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How fully5 marks2015Q33⏳ Older formatChanging Britain, 1760–1900
How fully does Source A explain the impact of new technology on textile factories?
WFQ = words from the question — 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) — then recall 3 points the source leaves out.
Highlight evidence — tap the text:
Source A
Source A is about the impact of new technology on textile factories.
After 1760 there were many inventions that helped to speed up the production of textiles. Spinning was improved by the invention of the Spinning Jenny in 1763, which could spin eight threads at once. In 1769, Arkwright invented the Water Frame which used water power and made much better thread than the Spinning Jenny. A steam engine which was easy to use in factories was developed by Boulton and Watt in the 1780s. This meant that factories did not have to be built near fast-flowing water for a power supply.
🐀 RAT sheet — how to structure your answer▾
How fully · Appears in all 3 sections
WFQ (words from the question)quote from the sourceomission — your own recall
Overall, Source X partly words from the question.✓ needed for full marks
Source X says “direct quote” which meant that …✓ 1 mark (from source)
Source X also says “direct quote” which meant that …✓ 1 mark (from source)
Source X also says “direct quote” which meant that …✓ 1 mark (from source)
However, Source X doesn’t mention fact which meant that …✓ 1 mark (omission)
Source X also doesn’t mention fact which meant that …✓ 1 mark (omission)
Source X also doesn’t mention fact which meant that …✓ 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.
💡Use the source AND recall.
💡Quote and then explain — show you understand it, don’t just repeat it.
💡You must make a judgement (e.g. “the source partly explains…”) or you are capped at 2 marks.
✓ Reveal marking scheme▾
Max 5 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
Candidates must make an overall judgement about how fully the source explains the events.
1 mark may be given for each valid point interpreted from the source or each valid point of significant omission provided.
Up to 3 marks for interpretation of relevant parts of the source where at least one point of significant omission is also identified.
A maximum of 2 marks may be given for answers which refer only to the source.
Points from the source
spinning improved by the invention of the Spinning Jenny/could spin eight threads at once
Arkwright’s Water Frame used water power and made much better thread than the Spinning Jenny
steam engine was easy to use in factories
steam engine meant that factories did not have to be built near fast-running water for power supply
Points of significant omission
Crompton’s Mule combined ideas of Spinning Jenny and Water Frame/made high quality thread
Arkwright developed Carding Engine in 1770s
flax spinner developed in 1780s
weaving greatly improved by invention of the Power Loom (in 1785)
Power Loom now meant that weaving as well as spinning could be done in factories.
many handloom weavers were made unemployed when weaving was mechanised/wages of workers fell
machine/cylinder printing used to print patterns on to finished cloth
technological inventions meant that one person or even a child could now do the work of many people
technology meant that there were huge numbers of textile mills built in Britain
Describe working conditions in coal mines before 1842.
WFQ = words from the question — reuse in every point.
🐀 RAT sheet — how to structure your answer▾
Describe · Appears in 2 sections
WFQ (words from the question)
One words from the question was …✓ 1 mark
A second words from the question was …✓ 1 mark
A third words from the question was …✓ 1 mark
A fourth words from the question was …✓ 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.
✓ Reveal marking scheme▾
Max 5 marks
These are possible/exemplar answers from the marking instructions — 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
young children worked as trappers/opening and closing trap doors (to help circulate air around the mine)
women and teenagers worked as putters/drawers/pushing or pulling carts of coal along
dangerous as carts could run over fingers/toes/knock workers over
women worked as bearers/carried coal to the surface in baskets on their backs
dangerous as ladders slippery/coal could fall out of baskets/baskets very heavy
men worked as hewers cutting coal by hand with picks and shovels
danger of cave-ins
danger of flooding
danger of explosions (explosive gases/fire damp)
danger of suffocation (suffocating gases/choke damp)
lack of adequate ventilation
risks of falls down the shaft
safety lamps were available, but lighting was poor
Evaluate the usefulness5 marks2015Q35⏳ Older formatChanging Britain, 1760–1900
Evaluate the usefulness of Source B as evidence of railway travel in the nineteenth century.
WFQ = words from the question — 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) — then consider author, purpose, timing and omission.
Highlight evidence — tap the text:
Source B
Source B is from a book by a railway inspector, published in 1870.
The comforts, or rather discomforts, of railway travelling about thirty years ago were very different from those of the present day. Third-class carriages were often little different from basic cattle trucks. For a considerable time they were completely open and had no seats. First and second class carriages were covered and had seating. The luggage of the passengers was packed on top of the carriages.
🐀 RAT sheet — how to structure your answer▾
Evaluate the usefulness · Appears in 2 sections
Remember COAT
📄Content — what the source says
🚫Omission — what the source leaves out
✍️Author — who wrote it
🕐Timing — when it was written
WFQ (words from the question)quote from the source
Source X says “_____”. This is useful as it is accurate information about words from the question.✓ 1 mark (content)
Source X also says “_____”. This is useful as it is accurate information about words from the question.✓ 1 mark (content)
Source X omits _____. This makes the source less useful. Source X also omits _____. This makes the source less useful.✓ 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.✓ 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.✓ 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.
💡You can also comment on the Purpose and Type of source.
✓ Reveal marking scheme▾
Max 5 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
Candidates must make a judgement about the usefulness of the source and support this by making evaluative comments on identified aspects of the source.
1 mark should be given for each relevant comment made, up to a maximum of 5 marks in total.
A maximum of 4 marks can be given for evaluative comments relating to the author, type of source, purpose and timing.
A maximum of 2 marks each may be given for comments relating to the content of the source and to points of significant omission.
Author: Railway inspector
Useful as eyewitness experience of working on the railways
Type of Source: Book
Useful because it will have been well researched/based on expert knowledge
Purpose: To inform readers of changes in railway travel
Useful as it is balanced/an honest personal reflection
Timing: 1870
Useful because it was written at the time of improvements in railway travel
Content
Third-class carriages were often little different from basic cattle trucks — Useful as it is accurate, third class carriages were little more than boxes.
For a considerable time they were completely open and had no seats — Useful as it is accurate/third-class carriages were open/had no roof
First and second class carriages were covered and had seating/the luggage of the passengers was packed on top of the carriages — Useful as it is accurate/second and first-class carriages did have roofs/luggage was stored on top
Points of significant omission
carriages modelled on stage-coaches
third-class carriages were covered by law after the 1844 Railway Act
parliamentary trains/cheap fares introduced after the 1844 Railway Act
later corridors added to trains
later additions included sleeping and buffet cars
railway travel considerably cheaper/more comfortable than road travel
platforms made train travel safer
continuous brakes/brakes on carriages made train travel safer
improved signalling made train travel safer
as railway network developed it was possible to travel to nearly every town or city by train/made leisure trips/holidays easier
Explain the reasons why people’s health had improved by 1900.
WFQ = words from the question — reuse in every point.
🐀 RAT sheet — how to structure your answer▾
Explain · 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 …✓ 1 mark
A second reason why words from the question was fact which meant that …✓ 1 mark
A third reason why words from the question was fact which meant that …✓ 1 mark
A fourth reason why words from the question was fact which meant that …✓ 1 mark
A fifth reason why words from the question was fact which meant that …✓ 1 mark
A sixth reason why words from the question was fact which meant that …✓ 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.
✓ Reveal marking scheme▾
Max 5 marks
These are possible/exemplar answers from the marking instructions — 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
immunisation and vaccination campaigns led to decline of killer diseases such as smallpox/made compulsory 1853
anaesthetics improved surgical survival rates
antiseptics reduced deaths from infection
more fresh food was available due to railways so diet improved/people more resistant to disease
improved working conditions led to fewer accidents
Public Health Acts gave local authorities the powers to improve social conditions
clean water supplies meant the eradication of water borne diseases e.g. Cholera
new reservoirs built in the countryside to supply large towns/cities meant improved hygiene
town councils took responsibility for piping fresh water supplies which enabled people to keep clean
cleaner streets reduced the spread of vermin
improved sewerage systems/proper drainage reduced spread of germs/diseases
impact of Housing Acts/destruction of slum properties provided better standards of housing so reducing overcrowding and the spread of disease
flushing toilets improved sanitation
more hospitals helped to treat more people/reduce spread of disease
wash houses and public baths introduced in 1878 which improved personal hygiene
cheaper soap available improving hygiene
cheap cotton clothing was easier to wash which improved personal hygiene
improved food standards reduced illness caused by adulterated food
by 1900 milk could be sterilised which reduced risk of illness caused by contaminated milk
Describe the different stages of the triangular trade.
WFQ = words from the question — reuse in every point.
🐀 RAT sheet — how to structure your answer▾
Describe · Appears in 2 sections
WFQ (words from the question)
One words from the question was …✓ 1 mark
A second words from the question was …✓ 1 mark
A third words from the question was …✓ 1 mark
A fourth words from the question was …✓ 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.
✓ Reveal marking scheme▾
Max 5 marks
These are possible/exemplar answers from the marking instructions — 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
ships sailed from Europe to Africa carrying manufactured goods.
ships often departed from/arrived at British ports such as Bristol, Liverpool, occasionally Glasgow.
manufactured goods eg guns, alcohol, glass beads, pots and pans were exchanged for slaves.
slaves were held in slave factories on the west coast of Africa.
slave ships left West Africa carrying slaves to West Indies and the Americas (the Middle Passage).
slaves were packed on to ships to maximise profits.
conditions on the middle passage were very poor and slaves often died from disease or mistreatment.
slaves were usually sold by auction upon arrival in West Indies/America.
profits from slave auctions were then invested in sugar, coffee, cotton, tobacco.
ships carrying tobacco, sugar, molasses, cotton would sail back across the Atlantic (the Home Run).
cotton, tobacco, sugar, coffee could be sold on return to Britain for a large profit.
How fully5 marks2015Q30⏳ Older formatThe Atlantic Slave Trade, 1770–1807
How fully does Source A explain the importance of the slave trade to Britain’s economy?
WFQ = words from the question — 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) — then recall 3 points the source leaves out.
Highlight evidence — tap the text:
Source A
Source A is about the importance of the slave trade to Britain’s economy.
The slave trade was considered essential to Britain’s economy in the eighteenth century. For example, the slave trade had raised Liverpool from a struggling port to one of the richest and most prosperous trading centres in the world. The slave trade provided work in almost every industry in the town. Slave cotton provided work for the mills of Lancashire. However, little thought was given to the suffering of those involved in its production. Merchants made huge profits importing sugar from the Caribbean, a product which was in great demand.
🐀 RAT sheet — how to structure your answer▾
How fully · Appears in all 3 sections
WFQ (words from the question)quote from the sourceomission — your own recall
Overall, Source X partly words from the question.✓ needed for full marks
Source X says “direct quote” which meant that …✓ 1 mark (from source)
Source X also says “direct quote” which meant that …✓ 1 mark (from source)
Source X also says “direct quote” which meant that …✓ 1 mark (from source)
However, Source X doesn’t mention fact which meant that …✓ 1 mark (omission)
Source X also doesn’t mention fact which meant that …✓ 1 mark (omission)
Source X also doesn’t mention fact which meant that …✓ 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.
💡Use the source AND recall.
💡Quote and then explain — show you understand it, don’t just repeat it.
💡You must make a judgement (e.g. “the source partly explains…”) or you are capped at 2 marks.
✓ Reveal marking scheme▾
Max 5 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
Candidates must make an overall judgement about how fully the source explains the events.
1 mark may be given for each valid point interpreted from the source or each valid point of significant omission provided.
Up to 3 marks for interpretation of relevant parts of the source where at least one point of significant omission is also identified.
A maximum of 2 marks may be given for answers which refer only to the source.
Points from the source
the slave trade had raised Liverpool from a struggling port to one of the richest and most prosperous trading centres in the world
the slave trade provided work in almost every industry in the town
slave cotton provided work for the mills of Lancashire
merchants made huge profits importing sugar from the Caribbean
Points of significant omission
the importation of tobacco was a big part of Glasgow’s economy
the economy of Glasgow later shifted to the processing of sugar imported from the West Indies
jobs were provided in many industries: shipbuilding, rope making, dock work, banking, finance, sailors
profits from the slave trade were invested in British Industry
wealthy colonial families built huge mansions in many British cities.
the profits from the slave trade were invested in the development of British towns and cities
many important civic buildings in British cities were constructed using the profits of the slave trade
Evaluate the usefulness5 marks2015Q31⏳ Older formatThe Atlantic Slave Trade, 1770–1807
Evaluate the usefulness of Source B as evidence of the impact of the slave trade on the Caribbean islands.
