the merits of emigration with film clips and views of Canada.
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
The headmaster gave a speech; he said many former pupils had left to go to Canada and were living a better life. (Scots emigrated for the opportunities abroad.)
They sent letters encouraging their family and friends to move too. (Emigrants wrote letters encouraging others to emigrate.)
The agent said Canada was a huge country, which had great opportunities for farming. (Canada was attractive to emigrant farmers.)
He enthusiastically persuaded us of the merits of emigration with film clips and views of Canada. (Scots were persuaded of the attractions of Canada.)
Points of significant omission
poverty in Scotland encouraged emigration
unemployment encouraged many to leave
decline in industries also encouraged emigration after the First World War, for example, agriculture, fishing, heavy industries
governments of the overseas countries offered land and helped with the cost of travel
lack of opportunities in Scotland persuaded many people to leave
some emigrants went for missionary work: hoped to spread Christianity
Evaluate the usefulness5 marks2022Q20Migration and Empire, 1830β1939
Evaluate the usefulness of Source D as evidence of the impact of Scots on the areas to which they emigrated.
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 2008
Source D is from a textbook written by a modern historian in 2008.
The majority of Scots who emigrated to New Zealand, came from around Edinburgh or Glasgow. Many of the emigrants were skilled or semi-skilled workers. John Ewing set up a highly successful mining operation. The Burt Brothers also established a nationwide plumbing and gas fitting business. Scots also made contributions in other areas. The Scottish education system was the model for New Zealand's education system. It must be stated, however, that not all of the emigrants made their presence a wholly welcome one in this land.
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 as they are a well-informed expert on Scottish emigration.
Type of Source: textbook β Useful because the issue would have been researched thoroughly.
Purpose: to inform β Useful as it is intended to give factual information about the Scottish contribution to other countries.
Timing: 2008 β Useful as it has the benefit of hindsight.
Content
John Ewing set up a highly successful mining operation. β Useful because it is accurate (Scots did set up mining companies).
The Burt Brothers also established a nationwide plumbing and gas fitting business. β Useful because it is accurate (Scots did contribute to engineering).
The Scottish education system was the model for New Zealand's education system. β Useful because it is accurate (Scots had a big impact on education).
Points of significant omission
Scottish farmers used their skills and knowledge to improve farming practices
Scots contributed greatly to trading, for example, fur
Scots contributed to the development of professions, for example, medicine, surveying
Scottish settlers often had a negative impact on native peoples
How fully6 marks2021Q16Migration and Empire, 1830β1939
How fully does Source A describe the impact that the Empire had on Scotland?
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 impact that the Empire had on Scotland.
England was not the only country to see significant growth as a result of the Empire. In the mid-nineteenth century Dundee became the jute capital of Europe, producing great quantities of yarn which was woven into sacks, carpets and linoleum. The harbour at the mouth of the River Tay was crammed with sailing ships from Calcutta. In the 1860s about half of the townβs workers were employed in the jute mills. Huge fortunes were made by a relatively few βJute Baronsβ from families such as the Baxters, Bonars and Grimmonds.
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
in the mid-nineteenth century Dundee became the jute capital of Europe
the harbour at the mouth of the River Tay was crammed with sailing ships from Calcutta
in the 1860s about half of the townβs workers were employed in the jute mill
huge fortunes were made by a relative few βJute Baronsβ from families such as the Baxters, Bonars and Grimmonds.
Points of significant omission
public buildings and mansions built with the profits of the Empire for successful entrepreneurs
jobs were created in Scotland in manufacturing goods for export to the Empire (for example, railway locomotives, ships and shipbuilding)
wealth of cities such as Glasgow increased, and cities grew in population
Empire cultures introduced into Scotland (for example, food, language)
created many opportunities for Scots within the Empire (for example, armed forces, civil service)
the Empire boosted the banking and commerce industries.
Compare the views4 marks2021Q17Migration and Empire, 1830β1939
Compare the views of Sources B and C about the jobs done by Irish immigrants in Scotland.
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 jobs done by Irish immigrants.
By 1841, 5% of the population of Scotland were Irish born, concentrated mostly in Glasgow, Edinburgh and Dundee. These Irish provided a hardworking source of unskilled labour. Gangs of Irish navvies did great service in all sorts of construction projects. In addition, the Irish provided a supply of seasonal harvest workers. They also acted as cut-price labour in the mines where they were frequently employed to break strikes.
Source C
The Irish made a substantial contribution to the development of the Scottish economy. In the mining districts the Irish gained a bad reputation as strike-breakers, hired by employers to weaken the Trade Unions. In the long run however, they were willing to take on the unskilled jobs that were not always attractive to Scots. Young Irishmen formed a great mobile army of navvies moving across the country building railways, canals and bridges.
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 the jobs done by Irish immigrants in Scotland.
Points of comparison
agree
Source B: These Irish provided a hardworking source of unskilled labour.
Source C: They were willing to take on the unskilled jobs that were not always attractive to Scots.
agree
Source B: Gangs of Irish navvies did great service in all sorts of construction projects.
Source C: Young Irishmen formed a great mobile army of navvies moving across the country building railways, canals and bridges.
agree
Source B: They also acted as cut-price labour in the mines where they were frequently employed as βblacklegsβ to break strikes.
Source C: In the mining districts the Irish gained a bad reputation as strike-breakers.
Describe4 marks2021Q18Migration and Empire, 1830β1939
Describe the ways in which the Church was important to Irish Catholic immigrants in Scotland.
