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Evaluate the usefulness6 marks2014Q1โณ Older formatChanging Britain, 1760โ1900
Evaluate the usefulness of Source A as evidence of housing conditions in British cities in the nineteenth century.
WFQ = words from the question โ 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) โ then consider author, purpose, timing and omission.
Highlight evidence โ tap the text:
Source A
Source A is from a report on housing in Manchester, written by a doctor in 1832.
The houses that the mill workers live in are poorly ventilated and do not have toilets. The streets are narrow, unpaved and worn into deep ruts. These ruts become the common resting place of mud, refuse and disgusting rubbish. In Parliament Street there is only one toilet for 380 inhabitants. The flow of muck from this toilet infests close-by houses and must be a source of disease.
๐ RAT sheet โ how to structure your answerโพ
Evaluate the usefulness ยท Appears in 2 sections
Remember COAT
๐Content โ what the source says
๐ซOmission โ what the source leaves out
โ๏ธAuthor โ who wrote it
๐Timing โ when it was written
WFQ (words from the question)quote from the source
Source X says โ_____โ. This is useful as it is accurate information about words from the question.โ 1 mark (content)
Source X also says โ_____โ. This is useful as it is accurate information about words from the question.โ 1 mark (content)
Source X omits _____. This makes the source less useful. Source X also omits _____. This makes the source less useful.โ 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.โ 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.โ 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.
๐กYou can also comment on the Purpose and Type of source.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ 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 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 points of significant omission.
Aspects of the source
Author: Doctor โ Useful as it was written by an eyewitness to poor housing conditions in Manchester
Type of Source: Report โ Useful as it was part of an official document by someone with medical expertise/reports tend to be factual
Purpose: To record โ May be less useful, as report only focuses on one area of Manchester/but useful because factual record of poor housing conditions in Manchester
Timing: 1832 โ Useful as it was written at the time of urbanisation/growth of cities/industrial revolution/time when there was a lot of poor housing in British cities
Content
The houses that the mill workers live in are poorly ventilated and do not have toilets โ Useful as fairly typical of urban housing in poorer areas at this time
The streets are narrow, unpaved and worn into deep ruts, which become the resting place of mud, refuse and rubbish โ Useful as typical of cities at this time with poor sanitation
In Parliament Street there is only one toilet for 380 inhabitants. The flow of muck from this toilet infests close-by houses and must be a source of disease โ May be less useful as may have been exaggerated for effect but could also say useful as fairly typical of concerns about dirt and disease at this time
Points of significant omission
Lack of clean water
Overcrowding
Poorly constructed homes
Impact of these living conditions on health โ eg rickets/cholera/TB, vermin spread other diseases
To what extent8 marks2014Q2โณ Older formatChanging Britain, 1760โ1900
To what extent was new technology the main reason for improvements in coal mining by 1900?
WFQ = words from the question โ reuse in every point.amber = the isolated factor to weigh up.
(You must use recalled knowledge to present a balanced account of the influence of different factors and come to a reasoned conclusion.)
๐ RAT sheet โ how to structure your answerโพ
To what extent / How important / How successful ยท 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.โ 1 mark (introduction)
Some historians think the isolated factor was words from the question because _____. Also _____.โ 1 KU mark per fact (up to 5)
However, other historians think FACTOR 2 was words from the question because _____. Also _____.โ 1 mark (balance) + 1 KU per fact
Other historians think FACTOR 3 was words from the question because _____. Also _____.โ 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 โ does not need to be new].โ 2 marks (conclusion)
How it's marked
5 marks for knowledge โ 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).
๐กIt is asking: one factor is a reason โ but there are others, so decide which was MOST important.
๐กEach fact you add (including every "Alsoโฆ") earns a KU mark, as long as it is developed and not too brief โ up to 5.
โ Reveal marking schemeโพ
Max 8 marks
These are possible/exemplar answers from the marking instructions โ 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 address the question. 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 the answer being presented in a structured way, with knowledge being organised in support of different factors; 1 mark given for a valid judgement or overall conclusion; 1 mark given for a reason being provided in support of the conclusion.
Technology
Iron rails underground made it easier to transport coal
Steam power to raise cages
Wire rope to raise cages
Steam-powered drainage pumps
Davy safety lamp
Metal pit props
Gunpowder used to loosen rock
Technology enabled deeper shafts to be dug, reaching into seams of coal below water-bearing ground
Chain coal-cutting machines from the 1880s
Better ventilation systems
Electric lighting from the 1890s
Electric hauling from the 1890s
Legislation
1842 โ banned women and children under 10 from working underground/fatalities reduced as fewer children employed.
1850 โ Mine Inspectors appointed, which improved safety
1860 โ boys under 12 forbidden to go underground
1862 โ mines must have at least two exits
1872 โ mine managers required a certificate, which improved safety
from 1894 โ minimum wage for miners
Animals
Canaries used to detect pockets of suffocating gas (Choke Damp)
Ponies used (instead of putters) to move wagons of coal
Pressure groups
Trade unions campaigned for shorter working hours/better conditions
Explain the reasons why there was a decline in the use of canals after the 1840s.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Explain ยท 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 โฆโ 1 mark
A second reason why words from the question was fact which meant that โฆโ 1 mark
A third reason why words from the question was fact which meant that โฆโ 1 mark
A fourth reason why words from the question was fact which meant that โฆโ 1 mark
A fifth reason why words from the question was fact which meant that โฆโ 1 mark
A sixth reason why words from the question was fact which meant that โฆโ 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.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ 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
Canals very slow means of transport โ railways much faster
Canals could not go everywhere, especially in hilly country
A more extensive network of railways developed
Canals often different widths and depths, so goods had to be transferred from one size of boat to another
Even short journeys involved several canal companies/inconvenient paperwork/expensive
Locks slowed up movement considerably
Canal transport more expensive than railways/railways carried more goods so more cost effective
Factories could have their own railway sidings โ more convenient than canals
Canal companies failed to invest their profits back into widening and deepening canals/Investment needed to widen canals was diverted to railways
To what extent8 marks2014Q1โณ Older formatThe Atlantic Slave Trade, 1770โ1807
To what extent was the success of the abolitionist campaigns due to the work of campaigners such as Thomas Clarkson?
WFQ = words from the question โ reuse in every point.amber = the isolated factor to weigh up.
(You must use recalled knowledge to present a balanced account of the influence of different factors and come to a reasoned conclusion.)
๐ RAT sheet โ how to structure your answerโพ
To what extent / How important / How successful ยท 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.โ 1 mark (introduction)
Some historians think the isolated factor was words from the question because _____. Also _____.โ 1 KU mark per fact (up to 5)
However, other historians think FACTOR 2 was words from the question because _____. Also _____.โ 1 mark (balance) + 1 KU per fact
Other historians think FACTOR 3 was words from the question because _____. Also _____.โ 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 โ does not need to be new].โ 2 marks (conclusion)
How it's marked
5 marks for knowledge โ 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).
๐กIt is asking: one factor is a reason โ but there are others, so decide which was MOST important.
๐กEach fact you add (including every "Alsoโฆ") earns a KU mark, as long as it is developed and not too brief โ up to 5.
โ Reveal marking schemeโพ
Max 8 marks
These are possible/exemplar answers from the marking instructions โ 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 address the question. 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 the answer being presented in a structured way, with knowledge being organised in support of different factors; 1 mark given for a valid judgement or overall conclusion; 1 mark given for a reason being provided in support of the conclusion.
Role of Thomas Clarkson
Visited ports such as Liverpool to collect evidence of the cruelties of the slave trade
Interviewed sailors who were involved in the slave trade
Risked his life to campaign for the abolition of slavery
Clarkson published his evidence about the slave trade
Clarkson's influence on Wilberforce and others
Role of other campaigners
William Wilberforce led the campaign against the slave trade in parliament.
Wilberforce presented bills to abolish the slave trade
Wilberforce used his friendship with the prime minister and the monarchy to win support for abolition
Wilberforce became leader of the Society for the Abolition of the Slave Trade
Former slave ship captain, John Newton, preached against the evils of the trade/wrote the hymn, Amazing Grace
Freed slaves such as Olaudah Equiano published personal accounts about the terrible nature of the slave trade
Granville Sharp campaigned against slavery in British courts
Many people across Britain signed petitions against the slave trade.
Pamphlets, posters, newspaper adverts were used to campaign against the slave trade
Slogans such as 'Am I not a man and a brother' were used/appeared on Wedgwood crockery
Boycotts of slave produced goods such as sugar
Changing attitudes
Christian teaching led people to change their attitudes to the slave trade
People began to think of Africans as fellow human beings
Plantation agriculture became less important to the British economy
People began to regard slave labour as an inefficient way to produce goods
Explain the reasons why many people in Britain continued to support the slave trade.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Explain ยท 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 โฆโ 1 mark
A second reason why words from the question was fact which meant that โฆโ 1 mark
A third reason why words from the question was fact which meant that โฆโ 1 mark
A fourth reason why words from the question was fact which meant that โฆโ 1 mark
A fifth reason why words from the question was fact which meant that โฆโ 1 mark
A sixth reason why words from the question was fact which meant that โฆโ 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.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ 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
The slave trade brought wealth to Britain, so was popular with those who became wealthy
The slave trade brought employment to Britain in areas such as shipyards, ports, mills, manufacturing, so was supported many involved in these industries
Cities profited from the slave trade (eg Bristol, Liverpool and Glasgow), so many in these cities wished to see slavery continue
The products of the slave trade were in great demand (eg cotton, tobacco and sugar) and many believed that slavery was needed in order to meet demand for these products
Involvement in the slave trade helped Britain to remain a world power, so many continued to support slavery
The slave trade was seen as a valuable training ground for the Royal Navy, so it was supported
Many MPs had financial interests in the slave trade, so wished to see it continue
Many MPs were being bribed to ensure that they continued to give their support for the continuation of the trade
The slave trade still enjoyed the support of the King
Profits from the trade were essential to fund the war with France
Evaluate the usefulness6 marks2014Q3โณ Older formatThe Atlantic Slave Trade, 1770โ1807
Evaluate the usefulness of Source A as evidence of the treatment of slaves on the plantations.
WFQ = words from the question โ 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) โ then consider author, purpose, timing and omission.
Highlight evidence โ tap the text:
Source A
Source A is from Black Peoples of the Americas, a book written by an historian in 1995.
The planters in the Caribbean were afraid of a rebellion and they followed a policy of control through fear. Slaves had no rights. They were seen as possessions rather than human beings. Owners could deal with slaves exactly as they pleased and there was no punishment for owners who worked their slaves to death. Until the nineteenth century, no-one questioned owners burning or torturing their slaves.
๐ RAT sheet โ how to structure your answerโพ
Evaluate the usefulness ยท Appears in 2 sections
Remember COAT
๐Content โ what the source says
๐ซOmission โ what the source leaves out
โ๏ธAuthor โ who wrote it
๐Timing โ when it was written
WFQ (words from the question)quote from the source
Source X says โ_____โ. This is useful as it is accurate information about words from the question.โ 1 mark (content)
Source X also says โ_____โ. This is useful as it is accurate information about words from the question.โ 1 mark (content)
Source X omits _____. This makes the source less useful. Source X also omits _____. This makes the source less useful.โ 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.โ 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.โ 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.
๐กYou can also comment on the Purpose and Type of source.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ 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 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 points of significant omission.
Aspects of the source
Author: Historian โ Useful as modern historians are likely to be experts on the issue and have carried out research
Type of Source: Textbook โ Factual account of the treatment of slaves on the plantations
Purpose: To inform โ Useful as evidence of harsh treatment of slaves on the plantations
Timing: 1995 โ A secondary source written with the benefit of hindsight
Content
They followed a policy of control through fear โ Useful as this shows how harsh the treatment of slaves was
Slaves had no rights. They were seen as possessions rather than human beings โ Useful as this shows slaves were not treated equally
There was no punishment for owners who worked their slaves to death/no one questioned owners burning or torturing their slaves โ Useful as this shows how cruel plantation owners were/not answerable for their actions towards their slaves
Points of significant omission
Slaves were forced to work long hours
Slaves were often whipped for not working hard enough
Slave families were often broken up when slaves were bought and sold from plantations
To what extent8 marks2014Q1โณ Older formatThe Creation of the Medieval Kingdoms, 1066โ1406
To what extent was William I's leadership the main reason why the Normans won the Battle of Hastings?
WFQ = words from the question โ reuse in every point.amber = the isolated factor to weigh up.
(You must use recalled knowledge to present a balanced account of the influence of different factors and come to a reasoned conclusion.)
๐ RAT sheet โ how to structure your answerโพ
To what extent / How important / How successful ยท 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.โ 1 mark (introduction)
Some historians think the isolated factor was words from the question because _____. Also _____.โ 1 KU mark per fact (up to 5)
However, other historians think FACTOR 2 was words from the question because _____. Also _____.โ 1 mark (balance) + 1 KU per fact
Other historians think FACTOR 3 was words from the question because _____. Also _____.โ 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 โ does not need to be new].โ 2 marks (conclusion)
How it's marked
5 marks for knowledge โ 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).
๐กIt is asking: one factor is a reason โ but there are others, so decide which was MOST important.
๐กEach fact you add (including every "Alsoโฆ") earns a KU mark, as long as it is developed and not too brief โ up to 5.
โ Reveal marking schemeโพ
Max 8 marks
These are possible/exemplar answers from the marking instructions โ 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 address the question. 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 the answer being presented in a structured way, with knowledge being organised in support of different factors; 1 mark given for a valid judgement or overall conclusion; 1 mark given for a reason being provided in support of the conclusion.
William's leadership skills
William was experienced in battle and had previously defeated the French king
William feigned retreat during the battle tricking the Anglo-Saxons
William's superior army
William's army was well trained and wore chain mail armour
William's cavalry rode specially bred horses. The horses also had a saddle on them keeping the knights in position and allowing them to fight
William had brought supplies with him from Normandy and so his army was well fed and rested
Harold's inferior army
Harold's army was a mixture of professional soldiers/bodyguards and ordinary men
The army was not as well trained as the Normans
Death of Harold and his brothers meant there was no clear leadership during the battle
Harold's army were tired
Harold's army had only just fought the Battle of Stamford Bridge
Harold's army had been forced to march quickly to the south to meet the Normans
Evaluate the usefulness6 marks2014Q2โณ Older formatThe Creation of the Medieval Kingdoms, 1066โ1406
Evaluate the usefulness of Source A as evidence of the rebellions faced by Henry II during his reign.
WFQ = words from the question โ 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) โ then consider author, purpose, timing and omission.
Highlight evidence โ tap the text:
Source A
Source A is from a chronicle written by a royal clerk in 1174.
Whilst Henry was dealing with problems elsewhere in his kingdom, the king of Scotland, William the Lion, rebelled and attacked Northumberland. William's army committed terrible crimes wherever they went. Women and children were slaughtered and priests murdered inside their own churches. Next William travelled to Carlisle. His army besieged the castle and, by cutting off their supplies, forced the English to make a treaty with the Scots.
๐ RAT sheet โ how to structure your answerโพ
Evaluate the usefulness ยท Appears in 2 sections
Remember COAT
๐Content โ what the source says
๐ซOmission โ what the source leaves out
โ๏ธAuthor โ who wrote it
๐Timing โ when it was written
WFQ (words from the question)quote from the source
Source X says โ_____โ. This is useful as it is accurate information about words from the question.โ 1 mark (content)
Source X also says โ_____โ. This is useful as it is accurate information about words from the question.โ 1 mark (content)
Source X omits _____. This makes the source less useful. Source X also omits _____. This makes the source less useful.โ 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.โ 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.โ 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.
๐กYou can also comment on the Purpose and Type of source.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ 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 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 points of significant omission.
Aspects of the source
Author: Royal clerk โ Useful because he was well placed to gather information
Type of Source: Chronicle โ Useful because it was an official record of events
Purpose: To describe โ Less useful as clearly biased description of rebellions/author may have exaggerated when describing the actions of the Scots
Timing: 1174 โ At the time that Henry II was facing rebellion
Content
William rebelled and attacked Northumberland โ Useful because it gives details of William's rebellion
Women and children were slaughtered/priests murdered inside their own churches โ Less useful because it could be exaggerating what happened.
His army besieged the castle/by cutting off their supplies/forced the English to make a treaty with the Scots. โ Useful because it provides details on what William did next.