WFQ = words from the question — 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) — then consider author, purpose, timing and omission.
Highlight evidence — tap the text:
Source B
Source B is from a book written by a modern historian published in 1987.
The island of Barbados was transformed by the slave trade. By the eighteenth century, small farms had been replaced by large plantations which grew sugar more profitably. The island had once been a beautiful wilderness. However, accounts tell of how the island was slowly but surely cleared of its native people and its vegetation. These were replaced by plantations. These became the work place, and final resting place, of armies of African slaves.
🐀 RAT sheet — how to structure your answer▾
Evaluate the usefulness · Appears in 2 sections
Remember COAT
📄Content — what the source says
🚫Omission — what the source leaves out
✍️Author — who wrote it
🕐Timing — when it was written
WFQ (words from the question)quote from the source
Source X says “_____”. This is useful as it is accurate information about words from the question.✓ 1 mark (content)
Source X also says “_____”. This is useful as it is accurate information about words from the question.✓ 1 mark (content)
Source X omits _____. This makes the source less useful. Source X also omits _____. This makes the source less useful.✓ 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.✓ 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.✓ 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.
💡You can also comment on the Purpose and Type of source.
✓ Reveal marking scheme▾
Max 5 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
Candidates must make a judgement about the usefulness of the source and support this by making evaluative comments on identified aspects of the source.
1 mark should be given for each relevant comment made, up to a maximum of 5 marks in total.
A maximum of 4 marks can be given for evaluative comments relating to the author, type of source, purpose and timing.
A maximum of 2 marks each may be given for comments relating to the content of the source and to points of significant omission.
Author: Written by a modern historian
Useful because he would have carried out research/studied the topic
Type of Source: a history book
Useful as it is likely to contain relevant and accurate information
Purpose: to inform people about the impact of the slave trade on the Caribbean island of Barbados
Less useful as it only informs us about one of the Caribbean islands.
Timing: 1987
Useful because it is a secondary source, written a long time after the end of the slave trade/slavery in the Caribbean with the benefit of hindsight.
Content
The Caribbean island of Barbados was transformed by slave trade/small farms replaced by large plantations — Useful because it accurately describes the changes brought to Barbados by the slave trade
The beautiful wilderness was slowly but surely cleared of its native people and its vegetation — Useful because it accurately shows the damage to the island and its native people
Plantations were the work place and final resting place of armies of African slaves — Useful because it accurately shows the scale of the suffering involved in the slave trade
Points of significant omission
many other Caribbean islands such as Jamaica were also affected in a similar way
many of the native people were killed by the white settlers, or died from disease
as well as plantations, factories were also set up on the islands to refine the sugar
Explain the reasons why resistance was difficult for slaves on plantations.
WFQ = words from the question — reuse in every point.
🐀 RAT sheet — how to structure your answer▾
Explain · 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 …✓ 1 mark
A second reason why words from the question was fact which meant that …✓ 1 mark
A third reason why words from the question was fact which meant that …✓ 1 mark
A fourth reason why words from the question was fact which meant that …✓ 1 mark
A fifth reason why words from the question was fact which meant that …✓ 1 mark
A sixth reason why words from the question was fact which meant that …✓ 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.
✓ Reveal marking scheme▾
Max 5 marks
These are possible/exemplar answers from the marking instructions — 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
life on the plantations was controlled by very strict laws or codes
many of the islands were small and there was little hope of fleeing the island
it was difficult for slaves with basic weapons to fight back against plantation owners who had guns
the brutal treatment of captured slaves acted as a powerful deterrent to other slaves
captured slaves would often be put to death/subject to horrific punishments/mutilation
plantation owners offered large rewards for the capture of escaped slaves
escaped slaves could easily be identified by brandings or lack of legal papers
plantation owners used bounty hunters/bloodhounds to track down runaway slaves
Describe5 marks2015Q21⏳ Older formatThe Creation of the Medieval Kingdoms, 1066–1406
Describe the role of a baron in medieval times.
WFQ = words from the question — reuse in every point.
🐀 RAT sheet — how to structure your answer▾
Describe · Appears in 2 sections
WFQ (words from the question)
One words from the question was …✓ 1 mark
A second words from the question was …✓ 1 mark
A third words from the question was …✓ 1 mark
A fourth words from the question was …✓ 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.
✓ Reveal marking scheme▾
Max 5 marks
These are possible/exemplar answers from the marking instructions — 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
barons took an oath of fealty/promised to be loyal and serve the king
barons provided knights for the king’s army
barons were an important part of the feudal system eg gave land to knights/peasants
barons protected those who lived on their land
barons were members of the king’s council/helped him govern the country
barons helped enforce law and order at local level
trusted barons became sheriffs and collected fines and taxes for the king
Explain5 marks2015Q22⏳ Older formatThe Creation of the Medieval Kingdoms, 1066–1406
Explain the reasons why Henry II and Archbishop Becket quarrelled.
WFQ = words from the question — reuse in every point.
🐀 RAT sheet — how to structure your answer▾
Explain · 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 …✓ 1 mark
A second reason why words from the question was fact which meant that …✓ 1 mark
A third reason why words from the question was fact which meant that …✓ 1 mark
A fourth reason why words from the question was fact which meant that …✓ 1 mark
A fifth reason why words from the question was fact which meant that …✓ 1 mark
A sixth reason why words from the question was fact which meant that …✓ 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.
✓ Reveal marking scheme▾
Max 5 marks
These are possible/exemplar answers from the marking instructions — 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
Henry felt betrayed by the behaviour of his former close friend eg Becket resigned as chancellor
Becket disagreed with Henry over the issue of Criminous Clerks
Becket refused to sign the Constitution of Clarendon
Henry kept Becket imprisoned for 3 days until the document was signed
Becket failed to appear at the Northampton Trial
Henry charged Becket with contempt of court
Henry humiliated Becket and confiscated his lands/Henry accused him of fraud
Becket fled to France without the King’s permission
Becket appealed to the Pope/continued to defend the rights of the Church
Henry refused to give Becket the royal kiss when they met in France
Henry asked the Archbishop of York, instead of Becket, to crown his son
Becket excommunicated the Archbishop of York and the bishops involved in the coronation
How fully5 marks2015Q23⏳ Older formatThe Creation of the Medieval Kingdoms, 1066–1406
How fully does Source A describe the duties of a monk in medieval times?
WFQ = words from the question — 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) — then recall 3 points the source leaves out.
Highlight evidence — tap the text:
Source A
Source A describes the duties of a monk.
Early in the morning all monks met in the chapter house. When not attending church services, monks were expected to carry out hard physical labour in the field or herb garden. Well-educated monks studied the Bible or spent hours copying and illuminating books. Although monks lived in isolation, they often supported their local community by collecting alms and caring for the poor. Monks also provided the only medical help available at the time, looking after the sick in the monastery’s infirmary.
🐀 RAT sheet — how to structure your answer▾
How fully · Appears in all 3 sections
WFQ (words from the question)quote from the sourceomission — your own recall
Overall, Source X partly words from the question.✓ needed for full marks
Source X says “direct quote” which meant that …✓ 1 mark (from source)
Source X also says “direct quote” which meant that …✓ 1 mark (from source)
Source X also says “direct quote” which meant that …✓ 1 mark (from source)
However, Source X doesn’t mention fact which meant that …✓ 1 mark (omission)
Source X also doesn’t mention fact which meant that …✓ 1 mark (omission)
Source X also doesn’t mention fact which meant that …✓ 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.
💡Use the source AND recall.
💡Quote and then explain — show you understand it, don’t just repeat it.
💡You must make a judgement (e.g. “the source partly explains…”) or you are capped at 2 marks.
✓ Reveal marking scheme▾
Max 5 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
Candidates must make an overall judgement about how fully the source explains the events.
1 mark may be given for each valid point interpreted from the source or each valid point of significant omission provided.
Up to 3 marks for interpretation of relevant parts of the source where at least one point of significant omission is also identified.
A maximum of 2 marks may be given for answers which refer only to the source.
Points from the source
monks were expected to carry out hard physical labour in the field or herb garden
well-educated monks studied the bible/spent hours copying and illuminating books
monks supported their local community by collecting alms and caring for the poor
monks provided the only medical help available at the time, looking after the sick in the monastery’s infirmary
Points of significant omission
monks prayed for the souls of the dead
monks educated boys/prepared them for a career in the Church
monks looked after pilgrims who stayed at the monastery
monks were involved in politics eg wrote charters
monks ran monastic farms/reared sheep
monks were involved in the fishing industry eg built harbour at Arbroath
Evaluate the usefulness5 marks2015Q24⏳ Older formatThe Creation of the Medieval Kingdoms, 1066–1406
Evaluate the usefulness of Source B as evidence of the symptoms of the Black Death.
WFQ = words from the question — 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) — then consider author, purpose, timing and omission.
Highlight evidence — tap the text:
Source B
Source B is from a book written by a doctor in 1350.
The first sign of death was a swelling called a buboe, under the armpit or in the groin. Usually the swelling grew to the size of an egg or an apple and spread all over the body. Soon after, the victim began to vomit and developed a fever. This was followed by the appearance of black and purple spots on the arms or thighs. No doctor could cure this terrible disease and so thousands died.
🐀 RAT sheet — how to structure your answer▾
Evaluate the usefulness · Appears in 2 sections
Remember COAT
📄Content — what the source says
🚫Omission — what the source leaves out
✍️Author — who wrote it
🕐Timing — when it was written
WFQ (words from the question)quote from the source
Source X says “_____”. This is useful as it is accurate information about words from the question.✓ 1 mark (content)
Source X also says “_____”. This is useful as it is accurate information about words from the question.✓ 1 mark (content)
Source X omits _____. This makes the source less useful. Source X also omits _____. This makes the source less useful.✓ 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.✓ 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.✓ 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.
💡You can also comment on the Purpose and Type of source.
✓ Reveal marking scheme▾
Max 5 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
Candidates must make a judgement about the usefulness of the source and support this by making evaluative comments on identified aspects of the source.
1 mark should be given for each relevant comment made, up to a maximum of 5 marks in total.
A maximum of 4 marks can be given for evaluative comments relating to the author, type of source, purpose and timing.
A maximum of 2 marks each may be given for comments relating to the content of the source and to points of significant omission.
Author: Doctor
Useful because he was an eyewitness/expert to the symptoms of the Black Death
Type of Source: Book
Useful because it will have been well researched
Purpose: To inform
Useful because it gives a detailed description of how terrible the symptoms of the Black Death were
Timing: 1350
Useful because it was written at the time of the Black Death
Content
The first sign of death was a swelling called a buboe under the armpit or in the groin — Useful because it gives accurate details of the symptoms of the Black Death
Soon after, the victim began to vomit and developed a fever — Useful because it gives accurate details of the symptoms of the Black Death
This was followed by the appearance of black and purple spots on the arms or thighs — Useful because it provides accurate information on what happened next
Describe5 marks2015Q37⏳ Older formatThe Making of Modern Britain, 1880–1951
Describe the reforms introduced by the Liberal Government of 1906–1914 to help the sick.
WFQ = words from the question — reuse in every point.
🐀 RAT sheet — how to structure your answer▾
Describe · Appears in 2 sections
WFQ (words from the question)
One words from the question was …✓ 1 mark
A second words from the question was …✓ 1 mark
A third words from the question was …✓ 1 mark
A fourth words from the question was …✓ 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.
✓ Reveal marking scheme▾
Max 5 marks
These are possible/exemplar answers from the marking instructions — 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
School Medical Inspections were introduced in 1907
local councils received grants to provide medical treatment for the poor (school clinics were introduced in 1912)
Liberals introduced national insurance for sickness/National Insurance Act (Part 1)
contributory scheme/workers, employers and state paid into the scheme
government tried to sell the scheme with the slogan ‘9d for 4d’
compulsory for all workers who earned under £160 per year
contributions were recorded by stamps on cards
insured workers received benefits when they were off sick (10 shillings per week for 26 weeks/5 shillings a week after that until fit to return to work)
free medical treatment and medicine for insured workers
sanatorium treatment for those suffering from TB
National Insurance covered wage-earners, but not their families
(Workmen’s Compensation Act) provided compensation for workers injured or made ill through work
workers entitled to half of their salary until they were fit to return to work
Evaluate the usefulness5 marks2015Q38⏳ Older formatThe Making of Modern Britain, 1880–1951
Evaluate the usefulness of Source A as evidence of the benefits of the 1908 Old Age Pensions Act.