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
priests provided practical help (for example, writing letters, providing help finding accommodation, finding jobs)
the Church was a place of comfort for people living and working in terrible conditions
the Church provided a support for immigrants in financial difficulties (for example, charities like St Vincent de Paul)
the Church was a focal point for social gatherings (for example, family events, fetes, dances and Irish cultural celebrations like St Patrickβs Day)
the Church provided schooling for Catholic children
football teams were formed by Irish Catholics as a way of keeping communities together (for example, Hibernian in Edinburgh in 1875 and Celtic in Glasgow in 1888).
Explain6 marks2021Q19Migration and Empire, 1830β1939
Explain the reasons why some Scots were forced to emigrate after 1830.
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
Scots who committed serious crimes risked being sent as prisoners to convict colonies (Australia was a convict colony until the 1860s)
orphaned children were sent to new families in the New World (for example, by William Quarrier, YMCA)
poor land in some parts of Scotland meant that it was difficult to grow crops, so people emigrated to escape hunger
Highland Potato Famine 1847β1851 caused some Scots to emigrate due to starvation
lack of opportunity for land ownership caused many to emigrate
the collapse of the kelp industry meant that people had no income, so people emigrated to escape poverty
the collapse of the herring trade left people unemployed so people emigrated to get jobs
the Highland Clearances meant some people were evicted from their homes, so some people emigrated as they had nothing left in Scotland
changes in agriculture and new farming machines meant that the skills of some farm labourers were no longer required so they emigrated as there was no alternative work in Scotland
poor working and living conditions in the industrial towns forced some people to emigrate
periods of unemployment forced people to emigrate to try and find regular employment.
To what extent9 marks2021Q20Migration and Empire, 1830β1939
To what extent was education the most important role of Scots in the development of the New World?
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.
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.
Education
Queenβs University at Kingston, Ontario was founded in 1841
Alexander Duff from Perthshire founded the Scottish Church College in Calcutta in 1830
in Australia there was a large number of Presbyterian secondary schools and Melbourne Academy was known as the βScotch Collegeβ
Scots influenced education in New Zealand (for example the 1872 Education Act formed the basis of the education system in New Zealand)
Agriculture
in Australia and New Zealand, Scots were instrumental in introducing sheep-farming
William Davidson was the first Scot to send frozen meat back from New Zealand in 1882
John MacArthur introduced merino sheep, which made Australia the worldβs biggest producer of wool
Politics
John MacDonald became involved in politics and was elected as Canadaβs first Prime Minister
Andrew Fisher from Ayrshire became Australiaβs first Prime Minister in 1908
Peter Fraser emigrated from Tain to Auckland and was elected as Prime Minister of New Zealand in 1940
Manufacture
a considerable number of Scots came to Australia to invest in mining. (For example, many Scots came for the Gold Rush and some gold camps had a distinctive Scottish character)
Scots were prominent in the development of tea plantations and the jute industry
To what extent9 marks2019Q16Migration and Empire, 1830β1939
To what extent were better trading opportunities the main impact of the Empire on Scotland?
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).
International trade
jute from India enabled the industry to develop in Dundee
locomotives built in Scotland exported to Empire helped the industry boom.
ships built on Clyde used for international trade/1851-1870 β 70% of iron ships produced on Clydeside (for example Companies like Fairfields/Beardmores/Dennys thrived)
coal and iron production benefited from booming shipyards and demand for locomotives
Wealth from the Empire
some families made huge fortunes from exports (for example Tenants β chemicals, Coats β cotton thread and Weirs β iron and coal)
middle classes made money investing abroad
wealth used to build elegant mansions in suburbs (for example Broughty Ferry)
some wealth invested back in Scotland (public buildings for example hospitals)
Job opportunities
many job opportunities (for example civil servants in India)/many Scottish soldiers served throughout the Empire
Competition from the Empire
areas in the Empire developed their own agriculture and industry and Scotland struggled to be competitive (for example chilled meat imported from Australia)
immigrant workers were used as a cheap labour force in Scotland
How fully6 marks2019 specimenQ16Migration and Empire, 1830β1939
How fully does Source A explain why many Irish people moved to Scotland between 1830 and 1939? (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 is about why many Irish people moved to Scotland.
Among those who moved to Scotland, the largest group of immigrants came from Ireland. The Irish potato famine of the mid-1840s led to a sharp increase in numbers moving to Scotland. Others left for Scotland as some landlords evicted those who could not pay their rent. Transport costs were cheap making it easy to travel to Scotland. The Irish were attracted to the west of Scotland as wages were higher than those in Ireland. However, by the end of the 19th century, it wasn't just Irish who were attracted to Scotland.
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
the Irish potato famine of the mid-1840s led to a sharp increase in numbers moving to Scotland
others left for Scotland as some landlords evicted those who could not pay their rent
transport costs were cheap making it easy to travel to Scotland
the Irish were attracted to the west of Scotland as wages were higher than those in Ireland.
Points of significant omission
some Irish already had family in Scotland who helped them with the cost of emigrating/encouraged them to come to Scotland
poverty of Irish tenants encouraged them to leave home
work was available for unskilled workers in factories eg jute mills and cotton mills
building railways and canals/work in the coal and iron ore mines provided employment for many Irish
seasonal labour on farms also provided a lot of jobs for the Irish
housing was available/often better (not 'good') in Scotland's growing towns and cities.
Describe4 marks2019Q17Migration and Empire, 1830β1939
Describe the contribution of Irish immigrants to Scotland, 1830β1939.