Points of significant omission
Henry II's sons rebelled against him/the Great Rebellion 1173
Further rebellions by Henry's sons in 1183 and 1187
Explain6 marks2014Q3โณ Older formatThe Creation of the Medieval Kingdoms, 1066โ1406
Explain the reasons why there was a Peasants Revolt in 1381.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Explain ยท 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 โฆโ 1 mark
A second reason why words from the question was fact which meant that โฆโ 1 mark
A third reason why words from the question was fact which meant that โฆโ 1 mark
A fourth reason why words from the question was fact which meant that โฆโ 1 mark
A fifth reason why words from the question was fact which meant that โฆโ 1 mark
A sixth reason why words from the question was fact which meant that โฆโ 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.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ 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
Effects of the Black Death eg some peasants were free some were not
Peasants prevented from earning higher wages than they had before the Black Death eg 1351 Statute of Labour (ie wages were cut), so unhappy
Peasants' discontent with war with France
Peasants had been taxed in 1377, 1379 and 1381, so unhappy
1381 tax targeted new groups eg over 15s/craftsmen/women taxed whether they worked or not, which was resented
Peasants unhappy as wanted an end to forced labour/greater access to forests
Lack of faith in King Richard II who was a boy
Hatred of the King's advisor/allegations of corruption
Inspired by speakers who criticised the Church and monarchy eg John Ball/Waldergrave
To what extent8 marks2014Q1โณ Older formatThe Making of Modern Britain, 1880โ1951
To what extent was poor health the main cause of poverty by 1900?
WFQ = words from the question โ reuse in every point.amber = the isolated factor to weigh up.
(You must use recalled knowledge to present a balanced account of the influence of different factors and come to a reasoned conclusion.)
๐ RAT sheet โ how to structure your answerโพ
To what extent / How important / How successful ยท 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.โ 1 mark (introduction)
Some historians think the isolated factor was words from the question because _____. Also _____.โ 1 KU mark per fact (up to 5)
However, other historians think FACTOR 2 was words from the question because _____. Also _____.โ 1 mark (balance) + 1 KU per fact
Other historians think FACTOR 3 was words from the question because _____. Also _____.โ 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 โ does not need to be new].โ 2 marks (conclusion)
How it's marked
5 marks for knowledge โ 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).
๐กIt is asking: one factor is a reason โ but there are others, so decide which was MOST important.
๐กEach fact you add (including every "Alsoโฆ") earns a KU mark, as long as it is developed and not too brief โ up to 5.
โ Reveal marking schemeโพ
Max 8 marks
These are possible/exemplar answers from the marking instructions โ 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 address the question. 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 the answer being presented in a structured way, with knowledge being organised in support of different factors; 1 mark given for a valid judgement or overall conclusion; 1 mark given for a reason being provided in support of the conclusion.
Poor health
Absence from work due to sickness could lead to loss of job/earnings
Poor could not afford doctors/medicine
Many occupations dangerous/few safety precautions eg miners/shipyards so greater chance of accidents/injury
Old age
Those on low wages unable to save, so when too old to work, fell into poverty
Limited poor relief
Caring for elderly relatives was an added burden on poor households
Death of wage-earner
Death of the main wage-earner would cause families to fall into poverty
Only limited compensation available for illness or accidents caused through work
Family size
Large families often lived below poverty-line, especially when children were very young
No easily available child-care, so mother often prevented from working
Irregular/low earnings/unemployment
Work was often cyclical/irregular or seasonal โ causing temporary poverty
Wages were often below subsistence-level
Considerable time often had to be spent looking for work/queuing outside factory gates
Women were particularly low paid ยฝ or even less male wages
Unemployment meant a lack of income
Other causes
Secondary poverty caused when earnings spent/wasted on other things โ eg drinking or gambling
High rents used up a lot of family income
Discrimination could add to unemployment eg Irish in Scotland
Evaluate the usefulness6 marks2014Q2โณ Older formatThe Making of Modern Britain, 1880โ1951
Evaluate the usefulness of Source A as evidence of the reasons why the Liberals introduced reforms to help the young.
WFQ = words from the question โ 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) โ then consider author, purpose, timing and omission.
Highlight evidence โ tap the text:
Source A
Source A is from the book From the Cradle to the Grave: Social Welfare in Britain 1890s-1951 by historians and published in 2002.
One of the groups of "deserving poor" that the Liberals aimed to help in Britain was the young. The Boer War and the condition of many recruits led politicians to act. The Liberal government knew that poorer children would be the soldiers of the future. Healthy children would grow up to be healthy soldiers and workers, and the British Empire would be stronger as a result.
๐ RAT sheet โ how to structure your answerโพ
Evaluate the usefulness ยท Appears in 2 sections
Remember COAT
๐Content โ what the source says
๐ซOmission โ what the source leaves out
โ๏ธAuthor โ who wrote it
๐Timing โ when it was written
WFQ (words from the question)quote from the source
Source X says โ_____โ. This is useful as it is accurate information about words from the question.โ 1 mark (content)
Source X also says โ_____โ. This is useful as it is accurate information about words from the question.โ 1 mark (content)
Source X omits _____. This makes the source less useful. Source X also omits _____. This makes the source less useful.โ 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.โ 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.โ 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.
๐กYou can also comment on the Purpose and Type of source.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ 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 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 points of significant omission.
Aspects of the source
Author: Historians โ Useful because they would have researched the subject thoroughly
Type of Source: Modern history book โ Useful as published sources tend to be factual
Purpose: To inform โ Useful as will be a balanced/comprehensive account of reasons for Liberals passing reforms to help the young
Timing: Published in 2002 โ Useful as written with the benefit of hindsight
Content
The Boer War and the condition of many recruits led politicians to act โ Useful as the Boer War did raise concern about the fitness of recruits/national stock/efficiency
The children would be the soldiers of the future โ Useful as this was a typical/important concern at the time of international tensions
Healthy children would grow up to be healthy soldiers and workers and the British Empire would be stronger as a result โ Useful as there was great concern about Britain's status in the world
Points of significant omission
Rowntree's report in particular revealed that families with young children often fell below the poverty line.
Children regarded as 'deserving' poor.
Report of the 1904 Inter-departmental Committee on Physical Deterioration recommended reforms to improve the health of children/free school meals and medical inspections.
School leaving age 13/desire to improve access to free secondary education for some.
High levels of juvenile crime/often caused by poverty.
Desire to alter justice system which treated juvenile criminals in the same way as adult criminals.
Work of Margaret McMillan in pushing for school meals and medical inspections.
Explain6 marks2014Q3โณ Older formatThe Making of Modern Britain, 1880โ1951
Explain the reasons why the Second World War changed attitudes to welfare reform in Britain.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Explain ยท 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 โฆโ 1 mark
A second reason why words from the question was fact which meant that โฆโ 1 mark
A third reason why words from the question was fact which meant that โฆโ 1 mark
A fourth reason why words from the question was fact which meant that โฆโ 1 mark
A fifth reason why words from the question was fact which meant that โฆโ 1 mark
A sixth reason why words from the question was fact which meant that โฆโ 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.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ 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
Sense of determination/will to 'build a better Britain' after the war.
Evacuation highlighted the poor health/physical condition of children and the problem of poverty, so opened eyes/changed attitudes
Rich and poor subject to bombing/created need for reform
Rationing ensured a fair supply of food for all โ rich and poor alike, levelled classes/created expectation of further government intervention
Social classes mixed more than ever before during the war โ raised awareness of social problems and need for welfare reform
Government had been forced to intervene more during the war โ eg Ministry of Food, rationing, and free health care for war-wounded/War forced government to change laissez-faire attitudes
Greater acceptance of government control during wartime was accepted to tackle post-war problems
War highlighted social problems that only the state could tackle โ eg poverty, housing, people accepted this
Beveridge Report of 1942 highlighted social problems/Beveridge Report popular and created an expectation of government action
To what extent8 marks2014Q1โณ Older formatWar of the Three Kingdoms, 1603โ1651
To what extent were arguments between King James VI and I and Parliament the result of religious differences?
WFQ = words from the question โ reuse in every point.amber = the isolated factor to weigh up.
(You must use recalled knowledge to present a balanced account of the influence of different factors and come to a reasoned conclusion.)
๐ RAT sheet โ how to structure your answerโพ
To what extent / How important / How successful ยท 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.โ 1 mark (introduction)
Some historians think the isolated factor was words from the question because _____. Also _____.โ 1 KU mark per fact (up to 5)
However, other historians think FACTOR 2 was words from the question because _____. Also _____.โ 1 mark (balance) + 1 KU per fact
Other historians think FACTOR 3 was words from the question because _____. Also _____.โ 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 โ does not need to be new].โ 2 marks (conclusion)
How it's marked
5 marks for knowledge โ 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).
๐กIt is asking: one factor is a reason โ but there are others, so decide which was MOST important.
๐กEach fact you add (including every "Alsoโฆ") earns a KU mark, as long as it is developed and not too brief โ up to 5.
โ Reveal marking schemeโพ
Max 8 marks
These are possible/exemplar answers from the marking instructions โ 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 address the question. 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 the answer being presented in a structured way, with knowledge being organised in support of different factors; 1 mark given for a valid judgement or overall conclusion; 1 mark given for a reason being provided in support of the conclusion.
Religious differences
Some in Parliament were offended by James' belief in the Divine Right of Kings
Millenary Petition 1603 demanded changes to church practices โ rejected by James VI and I
Archbishops Canons โ clergy had to subscribe to 39 articles and Prayer Book, James licensed the Canons, which provoked the clergy
1622 โ Direction of Preachers issued, gave Bishops more control, which worried Puritans
Demands of Presbyterians for the removal of Bishops
Demands from Catholics for more lenient treatment
Gunpowder plot
Financial grievances
Extravagant spending and debts built up by James eg clothing banquets
Gave money and power to his favourites at court
Bates Case 1606 โ judges agreed that impositions (new source of revenue of additional tax on imports and exports) were legal
Failure of Great Contract 1610 โ reciprocal distrust
Monopolies caused anger and resentment
Political factors
James dismissed Parliament in 1610
Failure of 'Addled Parliament' in 1614
James' insistence on creating a legal and administrative Union with Scotland caused suspicions in England
Explain6 marks2014Q2โณ Older formatWar of the Three Kingdoms, 1603โ1651
Explain the reasons why Charles I was an unpopular monarch by 1640.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Explain ยท 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 โฆโ 1 mark
A second reason why words from the question was fact which meant that โฆโ 1 mark
A third reason why words from the question was fact which meant that โฆโ 1 mark
A fourth reason why words from the question was fact which meant that โฆโ 1 mark
A fifth reason why words from the question was fact which meant that โฆโ 1 mark
A sixth reason why words from the question was fact which meant that โฆโ 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.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ 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
Believed in the Divine Right of Kings, which was resented
Married to Henrietta Maria โ a Catholic, unpopular with Protestants
Spending habits eg paintings and expensive clothes were resented
1629-1640 โ ruled without Parliament (Personal Rule), so was unpopular
Forced Ship Money, those who refused went to prison, created resentment
Appointed Laud as Archbishop of Canterbury, who was unpopular
Laud changed Church of England services (statues, music and candles introduced) โ offended some Protestants
Introduced New Prayer Book - in Scotland this caused riots
Scots attacked English because of religious changes (Bishops' Wars)
Charles called Parliament to get money to fight the Scots, which was resented
Earl of Strafford ruled Ireland for Charles โ Strafford unpopular with the Irish and the Long Parliament
Evaluate the usefulness6 marks2014Q3โณ Older formatWar of the Three Kingdoms, 1603โ1651
Evaluate the usefulness of Source A as evidence of what happened at Drogheda in Ireland during the Civil War.
WFQ = words from the question โ 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) โ then consider author, purpose, timing and omission.
Highlight evidence โ tap the text:
Source A
Source A is from a letter dated 17 September 1649, written by Oliver Cromwell to the House of Commons.
Our army came to Drogheda on 3rd September. On Monday 9th the battering guns began. I sent Sir Arthur Aston a request to surrender the town but received no satisfactory answer. Our guns then beat down the corner tower, and made gaps in the east and south walls. On the following day, after some fierce fighting, we entered the town. Several of the enemy, including Sir Arthur Aston, retreated into Mill Mount, a place very difficult to attack.
๐ RAT sheet โ how to structure your answerโพ
Evaluate the usefulness ยท Appears in 2 sections
Remember COAT
๐Content โ what the source says
๐ซOmission โ what the source leaves out
โ๏ธAuthor โ who wrote it
๐Timing โ when it was written
WFQ (words from the question)quote from the source
Source X says โ_____โ. This is useful as it is accurate information about words from the question.โ 1 mark (content)
Source X also says โ_____โ. This is useful as it is accurate information about words from the question.โ 1 mark (content)
Source X omits _____. This makes the source less useful. Source X also omits _____. This makes the source less useful.โ 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.โ 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.โ 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.
๐กYou can also comment on the Purpose and Type of source.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ 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 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 points of significant omission.
Aspects of the source
Author: Oliver Cromwell โ Useful as he was the leader of the Parliamentary forces (who was an extreme Puritan and who hated the Irish Catholics)
Type of Source: Letter (to the House of Commons) โ Useful as an official account of the events of the battle, so should be accurate/less useful as may be biased based on Cromwell's actions
Purpose: To inform โ Useful as provides reasons for victory at Drogheda/Cromwell justifying his actions
Timing: September 1649 โ Useful as written soon after the battle took place
Content
On Monday 9th the battering guns began/Our guns then beat down the corner tower, and made gaps in the east and south walls โ Useful as it provides accurate details of when the battle began/weapons used
I sent Sir Arthur Aston a request to surrender the town but received no satisfactory answer โ Useful as Sir Arthur Aston ignored Cromwell's order to surrender
On the following day, after some fierce fighting, we entered the town/several of the enemy, including Sir Arthur Aston, retreated into Mill Mount โ Useful as it describes the successful storming of the city by Cromwell's forces
Points of significant omission
Cromwell ordered his men to kill everyone remaining in the town who had weapons
Cromwell's men killed approximately 2000 men after the surrender
The Church of St. Peters was set on fire, burning alive a group of defenders who had barricaded themselves in
Parliamentarian losses are regarded to be around 150
Sir Arthur Aston reported to have been beaten to death with his own wooden leg
How fully6 marks2014Q1โณ Older formatโTea and Freedomโ: the American Revolution, 1774โ83
How fully does Source A explain why there was growing tension between Britain and the colonists by 1774?
WFQ = words from the question โ 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) โ then recall 3 points the source leaves out.
Highlight evidence โ tap the text:
Source A
Source A explains why there was growing tension between Britain and the colonists.
The war with France had ended in 1763. Although victory was widely celebrated, there were already voices being raised against British rule in the thirteen colonies. The decision to increase taxes on the colonists was very unpopular. Britain had gone to great expense to protect the colonies and wanted the colonies to pay some of this money back. The decision to maintain a standing army in the colonies also alarmed the colonists. The Stamp Act of 1765 provoked a furious reaction. Colonists responded by organising a boycott of British goods.
๐ RAT sheet โ how to structure your answerโพ
How fully ยท Appears in all 3 sections
WFQ (words from the question)quote from the sourceomission โ your own recall
Overall, Source X partly words from the question.โ needed for full marks
Source X says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
However, Source X doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 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.
๐กUse the source AND recall.
๐กQuote and then explain โ show you understand it, donโt just repeat it.
๐กYou must make a judgement (e.g. โthe source partly explainsโฆโ) or you are capped at 2 marks.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ 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 the parts of the source relevant to the question
A maximum of 2 marks may be given for answers which refer only to the source
Points from the source
The decision to increase taxes was very unpopular
The decision to maintain a standing army alarmed colonists
The Stamp Act provoked a furious reaction
Colonists organised a boycott of British goods
Points of significant omission
Colonists felt that actions of the British government were damaging trade
The colonists were unhappy that the British were stopping them from moving West
There was anger among the colonists about the Quartering Act which allowed British soldiers to invade private property
There was anger among the colonists about a lack of representation in the British parliament
Events such as the Boston Massacre increased tension
Any other valid point of explanation that meets the criteria described in the general marking instructions for this kind of question
Describe5 marks2014Q2โณ Older formatโTea and Freedomโ: the American Revolution, 1774โ83
Describe the events of the Boston Tea Party and the British government's reaction to it.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Describe ยท Appears in 2 sections
WFQ (words from the question)
One words from the question was โฆโ 1 mark
A second words from the question was โฆโ 1 mark
A third words from the question was โฆโ 1 mark
A fourth words from the question was โฆโ 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.