WFQ = words from the question — 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) — then consider author, purpose, timing and omission.
Highlight evidence — tap the text:
Source A
Source A is from a book by Flora Thompson about her own life, published in 1939.
When pensions began, life was transformed for the old. They were no longer anxious and were suddenly rich. When they went to the Post Office to collect it, tears of gratitude would run down their cheeks and they would say as they picked up their money “God bless that Lord George”. They gave flowers from their gardens and apples from their trees to the girl who merely handed them the money.
🐀 RAT sheet — how to structure your answer▾
Evaluate the usefulness · Appears in 2 sections
Remember COAT
📄Content — what the source says
🚫Omission — what the source leaves out
✍️Author — who wrote it
🕐Timing — when it was written
WFQ (words from the question)quote from the source
Source X says “_____”. This is useful as it is accurate information about words from the question.✓ 1 mark (content)
Source X also says “_____”. This is useful as it is accurate information about words from the question.✓ 1 mark (content)
Source X omits _____. This makes the source less useful. Source X also omits _____. This makes the source less useful.✓ 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.✓ 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.✓ 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.
💡You can also comment on the Purpose and Type of source.
✓ Reveal marking scheme▾
Max 5 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
Candidates must make a judgement about the usefulness of the source and support this by making evaluative comments on identified aspects of the source.
1 mark should be given for each relevant comment made, up to a maximum of 5 marks in total.
A maximum of 4 marks can be given for evaluative comments relating to the author, type of source, purpose and timing.
A maximum of 2 marks each may be given for comments relating to the content of the source and to points of significant omission.
Author: Book based on author’s own life/autobiographical
Useful as eyewitness account
Type of Source: Book
Useful because it will have been well researched/based on personal experience
Purpose: To inform readers of the benefits of pensions
Useful as it is an honest personal reflection
Timing: Published in 1939, over 30 years after the events it describes
Less useful as details may have been forgotten/author may selectively remember the facts or useful because it has the benefit of hindsight
Content
Pensions transformed the life of the old — Useful as it is accurate that pensions did make a real difference to many/Less useful as an exaggeration. Pensions helped those who were entitled, but limited.
Pensioners were relieved of anxiety and were suddenly rich — Useful as it is accurate that pensions did relieve anxiety for many of the elderly poor/Less useful as exaggeration. Pension amount was very small.
Pensioners were grateful/tears of gratitude/God bless that Lord George — Useful as it is accurate that pensioners were grateful/pensions helped to keep some of the elderly poor out of the workhouse
Points of significant omission
amount of pensions – between 1s and 5s on a sliding scale/7s 6d for a married couple
who was entitled to pensions – over 70s
pensions were non-contributory
collection at the Post Office removed the stigma of Poor Relief
exemptions – those who had been in prison within last ten years/those who had habitually failed to work
pensions were not intended to provide subsistence
pensions did keep many of the elderly poor out of the workhouse
How fully5 marks2015Q39⏳ Older formatThe Making of Modern Britain, 1880–1951
How fully does Source B explain the recommendations of the 1942 Beveridge Report?
WFQ = words from the question — reuse in every point.
(Use Source B and recall.)
Tip: Highlight up to 3 pieces of evidence from the source (worth up to 3 marks) — then recall 3 points the source leaves out.
Highlight evidence — tap the text:
Source B
Source B is about the Beveridge Report which was published in 1942.
The Beveridge Report was published in 1942 and sold over 635,000 copies. The report identified the five “giant evils” facing Britain. Beveridge believed that tackling one of the five giants wouldn’t do much good; the government would have to tackle them all. He recommended that there should be a welfare system that would look after people from the “cradle to the grave”. He believed that there should be benefits for the unemployed, the sick, the elderly and widows. He also advised the government to adopt a policy of full employment.
🐀 RAT sheet — how to structure your answer▾
How fully · Appears in all 3 sections
WFQ (words from the question)quote from the sourceomission — your own recall
Overall, Source X partly words from the question.✓ needed for full marks
Source X says “direct quote” which meant that …✓ 1 mark (from source)
Source X also says “direct quote” which meant that …✓ 1 mark (from source)
Source X also says “direct quote” which meant that …✓ 1 mark (from source)
However, Source X doesn’t mention fact which meant that …✓ 1 mark (omission)
Source X also doesn’t mention fact which meant that …✓ 1 mark (omission)
Source X also doesn’t mention fact which meant that …✓ 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.
💡Use the source AND recall.
💡Quote and then explain — show you understand it, don’t just repeat it.
💡You must make a judgement (e.g. “the source partly explains…”) or you are capped at 2 marks.
✓ Reveal marking scheme▾
Max 5 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
Candidates must make an overall judgement about how fully the source explains the events.
1 mark may be given for each valid point interpreted from the source or each valid point of significant omission provided.
Up to 3 marks for interpretation of relevant parts of the source where at least one point of significant omission is also identified.
A maximum of 2 marks may be given for answers which refer only to the source.
Points from the source
tackling one of the five giants wouldn’t do much good; the government would have to tackle them all
there should be a welfare system that would look after people from the ‘cradle to the grave’
there should be a comprehensive social security system, providing benefits for the unemployed, the sick, the elderly and widows
advised the government to adopt a policy of full employment
Points of significant omission
explanation of what the ‘five giants’ were
National Health Service to tackle disease
family allowances to tackle poverty/want
System of national insurance to tackle want
standard weekly national insurance payments were to be made by all workers
payments to be made at a standard rate, without a means test
unemployment benefit to be paid for an indefinite period
Reform of the education system/raising of school leaving age to tackle ignorance
Explain5 marks2015Q40⏳ Older formatThe Making of Modern Britain, 1880–1951
Explain the reasons why the Labour Government reforms of 1945–1951 did not fully tackle the problem of squalor.
WFQ = words from the question — reuse in every point.
🐀 RAT sheet — how to structure your answer▾
Explain · 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 …✓ 1 mark
A second reason why words from the question was fact which meant that …✓ 1 mark
A third reason why words from the question was fact which meant that …✓ 1 mark
A fourth reason why words from the question was fact which meant that …✓ 1 mark
A fifth reason why words from the question was fact which meant that …✓ 1 mark
A sixth reason why words from the question was fact which meant that …✓ 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.
✓ Reveal marking scheme▾
Max 5 marks
These are possible/exemplar answers from the marking instructions — 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
by time of 1951 election still a shortage of (750,000) homes/(750,000) fewer houses than households
massive destruction/bombing of Second World War had created a huge housing shortage
great deal of slum housing still existed
post-war marriage and baby boom added to pressure for housing
shortage of building materials
shortage of skilled labour
Bevan given Ministry of Health and Housing – too much/should have been a separate Ministry of Housing
Bevan emphasised quality over quantity/insisted on a high standard for council houses
government faced financial restraints/had to prioritise
government faced many social problems/scale of problem meant that it would take more than one term to tackle
provision of prefab houses as a temporary solution to the housing shortage
New towns planned but not built by 1951 (12 planned in Scotland, only 4 built)
New towns isolated/lacked proper amenities/destroyed previous communities
Describe5 marks2015Q25⏳ Older formatWar of the Three Kingdoms, 1603–1651
Describe the changes to the ways Scotland and England were governed after the Union of the Crowns.
WFQ = words from the question — reuse in every point.
🐀 RAT sheet — how to structure your answer▾
Describe · Appears in 2 sections
WFQ (words from the question)
One words from the question was …✓ 1 mark
A second words from the question was …✓ 1 mark
A third words from the question was …✓ 1 mark
A fourth words from the question was …✓ 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.
✓ Reveal marking scheme▾
Max 5 marks
These are possible/exemplar answers from the marking instructions — 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
no new institutions or government structures were put in place (except that, when parliament met, a royal ‘commissioner’ represented the King)
a postal service was established between Edinburgh and London to keep the King in touch with his government in Edinburgh (the origins of the Royal Mail)
James declared himself to be ‘King of Great Britain’, although for legal reasons, the separate kingdoms of Scotland and England continued to exist
King was based in London so rarely visited Scotland after his coronation
Scotland was to be ruled by a Privy Council
Privy Council ensured the King’s will was followed in Scotland
Parliament was brought under strict royal control
Parliament was run by a small committee called the Committee of Articles (Lords of the Articles)
Committee/Lords of the Articles could only suggest new laws for Scotland
the King chose the Lords and bishops to become part of the Committee/Lords of the Articles
Evaluate the usefulness5 marks2015Q26⏳ Older formatWar of the Three Kingdoms, 1603–1651
Evaluate the usefulness of Source A as evidence of James VI and I’s belief in the Divine Right of Kings.
WFQ = words from the question — 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) — then consider author, purpose, timing and omission.
Highlight evidence — tap the text:
Source A
Source A is from a book written by King James VI and I.
The power of the monarchy is the supreme authority on Earth. To question what God may do is to show disrespect to God. Therefore it is treason for a King’s subjects to challenge what a King may or may not do. A good King will make decisions according to the law, but he is not obliged to follow that law unless he sees fit to do so.
🐀 RAT sheet — how to structure your answer▾
Evaluate the usefulness · Appears in 2 sections
Remember COAT
📄Content — what the source says
🚫Omission — what the source leaves out
✍️Author — who wrote it
🕐Timing — when it was written
WFQ (words from the question)quote from the source
Source X says “_____”. This is useful as it is accurate information about words from the question.✓ 1 mark (content)
Source X also says “_____”. This is useful as it is accurate information about words from the question.✓ 1 mark (content)
Source X omits _____. This makes the source less useful. Source X also omits _____. This makes the source less useful.✓ 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.✓ 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.✓ 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.
💡You can also comment on the Purpose and Type of source.
✓ Reveal marking scheme▾
Max 5 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
Candidates must make a judgement about the usefulness of the source and support this by making evaluative comments on identified aspects of the source.
1 mark should be given for each relevant comment made, up to a maximum of 5 marks in total.
A maximum of 4 marks can be given for evaluative comments relating to the author, type of source, purpose and timing.
A maximum of 2 marks each may be given for comments relating to the content of the source and to points of significant omission.
Author: King James VI and I
Useful because it is written by King James himself who had a strong personal belief in the Divine Right of Kings/eyewitness
Type of Source: Book
Useful because it has been researched (written specifically to outline the King’s beliefs in Divine Right)
Purpose: To inform
Less useful because it is a biased view
Timing: 1598
Useful because it is written at the time when the King was asserting his belief in the Divine Right of Kings
Content
The power of the monarchy is the supreme authority on Earth — Useful because it accurately outlines the power of the King as being the highest power on earth
It is treason for a King’s subjects to challenge what a King may or may not do — Useful because it accurately states that the King’s authority cannot be challenged
King is not obliged to follow that law unless he sees fit to do so — Useful because it accurately illustrates the belief that the King is above earthly law
Points of significant omission
Even if a king behaved badly no one could criticise him, only God could punish him
God bestows on a king the right to rule
The king is not subject to the will of his people, the aristocracy, or any other estate of the realm, including (in the view of some, especially in Protestant countries) the Church
Explain5 marks2015Q27⏳ Older formatWar of the Three Kingdoms, 1603–1651
Explain the reasons why Charles I faced opposition to his rule in Scotland.
WFQ = words from the question — reuse in every point.
🐀 RAT sheet — how to structure your answer▾
Explain · 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 …✓ 1 mark
A second reason why words from the question was fact which meant that …✓ 1 mark
A third reason why words from the question was fact which meant that …✓ 1 mark
A fourth reason why words from the question was fact which meant that …✓ 1 mark
A fifth reason why words from the question was fact which meant that …✓ 1 mark
A sixth reason why words from the question was fact which meant that …✓ 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.
✓ Reveal marking scheme▾
Max 5 marks
These are possible/exemplar answers from the marking instructions — 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 General Assembly was not allowed to meet which caused resentment
resentment at Charles’ money raising methods (e.g. Ship Money)
Scottish nobles resented Charles’ Act of Revocation whereby church lands which had been alienated since 1540 had to be returned to the Crown
Charles’ coronation in Edinburgh was a High Church ceremony based on Anglican forms and Scottish Presbyterians were suspicious of Anglican ideas
Charles demanded that Scottish Ministers accept and use the new English Prayer Book which caused a great deal of resentment and some riots in Edinburgh
Scottish clergy opposed Laud’s Canons and their requirement to wear gowns and surplices because it seemed too Catholic
Bishops were to be introduced into the Scottish Church which was resented by the Scots
rejection of the Canons was included in the National Covenant for the Defence of True Religion in 1638 and was signed by thousands because they wanted to protect Scottish religious practices
How fully5 marks2015Q28⏳ Older formatWar of the Three Kingdoms, 1603–1651
How fully does Source B describe the events that led to the outbreak of the Civil War in 1642?