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
Irish labourers built much of the infrastructure/built roads, bridges, canals
Irish immigrants supplied seasonal labour in agriculture/harvesting, lifting potatoes
Irish immigrants made up large part of workforce in textile industry/jute mills in Dundee, cotton mills elsewhere
Irish immigrants worked extensively in coalmines
Irish immigrants worked in ironworking and steelmaking
Irish immigrants were employed in docks and in shipyards
Irish immigrants help to develop football (including teams such as Celtic, Hibernian)
Irish immigrants heavily involved in trade union movement/made up 75% of Lanarkshire miners' union/involved in the Labour Party.
Irish immigrants brought their traditional culture/music, Irish dance
Describe4 marks2019 specimenQ17Migration and Empire, 1830β1939
Describe how Scotland benefited from the Empire between 1830 and 1939.
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
Empire cultures and religions brought to Scotland
provided raw materials for factories, such as cotton, jute and sugar
many jobs were created in manufacturing industries to produce goods for export to the Empire eg locomotives and ships
trade with the Empire increased the wealth/population of cities such as Glasgow
profits from the Empire led to impressive new public buildings and mansions being built
provided jobs for Scots in the Empire (such as in the armed forces and civil service)
immigrant workers provided a cheap labour force which kept wages down
later the Empire became a source of competition to Scottish economy: farm produce from Australia, Jute mill development in India, etc.
How fully6 marks2019Q18Migration and Empire, 1830β1939
How fully does Source A explain the reasons why Scots emigrated from the Highlands?
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 reasons why Scots emigrated from the Highlands.
I am not sure what will become of this miserable population. There has been a total failure of the potato crop and there is not any oatmeal to be had. Most of the tenants have only small plots of land so cannot produce more than they do now. Many families have no land at all to support themselves. Lord MacDonald is one of the better landlords anywhere but he has had to write to between forty and fifty tenants who are behind with their rents. Evictions will surely follow.
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
there has been a total failure of the potato crop/there is not any oatmeal to be had
most of the tenants have only small plots of land so cannot produce more than they do now
many families have no land at all to support themselves
between forty and fifty tenants who are behind with their rents/evictions will surely follow
Points of significant omission
many Highland landlords cleared their tenants to make way for sheep farms/paid fares for tenants to go
the kelp industry had failed leaving a large population without work or income so many left/were cleared
Scottish fishing industry was in decline and many fishermen asked for help to emigrate
letters from people who had already emigrated encouraged others to join them
agents encouraged people to emigrate/newspaper adverts, meetings etc
availability of cheap land overseas/higher living standards
Compare the views4 marks2019 specimenQ18Migration and Empire, 1830β1939
Compare the views of Sources B and C about Scottish attitudes to Irish immigration. (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 Scottish attitudes to Irish immigration.
By the mid-nineteenth century many Irish immigrants had settled in the Glasgow area. Newspapers were eager to describe the violent activities of groups of Irish men. They were also blamed for being dirty and responsible for spreading disease. Some Irish men and women came to Scotland and worked for part of the year and then returned home. Other Irish however were accused of being too lazy to work and for relying on charity.
Source C
In the nineteenth century many Irish came to Scotland to escape poverty back home. When they first came over they were, in general, very clean. The Irish in Paisley are almost all poor and I can only remember one Irish shopkeeper. But when more labourers are needed, the Irish are always ready to work hard for their pay. Although they live in the worst housing, the Irish are of good character and behave very well.
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 - the sources disagree about Scottish attitudes to Irish immigration.
Points of comparison
disagree
Source B: Newspapers were eager to describe the violent activities of groups of Irish men.
Source C: β¦the Irish are of good character and behave very well.
disagree
Source B: They were also blamed for being dirty and responsible for spreading disease.
Source C: When they first came over they were, in general, very clean.
disagree
Source B: β¦Irish however were accused of being too lazy to work (and for relying on charity).
Source C: β¦the Irish are always ready to work hard for their pay.
Explain6 marks2019Q19Migration and Empire, 1830β1939
Explain the reasons why many Scottish emigrants experienced difficulties in their new lands abroad.
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
many had little or no money when they arrived so had to rely on charities to help them with food, clothing and shelter
settlers had to clear forests for farm land and many had no experience of felling trees/did not manage to plant their crops in time leading to hardship
there was no housing so settlers had to construct homes/shelters for themselves as quickly as possible to protect themselves from the weather, wild animals etc
Scots were unused to the extremes of climate (for example very cold winters in Canada, heat and drought in Australia and found it difficult to cope)
there were few, sometimes no, roads and this made communication difficult in vast countries such as Canada and Australia/settlers could feel very isolated
early settlers had taken most of the good land near the coasts so later arrivals had to travel further, often to more difficult land
native peoples were being displaced by the settlers and many became hostile to them, leading to fighting and bloodshed, for example in the USA and New Zealand
Scots β especially Highland Scots β were often extremely homesick so did not settle happily
Highland Scots who did not speak English sometimes had difficulty being accepted in English speaking areas such as Western Australia
Scots had difficulties finding work if they didn't have a trade
Evaluate the usefulness5 marks2019 specimenQ19Migration and Empire, 1830β1939
Evaluate the usefulness of Source D as evidence of why many Scots were able to emigrate between 1830 and 1939.
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
Source D is from a textbook written by a modern historian in 1992.