โ Reveal marking schemeโพ
Max 5 marks
These are possible/exemplar answers from the marking instructions โ 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
Colonists were angered by the passing of the Tea Act in 1773 which allowed the East India Company to undercut colonial merchants and smugglers
Bostonians disguised themselves as Mohawk Indians and boarded the three tea ships
Tea was emptied into the water of Boston harbour
Some of the tea was stolen
King George III and Parliament were outraged when they heard of these events
Lord North rejected the offer of compensation from some of the colonial merchants
Led to the passing of the โIntolerable Actsโ eg Massachusetts Act/Administration of Justice Act/Quartering Act/Quebec Act
Port of Boston closed
Any other relevant factual key point of knowledge that meets the criteria described in the general marking instructions for this kind of question
Explain5 marks2014Q3โณ Older formatโTea and Freedomโ: the American Revolution, 1774โ83
Explain the reasons why Britain lost the war against the colonists.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Explain ยท 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 โฆโ 1 mark
A second reason why words from the question was fact which meant that โฆโ 1 mark
A third reason why words from the question was fact which meant that โฆโ 1 mark
A fourth reason why words from the question was fact which meant that โฆโ 1 mark
A fifth reason why words from the question was fact which meant that โฆโ 1 mark
A sixth reason why words from the question was fact which meant that โฆโ 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.
โ Reveal marking schemeโพ
Max 5 marks
These are possible/exemplar answers from the marking instructions โ 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
The British forces were poorly led so poorer tactics/communication
There were tactical errors by Britain eg at Yorktown, so battles were lost
British army had to rely on mercenary forces, so less loyalty
British soldiers were not properly trained, so less effective
Colonial army was effectively led by George Washington, strong leader
British generals underestimated the bravery of the Americans
Rebel tactics also made life very difficult/rebels often used guerrilla tactics against British which were successful
Colonists had greater forces/able to call on minutemen when required, so more effective
Fighting a war so far from home made it difficult to supply British forces
Attacks by French and Spanish weakened/distracted British forces
Assistance from French and Spanish navies gave colonists control of the seas
Any other valid reason that meets the criteria described in the general marking instructions for this kind of question
Compare the views4 marks2014Q4โณ Older formatโTea and Freedomโ: the American Revolution, 1774โ83
Compare the views of Sources B and C about the British defeat at Saratoga.
WFQ = words from the question โ reuse in every point.
(Compare the sources overall and/or in detail.)
Tip: Highlight 2โ3 points of comparison โ 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 โ tap the text:
Source B
Sources B and C are about the events that led to the British defeat at Saratoga.
In June 1777 General Burgoyne set out from Canada with nearly 8,000 men but his progress was then slowed by mountains and dense forest. The British fought off American forces in September. However, unlike the Americans, Burgoyne had no reinforcements. In October, Burgoyne tangled with the Americans once again. He was forced to retreat and his army was trapped against the Hudson River. On 17 October, Burgoyne was forced to surrender almost 6,000 men and 30 cannons.
Source C
Sources B and C are about the events that led to the British defeat at Saratoga.
General Burgoyne was eager to win fame for himself. He planned to march south to Albany. Another British army was due to join up with Burgoyne's forces. However, they were stopped by heavy resistance and Burgoyne's army was left on its own. Burgoyne decided to carry on but his progress was slowed by the difficult terrain and lack of supplies. The British were trapped at the little community of Saratoga and had no option but to surrender.
Overall, do the sources agree or disagree? (worth a mark for an overall comparison)
๐ RAT sheet โ how to structure your answerโพ
Compare the views ยท 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.โ 1 mark (overall)
The sources agree/disagree about statement summarising the point. Source X says โdirect quoteโ and Source Y [agrees/disagrees] when it says โdirect quoteโ.โ 1โ2 marks
The sources also agree/disagree about statement summarising the point. Source X says โdirect quoteโ and Source Y [agrees/disagrees] when it says โdirect quoteโ.โ 1โ2 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.
๐กOne set of points will agree, one will disagree.
โ Reveal marking schemeโพ
Max 4 marks
These are possible/exemplar answers from the marking instructions โ 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 there were a number of reasons for the British defeat at Saratoga
Points of comparison
agree
Source B: Progress was then slowed by mountains and dense forest
Source C: Progress was slowed by the difficult terrain
agree
Source B: Burgoyne had no reinforcements
Source C: Burgoyne's army was left on its own
agree
Source B: Army was trapped against the Hudson River
Source C: British found themselves trapped at the little community of Saratoga
Describe5 marks2014Q1โณ Older formatAppeasement and the Road to War, 1918โ1939
Describe the military terms of the Treaty of Versailles.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Describe ยท Appears in 2 sections
WFQ (words from the question)
One words from the question was โฆโ 1 mark
A second words from the question was โฆโ 1 mark
A third words from the question was โฆโ 1 mark
A fourth words from the question was โฆโ 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.
โ Reveal marking schemeโพ
Max 5 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
1 mark should be given for each accurate relevant key point of knowledge
A second mark should be given for each point that is developed, up to a maximum of 5 marks
Candidates may achieve full marks by providing five straightforward points, by making three developed points, or a combination of these
Possible points of knowledge
The German army was limited to 100,000 men
The German army was forbidden from having tanks
The German army was forbidden from being situated in the Rhineland
The German navy was forbidden from having submarines
The German navy was limited to six battleships
Germany was forbidden from having an air force
Any other relevant factual key point of knowledge that meets the criteria described in the general marking instructions for this kind of question
How fully6 marks2014Q2โณ Older formatAppeasement and the Road to War, 1918โ1939
How fully does Source A explain the reasons why the League of Nations was weak?
WFQ = words from the question โ 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) โ then recall 3 points the source leaves out.
Highlight evidence โ tap the text:
Source A
Source A is about the weaknesses of the League of Nations.
The USA refused to join as they were not interested in getting involved in the problems of other countries. Initially Russia was not invited to join, so another great country of the world was absent. Therefore, right from the start the League of Nations was actually rather weak. Taking decisions was difficult as the Assembly had to be unanimous and member states often could not agree. A further problem was that the League did not have its own army to back up its decisions.
๐ RAT sheet โ how to structure your answerโพ
How fully ยท Appears in all 3 sections
WFQ (words from the question)quote from the sourceomission โ your own recall
Overall, Source X partly words from the question.โ needed for full marks
Source X says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
However, Source X doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 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.
๐กUse the source AND recall.
๐กQuote and then explain โ show you understand it, donโt just repeat it.
๐กYou must make a judgement (e.g. โthe source partly explainsโฆโ) or you are capped at 2 marks.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ 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 the parts of the source relevant to the question
A maximum of 2 marks may be given for answers which refer only to the source
Points from the source
The USA refused to join as they were not interested in getting involved in the problems of other countries
Initially Russia was not invited to join, so another great country of the world was absent
Taking decisions was difficult as the Assembly had to be unanimous and member states often could not agree
A further problem was that the League did not have its own army to back up its decisions
Points of significant omission
Germany was not allowed to join until 1926, so another major power was absent
Member countries were reluctant to agree to economic sanctions for fear of damaging their own economies
Member countries were reluctant to take action against a powerful member state
The two most powerful member countries Britain and France were reluctant to commit troops to fight for the League
Countries lost faith in the League with each failure
Any other valid point of explanation that meets the criteria described in the general marking instructions for this kind of question
Explain5 marks2014Q3โณ Older formatAppeasement and the Road to War, 1918โ1939
Explain the reasons why Britain did not take military action against Germany's reoccupation of the Rhineland.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Explain ยท 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 โฆโ 1 mark
A second reason why words from the question was fact which meant that โฆโ 1 mark
A third reason why words from the question was fact which meant that โฆโ 1 mark
A fourth reason why words from the question was fact which meant that โฆโ 1 mark
A fifth reason why words from the question was fact which meant that โฆโ 1 mark
A sixth reason why words from the question was fact which meant that โฆโ 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.
โ Reveal marking schemeโพ
Max 5 marks
These are possible/exemplar answers from the marking instructions โ 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
There was a belief that although Germany had broken the Treaty, they had been too severely punished at Versailles
It was argued that Germany had done little more than liberate her own territory
Many believed that the Franco-Soviet Pact had unduly provoked Hitler
Many within Britain saw a stronger Germany as a useful barrier against the spread of communism
It was hoped that a conciliatory approach might persuade Germany to re-enter the League and resume disarmament talks
It was felt that the relative weakness of the British armed forces restricted the opportunity for direct action
There was little sign that public opinion would have supported military action against Hitler
Any other valid reason that meets the criteria described in the general marking instructions for this kind of question
Compare the views4 marks2014Q4โณ Older formatAppeasement and the Road to War, 1918โ1939
Compare the views of Sources B and C about the Anschluss.
WFQ = words from the question โ reuse in every point.
(Compare the sources overall and/or in detail.)
Tip: Highlight 2โ3 points of comparison โ 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 โ tap the text:
Source B
Sources B and C are about the Anschluss.
Germany and Austria are now one. It was a mistake of the peacemakers at Versailles to forbid the union of Austria and Germany. The population of Austria comprised ethnic Germans, the majority of whom are enthusiastic about the Anschluss. The Austrians will not only feel at home as part of Germany, they will benefit financially too from an increase in trade with their German brothers.
Source C
Sources B and C are about the Anschluss.
That there has been no fighting is proof of the desire of the Austrian people to belong to Germany. Austrians will also benefit from greater markets for their raw materials and manufactured goods. The union of these two countries should never have been forbidden at Versailles. Winston Churchill has argued that Austria is a small country โbrutally struck downโ. I do not see what there is to complain about.
Overall, do the sources agree or disagree? (worth a mark for an overall comparison)
๐ RAT sheet โ how to structure your answerโพ
Compare the views ยท 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.โ 1 mark (overall)
The sources agree/disagree about statement summarising the point. Source X says โdirect quoteโ and Source Y [agrees/disagrees] when it says โdirect quoteโ.โ 1โ2 marks
The sources also agree/disagree about statement summarising the point. Source X says โdirect quoteโ and Source Y [agrees/disagrees] when it says โdirect quoteโ.โ 1โ2 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.
๐กOne set of points will agree, one will disagree.
โ Reveal marking schemeโพ
Max 4 marks
These are possible/exemplar answers from the marking instructions โ 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 Anschluss was a positive event which should be welcomed
Points of comparison
agree
Source B: The population of Austria comprised ethnic Germans, a majority of whom are enthusiastic about the Anschluss/The Austrians will not only feel at home as part of Germany/Their German brothers
Source C: That there has been no fighting is proof of the desire of the Austrian people to belong to Germany
agree
Source B: It was a mistake of the peacemakers at Versailles to forbid the union of Austria and Germany
Source C: The union of these two countries should never have been forbidden at Versailles
agree
Source B: They will benefit financially too from an increase in trade
Source C: Austrians will also benefit from greater markets for their raw materials and manufactured goods
Compare the views4 marks2014Q1โณ Older formatFree at Last? Civil Rights in the USA, 1918โ1968
Compare the views of Sources A and B about the living and working conditions of immigrants in American cities.
WFQ = words from the question โ reuse in every point.
Tip: Highlight 2โ3 points of comparison โ 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 โ tap the text:
Source A
Sources A and B are about immigrants in American cities in the 1920s.
The early twentieth century saw a massive growth in immigration from Southern and Eastern Europe. Immigrants from the same country usually lived in the same areas of the city. These areas contained tenement slums which were damp, dark and filthy with no water supply, toilets or drains. Immigrants had to take any work they could get, usually low paid jobs such as labourers or servants.
Source B
Sources A and B are about immigrants in American cities in the 1920s.
Finding a well-paid, skilled job was a common problem for poorly educated immigrants. Immigrants tended to live in their own communities: in New York there was a Polish district, a Jewish district and an Italian district. Tenement buildings in these areas were often five or six storeys high with rooms which lacked light or sanitation. Many of the new immigrants found that life in America was not what they expected.
Overall, do the sources agree or disagree? (worth a mark for an overall comparison)
๐ RAT sheet โ how to structure your answerโพ
Compare the views ยท 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.โ 1 mark (overall)
The sources agree/disagree about statement summarising the point. Source X says โdirect quoteโ and Source Y [agrees/disagrees] when it says โdirect quoteโ.โ 1โ2 marks
The sources also agree/disagree about statement summarising the point. Source X says โdirect quoteโ and Source Y [agrees/disagrees] when it says โdirect quoteโ.โ 1โ2 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.
๐กOne set of points will agree, one will disagree.
โ Reveal marking schemeโพ
Max 4 marks
These are possible/exemplar answers from the marking instructions โ 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 about the poor living and working conditions of immigrants
Points of comparison
agree
Source A: Immigrants from the same country usually lived in the same areas of the city
Source B: Immigrants tended to live in their own communities: in New York there was a Polish district, a Jewish district and an Italian district
agree
Source A: These areas contained tenement slums which were damp, dark and filthy with no water supply, toilets or drains
Source B: Tenements buildings in these areas were often five or six storeys high with rooms which lacked light or sanitation
agree
Source A: Immigrants had to take any work they could get, usually low paid jobs such as labourers or servants
Source B: Finding a well-paid, skilled job was a common problem for poorly educated immigrants
Describe5 marks2014Q2โณ Older formatFree at Last? Civil Rights in the USA, 1918โ1968
Describe the non-violent protests of the Civil Rights Movement in the 1950s and 1960s.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Describe ยท Appears in 2 sections
WFQ (words from the question)
One words from the question was โฆโ 1 mark
A second words from the question was โฆโ 1 mark
A third words from the question was โฆโ 1 mark
A fourth words from the question was โฆโ 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.
โ Reveal marking schemeโพ
Max 5 marks
These are possible/exemplar answers from the marking instructions โ 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
Legal action leading to the decision of the Supreme Court in 1954 to declare segregation in schools unconstitutional
Bus boycott in Montgomery
Little Rock, Arkansas โ attempt by black students to enter Central High School
Sit-downs/Sit-ins eg deliberately holding up traffic/the occupation of lunch counters and other segregated places
Freedom rides - travel on buses through southern states using segregated facilities at bus stations
Project C โ sit-ins and marches in Birmingham, Alabama led by Martin Luther King
March on Washington
Any other relevant factual key point of knowledge that meets the criteria described in the general marking instructions for this kind of question
How fully6 marks2014Q3โณ Older formatFree at Last? Civil Rights in the USA, 1918โ1968
How fully does Source C describe the actions taken by federal authorities to improve civil rights for black Americans between 1945 and 1964?
WFQ = words from the question โ reuse in every point.
(Use Source C and recall.)
Tip: Highlight up to 3 pieces of evidence from the source (worth up to 3 marks) โ then recall 3 points the source leaves out.
Highlight evidence โ tap the text:
Source C
Source C is about the actions taken by federal authorities to help black Americans.
Federal authorities did take action. President Truman issued orders to desegregate the US military in 1948. He also set up a President's Committee on civil rights in 1946 to report to him on how progress towards black civil rights could be made. However no legislation followed. In 1960 Congress passed a Civil Rights Act which established penalties for obstructing black voting. The assassination of President Kennedy in November 1963 came at the time he was preparing a Civil Rights Bill.
๐ RAT sheet โ how to structure your answerโพ
How fully ยท Appears in all 3 sections
WFQ (words from the question)quote from the sourceomission โ your own recall
Overall, Source X partly words from the question.โ needed for full marks
Source X says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
However, Source X doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 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.
๐กUse the source AND recall.
๐กQuote and then explain โ show you understand it, donโt just repeat it.
๐กYou must make a judgement (e.g. โthe source partly explainsโฆโ) or you are capped at 2 marks.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ 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 the parts of the source relevant to the question
A maximum of 2 marks may be given for answers which refer only to the source
Points from the source
President Truman issued orders to desegregate the US military
He also set up a President's Committee on civil rights in 1946 to report to him on how progress towards black civil rights could be made
In 1960 Congress passed a Civil Rights Act which established penalties for obstructing black voting.
The assassination of President Kennedy in November 1963 came at the time he was preparing a Civil Rights Bill
Points of significant omission
Supreme Court decision declared that schools could no longer be segregated
In 1957 President Eisenhower sent in federal troops to Little Rock in Arkansas to ensure that nine black children could safely enter a recently desegregated high school
Federal Marshalls were sent to escort James Meredith through the gates of Mississippi University
Civil Rights Act passed in 1964
Any other valid point of explanation that meets the criteria described in the general marking instructions for this kind of question
Explain5 marks2014Q4โณ Older formatFree at Last? Civil Rights in the USA, 1918โ1968
Explain the reasons why the Black Panthers gained the support of many black Americans.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Explain ยท 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 โฆโ 1 mark
A second reason why words from the question was fact which meant that โฆโ 1 mark
A third reason why words from the question was fact which meant that โฆโ 1 mark
A fourth reason why words from the question was fact which meant that โฆโ 1 mark
A fifth reason why words from the question was fact which meant that โฆโ 1 mark
A sixth reason why words from the question was fact which meant that โฆโ 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.