WFQ = words from the question — reuse in every point.
(Use Source B and recall.)
Tip: Highlight up to 3 pieces of evidence from the source (worth up to 3 marks) — then recall 3 points the source leaves out.
Highlight evidence — tap the text:
Source B
Source B describes the events that led to the outbreak of the Civil War in 1642.
In June 1642 the Long Parliament passed a set of demands called the Nineteen Proposals. These demands called for the King’s powers to be reduced and more control to be given to Parliament. This event divided Parliament between those who supported the Nineteen Proposals and those who thought Parliament had gone too far. Parliament and Charles then began to raise their own armies. People were then forced to choose sides and on 22nd August 1642 the King raised his standard at Nottingham.
🐀 RAT sheet — how to structure your answer▾
How fully · Appears in all 3 sections
WFQ (words from the question)quote from the sourceomission — your own recall
Overall, Source X partly words from the question.✓ needed for full marks
Source X says “direct quote” which meant that …✓ 1 mark (from source)
Source X also says “direct quote” which meant that …✓ 1 mark (from source)
Source X also says “direct quote” which meant that …✓ 1 mark (from source)
However, Source X doesn’t mention fact which meant that …✓ 1 mark (omission)
Source X also doesn’t mention fact which meant that …✓ 1 mark (omission)
Source X also doesn’t mention fact which meant that …✓ 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.
💡Use the source AND recall.
💡Quote and then explain — show you understand it, don’t just repeat it.
💡You must make a judgement (e.g. “the source partly explains…”) or you are capped at 2 marks.
✓ Reveal marking scheme▾
Max 5 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
Candidates must make an overall judgement about how fully the source explains the events.
1 mark may be given for each valid point interpreted from the source or each valid point of significant omission provided.
Up to 3 marks for interpretation of relevant parts of the source where at least one point of significant omission is also identified.
A maximum of 2 marks may be given for answers which refer only to the source.
Points from the source
the demands in the Nineteen Proposals divided Parliament (between those who supported the Nineteen Proposals and those who thought Parliament had gone too far)
Parliament and Charles then began to raise their own armies
People were then forced to choose sides
Points of significant omission
the King dissolved the parliament in 1640 (Short Parliament) after only 3 weeks
activities of the Long Parliament angered the King (e.g. arrest and imprisonment of Archbishop Laud/arrest and imprisonment of Strafford)
The Grand Remonstrance in November 1641 divided the House of Commons
rumours over the causes of the Irish rebellion in November 1641 angered Protestants who thought the King was behind it
attempted arrest of 5 Members of Parliament in January 1642 angered Parliament
Parliaments decision to throw Bishops out of the House of Lords in February 1642 divided the House of Commons
Parliament took control of the army in March 1642 without the Kings consent
Explain6 marks2015Q44⏳ Older format“Tea and Freedom”: the American Revolution, 1774–1783
Explain the reasons why a war broke out between Britain and the American colonists.
WFQ = words from the question — reuse in every point.
🐀 RAT sheet — how to structure your answer▾
Explain · 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 …✓ 1 mark
A second reason why words from the question was fact which meant that …✓ 1 mark
A third reason why words from the question was fact which meant that …✓ 1 mark
A fourth reason why words from the question was fact which meant that …✓ 1 mark
A fifth reason why words from the question was fact which meant that …✓ 1 mark
A sixth reason why words from the question was fact which meant that …✓ 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.
✓ Reveal marking scheme▾
Max 6 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
Candidates must show a causal relationship between events.
Up to a maximum of 6 marks in total, 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 colonists were unhappy with the imposition of laws and taxes which were seen as unjust
the passing of the Stamp Act and Townshend Act in 1760s had been very unpopular measures
the colonists resented being taxed without representation
events such as the Boston Massacre and the Boston Tea Party led to an increase in anti-British feeling among colonists
boycott of British goods added to tension
the continuing presence of British soldiers in the colonies had caused tension
the colonists were further angered by the passing of The Quartering Act
some colonists were frustrated that the British were stopping them from moving west
some colonists felt that the policies of the British government were damaging trade
the First Continental Congress in 1774 had created a feeling of anti-British unity among the leaders of the colonies
the colonists started to establish their own armed forces following the First Continental Congress in 1774/Continental Congress declared to be traitors by British Crown meant no going back
clashes between British forces and colonists at Lexington and Concord in 1775 led to the outbreak of war
any other valid reason that meets the criteria described in the general marking instructions for this kind of question (see column to left).
Evaluate the usefulness6 marks2015Q45⏳ Older format“Tea and Freedom”: the American Revolution, 1774–1783
Evaluate the usefulness of Source A as evidence of the experience of soldiers who fought in the Wars of Independence.
WFQ = words from the question — 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) — then consider author, purpose, timing and omission.
Highlight evidence — tap the text:
Source A — Source A is from the diary of an American army surgeon during the winter of 1777.
December 14: The army now begins to grow tired of the continued difficulties they have faced in this winter campaign. Poor food, tough living conditions, cold weather, sickness, fatigue, nasty clothes, nasty cookery, the Devil's in it! I can't endure it! Why are we sent here to starve and freeze? Yet our men still show a great spirit and morale that is unexpected from such young soldiers.
🐀 RAT sheet — how to structure your answer▾
Evaluate the usefulness · Appears in 2 sections
Remember COAT
📄Content — what the source says
🚫Omission — what the source leaves out
✍️Author — who wrote it
🕐Timing — when it was written
WFQ (words from the question)quote from the source
Source X says “_____”. This is useful as it is accurate information about words from the question.✓ 1 mark (content)
Source X also says “_____”. This is useful as it is accurate information about words from the question.✓ 1 mark (content)
Source X omits _____. This makes the source less useful. Source X also omits _____. This makes the source less useful.✓ 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.✓ 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.✓ 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.
💡You can also comment on the Purpose and Type of source.
✓ Reveal marking scheme▾
Max 6 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
Candidates must make a judgement about the usefulness of the source and support this by making evaluative comments on identified aspects of the source.
1 mark should be given for each relevant comment made, up to a maximum of 6 marks in total.
A maximum of 4 marks for author, type of source, purpose and timing; a maximum of 2 marks for content; a maximum of 2 marks for points of significant omission.
Author, type of source, purpose and timing
Author: Army surgeon — Useful as he is an eyewitness
Type of Source: A diary — Useful as it is likely to give an honest/accurate description of the condition of the American army/less useful as it only gives information about the American army.
Purpose: To record the difficulties being faced by the soldiers during the winter of 1777 — Useful because it provides a detailed/balanced description of the conditions
Timing: 1777 — Useful as it is taken from 1777, during the course of the war
Points from the source
The army now begins to grow tired of the continued difficulties they have faced in this winter campaign. — Useful as it gives an accurate and detailed insight into difficulties faced by the colonial army
Poor food, tough living conditions, cold weather, sickness, fatigue, nasty clothes, nasty cookery, the Devil's in it! — Useful as it gives accurate and detailed information on the conditions faced by the American army.
Our men still show a great spirit and morale that is unexpected from such young soldiers. — Useful as it gives an accurate insight into why the Americans were eventually able to win the war.
Points of significant omission
the American army had suffered a series of setbacks during the winter of 1777–1778
the Americans had difficulty holding on to their recruits and many would return home after a short period of service
conditions were also very difficult for the British as it was difficult to supply an army that was fighting so far from home
American soldiers were acclimatised, British found climate difficult
any other valid point that meets the criteria described in the general marking instructions for this kind of question (see column to left).
To what extent8 marks2015Q46⏳ Older format“Tea and Freedom”: the American Revolution, 1774–1783
To what extent did the intervention of foreign countries lead to Britain's defeat in the Wars of Independence?
WFQ = words from the question — reuse in every point.amber = the isolated factor to weigh up.
(You must use recalled knowledge to present a balanced assessment of the influence of different factors and come to a reasoned conclusion.)
🐀 RAT sheet — how to structure your answer▾
To what extent / How important / How successful · 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.✓ 1 mark (introduction)
Some historians think the isolated factor was words from the question because _____. Also _____.✓ 1 KU mark per fact (up to 5)
However, other historians think FACTOR 2 was words from the question because _____. Also _____.✓ 1 mark (balance) + 1 KU per fact
Other historians think FACTOR 3 was words from the question because _____. Also _____.✓ 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 — does not need to be new].✓ 2 marks (conclusion)
How it's marked
5 marks for knowledge — 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).
💡It is asking: one factor is a reason — but there are others, so decide which was MOST important.
💡Each fact you add (including every "Also…") earns a KU mark, as long as it is developed and not too brief — up to 5.
✓ Reveal marking scheme▾
Max 8 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
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.
1 mark for the answer being presented in a structured way; 1 mark given for a conclusion with a valid judgement or overall summary; 1 mark given for a reason being provided in support of the judgement.
Foreign intervention
France provided the colonists with finance
France provided the colonists with military assistance – soldiers, gunpowder etc
the French attacked British colonies in the Caribbean and elsewhere
the French harassed British shipping in the Atlantic
Foreign intervention caused Britain to lose its control of the seas
Foreign intervention made it more difficult for Britain to reinforce and supply its forces in America
Spain distracted Britain by attacking Gibraltar
a Franco-Spanish force threatened Britain with invasion in 1779
American strengths
George Washington held the American army together and emerged as a great leader
the colonists had greater forces/American colonies were relatively wealthy and could support an army
the colonists were able to call on minutemen when required
the colonists knew the terrain better/used to the climate
the colonists often used guerrilla tactics against the British
British weakness
the British were poorly led
the British made tactical errors eg Yorktown, Saratoga
the British army was small in number/British army had a large empire to protect as well as fight the colonists and had to rely on mercenary forces
the British soldiers were not properly trained/equipped to cope with terrain and conditions
diseases like smallpox affected British much more than Americans.
the British never had a clear strategy for winning the war
the British were weakened by their reliance on supplies from overseas
the British Parliament was not united behind the war effort
unlike Americans British had no allies to assist them
Explain6 marks2015Q62⏳ Older formatAppeasement and the Road to War, 1918–1939
Explain the reasons why Hitler rearmed Germany after 1933.
WFQ = words from the question — reuse in every point.
🐀 RAT sheet — how to structure your answer▾
Explain · 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 …✓ 1 mark
A second reason why words from the question was fact which meant that …✓ 1 mark
A third reason why words from the question was fact which meant that …✓ 1 mark
A fourth reason why words from the question was fact which meant that …✓ 1 mark
A fifth reason why words from the question was fact which meant that …✓ 1 mark
A sixth reason why words from the question was fact which meant that …✓ 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.
✓ Reveal marking scheme▾
Max 6 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
Candidates must show a causal relationship between events.
Up to a maximum of 6 marks in total, 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
Hitler wanted to restore German national pride
Hitler hated the Treaty of Versailles and was determined to break the military restrictions it imposed on Germany
the Treaty of Versailles was loathed by most Germans and Hitler believed that by rearming he could strengthen his support amongst the German people
Hitler was a militarist and believed in a country having strong armed forces
Hitler also knew that recruiting men into the army would reduce unemployment, further increasing his popularity amongst the German people
Hitler believed it was Germany's right to have an army of equal size to the other major powers in Europe
Hitler believed that Germany would have to rearm to achieve lebensraum - the policy required land to be taken from other countries and armed conflict was likely
Hitler believed that a stronger army was required to resist the Communist threat from Soviet Russia
Hitler was encouraged by the lack of firm action against him by Britain and France
any other valid reason that meets the criteria described in the general marking instructions for this kind of question (see column to left).
To what extent8 marks2015Q63⏳ Older formatAppeasement and the Road to War, 1918–1939
To what extent was public opinion the main reason why Chamberlain followed a policy of appeasement?
WFQ = words from the question — reuse in every point.amber = the isolated factor to weigh up.
(You must use recalled knowledge to present a balanced assessment of the influence of different factors and come to a reasoned conclusion.)