Scots were typical of emigrants throughout history in that they moved abroad for economic reasons. Many Scots had farms which they could sell to raise funds for emigration. Countries such as Canada were keen to attract Scots. Once settled, many emigrants were happy to help pay for relatives to come and join them. The journey became much easier and cheaper with the development of faster and more efficient steam ships. Only about a quarter of Scots returned home; most made a better living abroad.
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: 1992 β Useful because it has the benefit of hindsight
Content
Many Scots had farms which they could sell to raise funds for emigration. β Useful as this is accurate (many Scots farmers sold their land to pay for the cost of emigrating)
β¦many emigrants were happy to help pay for relatives to come and join them. β Useful as this is accurate (as Scots who had prospered were willing to help pay for other family members to emigrate)
The journey became much easier and cheaper with the development of faster and more efficient steam ships. β Useful as this is accurate (as improvements in steam ships made the journey more affordable for Scots).
Points of significant omission
landowners, especially in Highlands, were willing to help pay for their tenants to emigrate/landlords wrote off rent arrears so that emigrants had money to emigrate
various Scottish societies provided support for poorer Scots to emigrate
the government gave help after the First World War to those who wanted to emigrate/1922 Empire Settlement Act β money for travel, trading and land purchase
charities such as Barnardos, Quarriers and the YMCA assisted with passages.
Compare the views4 marks2019Q20Migration and Empire, 1830β1939
Compare the views of Sources B and C about the activities of Scots in India.
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 activities of Scots in India.
India offered attractive opportunities for ambitious young men from the Scots middle classes, such as Andrew Yule from Stonehaven who set up a tea trading company and later expanded successfully into the jute business. Other Scots felt called to missionary work either through giving medical care or by offering education, even to girls. Scots were also prominent as senior officers in the British army in India. Others sought to convert Indians to European beliefs in Christianity.
Source C
General Colin Campbell from Glasgow was one of the most famous army officers to help defeat the 'Indian Mutiny'. Scots were important in 'westernising' India through setting up schools and colleges and banning Hindu customs such as suttee, where wives were burned alive on the funeral pyres of their dead husbands. Britain's original involvement with India had been for trade, and Scots continued to play their part in the tea trade and the jute industry.
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 Scots were involved in a wide range of activities in India.
Points of comparison
agree
Source B: Andrew Yule β¦ set up a tea trading company and later expanded successfully into the jute business.
Source C: Scots continued to play their part in the tea trade and the jute industry.
agree
Source B: Other Scots felt called to missionary work, either through giving medical care or offering education, even to girls.
Source C: Scots were important in 'westernising' India through setting up schools and colleges.
agree
Source B: Scots were also prominent as senior officers in the British army in India.
Source C: General Colin Campbell from Glasgow was one of the most famous army officers to help defeat the 'Indian Mutiny'.
Explain6 marks2019 specimenQ20Migration and Empire, 1830β1939
Explain the reasons why so many Scots were successful in the countries to which they emigrated.
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
Scottish emigrants usually had a good level of education which helped them succeed
most Scots spoke English which helped them settle in the USA and countries of the Empire
some Scots had great financial and business skills which they used to develop a variety of industries
many Scots brought capital with them to start farms and businesses
they made their fortune from developing businesses, banks and trading companies
Scottish farmers were successful as they were skilled at working more difficult land/developed sheep farming in Australia
Scots were entrepreneurial and had a reputation for hard work which helped them succeed
Scots were imaginative and came up with new ideas eg William Davidson organised the first shipment of frozen meat from New Zealand to Britain
Scots founded many industries eg paper-making in New Zealand (credit examples such as wool/brewing/steel) which made them rich
money from Scottish banks was skilfully invested in business and industry
Scottish emigrants helped each other by providing work and housing
tradesmen such as stonemasons were in demand to work in the building industry in USA.
Evaluate the usefulness5 marks2018Q13Migration and Empire, 1830β1939
Evaluate the usefulness of Source A as evidence of the reasons why so many immigrants came to Scotland after 1830.
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 β from an interview with Peter Rusgis and was recorded in 1910
Source A is from an interview with Peter Rusgis and was recorded in 1910.
My father was 21 when he came to Scotland from Lithuania with his brother. Neither of them wanted to be forced into the Russian army as this would have meant they were away from home for several years. Scotland was far enough away so the Russians could not get hold of them. They were both frightened as conditions were bad in the Russian army so Scotland seemed a safe destination. My father had also heard that there were plenty of jobs in Scotland.
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: Peter Rusgis β Useful as he was the son of an immigrant so he would have first-hand knowledge of why people immigrated to Scotland.
Type of source: Interview β Useful because they tend to be factual and detailed.
Purpose: To record/inform β Useful as he would want to record his fatherβs story as accurately as possible.
Timing: 1910 β Useful because it was written when immigrants were coming to Scotland from Eastern Europe.
Content: Neither of them wanted to be forced into the Russian army as this would have meant they were away from home for several years. β Useful as it is accurate (young men did flee from Lithuania to escape conscription into the Russian army).
Content: They were both frightened as conditions were bad in the Russian army/Scotland seemed a safe destination. β Useful as it is accurate (people did flee from places like Lithuania because of fear).
Content: My father had also heard that there were plenty of jobs in Scotland. β Useful as it is accurate (many immigrants did come to Scotland as there were plenty of jobs available).
Points of significant omission
Irish Catholics came to escape hunger/because Scotland was geographically close/family connections/fares to Scotland were cheap/wages were higher in Scotland
Italian immigrants came to Scotland to escape poverty/to work in family businesses/to escape drought/to earn money to send back to Italy
Jewish immigrants came to escape persecution/pogroms in Russia
Irish Protestants came in response to job adverts/to work in shipyards.