โ Reveal marking schemeโพ
Max 5 marks
These are possible/exemplar answers from the marking instructions โ 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
Black Panthers gained support for their demand for the release of black prisoners
Black Panthers gained support due to their efforts to give practical help to poor blacks eg breakfast clubs in schools
Black Panthers had charismatic leaders who gained attention and popularity
The Black Panthers encouraged blacks to be proud of the colour of their skin and their African American culture. This appealed to many
Black Panthers condoned violence and this appealed to many blacks who were frustrated by the non-violent methods of the Civil Rights Movement
Black Panthers attracted further support after gaining the much publicised support of athletes at the Olympic Games in 1968
Any other valid reason that meets the criteria described in the general marking instructions for this kind of question
Describe5 marks2014Q1โณ Older formatHitler and Nazi Germany, 1919โ1939
Describe the rights all Germans had in the Weimar Republic.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Describe ยท Appears in 2 sections
WFQ (words from the question)
One words from the question was โฆโ 1 mark
A second words from the question was โฆโ 1 mark
A third words from the question was โฆโ 1 mark
A fourth words from the question was โฆโ 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.
โ Reveal marking schemeโพ
Max 5 marks
These are possible/exemplar answers from the marking instructions โ 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
All men and women over 20 had the vote/over 35 in Presidential elections
All Germans were equal before the law
People had the right to vote by secret ballot
Everyone had the right of freedom of speech/to express opinions freely and openly
Freedom of association/people had the right to hold peaceful meetings
Freedom of press
Everyone had the right of freedom of religion
Letters and correspondence could not be opened and read
No one could be arrested without good reason/unless they broke the law
People had the right to join trade unions and societies
No one could be imprisoned without trial
Rights of privacy/people had the right of privacy in their own homes
People had the right to form political parties.
Any other relevant factual key point of knowledge that meets the criteria described in the general marking instructions for this kind of question
Compare the views4 marks2014Q2โณ Older formatHitler and Nazi Germany, 1919โ1939
Compare the views of Sources A and B on the effects of hyperinflation on the people of Germany.
WFQ = words from the question โ reuse in every point.
(Compare the sources overall and/or in detail.)
Tip: Highlight 2โ3 points of comparison โ 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 โ tap the text:
Source A
Sources A and B are about hyperinflation in Germany.
Workers were paid twice a day and when they were given their wages, they threw bundles of banknotes out of factory windows to waiting members of their families who would then rush to the shops to buy food or coal or clothes before the prices went up. Millions of people faced starvation due to hyperinflation. People such as pensioners who were living on fixed incomes found that prices rose much faster than their earnings.
Source B
Sources A and B are about hyperinflation in Germany.
Almost overnight the life savings of many Germans became worthless. Some workers were paid twice a day and could spend their wages instantly. People who were paid monthly or depended on savings suffered because these could not keep up with price rises. Pensioners lived on fixed incomes. They always received the same amount of money each week. These incomes were now worth nothing. They faced homelessness and starvation.
Overall, do the sources agree or disagree? (worth a mark for an overall comparison)
๐ RAT sheet โ how to structure your answerโพ
Compare the views ยท 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.โ 1 mark (overall)
The sources agree/disagree about statement summarising the point. Source X says โdirect quoteโ and Source Y [agrees/disagrees] when it says โdirect quoteโ.โ 1โ2 marks
The sources also agree/disagree about statement summarising the point. Source X says โdirect quoteโ and Source Y [agrees/disagrees] when it says โdirect quoteโ.โ 1โ2 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.
๐กOne set of points will agree, one will disagree.
โ Reveal marking schemeโพ
Max 4 marks
These are possible/exemplar answers from the marking instructions โ 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 hyperinflation caused people difficulties
Points of comparison
agree
Source A: Workers were paid twice a day/rushed to shops before prices went up
Source B: Some workers were paid twice a day/could spend their wages instantly.
agree
Source A: Millions of people faced starvation due to hyperinflation
Source B: They faced homelessness and starvation.
agree
Source A: Pensioners who were living on fixed incomes found that prices rose much faster than their earnings
Source B: Pensioners lived on fixed incomes and received the same amount each week; these incomes were now worth nothing
Explain5 marks2014Q3โณ Older formatHitler and Nazi Germany, 1919โ1939
Explain the reasons why Hitler and the Nazi Party attracted so much support by January 1933.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Explain ยท 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 โฆโ 1 mark
A second reason why words from the question was fact which meant that โฆโ 1 mark
A third reason why words from the question was fact which meant that โฆโ 1 mark
A fourth reason why words from the question was fact which meant that โฆโ 1 mark
A fifth reason why words from the question was fact which meant that โฆโ 1 mark
A sixth reason why words from the question was fact which meant that โฆโ 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.
โ Reveal marking schemeโพ
Max 5 marks
These are possible/exemplar answers from the marking instructions โ 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
Hitler appeared to offer Germany strong leadership, which was appealing
Offered solutions to Germany's economic problems, so popular
Promised to provide jobs for the unemployed , which was popular
Promised to overthrow the Treaty of Versailles, which was welcomed
Nazi rallies, eg Nuremberg, impressed people
Hitler was a superb speaker
Effective use of propaganda to get over his message
Hitler had a clear, simple message which appealed to many people
Promised support for the farmers, shopkeepers, etc, which was popular
Businessmen were attracted by Hitler's promise to destroy trade unions
Young people were attracted to the Hitler Youth
Promised to restore Germany as a world power, which was welcomed
Germany's best defence against Communism/support from middle classes
Discipline/uniforms of the SA impressed people
Widespread support from nationalists for his racial theories/anti-Semitism
Tired of the chaos of the Weimar Government and wanted a change/belief that democracy weak
Any other valid reason that meets the criteria described in the general marking instructions for this kind of question
How fully6 marks2014Q4โณ Older formatHitler and Nazi Germany, 1919โ1939
How fully does Source C describe how the Nazis controlled people's lives?
WFQ = words from the question โ reuse in every point.
(Use Source C and recall.)
Tip: Highlight up to 3 pieces of evidence from the source (worth up to 3 marks) โ then recall 3 points the source leaves out.
Highlight evidence โ tap the text:
Source C
Source C is about Nazi control of people's lives.
Hitler and the Nazi Party aimed to control every part of people's lives, and that included their free time. The KDF (Strength through Joy Organisation) controlled most forms of entertainment. Each year around seven million people took part in KDF sports matches. Mass outings to the theatre and the opera were arranged. The KDF had its own symphony orchestra which toured the country. Workers were also provided with affordable holidays including cruises and walking or skiing holidays.
๐ RAT sheet โ how to structure your answerโพ
How fully ยท Appears in all 3 sections
WFQ (words from the question)quote from the sourceomission โ your own recall
Overall, Source X partly words from the question.โ needed for full marks
Source X says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
However, Source X doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 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.
๐กUse the source AND recall.
๐กQuote and then explain โ show you understand it, donโt just repeat it.
๐กYou must make a judgement (e.g. โthe source partly explainsโฆโ) or you are capped at 2 marks.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ 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 the parts of the source relevant to the question
A maximum of 2 marks may be given for answers which refer only to the source
Points from the source
The KDF (Strength through Joy Organisation) controlled most forms of entertainment
Each year around seven million people took part in KDF sports matches
Mass outings to the theatre and the opera were arranged
Workers were also provided with affordable holidays including cruises and walking or skiing holidays
Points of significant omission
Other Strength through Joy programmes such as: Evening classes for adults; The Peoples Car (Volkswagen) hire purchase scheme which turned out to be a swindle
Nuremberg Laws
Hitler Youth later made compulsory
Role of Gestapo
Propaganda (examples of)
Censorship of newspapers/films/books/films
Books considered unacceptable were burned
Complaining about the Nazis against the law
Penalty for anti-Hitler jokes was death
National Labour Service
Compulsory Military Service
any other valid point of explanation that meets the criteria described in the general marking instructions for this kind of question
Describe5 marks2014Q1โณ Older formatMussolini and Fascist Italy, 1919โ1939
Describe Mussolini's foreign policy up to 1939.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Describe ยท Appears in 2 sections
WFQ (words from the question)
One words from the question was โฆโ 1 mark
A second words from the question was โฆโ 1 mark
A third words from the question was โฆโ 1 mark
A fourth words from the question was โฆโ 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.
โ Reveal marking schemeโพ
Max 5 marks
These are possible/exemplar answers from the marking instructions โ 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
Mussolini aimed to make Italy a great power/wanted control of Mediterranean
Mussolini wanted to expand Italy's colonial empire in Africa/increase Italian influence in the Balkans
In 1924 Mussolini took control of the Yugoslavian port of Fiume
Wished to appear as a statesman in early years eg Locarno 1925
Mussolini supported King Zog in Albania (by signing a Treaty of Friendship in 1926 Mussolite made Albania into an Italian satellite state)
Mussolini funded Croat nationalists in order to create trouble for Yugoslavia
Mussolini settled the border dispute with Britain over Libya and Egypt
Mussolini aided Dolfuss in order to provide a bulwark against Nazi aggression
In 1935 concluded Stresa Front with France and Britain (wished to be recognised as a great power)
Launched attack on Ethiopia
Intervened in Spanish Civil War
Agreed Anti-Comintern Pact with Japan and Germany in 1937
Posed as mediator at Munich Conference Sept 1938
Invaded Albania in 1939
Pact of Steel with Germany concluded May 1939
Any other relevant factual key point of knowledge that meets the criteria described in the general marking instructions for this kind of question
Explain5 marks2014Q2โณ Older formatMussolini and Fascist Italy, 1919โ1939
Explain the reasons why many Italians were unhappy with Mussolini's economic policies.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Explain ยท 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 โฆโ 1 mark
A second reason why words from the question was fact which meant that โฆโ 1 mark
A third reason why words from the question was fact which meant that โฆโ 1 mark
A fourth reason why words from the question was fact which meant that โฆโ 1 mark
A fifth reason why words from the question was fact which meant that โฆโ 1 mark
A sixth reason why words from the question was fact which meant that โฆโ 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.
โ Reveal marking schemeโพ
Max 5 marks
These are possible/exemplar answers from the marking instructions โ 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 were unhappy when trade unions were outlawed
Revaluation of the lira in 1927 led to decline in exports, causing discontent
Increase in unemployment 1926-28. By 1933 unemployment had reached 2 million, causing unpopularity
High tariffs restricted imports, so people unhappy
Real wages fell, so people unhappy
Sick pay and paid holidays were not introduced until 1938, so people were unhappy
The failure to make Italy self-sufficient - embarrassment/unpopularity
As part of the Battle For Grain land in central and southern regions was turned over to wheat production despite being unsuitable (traditional agricultural exports declined), unpopular in these areas
Increasing government control of industry was resented
Any other valid reason that meets the criteria described in the general marking instructions for this kind of question
How fully6 marks2014Q3โณ Older formatMussolini and Fascist Italy, 1919โ1939
How fully does Source A describe the use of propaganda in Fascist Italy?
WFQ = words from the question โ 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) โ then recall 3 points the source leaves out.
Highlight evidence โ tap the text:
Source A
Source A describes the use of propaganda in Fascist Italy.
Mussolini had long experience in the newspaper business and so he knew a thing or two about how to make effective propaganda. Mussolini's press office issued official versions of events which all the newspapers were expected to publish without question. The radio and cinema were also used to broadcast Fascist propaganda. News bulletins broadcast a daily diet of Mussolini's speeches and praised him as the saviour of Italy. The media played a very crucial role in the cult of โIl Duce.โ
๐ RAT sheet โ how to structure your answerโพ
How fully ยท Appears in all 3 sections
WFQ (words from the question)quote from the sourceomission โ your own recall
Overall, Source X partly words from the question.โ needed for full marks
Source X says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
However, Source X doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 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.
๐กUse the source AND recall.
๐กQuote and then explain โ show you understand it, donโt just repeat it.
๐กYou must make a judgement (e.g. โthe source partly explainsโฆโ) or you are capped at 2 marks.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ 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 the parts of the source relevant to the question
A maximum of 2 marks may be given for answers which refer only to the source
Points from the source
Mussolini's press office issued official versions of events which all the newspapers were expected to publish without question
The radio and the cinema were also used to broadcast Fascist propaganda
News bulletins broadcast a daily diet of Mussolini's speeches and praised him as the saviour of Italy
The media played a crucial role in the cult of โIl Duceโ
Points of significant omission
Mussolini started a new calendar with Year 1 beginning in 1922
The regime made propagandist feature films
The Duce was shown as a great athlete and musician (cult of personality)
Brainwashing/indoctrination of young at school/textbooks or youth groups
The newspapers suggested that Mussolini was infallible
An image of youthfulness was portrayed by not referring to Mussolini's age or the fact he wore glasses/usually seen in uniform
It was said that Mussolini worked 16 hour days - his light was left on after he had gone to bed to maintain this fiction
Use of RC church to support Fascists policies eg against communism at home or in Spain
Any other valid point of explanation that meets the criteria described in the general marking instructions for this kind of question
Compare the views4 marks2014Q4โณ Older formatMussolini and Fascist Italy, 1919โ1939
Compare the views of Sources B and C on opposition to Mussolini.
WFQ = words from the question โ reuse in every point.
(Compare the sources overall and/or in detail.)
Tip: Highlight 2โ3 points of comparison โ 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 โ tap the text:
Source B
Sources B and C are about opposition to Mussolini.
The Fascists used terror and violence, but for the most part this was not necessary. Unpopular groups like the Communists and Socialists were treated brutally. Fascist policies benefited the rich to ensure their support. The signing of the Lateran agreement in 1929 was important in winning the support of Catholics. There was some opposition in the army but this was never carried out in a coordinated way.
Source C
Sources B and C are about opposition to Mussolini.
While there was opposition to the Fascists, this never really posed a threat to the government. While some army generals opposed Mussolini, others liked his aggressive attitude. Mussolini changed his policy towards the Roman Catholic Church. This new close relationship with the church reduced the threat of opposition from Catholics. Big businessmen and landowners supported a regime which always seemed to be on their side.
Overall, do the sources agree or disagree? (worth a mark for an overall comparison)
๐ RAT sheet โ how to structure your answerโพ
Compare the views ยท 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.โ 1 mark (overall)
The sources agree/disagree about statement summarising the point. Source X says โdirect quoteโ and Source Y [agrees/disagrees] when it says โdirect quoteโ.โ 1โ2 marks
The sources also agree/disagree about statement summarising the point. Source X says โdirect quoteโ and Source Y [agrees/disagrees] when it says โdirect quoteโ.โ 1โ2 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.
๐กOne set of points will agree, one will disagree.
โ Reveal marking schemeโพ
Max 4 marks
These are possible/exemplar answers from the marking instructions โ 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 there was a limited opposition to the regime
Points of comparison
agree
Source B: Fascist policies benefited the rich to ensure their support.
Source C: Big businessmen and landowners supported a regime which always seemed to be on their side.
agree
Source B: The signing of the Lateran agreement in 1929 was important in winning the support of Catholics.
Source C: This new close relationship with the church reduced the threat of opposition from Catholics.
agree
Source B: There was some opposition in the army, but this was never carried out in a coordinated way
Source C: While some army generals opposed Mussolini others liked his aggressive attitude.
Describe5 marks2014Q1โณ Older formatRed Flag: Lenin and the Russian Revolution, 1894โ1921
Describe the methods used by the Tsar to control Russia before 1905.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Describe ยท Appears in 2 sections
WFQ (words from the question)
One words from the question was โฆโ 1 mark
A second words from the question was โฆโ 1 mark
A third words from the question was โฆโ 1 mark
A fourth words from the question was โฆโ 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.
โ Reveal marking schemeโพ
Max 5 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
1 mark should be given for each accurate relevant key point of knowledge
A second mark should be given for each point that is developed, up to a maximum of 5 marks
Candidates may achieve full marks by providing five straightforward points, by making three developed points, or a combination of these
Possible points of knowledge
The Pillars of Autocracy controlled the Russian people
The Civil Service controlled everyday life eg censorship of newspapers
Use of secret police the Okhrana to spy on opponents
Support from church who taught peasants that Tsar should be obeyed
Use of army/Cossacks to crush uprisings or opponents
Use of exile to get rid of opponents
Any other relevant factual key point of knowledge that meets the criteria described in the general marking instructions for this kind of question
Explain5 marks2014Q2โณ Older formatRed Flag: Lenin and the Russian Revolution, 1894โ1921
Explain the reasons why the Tsar's control of Russia was threatened in 1905.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Explain ยท 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 โฆโ 1 mark
A second reason why words from the question was fact which meant that โฆโ 1 mark
A third reason why words from the question was fact which meant that โฆโ 1 mark
A fourth reason why words from the question was fact which meant that โฆโ 1 mark
A fifth reason why words from the question was fact which meant that โฆโ 1 mark
A sixth reason why words from the question was fact which meant that โฆโ 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.