🐀 RAT sheet — how to structure your answer▾
To what extent / How important / How successful · 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.✓ 1 mark (introduction)
Some historians think the isolated factor was words from the question because _____. Also _____.✓ 1 KU mark per fact (up to 5)
However, other historians think FACTOR 2 was words from the question because _____. Also _____.✓ 1 mark (balance) + 1 KU per fact
Other historians think FACTOR 3 was words from the question because _____. Also _____.✓ 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 — does not need to be new].✓ 2 marks (conclusion)
How it's marked
5 marks for knowledge — 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).
💡It is asking: one factor is a reason — but there are others, so decide which was MOST important.
💡Each fact you add (including every "Also…") earns a KU mark, as long as it is developed and not too brief — up to 5.
✓ Reveal marking scheme▾
Max 8 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
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.
1 mark for the answer being presented in a structured way; 1 mark given for a conclusion with a valid judgement or overall summary; 1 mark given for a reason being provided in support of the judgement.
Public opinion
majority of the public were still fearful of war after the huge losses suffered during World War One
public fears of war were further heightened by novels and films giving terrifying portrayals of the devastation that bombers would bring in any modern war/these fears were further heightened by newsreel footage of the Nazi bombing of Guernica in the Spanish Civil War
public concerns over the cost of rearmament (welfare vs warfare)
there was a significant pacifist movement in the 1930s which was strongly against war
the problems of Czechoslovakia seemed remote to the majority of the public who cared little about a problem in a country far away inhabited by 'people of whom we know nothing'
German demands
Chamberlain believed that Hitler had a genuine grievance over the Sudetenland/Versailles was unjust and Germans should have some form of self-determination
Chamberlain felt Hitler had only limited demands/was a man he could do business with
Military reasons
Britain's air preparations were inadequate, with insufficient fighter planes, radar systems or anti-aircraft artillery
Britain's military chiefs stressed Britain's military weakness and the need to avoid a major war with Germany, Italy and Japan at the same time
the Munich agreement allowed Chamberlain to 'buy time' to rearm
ten year rule to avoid conflict
Lack of allies
France was unwilling to support conflict over the Sudetenland
USA was isolationist
Chamberlain did not trust Soviet Russia
Concerns over Empire
Australia, Canada and South Africa would not be easily convinced to support conflict over Czechoslovakia.
Empire was unwilling to fight eg disturbances in India
Evaluate the usefulness6 marks2015Q64⏳ Older formatAppeasement and the Road to War, 1918–1939
Evaluate the usefulness of Source A as evidence of the events leading to the outbreak of war in 1939.
WFQ = words from the question — 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) — then consider author, purpose, timing and omission.
Highlight evidence — tap the text:
Source A — Source A is from a book by a modern historian published in 1989.
On 15th March 1939, German troops marched in to Prague and within two days Czechoslovakia ceased to exist. After destroying Czechoslovakia, Hitler turned his attention to Poland. On 29th March the British government gave Poland a guarantee to protect it against any threat to its independence. On 22nd May Hitler and Mussolini strengthened the ties between their two countries by signing an agreement which required them to help each other in time of war.
🐀 RAT sheet — how to structure your answer▾
Evaluate the usefulness · Appears in 2 sections
Remember COAT
📄Content — what the source says
🚫Omission — what the source leaves out
✍️Author — who wrote it
🕐Timing — when it was written
WFQ (words from the question)quote from the source
Source X says “_____”. This is useful as it is accurate information about words from the question.✓ 1 mark (content)
Source X also says “_____”. This is useful as it is accurate information about words from the question.✓ 1 mark (content)
Source X omits _____. This makes the source less useful. Source X also omits _____. This makes the source less useful.✓ 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.✓ 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.✓ 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.
💡You can also comment on the Purpose and Type of source.
✓ Reveal marking scheme▾
Max 6 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
Candidates must make a judgement about the usefulness of the source and support this by making evaluative comments on identified aspects of the source.
1 mark should be given for each relevant comment made, up to a maximum of 6 marks in total.
A maximum of 4 marks for author, type of source, purpose and timing; a maximum of 2 marks for content; a maximum of 2 marks for points of significant omission.
Author, type of source, purpose and timing
Author: Historian — More useful as he is well informed/expert
Type of Source: Book — More useful as it will have been well-researched
Purpose: To inform — More useful as it is likely to be a balanced/comprehensive account of the events leading up to the outbreak of war in 1939
Timing: Published in 1989 — More useful as written with the benefit of hindsight
Points from the source
On 15th March 1939, German troops marched in to Prague and within two days Czechoslovakia ceased to exist. — More useful as accurately reflects the destruction of Czechoslovakia as a nation state.
On 29th March the British government gave Poland a guarantee to protect it against any threat to its independence. — More useful as accurately reflects Britain's issue of the 'Polish Guarantee'.
On 22nd May Hitler and Mussolini strengthened the ties between their two countries by signing an agreement which required them to help each other in time of war. — More useful as accurately reflects the signing of the 'Pact of Steel' between Germany and Italy.
Points of significant omission
the day after entering Prague, Hitler declared Bohemia and Moravia as a 'Protectorate' of Germany
Slovakia remained independent but had to sign a treaty accepting German protection
Ruthenia was given to Hungary
France joined Britain in the 'Polish Guarantee'
just days following the 'Polish Guarantee', Hitler gave secret orders for the German army to be ready to invade Poland by 1st September
in August, Germany and the Soviet Union signed the Nazi-Soviet Pact whereby they agreed not to attack each other and to divide Poland
on 1st September, German forces attacked Poland
both Britain and France issued ultimatums to Hitler to withdraw German forces from Poland or face war
Hitler did not respond to the ultimatums and on 3rd September Britain and France declared war on Germany
any other valid point that meets the criteria described in the general marking instructions for this kind of question (see column to left).
To what extent8 marks2015Q59⏳ Older formatFree at Last? Civil Rights in the USA, 1918–1968
To what extent was the fear of white violence the main reason for the migration of black Americans to the North?
WFQ = words from the question — reuse in every point.amber = the isolated factor to weigh up.
(You must use recalled knowledge to present a balanced assessment of the influence of different factors and come to a reasoned conclusion.)
🐀 RAT sheet — how to structure your answer▾
To what extent / How important / How successful · 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.✓ 1 mark (introduction)
Some historians think the isolated factor was words from the question because _____. Also _____.✓ 1 KU mark per fact (up to 5)
However, other historians think FACTOR 2 was words from the question because _____. Also _____.✓ 1 mark (balance) + 1 KU per fact
Other historians think FACTOR 3 was words from the question because _____. Also _____.✓ 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 — does not need to be new].✓ 2 marks (conclusion)
How it's marked
5 marks for knowledge — 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).
💡It is asking: one factor is a reason — but there are others, so decide which was MOST important.
💡Each fact you add (including every "Also…") earns a KU mark, as long as it is developed and not too brief — up to 5.
✓ Reveal marking scheme▾
Max 8 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
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.
1 mark for the answer being presented in a structured way; 1 mark given for a conclusion with a valid judgement or overall summary; 1 mark given for a reason being provided in support of the judgement.
Fear of white violence
lynching of black Americans was commonplace in the South
black Americans were beaten/crippled to punish them and to intimidate others
the Ku Klux Klan bombed churches, schools and other meeting places/burned crosses to intimidate black Americans
masked Klansmen marched through the streets of towns and cities carrying posters threatening black Americans with punishment and warning others to leave town
black American businesses were destroyed to ensure black Americans would not prosper
Segregation
Southern states enforced segregation of the races through Jim Crow laws
the Jim Crow laws affected all areas of life – education, entertainment, housing, travel, health, leisure, marriage, work
typically, facilities for blacks were far inferior to those for whites
Political Disenfranchisement
Southern states had restricted voting rights for blacks through literacy tests, poll taxes and Grandfather Clauses
Sharecropping
many blacks were poor sharecroppers heavily in debt to white landowners for farming equipment and seeds for planting
the boll weevil damaged crops throughout the South between 1910 and 1920 - as a result, there was less demand for agricultural workers, leaving many blacks unemployed
Employment Opportunities
in the South blacks suffered from discrimination in jobs and were only employed in low paid unskilled work.
during the First World War workers were in great demand in Northern factories and steel works.
agents from various industrial sectors arrived in the South, enticing black men and women to migrate North by paying their travel expenses.
wages in the Northern factories were typically double those received by most black workers in the South.
Other pull factors
publications (such as the Chicago Defender) published train schedules and lists of jobs to persuade Southern blacks to migrate North.
other publications (such as the Pittsburgh Courier and the Amsterdam News) published editorials and cartoons showing the promise of moving from the South to the North.
these promises included better education for children, the right to vote, access to various types of employment and improved housing conditions
Explain6 marks2015Q60⏳ Older formatFree at Last? Civil Rights in the USA, 1918–1968
Explain the reasons why the Montgomery Bus Boycott was an important step forward in the campaign for civil rights.
WFQ = words from the question — reuse in every point.
🐀 RAT sheet — how to structure your answer▾
Explain · 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 …✓ 1 mark
A second reason why words from the question was fact which meant that …✓ 1 mark
A third reason why words from the question was fact which meant that …✓ 1 mark
A fourth reason why words from the question was fact which meant that …✓ 1 mark
A fifth reason why words from the question was fact which meant that …✓ 1 mark
A sixth reason why words from the question was fact which meant that …✓ 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.
✓ Reveal marking scheme▾
Max 6 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
Candidates must show a causal relationship between events.
Up to a maximum of 6 marks in total, 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
it proved that blacks had economic power and could use it to end segregation/the bus company had no choice but to desegregate the buses as they were losing so much money
it gave other blacks the confidence and determination to campaign for civil rights/proved that non-violent protest could work (other bus boycotts followed in over 20 of the Southern states)
non-violence became a useful and popular tactic in the civil rights campaign
it generated a lot of publicity and support/funding for the Civil Rights Movement, particularly in the North
it led to a district court ruling that segregation on the buses in Montgomery was unconstitutional /this was later supported by the Supreme Court
it brought Martin Luther King to the forefront of the Civil Rights Movement
it led to the setting up of the Southern Christian Leadership Conference (SCLC) – which was to become involved in many of the most famous protests of the 1960s
any other valid reason that meets the criteria described in the general marking instructions for this kind of question (see column to left).
Evaluate the usefulness6 marks2015Q61⏳ Older formatFree at Last? Civil Rights in the USA, 1918–1968
Evaluate the usefulness of Source A as evidence of the beliefs of Malcolm X.
WFQ = words from the question — 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) — then consider author, purpose, timing and omission.
Highlight evidence — tap the text:
Source A — Source A is from a speech made by Malcolm X in December 1962.
The teaching of the Honourable Elijah Muhammad is making our people, for the first time, proud to be black, and that is most important. I just wanted to point out that whites are a race of devils. It's left up to you and me to decide if we want to integrate with this wicked race or separate to be on our own. If we separate then we have a chance for salvation.
🐀 RAT sheet — how to structure your answer▾
Evaluate the usefulness · Appears in 2 sections
Remember COAT
📄Content — what the source says
🚫Omission — what the source leaves out
✍️Author — who wrote it
🕐Timing — when it was written
WFQ (words from the question)quote from the source
Source X says “_____”. This is useful as it is accurate information about words from the question.✓ 1 mark (content)
Source X also says “_____”. This is useful as it is accurate information about words from the question.✓ 1 mark (content)
Source X omits _____. This makes the source less useful. Source X also omits _____. This makes the source less useful.✓ 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.✓ 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.✓ 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.
💡You can also comment on the Purpose and Type of source.
✓ Reveal marking scheme▾
Max 6 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
Candidates must make a judgement about the usefulness of the source and support this by making evaluative comments on identified aspects of the source.
1 mark should be given for each relevant comment made, up to a maximum of 6 marks in total.
A maximum of 4 marks for author, type of source, purpose and timing; a maximum of 2 marks for content; a maximum of 2 marks for points of significant omission.
Author, type of source, purpose and timing
Author: Malcolm X — More useful as it will give an insight to the beliefs of Malcom X at first hand
Type of Source: Speech — May be less useful as it may not include all of his beliefs/could be tailored to a particular audience
Purpose: To persuade — More useful as it will explain the beliefs of Malcolm X/gives several reasons to support the Nation of Islam
Timing: December 1962 — More useful as by this time Malcolm X had emerged as a leading public figure in the Black Power movement/less useful as does not reflect his later beliefs
Points from the source
The teaching of the Honourable Elijah Muhammad is making our people, for the first time, proud to be black, and that is most important — More useful as it accurately reflects Malcom X's support for the Nation of Islam/belief in the need for black Americans to celebrate their black heritage and culture
I just wanted to point out that whites are a race of devils — More useful as it accurately reflects Malcom X's belief that whites were evil
If we separate then we have a chance for salvation — More useful as it accurately reflects Malcom X's belief in the need for black Americans to separate themselves from white Americans
Points of significant omission
Malcolm X also disagreed with the methods of Martin Luther King - he criticised his non-violent tactics and argued that for black Americans "non-violence is another word for defenceless."