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.
To what extent9 marks2018Q15Migration and Empire, 1830β1939
To what extent were the attractions of new lands the most important factor which led to people leaving Scotland after 1830?
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).
attractions of new lands
the promise of cheap land/opportunity to own land/more fertile land
climate perceived as better to that in Scotland
employment opportunities/higher wages
encouragement from relatives/friends
the clearances
many people evicted from their homes/made homeless so had to move
some landlords assisted tenants by paying their passage if they agreed to leave
difficulties of earning a living
collapse of kelp industry/fall in demand for black cattle/collapse of herring trade after Russian Revolution in 1917
overpopulation led to the subdivision of land/not enough good land to support family/pay rent
Explain6 marks2018Q16Migration and Empire, 1830β1939
Explain the reasons why Scottish emigrants were often successful in their new homelands.
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
Scots who emigrated often had skills which were in demand in their homeland which meant they prospered (eg they were experienced farmers/granite workers/handloom weavers/seamen)
Scots were often relatively well educated which meant they could often adopt leadership roles in their new communities which meant they did well (eg education/politics/finance)
Scots gained a reputation as being hardworking which meant that employers were often keen to hire them
many Scots had an entrepreneurial attitude and set up their own businesses which meant that there were examples of Scots who became very rich
Scots were innovative and played key roles in the modernisation of their new homelands (eg developing railroads/telegraph systems/introducing new farming methods)
many Scots moved to areas where there were existing Scots communities which meant they had families and friends to support them/felt at home/were able to settle quickly (eg Otago in New Zealand and Nova Scotia)
Scots were experienced in finance and banking which meant that these skills were much in demand in their new homelands
many Scots were experienced miners which meant they were successful in the Australian Gold Rush
the Canadian Fur Trade was dominated by Scots so Scots were recruited for Hudson Bay Company which meant that other Scots were given key positions
the Presbyterian church in New Zealand was able to offer support/was familiar to them which helped Scots create a stronger community than other immigrants.
Describe5 marks2017Q13β³ Older formatMigration and Empire, 1830β1939
Describe the impact the Empire had on Scotland between 1830 and 1939.
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
wealth of cities such as Glasgow increased and cities grew/population 1 million by 1911
built environment benefited from investment of profits made from Empire investment β fine public buildings, mansions for successful entrepreneurs
many jobs were created in Scotland in manufacturing goods for export to the Empire (eg railway locomotives, ships)
raw materials from the Empire (eg jute, sugar) were processed in Scotland
Empire cultures introduced into Scotland (eg food, music)
some investment capital went overseas instead of into developing new Scottish industries
immigrant workers provided a cheap labour force and kept wages down
large available cheap labour force discouraged investment in new mechanisation (eg in mining, shipbuilding)
created many opportunities for Scots within the Empire (eg armed forces, civil service)
How fully5 marks2017Q14β³ Older formatMigration and Empire, 1830β1939
How fully does Source A describe the importance of the Catholic Church to Irish immigrants in Scotland? (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 importance of the Catholic Church to Irish immigrants in Scotland.
Seventy five percent of Irish immigrants to Scotland were Catholic and by 1902 there were 234 priests ministering to the Irish community in Glasgow. The church enabled them to keep their religious identity in Scotland through worshipping in their traditional way. It was the centre of social life for many Irish immigrants, offering a friendly environment where people could meet and be made welcome. The church also established youth groups. The church also attempted to tackle some of the issues Scottish society faced, such as the problem of poverty.
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
the church enabled them to keep their religious identity in Scotland through worshipping in their traditional way
it was the centre of social life for many Irish immigrants/offered a friendly environment where people could meet and be made welcome
the church also established youth groups
the church also attempted to tackle some of the issues Scottish society faced, such as the problem of poverty
Points of significant omission
parish priests helped with writing letters, finding work and accommodation etc
church ran charities to help poor immigrants (eg St Vincent de Paul Society)
church set up and supervised schools for Catholic children
church set up sports organisations such as Celtic FC and Hibernian FC
immigrants from the north of Ireland were often Protestants so the Catholic Church did not play a part in their lives
Evaluate the usefulness5 marks2017Q15β³ Older formatMigration and Empire, 1830β1939
Evaluate the usefulness of Source B as evidence of the work done by immigrants in Scotland.
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 2007.
Jewish immigrants usually lacked the experience needed to work in heavy industry but instead they supplied goods and services. The Census of 1891 showed that in the Gorbals in Glasgow, where most of the working class Jews lived, 195 Jews worked in the clothing industry. Another 116 made a living selling door to door or running small shops. Many had practised these occupations in their native country so they brought these skills with them.
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: Textbook β Useful because it contains straightforward factual information without bias/well researched
Purpose: To inform β Useful because it provides detailed information
Timing: 2007 β Useful because it has the benefit of hindsight
Points from the source
They supplied goods and services/brought their skills with them from their native lands β Useful as it is accurate (Jews did not tend to work in Scotland's traditional industries)
Many worked in the clothing industry β Useful as it is accurate (the clothing industry did employ many Jewish immigrants)
Many made a living selling door-to-door or running small shops β Useful as it is accurate (Jewish immigrants did often set up their own businesses)
Points of significant omission
worked in the tobacco trade/making cigarettes
worked in the jewellery trade
many other immigrants worked in agriculture
many other immigrants did work in heavy industries (eg coalmining)
Explain5 marks2017Q16β³ Older formatMigration and Empire, 1830β1939
Explain the reasons why many Scots were attracted to start new lives overseas.