โ Reveal marking schemeโพ
Max 5 marks
These are possible/exemplar answers from the marking instructions โ 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
Peasants unhappy due to redemption payments and high taxes (bad harvests made situation worse)
Peasant โland hungerโ caused discontent
Workers unhappy with poor wages and working conditions
Violent strikes due to long hours and low wages (government reaction made situation worse eg by arresting leaders)
Radical politics among university students caused further discontent
Defeat in the Russo โ Japanese War led to unrest
Policy of Russification caused discontent amongst nationalities eg Poles
Some sections of military become discontented โ Potemkin Mutiny.
Events of Bloody Sunday in January 1905 led to discontent and strikes
Set up of St Petersburg & Moscow Soviets
October Manifesto split middle classes from workers and socialists
Any other valid reason that meets the criteria described in the general marking instructions for this kind of question
How fully6 marks2014Q3โณ Older formatRed Flag: Lenin and the Russian Revolution, 1894โ1921
How fully does Source A describe the effects of the First World War on Russia?
WFQ = words from the question โ 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) โ then recall 3 points the source leaves out.
Highlight evidence โ tap the text:
Source A
Source A describes some of the effects of the First World War on Russia.
The outbreak of the First World War in August 1914 was to have a terrible impact on Russians. Russia went to war to support its friends and allies. Russian armies were in action against Germany and Austria-Hungary within only six days. Heart-breaking losses were suffered by the Tsar's armies during the early years of the war. Thousands of wounded soldiers were left lying untreated on the ground for days. Nurses and doctors lacked enough bandages to treat even a quarter of the wounds.
๐ RAT sheet โ how to structure your answerโพ
How fully ยท Appears in all 3 sections
WFQ (words from the question)quote from the sourceomission โ your own recall
Overall, Source X partly words from the question.โ needed for full marks
Source X says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
However, Source X doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 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.
๐กUse the source AND recall.
๐กQuote and then explain โ show you understand it, donโt just repeat it.
๐กYou must make a judgement (e.g. โthe source partly explainsโฆโ) or you are capped at 2 marks.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ 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 the parts of the source relevant to the question
A maximum of 2 marks may be given for answers which refer only to the source
Points from the source
First World War was to have a terrible impact on Russia
Heart-breaking losses were suffered by the Tsars armies
Thousands of wounded soldiers were left lying untreated on the ground for days
Not even quarter enough bandages
Points of significant omission
Military defeat at Tannenburg and Masurian lakes
Collapse of the economy
Inflation affected prices
Population suffered shortages of food and fuel
Tsar took control of the armies and was then blamed for defeats
Tsarina took charge and was unpopular as she was German-born/thought to be under the influence of Rasputin
Political instability โ regular changes to both Prime Ministers and Ministers/ministerial โleapfrogโ
Allegations of government corruption eg Rasputin weakened Tsar's authority
Conscripting millions of peasants led to shortage of grain
Inability of the government to organise procurement/movement of supplies to civilians or war production for the military
any other valid point of explanation that meets the criteria described in the general marking instructions for this kind of question
Compare the views4 marks2014Q4โณ Older formatRed Flag: Lenin and the Russian Revolution, 1894โ1921
Compare the views of Sources B and C on the events in Petrograd during February 1917.
WFQ = words from the question โ reuse in every point.
(Compare the sources overall and/or in detail.)
Tip: Highlight 2โ3 points of comparison โ 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 โ tap the text:
Source B
Sources B and C describe the events in Petrograd during February 1917.
The disturbances which have begun in Petrograd are becoming more serious. Shortages of bread and flour cause panic. The workers are without jobs, the unemployed take the path to riot and revolt. The capital is in a state of anarchy. The Government is paralysed. The transport system has broken down. The suppliers of fuel and food are completely disorganised. There is wild shooting on the streets and troops are firing at each other.
Source C
Sources B and C describe the events in Petrograd during February 1917.
The situation was already very serious. Some of the factories had to close down and there were several thousand workmen unemployed. They wanted bread, but after waiting for hours in the queues outside the bakers' shops, many had been unable to get any. On Thursday, March 8, there had been a stormy sitting in the Duma and it was the bread shortage that was the cause of the unrest.
Overall, do the sources agree or disagree? (worth a mark for an overall comparison)
๐ RAT sheet โ how to structure your answerโพ
Compare the views ยท 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.โ 1 mark (overall)
The sources agree/disagree about statement summarising the point. Source X says โdirect quoteโ and Source Y [agrees/disagrees] when it says โdirect quoteโ.โ 1โ2 marks
The sources also agree/disagree about statement summarising the point. Source X says โdirect quoteโ and Source Y [agrees/disagrees] when it says โdirect quoteโ.โ 1โ2 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.
๐กOne set of points will agree, one will disagree.
โ Reveal marking schemeโพ
Max 4 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must make direct comparisons of the two sources, either overall or in detail
A simple comparison will indicate what points of detail or overall viewpoint they agree or disagree about and should be given 1 mark
A developed comparison of the points of detail or overall viewpoint should be given 2 marks
Candidates may achieve full marks by making four simple comparisons, two developed comparisons or by a combination of these
Overall: The sources agree the situation was serious with shortages and unrest
Points of comparison
agree
Source B: Disturbances...are becoming more serious
Source C: The situation was already very serious
agree
Source B: Shortages of bread
Source C: They wanted bread but...many had been unable to get any
Explain5 marks2014Q1โณ Older formatThe Cold War, 1945โ1989
Explain the reasons why a Cold War developed after 1945.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Explain ยท 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 โฆโ 1 mark
A second reason why words from the question was fact which meant that โฆโ 1 mark
A third reason why words from the question was fact which meant that โฆโ 1 mark
A fourth reason why words from the question was fact which meant that โฆโ 1 mark
A fifth reason why words from the question was fact which meant that โฆโ 1 mark
A sixth reason why words from the question was fact which meant that โฆโ 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.
โ Reveal marking schemeโพ
Max 5 marks
These are possible/exemplar answers from the marking instructions โ 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
The only thing that kept them together was over โ the Second World War
Disagreements at Potsdam eg over Poland
The Americans had developed the atomic bomb and this angered/worried the Soviet Union
Soviet troops were occupying most of Eastern Europe and this caused tension
Truman, the new American President was more anti-communist than Roosevelt
An arms race developed causing further tension
Different ideas โ capitalism versus communism
The Soviets saw Marshall Aid as an American attempt to dominate Europe/Soviet satellites prevented from accepting Marshall Aid
Berlin Blockade, 1948-1949, deepened the divisions between East and West
The establishment of NATO by America and its allies in 1949 caused further division
Establishment of Warsaw Pact 1955 heightened tensions
The Soviets and the Americans involved on different sides in proxy wars eg Korea
Any other valid reason that meets the criteria described in the general marking instructions for this kind of question
How fully6 marks2014Q2โณ Older formatThe Cold War, 1945โ1989
How fully does Source A explain the reasons why Americans intervened in Vietnam?
WFQ = words from the question โ 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) โ then recall 3 points the source leaves out.
Highlight evidence โ tap the text:
Source A
Source A is about American intervention in Vietnam.
The Americans intervened in Vietnam for several reasons. In a speech in March 1947 President Truman explained that America would resist the spread of Communism. This became known as the Truman Doctrine. In the 1950s the Americans had responded to French requests for assistance in Vietnam by giving money to try to halt the Vietminh. By the early 1960s it was clear that South Vietnam could not resist Communism without the support of American troops. Many in America believed war was necessary to stop the spread of Soviet influence.
๐ RAT sheet โ how to structure your answerโพ
How fully ยท Appears in all 3 sections
WFQ (words from the question)quote from the sourceomission โ your own recall
Overall, Source X partly words from the question.โ needed for full marks
Source X says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
However, Source X doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 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.
๐กUse the source AND recall.
๐กQuote and then explain โ show you understand it, donโt just repeat it.
๐กYou must make a judgement (e.g. โthe source partly explainsโฆโ) or you are capped at 2 marks.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ 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 the parts of the source relevant to the question
A maximum of 2 marks may be given for answers which refer only to the source
Points from the source
President Truman explained that America would resist the spread of Communism
The Americans had responded to French requests for assistance in Vietnam
It was clear that South Vietnam could not resist Communism without the support of American troops
Many in America believed war was necessary to stop the spread of Soviet influence
Points of significant omission
America feared that a civil war was developing in South Vietnam.
America was increasingly concerned about the influence of China in south-east Asia
There was a widespread belief in the Domino Theory eg Thailand, Laos, Burma, Cambodia even New Zealand and Australia could fall to communism
There was a general concern that America was falling behind in the Cold War at this time
Gulf of Tonkin incident led America to become involved in a full scale war in Vietnam.
Any other valid point of explanation that meets the criteria described in the general marking instructions for this kind of question
Compare the views4 marks2014Q3โณ Older formatThe Cold War, 1945โ1989
Compare the views of Sources B and C on the crisis in Berlin in 1961.
WFQ = words from the question โ reuse in every point.
(Compare the sources overall and/or in detail.)
Tip: Highlight 2โ3 points of comparison โ 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 โ tap the text:
Source B
Sources B and C are about the crisis in Berlin in 1961.
There is peace in Berlin today. The source of world trouble and tension is Moscow, not Berlin. And if war begins, it will have begun in Moscow and not Berlin. For the choice of war or peace is largely theirs, not ours. It is the Soviets who have stirred up this crisis. It is they who are trying to force a change. They have rejected an all-German peace treaty and the rule of international law.
Source C
Sources B and C are about the crisis in Berlin in 1961.
We can now look back on the Berlin crisis and say with confidence that this crisis was caused by Moscow. It was the brutal Soviet-backed regime in East Germany which caused so many people to leave. The Soviet domination of East Germany was a clear breach of international law. The Soviets rejected an American proposal for a peace treaty which would have dealt with all of the issues in Germany.
Overall, do the sources agree or disagree? (worth a mark for an overall comparison)
๐ RAT sheet โ how to structure your answerโพ
Compare the views ยท 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.โ 1 mark (overall)
The sources agree/disagree about statement summarising the point. Source X says โdirect quoteโ and Source Y [agrees/disagrees] when it says โdirect quoteโ.โ 1โ2 marks
The sources also agree/disagree about statement summarising the point. Source X says โdirect quoteโ and Source Y [agrees/disagrees] when it says โdirect quoteโ.โ 1โ2 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.
๐กOne set of points will agree, one will disagree.
โ Reveal marking schemeโพ
Max 4 marks
These are possible/exemplar answers from the marking instructions โ 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 the Soviets were at fault
Points of comparison
agree
Source B: The source of world trouble and tension is Moscow
Source C: We now say with confidence that this crisis was caused by Moscow.
agree
Source B: They have rejected an all-German peace treaty
Source C: The Soviets rejected an American proposal for a peace treaty
agree
Source B: It is they who have rejected ... the rule of international law.
Source C: The Soviet domination of East Germany was a clear breach of international law
Describe5 marks2014Q4โณ Older formatThe Cold War, 1945โ1989
Describe the impact of the Cuban Missile Crisis on international relations.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Describe ยท Appears in 2 sections
WFQ (words from the question)
One words from the question was โฆโ 1 mark
A second words from the question was โฆโ 1 mark
A third words from the question was โฆโ 1 mark
A fourth words from the question was โฆโ 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.
โ Reveal marking schemeโพ
Max 5 marks
These are possible/exemplar answers from the marking instructions โ 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
Cuba stayed Communist/Castro's position strengthened as Kennedy promised not to invade
American missiles withdrawn from Turkey/Italy
Kennedy greatly improved his reputation in America and the West
Khrushchev was able to claim he prevented America from taking over Cuba, a useful ally so close to America
Krushchev seemed weak as American missiles removed in secret/led directly to Krushchev's fall 2 years later
Led to a thaw in the Cold War
โHot lineโ set up between the White House and the Kremlin
Nuclear Test Ban Treaty signed in 1963
Any other relevant factual key point of knowledge that meets the criteria described in the general marking instructions for this kind of question
Describe5 marks2014Q1โณ Older formatThe Cross and the Crescent: the Crusades, 1071โ1192
Describe the use of castles in medieval times.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Describe ยท Appears in 2 sections
WFQ (words from the question)
One words from the question was โฆโ 1 mark
A second words from the question was โฆโ 1 mark
A third words from the question was โฆโ 1 mark
A fourth words from the question was โฆโ 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.
โ Reveal marking schemeโพ
Max 5 marks
These are possible/exemplar answers from the marking instructions โ 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
Candidates may achieve full marks by providing five straightforward points, by making three developed points, or a combination of these
Possible points of knowledge
Castles used as a home
Castles used for protection/defence against an enemy eg control of river crossings
Castles were used as barracks for knights
Castles were a symbol of power/wealth
Castles were administrative centres
Castles were used to hold courts
Castles were used to store food
Castles held feasts
Any other relevant factual key point of knowledge that meets the criteria described in the general marking instructions for this kind of question
Explain5 marks2014Q2โณ Older formatThe Cross and the Crescent: the Crusades, 1071โ1192
Explain the reasons why people joined the First Crusade.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Explain ยท 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 โฆโ 1 mark
A second reason why words from the question was fact which meant that โฆโ 1 mark
A third reason why words from the question was fact which meant that โฆโ 1 mark
A fourth reason why words from the question was fact which meant that โฆโ 1 mark
A fifth reason why words from the question was fact which meant that โฆโ 1 mark
A sixth reason why words from the question was fact which meant that โฆโ 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.
โ Reveal marking schemeโพ
Max 5 marks
These are possible/exemplar answers from the marking instructions โ 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
Inspired by the Pope's speech/preachers such as Peter the Hermit
To recapture Jerusalem/free eastern Christians from Muslim rule
Religious motives/desire to fulfil Christian duty to God eg Raymond of Toulouse
To have sins forgiven/to be able to enter heaven in the afterlife
To gain land eg younger sons or those disinherited eg Bohemond of Taranto/Baldwin of Boulogne
Peer pressure/to represent a family eg Hugh of Vermandois/Stephen of Blois
Military skills/to fight in battle with the Church's blessing eg Tancred wanted to escape the limitations of the Peace of God movement
Social mobility eg peasants wanted better life/โland of milk and honeyโ
Any other valid reason that meets the criteria described in the general marking instructions for this kind of question
How fully6 marks2014Q3โณ Older formatThe Cross and the Crescent: the Crusades, 1071โ1192
How fully does Source A describe the relationship between Emperor Alexius and the Crusaders?
WFQ = words from the question โ 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) โ then recall 3 points the source leaves out.
Highlight evidence โ tap the text:
Source A
Source A describes the relationship between Emperor Alexius and the Crusaders.
Emperor Alexius was horrified when the Crusader knights arrived at Constantinople. Fearing they would attack his city, Alexius made the Crusaders camp outside and only allowed them to enter in small groups. In a desperate attempt to take charge of the army, Alexius offered treasure and supplies to the Crusaders who agreed to fight for him. Any Crusader who refused was attacked and forced to surrender. Although Alexius had asked the Pope for knights he did not trust them and made plans to remove them from Constantinople.
๐ RAT sheet โ how to structure your answerโพ
How fully ยท Appears in all 3 sections
WFQ (words from the question)quote from the sourceomission โ your own recall
Overall, Source X partly words from the question.โ needed for full marks
Source X says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
However, Source X doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 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.
๐กUse the source AND recall.
๐กQuote and then explain โ show you understand it, donโt just repeat it.
๐กYou must make a judgement (e.g. โthe source partly explainsโฆโ) or you are capped at 2 marks.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ 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 the parts of the source relevant to the question
A maximum of 2 marks may be given for answers which refer only to the source
Points from the source
Alexius feared they would attack his city/made them camp outside the city and only allowed them to enter in small groups
Offered treasure and supplies to Crusaders who agreed to fight for him
Any Crusader who refused was attacked and forced to surrender
Alexius did not trust the Crusaders/made plans to remove them from Constantinople
Points of significant omission
Crusaders blamed Alexius for the failure of the People's Crusade
Made Crusaders take an oath of loyalty/made Crusaders take an oath they would capture land for him
Provided the Crusaders with a guide/troops/supplies
Provided the Crusaders with boats to blockade Nicaea
Negotiated with the Muslims inside Nicaea/took the city behind the Crusaders' back
Baldwin broke his oath and captured Edessa
Alexius did not arrive at Antioch to help the Crusaders
Bohemond broke his oath and claimed Antioch
Any other valid point of explanation that meets the criteria described in the general marking instructions for this kind of question
Compare the views4 marks2014Q4โณ Older formatThe Cross and the Crescent: the Crusades, 1071โ1192
Compare the views of Sources B and C as evidence of the character of Richard I.
WFQ = words from the question โ reuse in every point.
(Compare the sources overall and/or in detail.)
Tip: Highlight 2โ3 points of comparison โ 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 โ tap the text:
Source B
Sources B and C are about the character of Richard I.