Malcolm X later renounced his support for Elijah Muhammad and the Nation of Islam
Malcolm X later adopted a more moderate view of white Americans
any other valid point that meets the criteria described in the general marking instructions for this kind of question (see column to left).
Explain6 marks2015Q50⏳ Older formatHitler and Nazi Germany, 1919–1939
Explain the reasons why the Weimar Government was unpopular up to 1925.
WFQ = words from the question — reuse in every point.
🐀 RAT sheet — how to structure your answer▾
Explain · 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 …✓ 1 mark
A second reason why words from the question was fact which meant that …✓ 1 mark
A third reason why words from the question was fact which meant that …✓ 1 mark
A fourth reason why words from the question was fact which meant that …✓ 1 mark
A fifth reason why words from the question was fact which meant that …✓ 1 mark
A sixth reason why words from the question was fact which meant that …✓ 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.
✓ Reveal marking scheme▾
Max 6 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
Candidates must show a causal relationship between events.
Up to a maximum of 6 marks in total, 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
some people felt coalition governments were weak/parties seemed too busy arguing to solve the country's problems
many Germans didn't like democracy/longed for the return of the strong leadership of the Kaiser
frequent changes of government made it difficult to follow consistent policies
appeared to be unable to solve the country's economic problems such as war debt/hyper-inflation
six governments in six years in the mid-1920s created an appearance of a weak government
it seemed incapable of maintaining order/stopping frequent outbreaks of violence/political assassinations
criticised by nationalists for giving in to foreign powers
criticised for allowing the French invasion of the Ruhr
associated with Germany's defeat in the First World War
blamed the Weimar Government for accepting the Treaty of Versailles
any other valid reason that meets the criteria described in the general marking instructions for this kind of question (see column to left).
To what extent8 marks2015Q51⏳ Older formatHitler and Nazi Germany, 1919–1939
To what extent were the social policies of the Nazi Government crucial to their maintenance of power between 1933 and 1939?
WFQ = words from the question — reuse in every point.amber = the isolated factor to weigh up.
(You must use recalled knowledge to present a balanced assessment of the influence of different factors and come to a reasoned conclusion.)
🐀 RAT sheet — how to structure your answer▾
To what extent / How important / How successful · 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.✓ 1 mark (introduction)
Some historians think the isolated factor was words from the question because _____. Also _____.✓ 1 KU mark per fact (up to 5)
However, other historians think FACTOR 2 was words from the question because _____. Also _____.✓ 1 mark (balance) + 1 KU per fact
Other historians think FACTOR 3 was words from the question because _____. Also _____.✓ 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 — does not need to be new].✓ 2 marks (conclusion)
How it's marked
5 marks for knowledge — 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).
💡It is asking: one factor is a reason — but there are others, so decide which was MOST important.
💡Each fact you add (including every "Also…") earns a KU mark, as long as it is developed and not too brief — up to 5.
✓ Reveal marking scheme▾
Max 8 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
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.
1 mark for the answer being presented in a structured way; 1 mark given for a conclusion with a valid judgement or overall summary; 1 mark given for a reason being provided in support of the judgement.
Social policies
Nazi youth policy encouraged loyalty
Nazi education policy brainwashed the young
Nazi policy towards the Jews – first isolate, then persecute and finally destroy created a fear of similar treatment
Nazi family policy – Kinder, Kirche, Kuche won support/from traditionalists
subsidised holidays/leisure activities of the Kraft durch Freude programme were popular
a Concordat with the Catholic Church was reached/a Reichsbishop was appointed as head of the Protestant churches which limited possible opposition from the churches
creation of the national community (Volksgemeinschaft) created a sense of national purpose
Economic policies
Nazi economic policy/German labour Front attempted to deal with economic ills affecting Germany, especially unemployment and won support
Nazis began a massive programme of public works; work of Hjalmar Schacht providing jobs, which won support
Propaganda
use of Nuremburg Rallies inspired loyalty
use of radio ensued that the Nazi message was widely spread
Cult of the Leader: the Hitler Myth ensured that Hitler remained personally very popular
use of the Cinema: Triumph of the Will etc spread the Nazi message widely
Nazi propaganda effectively spread the Nazi message
Establishment of totalitarian state
political parties outlawed; non-Nazi members of the civil service were dismissed, crushing possible opposition
Nazis never quite able to silence opposition to the regime
speed of takeover of power and ruthlessness of the regime made opposition largely ineffective
anti-Nazi judges were dismissed and replaced with those favourable to the Nazis ensuring the support of the legal system
Acts Hostile to the National Community (1935) – all-embracing law which allowed the Nazis to persecute opponents in a 'legal' way
Fear and state terrorism
the use of fear/terror through the Nazi police state; role of the Gestapo made opposition unlikely/impossible
the use of the SS created a climate of fear and enforced loyalty
concentration camps were set up
Crushing of opposition
opponents liable to severe penalties, as were their families which added to the climate of fear and enforced loyalty
opponents never able to establish a single organisation to channel their resistance – role of the Gestapo, paid informers
opposition lacked cohesion and a national leader; also lacked armed supporters
lack of cooperation between socialists and communists
Evaluate the usefulness6 marks2015Q52⏳ Older formatHitler and Nazi Germany, 1919–1939
Evaluate the usefulness of Source A as evidence of the treatment of Jews in Nazi Germany.
WFQ = words from the question — 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) — then consider author, purpose, timing and omission.
Highlight evidence — tap the text:
Source A — Source A is from a textbook written by a modern historian, published in 2013.
On buses and park benches, Jews had to sit on seats marked for them. Children at German schools were taught anti-Semitic ideas. Jewish children were ridiculed by teachers. Bullying of Jews in the playground by other pupils went unpunished. If Jewish children then chose not to go to school, the Nazis claimed this proved that Jewish children were lazy and could not be bothered to go to school.
🐀 RAT sheet — how to structure your answer▾
Evaluate the usefulness · Appears in 2 sections
Remember COAT
📄Content — what the source says
🚫Omission — what the source leaves out
✍️Author — who wrote it
🕐Timing — when it was written
WFQ (words from the question)quote from the source
Source X says “_____”. This is useful as it is accurate information about words from the question.✓ 1 mark (content)
Source X also says “_____”. This is useful as it is accurate information about words from the question.✓ 1 mark (content)
Source X omits _____. This makes the source less useful. Source X also omits _____. This makes the source less useful.✓ 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.✓ 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.✓ 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.
💡You can also comment on the Purpose and Type of source.
✓ Reveal marking scheme▾
Max 6 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
Candidates must make a judgement about the usefulness of the source and support this by making evaluative comments on identified aspects of the source.
1 mark should be given for each relevant comment made, up to a maximum of 6 marks in total.
A maximum of 4 marks for author, type of source, purpose and timing; a maximum of 2 marks for content; a maximum of 2 marks for points of significant omission.
Author, type of source, purpose and timing
Author: Historian — Useful because author is an expert who will have researched the topic
Type of Source: Textbook — Useful because the information would be informative/factual
Purpose: To inform — Useful because the historian provides a detailed account of the discrimination faced by Jews in Nazi Germany
Timing: 2013 — Useful because it is a secondary source with the benefit of hindsight
Points from the source
On buses and park benches, Jews had to sit on seats marked for them. — Useful because it gives accurate and relevant examples of how Jews were segregated
Jewish children were ridiculed by teachers — Useful because it gives accurate and relevant examples of how Jewish children were discriminated against in schools
Bullying of Jews in the playground by other pupils went unpunished. — Useful because it gives accurate and relevant examples of how Jewish children were intimidated in schools
Points of significant omission
violence against Jews (eg Kristallnacht)
from 1933 Anti-Jewish Laws/boycott of Jewish shops/doctors/lawyers/lecturers dismissed
Law for the Restoration of the Professional Civil Service banned Jews from government jobs
1935: Jews forbidden to join the Army; restrictions on opportunities for employment/education; Civil Liberties restricted; Anti-Jewish signs displayed in shops/restaurants/cafes
1935 Nuremburg Laws for the Protection of German Blood and Honour: ban on marriage between Jews and non-Jews
sexual relations between Jews and non-Jews outside marriage – criminal/prison offence
1935 National Law of Citizenship meant Jews lost citizenship – no vote/rights
1938 only Aryan doctors were allowed to treat Aryan patients
any other valid point that meets the criteria described in the general marking instructions for this kind of question (see column to left).
To what extent8 marks2015Q56⏳ Older formatMussolini and Fascist Italy, 1919–1939
To what extent was the widespread appeal of Fascism the main reason why Mussolini was able to seize power by 1925?
WFQ = words from the question — reuse in every point.amber = the isolated factor to weigh up.
(You must use recalled knowledge to present a balanced assessment of the influence of different factors and come to a reasoned conclusion.)
🐀 RAT sheet — how to structure your answer▾
To what extent / How important / How successful · 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.✓ 1 mark (introduction)
Some historians think the isolated factor was words from the question because _____. Also _____.✓ 1 KU mark per fact (up to 5)
However, other historians think FACTOR 2 was words from the question because _____. Also _____.✓ 1 mark (balance) + 1 KU per fact
Other historians think FACTOR 3 was words from the question because _____. Also _____.✓ 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 — does not need to be new].✓ 2 marks (conclusion)
How it's marked
5 marks for knowledge — 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).
💡It is asking: one factor is a reason — but there are others, so decide which was MOST important.
💡Each fact you add (including every "Also…") earns a KU mark, as long as it is developed and not too brief — up to 5.
✓ Reveal marking scheme▾
Max 8 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
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.
1 mark for the answer being presented in a structured way; 1 mark given for a conclusion with a valid judgement or overall summary; 1 mark given for a reason being provided in support of the judgement.
Widespread appeal
by 1921 fascism was anti-communist/anti-trade union/anti-socialist/nationalist and thus became attractive to the middle and upper classes
Fascism became conservative/appealed to family values/supported church/monarchy
the Fascists were able to exploit the anger of various different sections of Italian society at the post war peace settlement eg the failure to give Fiume to the Italians
The personal appeal of Mussolini
Mussolini attracted many with his oratory
Fascist propaganda presented Mussolini as a strong man who could save Italy
Mussolini was able to exploit his own humble background to present himself as a man of the people
Fascist opponents were weak
parliamentary government was weak – informal 'liberal' coalitions
Mussolini's political opponents were divided and this weakened them
the King gave in to Fascist pressure during the March on Rome/he failed to call Mussolini's bluff
Use of violence
Mussolini's Blackshirts terrorised the cities and provinces
destruction of opposition press severely weakened them
the murder of Matteotti intimidated potential opponents
Evaluate the usefulness6 marks2015Q57⏳ Older formatMussolini and Fascist Italy, 1919–1939
Evaluate the usefulness of Source A as evidence of Mussolini's economic policies.
WFQ = words from the question — 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) — then consider author, purpose, timing and omission.
Highlight evidence — tap the text:
Source A — Source A is from a book by a modern historian published in 2006.
By 1925 Fascist control of Italy was secure. The Battle for Grain began in 1925 and was a major attempt to promote Fascist power and national self-sufficiency. The government tried to boost grain production by giving farmers grants so that they could buy tractors, fertiliser and any other machinery necessary for wheat production. Farmers were also guaranteed a high price for the grain they produced.
🐀 RAT sheet — how to structure your answer▾
Evaluate the usefulness · Appears in 2 sections
Remember COAT
📄Content — what the source says
🚫Omission — what the source leaves out
✍️Author — who wrote it
🕐Timing — when it was written
WFQ (words from the question)quote from the source
Source X says “_____”. This is useful as it is accurate information about words from the question.✓ 1 mark (content)
Source X also says “_____”. This is useful as it is accurate information about words from the question.✓ 1 mark (content)
Source X omits _____. This makes the source less useful. Source X also omits _____. This makes the source less useful.✓ 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.✓ 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.✓ 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.
💡You can also comment on the Purpose and Type of source.
✓ Reveal marking scheme▾
Max 6 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
Candidates must make a judgement about the usefulness of the source and support this by making evaluative comments on identified aspects of the source.