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
improved transport β steam ships and railways β encouraged Scots to move because they would not be without earnings for long/could return if necessary
some felt compelled to do missionary work/spread Christianity in the Empire
established Scots communities abroad were attractive to new emigrants who would feel more comfortable with their familiar culture
some countries offered free or cheap land (eg Canada) which attracted Scots farmers and crofters
land in New Zealand and the USA was known to be fertile and better than the land in Scotland so farmers were attracted there
agents for Empire countries held information meetings to encourage Scots to emigrate by showing the positive side of emigration
family and friends who had emigrated wrote letters home encouraging others to join them as they were doing well/helped with the cost of fares
higher wages for skilled Scots encouraged both permanent and temporary emigration
wide range of work available in trades that Scots were experienced in (eg farming, mining, engineering) so they could find work easily
administrative empire jobs with high status were attractive to well-educated Scots
To what extent8 marks2016Q10β³ Older formatMigration and Empire, 1830β1939
To what extent were the Clearances the most important factor for people leaving the Highlands?
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.
Clearances
many landlords no longer lived in the Highlands and needed additional income to fund their new lifestyles
landlords would make more money letting land to sheep farmers/creating hunting estates
tenants had no security of tenure so could easily be evicted/made homeless
whole districts were brutally cleared (eg Strathconon in 1850, South Uist and Barra in 1851, Knoydart in 1853)
some landlords assisted tenants by paying their passage if they agreed to leave
forced clearances ended after Croftersβ Holdings Act 1886
Difficulties of earning a living
collapse of kelp industry/fall in demand for black cattle
overpopulation led to subdivision of holdings/not enough land to support a family or pay rent
poor stony soils β primitive equipment (cas chrom)/poor climate β short growing season
failure of potato crop in 1846 β blight and famine
loss of market for herring after Russian Revolution
few employment opportunities for ambitious young people/limited number of professional posts for well educated
deer forests and shooting estates employed few people
little land made available to returning servicemen after the war
Poor standard of living
19th century blackhouses shared with animals/blackhouses often had no chimneys/roofs leaked
houses often lacked basic amenities (eg bathrooms/toilets, electricity in 1920s and 30s)
limited access to medical care/shops/entertainment
Explain6 marks2016Q11β³ Older formatMigration and Empire, 1830β1939
Explain the reasons why so many immigrants came to Scotland after 1830.
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.
Possible reasons
close to Ireland so only a short journey β important for people with little money to have only a short time when they could not earn
fares to Scotland from Ireland were very cheap so it was a more affordable destination/adverts encouraged immigration
Catholic Church offered assistance with finding jobs and housing
Scotland was involved early in the Industrial Revolution so there was a wide range of jobs available (eg coal mines, textile factories, sugar refineries, construction, railway building etc which used existing skills or were suitable for unskilled workers)
some jobs (eg coal mining, had tied housing available to workers/housing available in growing towns and cities)
wages in Scotland were consistently higher than they were in Ireland
it became cheaper for migrants from Europe to sail to America from Glasgow instead of direct from Europe; many stayed in Scotland rather than move on
there were existing communities of Jews, Irish, Italians which made it easy for others to settle in/Protestant Irish found it very easy to settle in Scottish society
Italians were able to set up small family businesses such as cafes and fish and chip shops all over Scotland, as few others were doing this and the Scots enjoyed the products
Scotland did not persecute religious minorities which made it attractive to Jewish immigrants fleeing from Russia
any other valid reason that meets the criteria described in the general marking instructions for this kind of question (see column to left)
Evaluate the usefulness6 marks2016Q12β³ Older formatMigration and Empire, 1830β1939
Evaluate the usefulness of Source A as evidence of how well Scots settled in their new countries.
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 song written by a Scottish emigrant to Canada in the 1920s.
The winter night is long for me.
I see only bleak empty prairie,
Thereβs no sound of waves breaking on the shore.
In the evening darkness
My spirit sinks with homesickness
Thinking how far away
Is everything I want to be visiting -
The happy wee ceilidh* house
With the peat fire on the floor
Where cheerful folk gathered for a gossip.
But thereβs no ceilidh* on the prairie.
It seems like forever since I left Lewis.
*ceilidh = a friendly gathering, like a party
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: Scottish emigrant
Useful as he experienced emigration for himself
Type of Source: Song
Less useful as it may be exaggerated for emotional effect
Purpose: To inform
Less useful as his feelings may not be representative of othersβ experiences/useful because many immigrants shared these feelings
Timing: 1920s
Useful as at a time after the war when many Scots emigrated to Canada
Content
I see only bleak empty prairie, Thereβs no sound of waves breaking on the shore/ The winter night is long for me. β Useful as it accurately states new physical environment very unfamiliar for many emigrants/ were unused to long Canadian winter
In the evening darkness My spirit sinks with homesickness β Useful as it accurately states many Scots experienced homesickness
No ceilidh on the prairie β Useful as it accurately states what many immigrants felt or less useful as may be a purely personal response to the situation/ feeling of isolation/loneliness
Points of significant omission
many Scots successfully formed close-knit communities
many Scots were attracted by the grants of prairie land and prospered there
many Scots kept their traditions going with Caledonian societies, Burns Clubs, Highland dancing, pipe bands etc
many Scots became very successful in Canada and other new countries (eg Andrew Carnegie, John A MacDonald, Robert Dunsmuir)
some Scots did not settle and returned to Scotland
some Scots prospered and returned wealthy to Scotland
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 marks2015Q13β³ Older formatMigration and Empire, 1830β1939
How fully does Source A describe the impact of the Empire on Scotland?