When the king of France left the Crusade, Richard vowed to fulfil his Christian duty and continue to Jerusalem. An excellent military commander, Richard used clever tactics to win key battles and drive the Muslims back. Richard had such a fearsome reputation that the Muslims dreaded facing him on the battlefield. Despite the danger involved Richard always fought alongside his men, courageously attacking the enemy.
Source C
Sources B and C are about the character of Richard I.
The Crusaders had been besieging Acre for two years before Richard arrived with his army. Richard immediately took charge of the attack and using his experience and leadership forced the city to surrender. Throughout the fighting Richard showed great bravery by defending his men and killing the enemy. When some Crusaders returned home, Richard refused to leave promising he would keep his oath to God and recapture Jerusalem.
Overall, do the sources agree or disagree? (worth a mark for an overall comparison)
๐ RAT sheet โ how to structure your answerโพ
Compare the views ยท 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.โ 1 mark (overall)
The sources agree/disagree about statement summarising the point. Source X says โdirect quoteโ and Source Y [agrees/disagrees] when it says โdirect quoteโ.โ 1โ2 marks
The sources also agree/disagree about statement summarising the point. Source X says โdirect quoteโ and Source Y [agrees/disagrees] when it says โdirect quoteโ.โ 1โ2 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.
๐กOne set of points will agree, one will disagree.
โ Reveal marking schemeโพ
Max 4 marks
These are possible/exemplar answers from the marking instructions โ 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 about the character of Richard I
Points of comparison
agree
Source B: Vowed to fulfil his Christian duty
Source C: Promised he would keep his oath to God
agree
Source B: Excellent military commander who used clever tactics to win key battles
Source C: Used his experience and leadership to force the city to surrender
agree
Source B: Always fought alongside his men, courageously attacking the enemy
Source C: Richard showed great bravery by defending his men and killing the enemy
Describe slave life on Southern plantations before the outbreak of the civil war.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Describe ยท Appears in 2 sections
WFQ (words from the question)
One words from the question was โฆโ 1 mark
A second words from the question was โฆโ 1 mark
A third words from the question was โฆโ 1 mark
A fourth words from the question was โฆโ 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.
โ Reveal marking schemeโพ
Max 5 marks
These are possible/exemplar answers from the marking instructions โ 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
Many subject to strict rules and regulations/had no freedom
Slaves could be bought and sold/seen as property
Worked long hours at hard work with only short breaks
Subject to harsh/inhuman discipline eg whipping common
Runaway slaves were beaten/maimed: use of dogs to hunt runaways
Slaves needed permission to get married
Slave marriages had no legal status
Slave owners often named slave children
Slave families often broken up/separated
Slaves unable to visit family/relatives on other plantations
Female slaves sometimes sexually abused by owners/overseers
Children born to a slave, fathered by white owner, were still slaves
Pregnant slaves were expected to work until the child was born.
Any other relevant factual key point of knowledge that meets the criteria described in the general marking instructions for this kind of question
Explain why there was a growth in tension between the Northern and Southern States by 1860.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Explain ยท 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 โฆโ 1 mark
A second reason why words from the question was fact which meant that โฆโ 1 mark
A third reason why words from the question was fact which meant that โฆโ 1 mark
A fourth reason why words from the question was fact which meant that โฆโ 1 mark
A fifth reason why words from the question was fact which meant that โฆโ 1 mark
A sixth reason why words from the question was fact which meant that โฆโ 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.
โ Reveal marking schemeโพ
Max 5 marks
These are possible/exemplar answers from the marking instructions โ 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
Kansas - Nebraska Act allowed States to decide if slave state or free state, which caused tension.
Violence in Kansas (Bleeding Kansas) had led to a number of deaths, which increased tension
Dred Scott Case caused unhappiness among abolitionists and Northern States
Attack on Harpers Ferry by John Brown heightened tension
Growth of Republican Party which favoured Northern Interests upset South
Election of Lincoln upset South
South felt North was infringing on states' rights, caused resentment
Growth of militant abolitionism in North increased tension
Southern planters resented Northern trade tariffs which affected their trade
Expansion of Northern cities and immigration worried the South
Any other valid reason that meets the criteria described in the general marking instructions for this kind of question
How fully6 marks2014Q3โณ Older formatUSA 1850โ1880
How fully does Source A describe the reasons why large numbers of settlers and prospectors were attracted west after 1850?
WFQ = words from the question โ 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) โ then recall 3 points the source leaves out.
Highlight evidence โ tap the text:
Source A
Source A describes the reasons why some settlers and prospectors headed west after 1850.
After 1850 large numbers of settlers and prospectors were heading west. They were attracted by the promise of a better life. Some were fed up with the cold winters in the east and were attracted by the warmer weather in California. Many farmers went west because they thought the land would be more fertile. Ranch owners, such as Charles Goodnight, quickly realised that the plains could be used to feed their huge herds of cattle. However, it was hard going. One person in ten died before they reached their destination.
๐ RAT sheet โ how to structure your answerโพ
How fully ยท Appears in all 3 sections
WFQ (words from the question)quote from the sourceomission โ your own recall
Overall, Source X partly words from the question.โ needed for full marks
Source X says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
However, Source X doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 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.
๐กUse the source AND recall.
๐กQuote and then explain โ show you understand it, donโt just repeat it.
๐กYou must make a judgement (e.g. โthe source partly explainsโฆโ) or you are capped at 2 marks.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ 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 the parts of the source relevant to the question
A maximum of 2 marks may be given for answers which refer only to the source
Points from the source
Attracted by the promise of a better life
Attracted by the warmer weather in California
Went west because they thought the land would be more fertile
Ranch owners realised that the plains could be used to feed their huge herds of cattle
Points of significant omission
Gold in California attracted many. Later gold discoveries in Black Hills also attracted prospectors
Cheap land available in the west for farmers
Belief in Manifest Destiny eg many Americans saw it as a duty to spread their way of life
Mormons wished to find new lands to settle away from other people
Railways encouraged many settlers west
Government Acts offered land to settlers
The Homestead Act of 1862/Timber and Culture Act of 1875 each offered cheap/free land to settlers
Railroad companies sold land cheaply to settlers
Freed slaves headed west after 1865 to escape persecution
Shopkeepers and hotel owners travelled west to exploit the demand of the settlers
Overcrowding of cities in East
Sense of adventure
Any other valid point of explanation that meets the criteria described in the general marking instructions for this kind of question
Compare the views4 marks2014Q4โณ Older formatUSA 1850โ1880
Compare the views of Sources B and C about the events which took place during the Sand Creek Massacre of 1864.
WFQ = words from the question โ reuse in every point.
(Compare the sources overall and/or in detail.)
Tip: Highlight 2โ3 points of comparison โ 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 โ tap the text:
Source B
Sources B and C are about the Sand Creek Massacre in 1864.
Black Kettle and other chiefs of the Cheyennes were opposed to hostilities with the whites. Yet their village was still attacked by Colonel Chivington, who commanded 900 to 1,000 men. There were 500 people in the village, two-thirds of whom were women and children. I rode over the field after the slaughter was over, and counted from 60 to 70 dead bodies. A large majority of the dead were women and children.
Source C
Sources B and C are about the Sand Creek Massacre in 1864.
In the Cheyenne camp there were about 1,200 people in the village and about 700 were warriors. My reason for making the attack was that I believed they were hostile to the whites. I estimate that there were 500 or 600 people killed. I saw only one woman who had been killed and I saw no dead children. We found the scalps of 19 white people in the camp.
Overall, do the sources agree or disagree? (worth a mark for an overall comparison)
๐ RAT sheet โ how to structure your answerโพ
Compare the views ยท 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.โ 1 mark (overall)
The sources agree/disagree about statement summarising the point. Source X says โdirect quoteโ and Source Y [agrees/disagrees] when it says โdirect quoteโ.โ 1โ2 marks
The sources also agree/disagree about statement summarising the point. Source X says โdirect quoteโ and Source Y [agrees/disagrees] when it says โdirect quoteโ.โ 1โ2 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.
๐กOne set of points will agree, one will disagree.
โ Reveal marking schemeโพ
Max 4 marks
These are possible/exemplar answers from the marking instructions โ 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 disagree about the events which took place during the Sand Creek massacre of 1864.
Points of comparison
disagree
Source B: In the village there were 500 people
Source C: In the Cheyenne camp there were about 1200 people
disagree
Source B: Two-thirds of whom were women and children.
Source C: 700 were warriors
disagree
Source B: Counted from 60 to 70 dead bodies, a large majority of whom were women and children.
Source C: I estimate there were 500 or 600 people killed/I saw only one woman who had been killed and I saw no dead children
Compare the views4 marks2014Q1โณ Older formatWorld War II, 1939โ1945
Compare the views of Sources A and B on the German strategy of Blitzkrieg.
WFQ = words from the question โ reuse in every point.
(Compare the sources overall and/or in detail.)
Tip: Highlight 2โ3 points of comparison โ 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 โ tap the text:
Source A
Sources A and B are about the German strategy of Blitzkrieg.
Blitzkrieg was a tactic based on speed and surprise. It required the effective use of light tank units supported by planes and infantry. The tactic was developed by army officer Hans Guderian. He had written a military pamphlet called โAchtung Panzerโ which got into the hands of Hitler. It was used effectively in the first years of the Second World War and resulted in the British and French armies being pushed back in just a few weeks to the beaches of Dunkirk.
Source B
Sources A and B are about the German strategy of Blitzkrieg.
Hitler had spent four years in World War One fighting a static war with neither side moving far for months on end. He was enthralled by Guderian's plan that was based purely on speed and movement. When Guderian told Hitler that he could reach the French coast in weeks if an attack on France was ordered, fellow officers openly laughed at him. Once a strategic target had been selected, Stuka dive bombers were sent in to โsoftenโ up the enemy, then the tanks approached, supported by infantry.
Overall, do the sources agree or disagree? (worth a mark for an overall comparison)
๐ RAT sheet โ how to structure your answerโพ
Compare the views ยท 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.โ 1 mark (overall)
The sources agree/disagree about statement summarising the point. Source X says โdirect quoteโ and Source Y [agrees/disagrees] when it says โdirect quoteโ.โ 1โ2 marks
The sources also agree/disagree about statement summarising the point. Source X says โdirect quoteโ and Source Y [agrees/disagrees] when it says โdirect quoteโ.โ 1โ2 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.
๐กOne set of points will agree, one will disagree.
โ Reveal marking schemeโพ
Max 4 marks
These are possible/exemplar answers from the marking instructions โ 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 the tactic of Blitzkrieg was effective at the beginning of the war.
Points of comparison
agree
Source A: Blitzkrieg was a tactic based on speed and surprise
Source B: Hitler was very excited by a plan of attack that was based purely on speed and movement
agree
Source A: It required the effective use of Stuka dive bombers
Source B: Stuka dive bombers were sent in to โsoftenโ up the enemy
agree
Source A: These were supported by light tank units and infantry
Source B: Then the tanks attacked, supported by infantry
Describe5 marks2014Q2โณ Older formatWorld War II, 1939โ1945
Describe what life was like for the ordinary citizens of Nazi occupied Europe.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Describe ยท Appears in 2 sections
WFQ (words from the question)
One words from the question was โฆโ 1 mark
A second words from the question was โฆโ 1 mark
A third words from the question was โฆโ 1 mark
A fourth words from the question was โฆโ 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.
โ Reveal marking schemeโพ
Max 5 marks
These are possible/exemplar answers from the marking instructions โ 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
Citizens in the west placed under German military rule
Eastern European civilians more brutally governed under German civil administrations
Vichy regime set up in southern France where citizens lived under German controlled French Government
Economies controlled: industry and agriculture supervised and the people often left to go hungry
Workers issued with work cards and free deployment of labour was prohibited
In western Europe workers pressured to โvolunteerโ for work in Germany/pressure on young men to join โcrusadeโ against communism in East
Almost all food was rationed
Curfews in place
All citizens had to carry an identity card
Gestapo operated under Night and Fog Decree of 1941, giving them powers to seize anyone endangering German security
Media censorship
SS brutality and the Police State ruled over occupied citizens
Jews and other โundesirablesโ deported to concentration camps mostly in the east/willing collaboration in deportation Jews eg Vichy
Jewish Poles dispossessed, property and belongings confiscated
Jews in Poland forced to live in ghettos then deported to camps in the east/examples of life in the ghettos
Special forces in Eastern Europe killed Jews and other undesirables in mass killings eg gypsies
Any other relevant factual key point of knowledge that meets the criteria described in the general marking instructions for this kind of question
How fully6 marks2014Q3โณ Older formatWorld War II, 1939โ1945
How fully does Source C describe the activities of the French Resistance?
WFQ = words from the question โ reuse in every point.
(Use Source C and recall.)
Tip: Highlight up to 3 pieces of evidence from the source (worth up to 3 marks) โ then recall 3 points the source leaves out.
Highlight evidence โ tap the text:
Source C
Source C is about the activities of the French Resistance.
The French Resistance movement developed in 1940. It helped Jews, and Allied airmen who had crash landed in France, to escape. Many resistance workers paid for their courage with their lives. Even school children were recruited to help smuggle people across the borders of northern and southern France. As well as this, the Resistance movement was crucial to undermining Nazi rule by producing publications of news and information. Nazi rule was further challenged by the Resistance who worked together to discover French collaboration.
๐ RAT sheet โ how to structure your answerโพ
How fully ยท Appears in all 3 sections
WFQ (words from the question)quote from the sourceomission โ your own recall
Overall, Source X partly words from the question.โ needed for full marks
Source X says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
However, Source X doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 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.
๐กUse the source AND recall.
๐กQuote and then explain โ show you understand it, donโt just repeat it.
๐กYou must make a judgement (e.g. โthe source partly explainsโฆโ) or you are capped at 2 marks.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ 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 the parts of the source relevant to the question
A maximum of 2 marks may be given for answers which refer only to the source
Points from the source
It helped Jews or Allied airmen who had crash landed in France, to escape
School children were recruited to help smuggle people across the borders of northern and southern France
The Resistance movement produced anti-German propaganda which was crucial in undermining Nazi rule
Nazi control was further challenged by the Resistance who worked to punish any French collaboration
Points of significant omission
Key intelligence link for Allied spy networks
Sabotaged German military operations eg blowing up trains, convoys, ships etc
Targeted and killed many high ranking Nazi officials
Carried out acts of sabotage prior to and during the D-Day landings to help Allied establish a foothold in Normandy/pinned down vital German forces
Radio operators (pianists) to send messages of German activities and other communications back to Britain
Telephone workers sabotaged telephone lines and intercepted German military messages
Postal workers intercepted important military communications
Rail workers diverted freight shipments/caused derailments/destroyed tracks/blew up bridges
Created labs to manufacture explosives/stole explosives and other resources from German army
Any other valid point of explanation that meets the criteria described in the general marking instructions for this kind of question
Explain5 marks2014Q4โณ Older formatWorld War II, 1939โ1945
Explain the reasons why the Russian army was able to take over Berlin in 1945.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Explain ยท 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 โฆโ 1 mark
A second reason why words from the question was fact which meant that โฆโ 1 mark
A third reason why words from the question was fact which meant that โฆโ 1 mark
A fourth reason why words from the question was fact which meant that โฆโ 1 mark
A fifth reason why words from the question was fact which meant that โฆโ 1 mark
A sixth reason why words from the question was fact which meant that โฆโ 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.
โ Reveal marking schemeโพ
Max 5 marks
These are possible/exemplar answers from the marking instructions โ 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
Russian army encircled the city by mid-April due to their success in previous battles
Stalin had prioritised capturing Berlin before the Allies
Russians advanced easily against poor German defences at the Oder River/German units chose to concentrate fighting to the west of the city so they could surrender to Allied forces rather than Russian
Defence of the city of Berlin relied upon disorganised/poorly armed units from the German army and Hitler Youth members/elderly men or boys
City of Berlin defences in panic and disarray, so easier
Allied aerial bombing of the city assisted the Russian army
Artillery barrage into the city began on April 16th and pushed back the German defences further
Hitler sacked commanders, created confusion
Loss of morale after Hitler committed suicide
Any other valid reason that meets the criteria described in the general marking instructions for this kind of question
Describe5 marks2014Q1โณ Older formatMary Queen of Scots and the Scottish Reformation, 1542โ1587
Describe the events which led Mary, Queen of Scots, to move to France in 1548.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Describe ยท Appears in 2 sections
WFQ (words from the question)
One words from the question was โฆโ 1 mark
A second words from the question was โฆโ 1 mark
A third words from the question was โฆโ 1 mark
A fourth words from the question was โฆโ 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.