1 mark should be given for each relevant comment made, up to a maximum of 6 marks in total.
A maximum of 4 marks for author, type of source, purpose and timing; a maximum of 2 marks for content; a maximum of 2 marks for points of significant omission.
Author, type of source, purpose and timing
Author: Historian — Useful because he is well informed/an expert
Type of Source: Book — Useful because it will have been well researched
Purpose: To inform — Useful because it contains details of aspects of life in Fascist Italy
Timing: 2006 — Useful because it will have been written with the benefit of hindsight
Points from the source
The Battle for Grain began in 1925 and was a major attempt to promote Fascist power and national self-sufficiency — Useful because it is accurate, the Fascist regime constantly sought propaganda opportunities
The government tried to boost grain production by giving farmers grants so that they could buy tractors, fertiliser and any other machinery necessary for wheat production — Useful because it is accurate, the Fascists were willing to intervene directly in the economy when they felt this was necessary
Farmers were also guaranteed a high price for the grain they produced — Useful because it is accurate, the Fascists were willing to intervene directly in the economy when they felt this was necessary
Points of significant omission
initially, under de Stefani, economic policy limited spending in order to control inflation.
the currency was revalued in the "battle for the lira."
tariffs were placed on many foreign imports.
corporations composed of workers, bosses and Fascist trade unions were set up in each sector of the economy.
public works schemes were used to build motorways.
any other valid point that meets the criteria described in the general marking instructions for this kind of question (see column to left).
Explain6 marks2015Q58⏳ Older formatMussolini and Fascist Italy, 1919–1939
Explain the reasons why Mussolini was able to crush opposition in Fascist Italy.
WFQ = words from the question — reuse in every point.
🐀 RAT sheet — how to structure your answer▾
Explain · 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 …✓ 1 mark
A second reason why words from the question was fact which meant that …✓ 1 mark
A third reason why words from the question was fact which meant that …✓ 1 mark
A fourth reason why words from the question was fact which meant that …✓ 1 mark
A fifth reason why words from the question was fact which meant that …✓ 1 mark
A sixth reason why words from the question was fact which meant that …✓ 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.
✓ Reveal marking scheme▾
Max 6 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
Candidates must show a causal relationship between events.
Up to a maximum of 6 marks in total, 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
many opponents of the regime were murdered which removed potential rivals
some opponents were sent to concentration camps which scared people
opponents were denied a platform for their views as political activity outside of the Fascist Party was banned
censorship made it difficult to oppose Mussolini
the banning of trade unions removed another potential source of opposition
opponents were spied upon by the Secret Police
the rewards given to loyal journalists and academics discouraged opposition
the Lateran Agreements neutralised opposition from the Catholic Church
any other valid reason that meets the criteria described in the general marking instructions for this kind of question (see column to left).
Explain6 marks2015Q53⏳ Older formatRed Flag: Lenin and the Russian Revolution, 1894–1921
Explain the reasons why it was so difficult to oppose the Tsar before 1905.
WFQ = words from the question — reuse in every point.
🐀 RAT sheet — how to structure your answer▾
Explain · 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 …✓ 1 mark
A second reason why words from the question was fact which meant that …✓ 1 mark
A third reason why words from the question was fact which meant that …✓ 1 mark
A fourth reason why words from the question was fact which meant that …✓ 1 mark
A fifth reason why words from the question was fact which meant that …✓ 1 mark
A sixth reason why words from the question was fact which meant that …✓ 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.
✓ Reveal marking scheme▾
Max 6 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
Candidates must show a causal relationship between events.
Up to a maximum of 6 marks in total, 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 Fundamental Laws gave the Tsar autocratic power
the nobility controlled the peasants on their estates
Civil Service enforced the Tsar's decisions
the Secret Police (Okhrana) arrested opponents and exiled them to Siberia
the Okhrana had spies everywhere listening for criticism of the Tsar
censorship used to restrict opposition
army used to crush opponents
Orthodox Church taught people to obey Tsar
Government Minister was put in charge of church and he passed on the Tsar's instructions to the Bishops
any other valid reason that meets the criteria described in the general marking instructions for this kind of question (see column to left)
To what extent8 marks2015Q54⏳ Older formatRed Flag: Lenin and the Russian Revolution, 1894–1921
To what extent did problems caused by the First World War lead to the Tsar's downfall in February 1917?
WFQ = words from the question — reuse in every point.amber = the isolated factor to weigh up.
(You must use recalled knowledge to present a balanced assessment of the influence of different factors and come to a reasoned conclusion.)
🐀 RAT sheet — how to structure your answer▾
To what extent / How important / How successful · 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.✓ 1 mark (introduction)
Some historians think the isolated factor was words from the question because _____. Also _____.✓ 1 KU mark per fact (up to 5)
However, other historians think FACTOR 2 was words from the question because _____. Also _____.✓ 1 mark (balance) + 1 KU per fact
Other historians think FACTOR 3 was words from the question because _____. Also _____.✓ 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 — does not need to be new].✓ 2 marks (conclusion)
How it's marked
5 marks for knowledge — 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).
💡It is asking: one factor is a reason — but there are others, so decide which was MOST important.
💡Each fact you add (including every "Also…") earns a KU mark, as long as it is developed and not too brief — up to 5.
✓ Reveal marking scheme▾
Max 8 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
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.
1 mark for the answer being presented in a structured way; 1 mark given for a conclusion with a valid judgement or overall summary; 1 mark given for a reason being provided in support of the judgement.
Problems caused by the First World War
defeats in 1914 at Tannenburg/Masurian Lakes reduced public confidence
Tsar became Commander in Chief so could now be blamed for defeats
Tsar blamed for the shortages of weapons
high casualty rates made the Tsar even more unpopular
shortages of food/fuel in Petrograd led to widespread discontent
rising prices due to inflation/food prices were rising faster than wages and this upset the Russian people
growing political opposition/due to the continuation of the war
Dislike of the Royal Family
Tsarina was seen as a German spy who could not be trusted
she replaced ministers regularly who disagreed with her which caused confusion – "Ministerial Leapfrog"
Rasputin
people resented his sinister influence over the Tsarina
brought his friends into important positions which was not popular
seen as drunkard and people disapproved of his corrupt influence
Evaluate the usefulness6 marks2015Q55⏳ Older formatRed Flag: Lenin and the Russian Revolution, 1894–1921
Evaluate the usefulness of Source A as evidence of the reasons for the Bolshevik seizure of power in October 1917.
WFQ = words from the question — 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) — then consider author, purpose, timing and omission.
Highlight evidence — tap the text:
Source A — Source A is from the diary of the British Ambassador to Russia dated 24th October 1917.
I heard this morning that the Bolsheviks would overthrow the Government in the course of the next few days because they had captured enough weapons. At one o'clock, three Government Ministers arrived. I was not convinced that the Government had enough force behind them to deal with the situation. I told them that I could not understand how the Government could allow Trotsky to go on encouraging the population to murder and steal.
🐀 RAT sheet — how to structure your answer▾
Evaluate the usefulness · Appears in 2 sections
Remember COAT
📄Content — what the source says
🚫Omission — what the source leaves out
✍️Author — who wrote it
🕐Timing — when it was written
WFQ (words from the question)quote from the source
Source X says “_____”. This is useful as it is accurate information about words from the question.✓ 1 mark (content)
Source X also says “_____”. This is useful as it is accurate information about words from the question.✓ 1 mark (content)
Source X omits _____. This makes the source less useful. Source X also omits _____. This makes the source less useful.✓ 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.✓ 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.✓ 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.
💡You can also comment on the Purpose and Type of source.
✓ Reveal marking scheme▾
Max 6 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
Candidates must make a judgement about the usefulness of the source and support this by making evaluative comments on identified aspects of the source.
1 mark should be given for each relevant comment made, up to a maximum of 6 marks in total.
A maximum of 4 marks for author, type of source, purpose and timing; a maximum of 2 marks for content; a maximum of 2 marks for points of significant omission.
Author, type of source, purpose and timing
Author: British Ambassador — Useful because he was an eyewitness
Type of Source: Diary — Useful because it will usually give an honest opinion
Purpose: To record — Less useful because it gives his biased opinions on the Russian Government
Timing: 24 October 1917 — Useful because it is from the time of the Bolshevik seizure of power
Points from the source
I heard this morning that the Bolsheviks would overthrow the Government in the course of the next few days because they had captured enough weapons — Useful because it accurately shows the Bolsheviks were well armed
I was not convinced that the Government had enough force behind them to deal with the situation — Useful because it accurately shows how weak the Government was
I told him that I could not understand how the Government could allow Trotsky to go on encouraging the population to murder and steal — Useful because it accurately shows that the Government had little control of Petrograd
Points of significant omission
no mention of the reasons why Provisional Government was unpopular eg continuing the war, land problem, high food price and shortages
Bolshevik promises of peace, bread and land gained support
no mention of Military Revolutionary Council or its influence over army units
Red Guards provided Bolsheviks with a disciplined army
no mention of the lack of military support for the Government
any other valid point that meets the criteria described in the general marking instructions for this kind of question (see column to left).
To what extent8 marks2015Q68⏳ Older formatThe Cold War, 1945–1989
To what extent was a difference in political beliefs the main reason for the development of the Cold War between 1945 and 1955?
WFQ = words from the question — reuse in every point.amber = the isolated factor to weigh up.
(You must use recalled knowledge to present a balanced assessment of the influence of different factors and come to a reasoned conclusion.)
🐀 RAT sheet — how to structure your answer▾
To what extent / How important / How successful · 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.✓ 1 mark (introduction)
Some historians think the isolated factor was words from the question because _____. Also _____.✓ 1 KU mark per fact (up to 5)
However, other historians think FACTOR 2 was words from the question because _____. Also _____.✓ 1 mark (balance) + 1 KU per fact
Other historians think FACTOR 3 was words from the question because _____. Also _____.✓ 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 — does not need to be new].✓ 2 marks (conclusion)
How it's marked
5 marks for knowledge — 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).
💡It is asking: one factor is a reason — but there are others, so decide which was MOST important.
💡Each fact you add (including every "Also…") earns a KU mark, as long as it is developed and not too brief — up to 5.
✓ Reveal marking scheme▾
Max 8 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
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.
1 mark for the answer being presented in a structured way; 1 mark given for a conclusion with a valid judgement or overall summary; 1 mark given for a reason being provided in support of the judgement.
Difference in political beliefs
a clash of political beliefs led to division - Capitalism v Communism
a multi-party system operated in the West, while the Soviet Union and its satellites were one party states which led to tension
the Soviets claimed that Western societies were run by the rich, while the Americans claimed the Eastern bloc countries were totalitarian dictatorships which led to mistrust
Military reasons
the Soviets were angry that the Americans had not shared nuclear technology with them
the Soviets believed the atom bomb was used against Japan so that America could bully other countries
suspicions were raised as each side raced to develop new technology, eg the H Bomb
NATO vs Warsaw Pact
The Berlin Blockade
tensions rose in Berlin as the wartime alliance between the Americans and the Soviets broke down
the Soviets closed routes into West Berlin in an attempt to force the Western powers to leave which upset the West
the Berlin airlift showed the determination of the Western powers to keep hold of West Berlin which annoyed the Soviets
the Blockade cemented division by leading to the creation of West and East Germany
Soviet actions in Eastern Europe
Soviet troops occupied most of Eastern Europe and this caused tension
the Americans believed the Soviets had violated the Yalta agreement which annoyed the US
the Soviets claimed control of Eastern Europe was vital to stop future attacks on their homeland and resented Western interference
Evaluate the usefulness6 marks2015Q69⏳ Older formatThe Cold War, 1945–1989
Evaluate the usefulness of Source A as evidence of the reasons for the Hungarian revolution of 1956.
WFQ = words from the question — 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) — then consider author, purpose, timing and omission.
Highlight evidence — tap the text:
Source A — Source A is from a newspaper article written by a British journalist, published on 23 October 1956.
Today I have seen a great event. I have watched the people of Budapest come out into the streets in rebellion against their Soviet masters. As I telephone this report I can hear the roar of crowds marching, shouting complaints against Russia. "Send the Red Army home," they roar. "We want free and secret elections." Leaflets demanding the sacking of the present Government are being thrown from trams into the crowds on the streets.