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 describes the impact of the Empire on Scotland.
Many Scots invested money in the Empire and reinvested their profits in Scotland which added to Scotlandβs wealth. Scotlandβs large workforce and the large number of immigrant workers kept wages low. Profits were spent in other ways on luxury houses and impressive public buildings which changed the appearance of Scottish cities. However, profits from trade with the Empire were also used to develop chemical industries and textiles, creating even more jobs. The Empire provided markets for Scottish coal, employing thousands of miners.
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
many Scots invested money in the Empire and reinvested their profits in Scotland, adding to Scotlandβs wealth
profits were spent in other ways on luxury houses and impressive public buildings which changed the appearance of Scottish cities
profits from trade with the Empire were also used to develop chemical industries and textiles, creating even more jobs
the Empire provided markets for Scottish coal/employed thousands of miners
Points of significant omission
Clyde shipyards produced much of the shipping needed to trade goods and carry passengers to the Empire
thousands of railway locomotives were produced in Scotland and exported to India, Canada, New Zealand etc
raw materials produced in the Empire were brought to Scotland for processing eg jute to Dundee, sugar to Greenock, cotton to Paisley
cheap food imports from the Empire eg wheat/Canada, lamb/Australia affected Scots farmers
Glasgow thought of itself as the Second City of the Empire/Scotland was known as the βWorkshop of the Empireβ
provided Scots with jobs abroad as administrators, diplomats, soldiers etc.
provided Scots with the opportunity to emigrate abroad to the Empire eg Canada, Australia etc.
Explain5 marks2015Q14β³ Older formatMigration and Empire, 1830β1939
Explain the reasons why Lowland Scots emigrated from Scotland between 1830 and 1939.
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
many small farms/smallholdings disappeared as landowners created large farms, leaving tenants without a livelihood
new larger farms were too expensive for most tenant farmers to rent/buy
increased mechanisation in agriculture meant fewer workers were needed
skilled craftsmen such as weavers lost their livelihoods when more factories were built
trade depressions put many out of work and encouraged them to seek work abroad
family, relations wrote letters home telling of better wages, living standards etc.
wages in Scotland were low/wages in USA and Canada were higher
living conditions in Scottish cities were poor with much overcrowding
faster Atlantic crossings on steamships enabled more temporary emigration especially for skilled workers
skilled Scottish workers eg engineers/fishermen/stonemasons were in great demand in the colonies
countries such as Australia and Canada advertised heavily for Scottish immigrants/sent agents to give talks on emigration
cheap or free land was offered in Canada, Australia and New Zealand
government schemes encouraged emigration with cheap fares to boost numbers of British settlers in Empire countries
Describe5 marks2015Q15β³ Older formatMigration and Empire, 1830β1939
Describe how Scots tried to keep their traditional Scottish way of life in their new countries.
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 point of knowledge.
A second mark should be given for any 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
gave new settlements/towns Scottish names eg Hamilton, Glendale
settled in groups together/helped other Scots immigrants to settle
built churches and continued to worship in their traditional ways eg Presbyterian Churches in Australia
continued to place emphasis on education/built schools and founded universities
continued to speak Gaelic/taught Gaelic to their children
formed Caledonian societies/St Andrews societies/Masonic Lodges
organised Burns Suppers/ate traditional foods (e.g. haggis)
played bagpipes/sang Scottish songs/taught Highland dancing/organised ceilidhs
celebrated Tartan Day (Australia)/wore tartan/created new local tartans
established Highland Games eg Grandfather Mountain, Maryborough
founded golf clubs
kept traditions such as Hogmanay/New yearβs Day holiday
researched their ancestry
produced magazines with Scottish content
Heritage retained Scots martial traditions eg Canadian Scots regiments in WW1
Compare the views4 marks2015Q16β³ Older formatMigration and Empire, 1830β1939
Compare the views in Sources B and C about the contribution of Scots to the development of Australia.
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 contribution Scots made to the development of Australia.
The links between Scotland and Australia stretch back to the landing of the Endeavour. Thomas Mitchell from Stirling was the first European to explore the rich lands of Victoria for new settlement. The Scottish Australia Company was formed in Aberdeen to encourage Scottish investment to businesses in Australia. Education was supported by successful Scots such as Fife-born Sir Peter Russell who gave Β£100,000 to the University of Sydney to develop the study of engineering.
Source C
Scots made their mark in shaping modern Australia. Francis Ormond from Aberdeen gave large sums to set up the Working Menβs Technical College in Melbourne to support education. Glasgow investors formed the influential New Zealand and Australian Land Company to encourage the wool export trade. The Scottish explorer John McDouall Stuart was the first European to cross Australia. Even βWaltzing Matildaβ was written by the son of a Scot.
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 that Scots made a positive contribution to the development of Australia
Points of comparison
agree
Source A: Thomas Mitchell from Stirling was the first European to explore the rich lands of Victoria for new settlement
Source B: The Scottish explorer John McDouall Stuart was the first European to cross Australia
agree
Source A: Scottish Australia Company was formed in Aberdeen to encourage Scottish investment to businesses in Australia
Source B: Glasgow investors formed the influential New Zealand and Australian Land Company to encourage the wool export trade
agree
Source A: Fife-born Sir Peter Russell gave Β£100,000 to the University of Sydney to develop the study of engineering
Source B: Francis Ormond from Aberdeen gave large sums for setting up the Working Menβs Technical College in Melbourne to support education
Explain5 marks2014Q1β³ Older formatMigration and Empire, 1830β1939
Explain the reasons why many Scots resented immigrants between 1830 and 1939.