โ Reveal marking schemeโพ
Max 5 marks
These are possible/exemplar answers from the marking instructions โ 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
English wanted Mary to marry Edward, son of Henry VIII, Treaty of Greenwich
Scots cancelled their agreement for Mary to marry Edward, this angered Henry
Henry VIII sent armies to destroy Scottish cities/punish the Scots โ known as the 'Rough Wooing'
English armies tried to capture Mary
English armies burned Edinburgh/Borders Abbeys, St Andrews etc
English defeated the Scots at the Battle of Pinkie, 1547
Scots needed French help/French agreed if Mary married the French Dauphin (Treaty of Haddington)
Mary left for France from Dumbarton in August 1548
How fully5 marks2014Q2โณ Older formatMary Queen of Scots and the Scottish Reformation, 1542โ1587
How fully does Source A explain the reasons for the growth in the Protestant religion in Scotland? (Use Source A and recall.)
WFQ = words from the question โ reuse in every point.
Tip: Highlight up to 3 pieces of evidence from the source (worth up to 3 marks) โ then recall 3 points the source leaves out.
Highlight evidence โ tap the text:
Source A
Source A is about the growth of Protestantism in Scotland.
The Protestant form of worship meant that people could participate much more in services. The Bible was available in English, not Latin; therefore people who could not read Latin could still understand it. Only churchmen and a few others could understand Latin. A conflict between Catholics and Protestants was developing in Scotland for various reasons. Some people began to criticise the Catholic Church because of its great wealth. Local priests were resented for charging people for christening their children. This was a ceremony people would not dare go without.
๐ RAT sheet โ how to structure your answerโพ
How fully ยท Appears in all 3 sections
WFQ (words from the question)quote from the sourceomission โ your own recall
Overall, Source X partly words from the question.โ needed for full marks
Source X says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
However, Source X doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 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.
๐กUse the source AND recall.
๐กQuote and then explain โ show you understand it, donโt just repeat it.
๐กYou must make a judgement (e.g. โthe source partly explainsโฆโ) or you are capped at 2 marks.
โ Reveal marking schemeโพ
Max 5 marks
These are possible/exemplar answers from the marking instructions โ 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
The Protestant form of worship meant that people could participate much more in services.
The Bible was available in English, not Latin; therefore people who could not read Latin could still understand it
Some people began to criticise the Catholic Church because of its great wealth
Local priests were resented for charging people for christening their children.
Points of significant omission
Some Scots began to resent the wealth of the Catholic Church eg excessive spending on decoration
Some priests & nuns attacked for setting bad example eg spent wealth on themselves not the poor/broke vow of chastity
Resentment at the way Protestant preachers had been treated led to more sympathy for Protestants eg Wishart burned as a heretic
Resentment at Catholic foreign influence at court (French)
Creation of the Lords of the Congregation/many favoured Protestantism
Scottish Parliament that met in 1560 was controlled by men who had sympathised with the Reformation
Scottish Parliament banned the celebration of mass in 1560/agreed to end the power of the Pope over the Church in Scotland
Lack of priests or poor quality of priests caused resentment
Evaluate the usefulness5 marks2014Q3โณ Older formatMary Queen of Scots and the Scottish Reformation, 1542โ1587
Evaluate the usefulness of Source B as evidence of Protestant attitudes towards Mary, Queen of Scots, during her reign in Scotland.
WFQ = words from the question โ 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) โ then consider author, purpose, timing and omission.
Highlight evidence โ tap the text:
Source B
Source B is from a sermon written in the 1560s by John Knox.
In 1563 there was a great famine in Scotland. But in the north of the country, where Mary had travelled before harvest time, the famine was hardest with great suffering. Many people died. Thus did God punish the many sins of our wicked Queen and her followers. The excessive celebrations and huge feasts in the palace and in the country provoked God into this action.
๐ RAT sheet โ how to structure your answerโพ
Evaluate the usefulness ยท Appears in 2 sections
Remember COAT
๐Content โ what the source says
๐ซOmission โ what the source leaves out
โ๏ธAuthor โ who wrote it
๐Timing โ when it was written
WFQ (words from the question)quote from the source
Source X says โ_____โ. This is useful as it is accurate information about words from the question.โ 1 mark (content)
Source X also says โ_____โ. This is useful as it is accurate information about words from the question.โ 1 mark (content)
Source X omits _____. This makes the source less useful. Source X also omits _____. This makes the source less useful.โ 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.โ 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.โ 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.
๐กYou can also comment on the Purpose and Type of source.
โ Reveal marking schemeโพ
Max 5 marks
These are possible/exemplar answers from the marking instructions โ 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: John Knox โ Useful as he was an influential Protestant reformer/hated Mary as a Catholic ruler
Type of Source: Sermon โ Useful as heard by Protestant followers/public expression of Knox's views
Purpose: To persuade โ Less useful as it is biased/enthusiastically condemns Mary and her Catholic religion/to persuade people to turn against Mary
Timing: 1560s โ Useful as it was delivered when the Protestant faith was growing in Scotland
Content
In the north of the country, where Mary had travelled before harvest time, the famine was hardest with great suffering. Many people died โ Less useful as Knox blames Mary for causing famine โ extreme and much exaggerated view/but perhaps useful as many Protestants also held these views
Thus did God punish the many sins of our wicked Queen and her followers โ Less useful as he claims God is punishing Scotland for having a Catholic Queen - extreme and much exaggerated view/but perhaps useful as many Protestants also held these views
The excessive celebrations and huge feasts in the palace and in the country provoked God into this action โ Less useful as he claims God punished Scotland because of Mary's behaviour - extreme and much exaggerated view/but perhaps useful as many Protestants also held these views
Points of significant omission
John Knox denounced Mary for her whole way of life, she was an 'ungodly ruler', eg dancing criticised
Knox would often lecture Mary on religion, condemning Catholicism (Mary reduced to tears by him on one occasion)
Some Protestants were happy with Mary eg she tolerated their religion/ensured the Protestant Church had an income
Explain5 marks2014Q4โณ Older formatMary Queen of Scots and the Scottish Reformation, 1542โ1587
Explain the reasons why Riccio became unpopular with Darnley and the Scottish nobles.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Explain ยท 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 โฆโ 1 mark
A second reason why words from the question was fact which meant that โฆโ 1 mark
A third reason why words from the question was fact which meant that โฆโ 1 mark
A fourth reason why words from the question was fact which meant that โฆโ 1 mark
A fifth reason why words from the question was fact which meant that โฆโ 1 mark
A sixth reason why words from the question was fact which meant that โฆโ 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.
โ Reveal marking schemeโพ
Max 5 marks
These are possible/exemplar answers from the marking instructions โ 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
Nobles persuaded Darnley that Riccio was too friendly with Mary/implied they were having an affair
Riccio was humiliating the Scottish nobles by making them ask him to see Mary
Riccio was boasting about his influence over Mary
Riccio was dressing and behaving like a nobleman which angered the nobles as he was below them in status
Darnley thought Riccio had persuaded Mary not to give him the crown matrimonial, which angered Darnley
Some nobles thought Riccio was a spy sent by the Pope so were suspicious of Riccio
Explain5 marks2014Q1โณ Older formatMigration and Empire, 1830โ1939
Explain the reasons why many Scots resented immigrants between 1830 and 1939.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Explain ยท 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 โฆโ 1 mark
A second reason why words from the question was fact which meant that โฆโ 1 mark
A third reason why words from the question was fact which meant that โฆโ 1 mark
A fourth reason why words from the question was fact which meant that โฆโ 1 mark
A fifth reason why words from the question was fact which meant that โฆโ 1 mark
A sixth reason why words from the question was fact which meant that โฆโ 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.
โ Reveal marking schemeโพ
Max 5 marks
These are possible/exemplar answers from the marking instructions โ 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 marks2014Q2โณ Older formatMigration and Empire, 1830โ1939
Describe the assistance given to Scots to help them to emigrate to the Empire.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Describe ยท Appears in 2 sections
WFQ (words from the question)
One words from the question was โฆโ 1 mark
A second words from the question was โฆโ 1 mark
A third words from the question was โฆโ 1 mark
A fourth words from the question was โฆโ 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.
โ Reveal marking schemeโพ
Max 5 marks
These are possible/exemplar answers from the marking instructions โ 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 โ sent poor crofter families to Australia
Glasgow Emigration Society โ gave assistance to settle in Canada
British Government/Colonial Land and Emigration Commissioners โ 'Bounty' settlers to Australia
Emigrants' Information Office โ gave advice and assistance on aspects of emigration
Empire Settlement Act 1922 โ 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 marks2014Q3โณ Older formatMigration and Empire, 1830โ1939
How fully does Source A describe the contribution of Scots to their new countries? (Use Source A and recall.)
WFQ = words from the question โ reuse in every point.
Tip: Highlight up to 3 pieces of evidence from the source (worth up to 3 marks) โ then recall 3 points the source leaves out.
Highlight evidence โ 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 ยฃ40,000 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.
๐ RAT sheet โ how to structure your answerโพ
How fully ยท Appears in all 3 sections
WFQ (words from the question)quote from the sourceomission โ your own recall
Overall, Source X partly words from the question.โ needed for full marks
Source X says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
However, Source X doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 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.
๐กUse the source AND recall.
๐กQuote and then explain โ show you understand it, donโt just repeat it.
๐กYou must make a judgement (e.g. โthe source partly explainsโฆโ) or you are capped at 2 marks.
โ Reveal marking schemeโพ
Max 5 marks
These are possible/exemplar answers from the marking instructions โ 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 ยฃ40,000 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 marks2014Q4โณ Older formatMigration and Empire, 1830โ1939
Evaluate the usefulness of Source B as evidence of the ways immigrants fitted in to Scottish society.
WFQ = words from the question โ 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) โ then consider author, purpose, timing and omission.
Highlight evidence โ 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.
๐ RAT sheet โ how to structure your answerโพ
Evaluate the usefulness ยท Appears in 2 sections
Remember COAT
๐Content โ what the source says
๐ซOmission โ what the source leaves out
โ๏ธAuthor โ who wrote it
๐Timing โ when it was written
WFQ (words from the question)quote from the source
Source X says โ_____โ. This is useful as it is accurate information about words from the question.โ 1 mark (content)
Source X also says โ_____โ. This is useful as it is accurate information about words from the question.โ 1 mark (content)
Source X omits _____. This makes the source less useful. Source X also omits _____. This makes the source less useful.โ 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.โ 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.โ 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.
๐กYou can also comment on the Purpose and Type of source.
โ Reveal marking schemeโพ
Max 5 marks
These are possible/exemplar answers from the marking instructions โ 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 โ Personal recollection of her own family history so useful
Type of Source: Memoirs about her grandparents' experience โ Not describing a first-hand experience so may be less accurate, so less useful
Purpose: Informs why they worked hard โ Simple explanation, not exaggerated, so useful
Timing: Reflection on early 20th century โ 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 โ Useful as true of many Italian immigrants
Debt worried them and made them work even harder โ 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 โ 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
Describe5 marks2014Q1โณ Older formatThe Era of the Great War, 1910โ1928
Describe the use of new technology on the Western Front.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Describe ยท Appears in 2 sections
WFQ (words from the question)
One words from the question was โฆโ 1 mark
A second words from the question was โฆโ 1 mark
A third words from the question was โฆโ 1 mark
A fourth words from the question was โฆโ 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.
โ Reveal marking schemeโพ
Max 5 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
1 mark should be given for each accurate relevant key point of knowledge.
A second mark should be given for each point that is developed, up to a maximum of 5 marks.
Candidates may achieve full marks by providing five straightforward points, by making three developed points, or a combination of these.
Possible points of knowledge
Use of Tanks: Able to cross trenches/crush barbed wire; Use fascines to cross trenches; Scattered German infantry; Achieved some success/at Cambrai; Protected the infantry going forward; Were armoured/bullet proof/equipped with machine guns/six pound guns; However were easily bogged down/inefficient/unreliable/dangerous or uncomfortable for the crew
Use of Machine guns: Vickers was highly efficient/successful/accurate weapon; Could fire up to 600 bullets a minute; Killed thousands of men; Development of portable machine guns
Use of Aircraft: Used for reconnaissance, ascertain enemy actions; Used to photograph enemy lines; Used to protect troops in the trenches; Fighter planes built to shoot down enemy planes; Used to bomb enemy trenches; Used to strafe enemy trenches
Use of Gas: Germans were first to use gas at Ypres in 1915 British use of gas eg โฆ; operation of gas canisters/shells; delivery; unreliability; different types of gas used (chlorine, mustard, phosgene, tear); surprise/fear/panic factor of gas; importance of weather/wind direction; effects of gas (suffocating/choking, blinding, blisters/burns); use of gas masks; soldiers urinated on hankies; gas rarely used after 1917 as the Germans ran out of chemicals; (initially) killed thousands; (overall) more injuries than deaths
Development of range finding techniques for heavy artillery
Evaluate the usefulness5 marks2014Q2โณ Older formatThe Era of the Great War, 1910โ1928
Evaluate the usefulness of Source A as evidence of the impact of the Great War on Scottish women.
WFQ = words from the question โ 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) โ then consider author, purpose, timing and omission.
Highlight evidence โ tap the text:
Source A
Source A is from the memoirs of David Lloyd George who was in charge of the Ministry of Munitions in 1915.
The courage of the women engaged in these factories has never been sufficiently recognised. They had to work under conditions of real danger to life. What some of them probably dreaded more was horrible disfigurement โ for one of the risks of the shell filling factories was toxic jaundice resulting from TNT poisoning. The poor girls were nicknamed "canaries". They were quite proud of this. They had earned it in the path of duty.
๐ RAT sheet โ how to structure your answerโพ
Evaluate the usefulness ยท Appears in 2 sections
Remember COAT
๐Content โ what the source says
๐ซOmission โ what the source leaves out
โ๏ธAuthor โ who wrote it
๐Timing โ when it was written
WFQ (words from the question)quote from the source
Source X says โ_____โ. This is useful as it is accurate information about words from the question.โ 1 mark (content)
Source X also says โ_____โ. This is useful as it is accurate information about words from the question.โ 1 mark (content)
Source X omits _____. This makes the source less useful. Source X also omits _____. This makes the source less useful.โ 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.โ 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.โ 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.
๐กYou can also comment on the Purpose and Type of source.
โ Reveal marking schemeโพ
Max 5 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
1 mark should be given for each relevant comment made, up to a maximum of 5 marks in total.
A maximum of 4 marks can be given for evaluative comments relating to the author, type of source, purpose and timing.
A maximum of 2 marks may be given for comments relating to the content of the source.
A maximum of 2 marks may be given for points of significant omission.
Aspects of the source
Author: David Lloyd George โ Useful as he is an eyewitness/a government minister soon to be Prime Minister so an expert on women's war effort
Type of Source: Memoir extract โ Useful as based on Lloyd George's feelings/as a memoir could be less useful as could be coloured by subsequent events
Purpose: To record โ Useful as it is an accurate account of the dangers faced by the women/to record DLG's admiration of the women who worked in the munitions factories
Timing: Memoir from his time as Minister of Munitions (from 1915) โ Useful as it is an account of his wartime experiences
Content
They had to work under conditions of real danger to life โ Useful as it tells of the dangers of explosions which were common
One of the risks of shell filling factories was toxic jaundice resulting from the TNT poisoning/The poor girls were nicknamed 'canaries' โ Useful as it explains the dangers of the TNT poisoning
They were quite proud of this/They had earned it in the path of duty โ Useful as it shows the women were proud of the jobs they were doing, despite the danger
Points of significant omission
Details of other jobs done by women eg the Land Army, Nursing etc
Mourning for lost loved ones
Women became head of the family/struggled to juggle children, jobs, bills etc
How fully5 marks2014Q3โณ Older formatThe Era of the Great War, 1910โ1928
How fully does Source B describe how conscientious objectors were treated during the Great War? (Use Source B and recall.)
WFQ = words from the question โ reuse in every point.
Tip: Highlight up to 3 pieces of evidence from the source (worth up to 3 marks) โ then recall 3 points the source leaves out.
Highlight evidence โ tap the text:
Source B
Source B is about the treatment of conscientious objectors.
Men who refused to enlist in the army had to face military discipline. Some were sentenced to death for refusing orders although the sentence was always reduced if the "conchie" still refused to give in. Many refused non-combatant duty on the grounds that it simply released another man to kill. Special prisons and work camps were opened up in addition to ordinary prisons to which many objectors were sent. Twenty-four objectors died while detained at these work camps.
๐ RAT sheet โ how to structure your answerโพ
How fully ยท Appears in all 3 sections
WFQ (words from the question)quote from the sourceomission โ your own recall
Overall, Source X partly words from the question.โ needed for full marks
Source X says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
However, Source X doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 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.
๐กUse the source AND recall.
๐กQuote and then explain โ show you understand it, donโt just repeat it.
๐กYou must make a judgement (e.g. โthe source partly explainsโฆโ) or you are capped at 2 marks.