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
Scots accused them of taking Scots' jobs, so resented immigrants
Scots accused them of working for less money/lowering wages, so suspicious of immigrants
Immigrants were exploited as strike breakers/did not join in with strikes so were unpopular
Some had a reputation for drunkenness, so many Scots were wary of immigrants
Some had a reputation for violence/fighting, so some Scots were afraid of immigrants
Accused them of causing overcrowding/pressure on limited housing stock/putting up rents, which caused resentment
Immigrants were said to spread disease/unhygienic way of life/'brought down' the Scots, so viewed with suspicion
Accused some of claiming poor relief intended for Scots, so were resented
Some immigrants practised a different religion, which made Scots suspicious of them
Some immigrants failed to fit in/kept to themselves/kept their own customs, so were viewed with suspicion
Describe5 marks2014Q2β³ Older formatMigration and Empire, 1830β1939
Describe the assistance given to Scots to help them to emigrate to the Empire.
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
Fares were paid by landlords in the Highlands
HIES β sent poor crofter families to Australia
Glasgow Emigration Society β gave assistance to settle in Canada
British Government/Colonial Land and Emigration Commissioners β 'Bounty' settlers to Australia
Emigrants' Information Office β gave advice and assistance on aspects of emigration
Empire Settlement Act 1922 β gave loans and grants to help with passages and training
Barnardos/Quarriers - sent orphan boys and girls to Australia and Canada
YMCA - helped young men to emigrate as farm workers/Big Brother scheme supported boys who emigrated/'Dreadnought' boys supported as farm workers
Personal loans from family paid for fares etc
Cheap rail/steamer fares offered by transport companies eg Anchor-Donaldson Line
Subsidised passages paid for by Australian and Canadian governments
Free passage for domestic servants to New Zealand, Lewis girls as servants to Canada etc
How fully5 marks2014Q3β³ Older formatMigration and Empire, 1830β1939
How fully does Source A describe the contribution of Scots to their new countries? (Use Source A 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 A
Source A describes the career of a Scots emigrant to Australia in the 19th century.
Alexander Spark left Elgin for lack of local opportunities. With a good education and some inherited money he applied for a land grant in Australia. He settled in Sydney. Within three years he was a leading member of the business community, prominent in banking and by 1840 owned Β£40,000 of land. He became the local agent for a variety of companies including shipping, banks and the Australian Gas company. Scottish Agents in Australia handled the interests of many Scots who invested money in Australian businesses without ever leaving Scotland.
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
Alexander Spark was a leading member of the business community/prominent in banking
By 1840 owned Β£40,000 of land
Became the local agent for a variety of companies
Scottish Agents in Australia handled the interests of many Scots who invested money in Australian businesses without ever leaving Scotland.
Points of significant omission
Scots introduced merino sheep to Australia/developed sheep farming in New Zealand
Scots developed shipping companies/developed refrigerated sea transport for meat
Scots pioneered the sugar industry in Australia/introduced sugar mills/refineries
Scots were involved in developing the wine industry/brewing in Australia
Scots set up universities in Canada/New Zealand/education systems variously
Scots developed engineering companies in Canada, Australia/developed shipbuilding in New Zealand
Scots developed Canadian Pacific railroad as engineers and financiers
Scots cleared and developed virgin land in Canada, Australia, New Zealand
Scots masons built prestigious public buildings in new cities
Scots developed the jute industry in India
Scots' were active in politics/reached high positions eg JA MacDonald, Prime Minister of Canada
Evaluate the usefulness5 marks2014Q4β³ Older formatMigration and Empire, 1830β1939
Evaluate the usefulness of Source B as evidence of the ways immigrants fitted in to Scottish society.
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 B
Source B is from a memoir by Mary Contini, about her Italian grandparents who emigrated to Scotland in the early 20th century.
When my grandparents visited other Italian families, invariably the conversation turned to the price of potatoes. The price they paid was important because so many of them made their living selling fish and chips. The unfamiliar ideas of banks and debt worried them and made them work even harder. Their shops were open long hours and the whole family helped serve customers. This helped their shops become the focus of social life in many communities.
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: Mary Contini β Personal recollection of her own family history so useful
Type of Source: Memoirs about her grandparents' experience β Not describing a first-hand experience so may be less accurate, so less useful
Purpose: Informs why they worked hard β Simple explanation, not exaggerated, so useful
Timing: Reflection on early 20th century β Grandparents arrived around time of peak Italian immigration to Scotland so fairly typical and more useful/looking back with the benefit of hindsight
Content
Many of them made their living selling fish and chips β Useful as true of many Italian immigrants
Debt worried them and made them work even harder β Useful as explains concerns of immigrants to succeed
Shops were open long hours/the whole family helped serve customers/shops became the focus of social life β Useful as explains why families had so much contact with new communities/useful as accurate
Points of significant omission
Italian cafes became very stylish and fashionable eg Nardini's in Largs
Names changed to Scottish versions/nicknames were used to seem less foreign
Second generation immigrants spoke Scots English
Some intermarriage, especially Scots and Irish
Worked with Scots in Trade Union movement/Temperance movement
Worked with Scots in politics/Women's suffrage movement
Scots and immigrants served together in the Great War