โ Reveal marking schemeโพ
Max 5 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must make an overall judgement about how fully the source explains the events.
1 mark may be given for each valid point interpreted from the source or each valid point of significant omission provided.
The candidate can achieve up to 3 marks for their interpretation of the parts of the source they consider are relevant.
A maximum of 2 marks may be given for answers which refer only to the source.
Points from the source
Men who refused to enlist in the army had to face military discipline
Some were sentenced to death for refusing orders although the sentence was always reduced if the 'conchie' still refused to give in
Special prisons and work camps were opened up in addition to the ordinary prisons to which many objectors were sent
Twenty four objectors died while detained at work camps
Points of significant omission
In their communities conscientious objectors were often subject to a torrent of verbal and sometimes physical abuse
They were often ignored or refused service in shops
Women would give these men white feathers to signify cowardice
Explain5 marks2014Q4โณ Older formatThe Era of the Great War, 1910โ1928
Explain the reasons why heavy industry declined in Scotland after the Great War.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Explain ยท 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 โฆโ 1 mark
A second reason why words from the question was fact which meant that โฆโ 1 mark
A third reason why words from the question was fact which meant that โฆโ 1 mark
A fourth reason why words from the question was fact which meant that โฆโ 1 mark
A fifth reason why words from the question was fact which meant that โฆโ 1 mark
A sixth reason why words from the question was fact which meant that โฆโ 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.
โ Reveal marking schemeโพ
Max 5 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must show a causal relationship between events.
1 mark should be given for each accurate, relevant reason, and a second mark should be given for reasons that are developed.
Candidates may achieve full marks by providing five straightforward reasons, three developed reasons, or a combination of these.
Possible reasons
Post-war lack of demand/orders for shipbuilding eg1921-23 tonnage of ships built on the Clyde declined/from 510,000 to 170,000
Poor industrial relations (eg demarcation disputes) created difficulties
Failure to invest in new technology/lack of investment
Lack of demand led to iron and steel production declining/plants closing
Lack of orders led to decline in railway production eg by two-thirds at the North British Locomotive company
New fuels, so coal production also declined/pits closed
Foreign competition challenged Scottish industry
International markets lost during the war were not recovered
The jute factories in Dundee were in need of fresh investment and repair/lack of demand for sandbags reduced demand for jute
At the same time jute prices fell around the world
The management of Scottish industry suffered from disproportionate effect of losses of middle-class officers
Describe5 marks2014Q1โณ Older formatThe Treaty of Union, 1689โ1715
Describe the worsening relations between Scotland and England between 1689 and 1705.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Describe ยท Appears in 2 sections
WFQ (words from the question)
One words from the question was โฆโ 1 mark
A second words from the question was โฆโ 1 mark
A third words from the question was โฆโ 1 mark
A fourth words from the question was โฆโ 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.
โ Reveal marking schemeโพ
Max 5 marks
These are possible/exemplar answers from the marking instructions โ 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
King William wanted to remain on good terms with the Spanish and so deliberately sabotaged the Darien colony
English officials prevented investment in the Darien scheme
There was a feeling that the English had not done enough to help Scotland during the Ill Years of the 1690s
William took little positive interest in Scotland eg Glencoe massacre
Anne had declared herself to be "entirely English"
The strength of Jacobitism in Scotland caused tension
Scots loyalties were suspect after the rebellion of 1689
The Scots were angry that the English Parliament passed the succession to Sophia of Hanover without consulting them
The English were angry when the Scots Parliament passed the Act of Security
Scottish trade badly affected by England's French wars (no Scottish gains in the peace treaties)
Evaluate the usefulness5 marks2014Q2โณ Older formatThe Treaty of Union, 1689โ1715
Evaluate the usefulness of Source A as evidence of the arguments used by Scots against the Union.
WFQ = words from the question โ 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) โ then consider author, purpose, timing and omission.
Highlight evidence โ tap the text:
Source A
Source A is from a leaflet written by Andrew Fletcher in 1706.
Let me explain my opposition to Union. Scotland needs to keep its own separate law and church. They cannot be governed and supported by a Parliament in London. If the Scots agree to these interests being controlled by a single Parliament they will surrender control to the English. The Scots deserve no pity if they surrender their interests to a Parliament where the English will have a vast majority.
๐ RAT sheet โ how to structure your answerโพ
Evaluate the usefulness ยท Appears in 2 sections
Remember COAT
๐Content โ what the source says
๐ซOmission โ what the source leaves out
โ๏ธAuthor โ who wrote it
๐Timing โ when it was written
WFQ (words from the question)quote from the source
Source X says โ_____โ. This is useful as it is accurate information about words from the question.โ 1 mark (content)
Source X also says โ_____โ. This is useful as it is accurate information about words from the question.โ 1 mark (content)
Source X omits _____. This makes the source less useful. Source X also omits _____. This makes the source less useful.โ 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.โ 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.โ 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.
๐กYou can also comment on the Purpose and Type of source.
โ Reveal marking schemeโพ
Max 5 marks
These are possible/exemplar answers from the marking instructions โ 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: Andrew Fletcher โ Useful as he was one of the leading opponents of the Union.
Type of Source: Leaflet โ Useful as this was a common method of trying to communicate political ideas at this time.
Purpose: To persuade โ Less useful as the writer is biased against the Union/designed to persuade the reader that the Union will be bad for Scotland
Timing: One year before Union was agreed โ Useful as it is written when the Union was being debated in Scotland.
Content
Scotland needs to keep its own separate law and church โ Useful as it was a commonly held view at the time.
If the Scots agree to these interests being controlled by a single Parliament they will surrender control to the English โ Useful as it reflects the fears of many Scots.
The English will have a vast majority. โ Useful as it is an accurate statement about the parliamentary arithmetic after Union.
Points of significant omission
Scotland had always been an independent nation and its identity would be subsumed if there was a new united Parliament.
Public opinion in Scotland was against a union.
Some Scots would have preferred a Federal Union eg Andrew Fletcher.
Episcopalians in Scotland opposed union as it would secure the Hanoverian succession and only a return to the Stuart dynasty could restore episcopacy to the Scottish church.
Some Presbyterians feared over the position of the Church of Scotland. The English Parliament was dominated by the Episcopalian church with Bishops' seats in the House of Lords.
How fully5 marks2014Q3โณ Older formatThe Treaty of Union, 1689โ1715
How fully does Source B explain the arguments used by Scots in favour of the Union? (Use Source B and recall.)
WFQ = words from the question โ reuse in every point.
Tip: Highlight up to 3 pieces of evidence from the source (worth up to 3 marks) โ then recall 3 points the source leaves out.
Highlight evidence โ tap the text:
Source B
Source B is about the Treaty of Union.
I could give you some account of the many advantages we will obtain by a union with England. By this union we will all have access to all the advantages of trade that the English enjoy at the moment. We will be able to improve our wealth which will be for the benefit of the whole island. We will have our liberty, our property and our religion secured. Scotland will be under the protection of one sovereign and one Parliament of Great Britain.
๐ RAT sheet โ how to structure your answerโพ
How fully ยท Appears in all 3 sections
WFQ (words from the question)quote from the sourceomission โ your own recall
Overall, Source X partly words from the question.โ needed for full marks
Source X says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
However, Source X doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 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.
๐กUse the source AND recall.
๐กQuote and then explain โ show you understand it, donโt just repeat it.
๐กYou must make a judgement (e.g. โthe source partly explainsโฆโ) or you are capped at 2 marks.
โ Reveal marking schemeโพ
Max 5 marks
These are possible/exemplar answers from the marking instructions โ 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
By this union we will all have access to all the advantages of trade that the English enjoy at the moment
We will be able to improve our wealth
We will have our liberty, our property and our religion secured
Scotland will be under the protection of one sovereign and one Parliament of Great Britain.
Points of significant omission
If Scotland failed to accept Union voluntarily they might be forced to accept it on unfavourable terms after an English invasion.
The Scots knew that Ireland had been conquered by England and wanted to avoid this fate.
Presbyterians wanted to solve the problem of the succession and ensure that the exiled Stuarts did not return
The Union guaranteed the position of the Presbyterian Church
Fear of the reintroduction of the Alien Act if Union was not approved by the Scots
Many Scots believed the Scottish economy would benefit from Union
Scots attracted by guarantee of free trade with the UK and the colonies
Some felt that failure of Darien proved that Scotland could no longer go it alone/some influential Scots saw it as only way to recover from the financial disaster of the Darian Scheme
Explain5 marks2014Q4โณ Older formatThe Treaty of Union, 1689โ1715
Explain the reasons why many Scots participated in the Jacobite rebellion of 1715.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Explain ยท 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 โฆโ 1 mark
A second reason why words from the question was fact which meant that โฆโ 1 mark
A third reason why words from the question was fact which meant that โฆโ 1 mark
A fourth reason why words from the question was fact which meant that โฆโ 1 mark
A fifth reason why words from the question was fact which meant that โฆโ 1 mark
A sixth reason why words from the question was fact which meant that โฆโ 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.
โ Reveal marking schemeโพ
Max 5 marks
These are possible/exemplar answers from the marking instructions โ 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
The 1707 Union was deeply unpopular. It had failed to bring economic prosperity to Scotland
Many participated as they were anti-Union. James VIII promised to end the Union
Dislike of the Campbells (especially in the Highlands)
Episcopalians offered support as the return of James seemed to provide the best prospect of an Episcopalian church settlement
Loyalty to the House of Stuart. Jacobites did not accept William, Anne or George. They believed James was the rightful King
Highland clansmen felt loyalty to the exiled King
Some participants were "forced out"
The Earl of Mar fought for selfish political reasons as he had lost his government position under George I
Dislike of new currency, weights etc
Disappointment at failure of payment of the Equivalent motivated some to participate
Explain5 marks2014Q1โณ Older formatThe Wars of Independence, 1286โ1328
Explain the reasons why Edward I was able to become involved in Scottish affairs between 1286 and 1292.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Explain ยท 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 โฆโ 1 mark
A second reason why words from the question was fact which meant that โฆโ 1 mark
A third reason why words from the question was fact which meant that โฆโ 1 mark
A fourth reason why words from the question was fact which meant that โฆโ 1 mark
A fifth reason why words from the question was fact which meant that โฆโ 1 mark
A sixth reason why words from the question was fact which meant that โฆโ 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.
โ Reveal marking schemeโพ
Max 5 marks
These are possible/exemplar answers from the marking instructions โ 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
Alexander III had died without a surviving male heir/Scots had agreed the infant Margaret was his heir, Edward approached for help
Edward had been Alexander's brother-in-law and a friend
Edward was a strong king who could use his authority to subdue Scottish troublemakers/there was a threat of civil war
Edward was Margaret's great uncle so could claim an interest as a relative
The Scots agreed to the Treaty of Birgham and the marriage of Margaret to Edward's infant son
Margaret died before she reached Scotland so there was now no direct heir โ a further opportunity for Edward's involvement
Bishop Fraser invited Edward to help choose from the claimants to the throne
Edward insisted the claimants/competitors accepted him as their overlord before he would begin to judge the claims
Edward insisted the Scottish castles be handed over to him, to hold for the eventual king
All the competitors accepted that Edward was overlord
Edward judged that John Balliol had the best claim
Balliol paid homage to Edward for Scotland after his coronation, making Edward's superiority clear
Describe5 marks2014Q2โณ Older formatThe Wars of Independence, 1286โ1328
Describe what happened at the Battle of Stirling Bridge in 1297.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Describe ยท Appears in 2 sections
WFQ (words from the question)
One words from the question was โฆโ 1 mark
A second words from the question was โฆโ 1 mark
A third words from the question was โฆโ 1 mark
A fourth words from the question was โฆโ 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.
โ Reveal marking schemeโพ
Max 5 marks
These are possible/exemplar answers from the marking instructions โ 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
Wallace and Murray joined forces on the north side of the River Forth
The Scots were on the high ground of Abbey Craig/the English assembled on the south side of the river
The English delayed the start of the battle/Surrey slept in
The English could not decide whether to use the narrow bridge or travel further upstream and cross at the broader ford
Cressingham did not want any further expenses and wanted to get the battle over as quickly as possible in case the Scots escaped so opted for the bridge
The English partly crossed, turned back and then began again, making their plans clear to the Scots
The English crossed the bridge slowly/only three abreast
The Scots attacked before all the English were over
The Scots attacked the end of the bridge trapping the English who had crossed and preventing the rest from crossing to help them
English soldiers who attempted to escape across the river were drowned/weighed down by waterlogged tunics
Evaluate the usefulness5 marks2014Q3โณ Older formatThe Wars of Independence, 1286โ1328
Evaluate the usefulness of Source A as evidence of Bruce's actions in 1306.
WFQ = words from the question โ 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) โ then consider author, purpose, timing and omission.
Highlight evidence โ tap the text:
Source A
Source A is from the chronicle of Walter of Guisborough, written in 1306.
Robert the Bruce wanted to be king of Scotland but feared Lord John Comyn would stop him. He lured him to a meeting in Greyfriars Church in Dumfries to deal with business concerning them both. Comyn suspected nothing and they greeted each other in a friendly way. Suddenly Bruce accused Comyn of telling lies about him to the king of England. He struck him with his sword and marched out.
๐ RAT sheet โ how to structure your answerโพ
Evaluate the usefulness ยท Appears in 2 sections
Remember COAT
๐Content โ what the source says
๐ซOmission โ what the source leaves out
โ๏ธAuthor โ who wrote it
๐Timing โ when it was written
WFQ (words from the question)quote from the source
Source X says โ_____โ. This is useful as it is accurate information about words from the question.โ 1 mark (content)
Source X also says โ_____โ. This is useful as it is accurate information about words from the question.โ 1 mark (content)
Source X omits _____. This makes the source less useful. Source X also omits _____. This makes the source less useful.โ 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.โ 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.โ 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.
๐กYou can also comment on the Purpose and Type of source.
โ Reveal marking schemeโพ
Max 5 marks
These are possible/exemplar answers from the marking instructions โ 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 comments relating to points of significant omission.
Aspects of the source
Author: Walter of Guisborough โ Churchman in Guisborough Priory in Yorkshire, so not an eyewitness, so perhaps less useful
Type of Source: Chronicle โ Contains details of events, generally thought to be reliable so more useful
Purpose: To record โ Keep a record of events as a history, so may be more useful, but an English version so may be biased against Bruce
Timing: Early 14th century โ Written during the Wars of Independence at the time of Bruce taking the throne, so more useful
Content
He lured him to a meeting in Greyfriars Church โ Suggests Bruce planned a deception so shows bias so less useful
Bruce accused Comyn of telling lies about him โ May not be accurate so less useful
He struck him with his sword โ Puts blame on Bruce so may be biased and less useful
How fully5 marks2014Q4โณ Older formatThe Wars of Independence, 1286โ1328
How fully does Source B describe how Bruce established himself as king of an independent Scotland after the Battle of Bannockburn? (Use Source B and recall.)
WFQ = words from the question โ reuse in every point.
Tip: Highlight up to 3 pieces of evidence from the source (worth up to 3 marks) โ then recall 3 points the source leaves out.
Highlight evidence โ tap the text:
Source B
Source B describes how Bruce established himself as king of an independent Scotland.
After Bannockburn, Bruce's parliament agreed that Scots nobles who had not made peace with him would lose their lands in Scotland. Bruce gave this forfeited land to his own supporters. The Douglases benefited greatly from this. Scots nobles would no longer be allowed to have English estates so their loyalties would not be divided. Bruce also backed his brother's campaign in Ireland to continue to challenge English rule. He continued to raid the north of England to put pressure on Edward to recognise him as king of an independent nation.
๐ RAT sheet โ how to structure your answerโพ
How fully ยท Appears in all 3 sections
WFQ (words from the question)quote from the sourceomission โ your own recall
Overall, Source X partly words from the question.โ needed for full marks
Source X says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
However, Source X doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 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.
๐กUse the source AND recall.
๐กQuote and then explain โ show you understand it, donโt just repeat it.
๐กYou must make a judgement (e.g. โthe source partly explainsโฆโ) or you are capped at 2 marks.
โ Reveal marking schemeโพ
Max 5 marks
These are possible/exemplar answers from the marking instructions โ 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
Bruce's parliament agreed that Scots nobles who had not made peace with him would lose their lands in Scotland
Bruce gave this forfeited land to his own supporters
Scots nobles would no longer be allowed to have English estates so their loyalties would not be divided
Continued to raid the north of England to put pressure on Edward
Points of significant omission
Defeated English army at Bannockburn
Secured release of his wife and daughter/Wishart, in exchange for ransomed English prisoners
Recaptured Berwick from English occupation
Added to Scottish exchequer by accepting protection money from northern English towns