🐀 RAT sheet — how to structure your answer▾
Evaluate the usefulness · Appears in 2 sections
Remember COAT
📄Content — what the source says
🚫Omission — what the source leaves out
✍️Author — who wrote it
🕐Timing — when it was written
WFQ (words from the question)quote from the source
Source X says “_____”. This is useful as it is accurate information about words from the question.✓ 1 mark (content)
Source X also says “_____”. This is useful as it is accurate information about words from the question.✓ 1 mark (content)
Source X omits _____. This makes the source less useful. Source X also omits _____. This makes the source less useful.✓ 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.✓ 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.✓ 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.
💡You can also comment on the Purpose and Type of source.
✓ Reveal marking scheme▾
Max 6 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
Candidates must make a judgement about the usefulness of the source and support this by making evaluative comments on identified aspects of the source.
1 mark should be given for each relevant comment made, up to a maximum of 6 marks in total.
A maximum of 4 marks for author, type of source, purpose and timing; a maximum of 2 marks for content; a maximum of 2 marks for points of significant omission.
Author, type of source, purpose and timing
Author: Journalist — useful because he was an eyewitness
Type of Source: Newspaper — more useful as it should accurately reflect opinion at the time/less useful because it only gives British view
Purpose: To inform/persuade — more useful as it gives a detailed account of events during the Hungarian revolution in 1956/less useful as he may exaggerate the level of support for the revolution
Timing: 23 October 1956 — useful because it dates from the time of the Hungarian revolution
Points from the source
Rebellion against their Soviet masters/Send the Red Army home — more useful as it is accurate, Soviet occupation was deeply unpopular
We want free and secret elections — more useful as it is accurate, people were tired of Communist/one party rule
Demanding the sacking of the present government — more useful as it is accurate, the old regime was associated with corruption
Points of significant omission
the Hungarian secret police were hated
many wanted repression of the Catholic Church to end
central control had stifled economic growth
Krushchev's move away from Stalinism led Hungarians to believe the Soviets would allow them to exercise more independence
many in Hungary believed the Americans would give support to their revolution
any other valid point that meets the criteria described in the general marking instructions for this kind of question (see column to left).
Explain6 marks2015Q70⏳ Older formatThe Cold War, 1945–1989
Explain the reasons why America was unable to defeat the Vietcong.
WFQ = words from the question — reuse in every point.
🐀 RAT sheet — how to structure your answer▾
Explain · 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 …✓ 1 mark
A second reason why words from the question was fact which meant that …✓ 1 mark
A third reason why words from the question was fact which meant that …✓ 1 mark
A fourth reason why words from the question was fact which meant that …✓ 1 mark
A fifth reason why words from the question was fact which meant that …✓ 1 mark
A sixth reason why words from the question was fact which meant that …✓ 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.
✓ Reveal marking scheme▾
Max 6 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
Candidates must show a causal relationship between events.
Up to a maximum of 6 marks in total, 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
America was trying to supply a war 8,000 miles from home which made it very difficult for them
the Vietcong were able to make use of local knowledge/familiarity with the terrain which gave them a clear advantage
many Vietnamese gave shelter to the Vietcong/it was very difficult for the Americans to identify the enemy
the Vietcong were highly motivated as they were fighting to drive out invaders from their country
the morale of US soldiers was very low and this reduced their combat effectiveness
most Vietnamese wanted to see the defeat of the US and the corrupt South Vietnamese regime
the brutality of the Americans (eg My Lai Massacre) alienated the Vietnamese
any other valid reason that meets the criteria described in the general marking instructions for this kind of question (see column to left).
To what extent8 marks2015Q41⏳ Older formatThe Cross and the Crescent: the Crusades, 1071–1192
To what extent did Pope Urban II call for the First Crusade for religious reasons?
WFQ = words from the question — reuse in every point.amber = the isolated factor to weigh up.
(You must use recalled knowledge to present a balanced assessment of the influence of different factors and come to a reasoned conclusion.)
🐀 RAT sheet — how to structure your answer▾
To what extent / How important / How successful · 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.✓ 1 mark (introduction)
Some historians think the isolated factor was words from the question because _____. Also _____.✓ 1 KU mark per fact (up to 5)
However, other historians think FACTOR 2 was words from the question because _____. Also _____.✓ 1 mark (balance) + 1 KU per fact
Other historians think FACTOR 3 was words from the question because _____. Also _____.✓ 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 — does not need to be new].✓ 2 marks (conclusion)
How it's marked
5 marks for knowledge — 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).
💡It is asking: one factor is a reason — but there are others, so decide which was MOST important.
💡Each fact you add (including every "Also…") earns a KU mark, as long as it is developed and not too brief — up to 5.
✓ Reveal marking scheme▾
Max 8 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
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.
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 conclusion with a valid judgement or overall summary; 1 mark given for a reason being provided in support of the judgement.
Religious
the Pope stated that it was the duty of every Christian to help their brothers in the east
wanted to protect Christian churches and shrines which had been damaged or destroyed
wanted to re-open pilgrim routes to Jerusalem
Political
wanted to heal the schism/unite the Christian Churches
wanted to increase his own power/become head of a united Church
wanted to demonstrate power of the Church to European rulers eg Dispute with the Holy Roman Emperor
Economic
wanted to re-open trade routes with the east
wanted to make money from pilgrims again
Threat of Islam
wanted to stop the spread of Islam in Europe eg Muslims had already conquered part of Spain
Explain6 marks2015Q42⏳ Older formatThe Cross and the Crescent: the Crusades, 1071–1192
Explain the reasons why the Crusaders lost control of Jerusalem in 1187.
WFQ = words from the question — reuse in every point.
🐀 RAT sheet — how to structure your answer▾
Explain · 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 …✓ 1 mark
A second reason why words from the question was fact which meant that …✓ 1 mark
A third reason why words from the question was fact which meant that …✓ 1 mark
A fourth reason why words from the question was fact which meant that …✓ 1 mark
A fifth reason why words from the question was fact which meant that …✓ 1 mark
A sixth reason why words from the question was fact which meant that …✓ 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.
✓ Reveal marking scheme▾
Max 6 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
Candidates must show a causal relationship between events.
Up to a maximum of 6 marks in total, 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
Crusaders were divided eg Guy de Lusignan and Reynald of Chatillon hated each other
Crusaders had different ideologies towards the Muslims eg the Hawks and the Doves
death of Baldwin IV meant that Jerusalem did not have a strong ruler
King Guy made a tactical error by leaving Jerusalem with the Crusader army
Crusaders were defeated at the Battle of Hattin
Crusaders lacked resources to defend Jerusalem once army defeated
Muslims were united under Saladin's leadership making them stronger
Saladin's army outnumbered the Crusaders.
any other valid reason that meets the criteria described in the general marking instructions for this kind of question (see column to left).
Evaluate the usefulness6 marks2015Q43⏳ Older formatThe Cross and the Crescent: the Crusades, 1071–1192
Evaluate the usefulness of Source A as evidence of the massacre at Acre.
WFQ = words from the question — 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) — then consider author, purpose, timing and omission.
Highlight evidence — tap the text:
Source A — Source A is from a chronicle written by a Crusader in 1191.
Despite his promises, Saladin did not pay the ransom agreed for the Muslim hostages and did not return the True Cross to the Crusaders. Instead, Saladin attempted to trick King Richard, sending him gifts and treasures. He hoped that Richard would release the Muslims for free. Eventually King Richard grew tired of Saladin. The next morning the king ordered the Muslims to be led out of the city and beheaded.
🐀 RAT sheet — how to structure your answer▾
Evaluate the usefulness · Appears in 2 sections
Remember COAT
📄Content — what the source says
🚫Omission — what the source leaves out
✍️Author — who wrote it
🕐Timing — when it was written
WFQ (words from the question)quote from the source
Source X says “_____”. This is useful as it is accurate information about words from the question.✓ 1 mark (content)
Source X also says “_____”. This is useful as it is accurate information about words from the question.✓ 1 mark (content)
Source X omits _____. This makes the source less useful. Source X also omits _____. This makes the source less useful.✓ 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.✓ 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.✓ 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.
💡You can also comment on the Purpose and Type of source.
✓ Reveal marking scheme▾
Max 6 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
Candidates must make a judgement about the usefulness of the source and support this by making evaluative comments on identified aspects of the source.
1 mark should be given for each relevant comment made, up to a maximum of 6 marks in total.
A maximum of 4 marks for author, type of source, purpose and timing; a maximum of 2 marks for content; a maximum of 2 marks for points of significant omission.
Author, type of source, purpose and timing
Author: Crusader — Useful because he was an eyewitness to events
Type of Source: Chronicle — Useful because it was a well-researched record of events
Purpose: To persuade people that Richard's actions were justifiable — Less useful as clearly biased/author may have exaggerated when describing Saladin's behaviour
Timing: 1191 — Useful because it was at the time of the Third Crusade
Points from the source
Saladin did not pay the ransom agreed for the Muslim hostages/did not return the True Cross to the Crusaders — Useful because it provides accurate details of the negotiations between Richard and Saladin
Saladin attempted to trick King Richard, sending him gifts and treasures/he hoped that Richard would release the Muslims for free — Less useful because it may have exaggerated Saladin's responsibility for the massacre
The next morning the king ordered the Muslims to be led out of the city and beheaded — Useful because it provides accurate details of the massacre
Points of significant omission
nearly 3,000 Muslim men, women and children were killed
some Muslims were beaten
some Muslims were killed with an axe or a lance
any other valid point that meets the criteria described in the general marking instructions for this kind of question (see column to left)
Explain the reasons why Native Americans opposed westward expansion.
WFQ = words from the question — reuse in every point.
🐀 RAT sheet — how to structure your answer▾
Explain · 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 …✓ 1 mark
A second reason why words from the question was fact which meant that …✓ 1 mark
A third reason why words from the question was fact which meant that …✓ 1 mark
A fourth reason why words from the question was fact which meant that …✓ 1 mark
A fifth reason why words from the question was fact which meant that …✓ 1 mark
A sixth reason why words from the question was fact which meant that …✓ 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.
✓ Reveal marking scheme▾
Max 6 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
Candidates must show a causal relationship between events.
Up to a maximum of 6 marks in total, 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 migration of the buffalo was disturbed (homesteaders/railways)
settlers were killing the buffalo
settlers spread disease such as cholera among tribes
Native Americans were being forced off their traditional/sacred lands
Native Americans were signing treaties with the US Government (such as Laramie and Medicine Creek) which were broken
Native Americans felt lied to by the US Government
Native Americans felt cheated – food was of poor quality or money promised was not paid
army attacks such as Sand Creek or Washita River continued to cause resentment
Native Americans were being forced to live on reservations which they resented
any other valid reason that meets the criteria described in the general marking instructions for this kind of question (see column to left).
To what extent8 marks2015Q48⏳ Older formatUSA, 1850–1880
To what extent did the election of Lincoln as President in 1860 lead to the outbreak of the Civil War?
WFQ = words from the question — reuse in every point.amber = the isolated factor to weigh up.
(You must use recalled knowledge to present a balanced assessment of the influence of different factors and come to a reasoned conclusion.)
🐀 RAT sheet — how to structure your answer▾
To what extent / How important / How successful · 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.✓ 1 mark (introduction)
Some historians think the isolated factor was words from the question because _____. Also _____.✓ 1 KU mark per fact (up to 5)
However, other historians think FACTOR 2 was words from the question because _____. Also _____.✓ 1 mark (balance) + 1 KU per fact
Other historians think FACTOR 3 was words from the question because _____. Also _____.✓ 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 — does not need to be new].✓ 2 marks (conclusion)
How it's marked
5 marks for knowledge — 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).
💡It is asking: one factor is a reason — but there are others, so decide which was MOST important.
💡Each fact you add (including every "Also…") earns a KU mark, as long as it is developed and not too brief — up to 5.
✓ Reveal marking scheme▾
Max 8 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
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.
1 mark for the answer being presented in a structured way; 1 mark given for a conclusion with a valid judgement or overall summary; 1 mark given for a reason being provided in support of the judgement.
Lincoln's election
southerners feared he would abolish slavery
some Southern States had not carried his name on ballot papers which angered Republican supporters in the North
South Carolina seceded from Union as a result of Lincoln's election/other states followed
rise of the Republican party seen as representing Northern interests which upset the South
Issue of Slavery
South feared economic impact of abolition e.g. loss of cheap labour
abolitionist activities caused tension between North and South ('Uncle Tom's Cabin'/Underground Railroad)
compromise of 1850 had allowed California to be a free state/it also saw the introduction of Fugitive Slave Law – this caused more hostility in the North
raid on Harpers Ferry by John Brown had worried Southern States
Dred Scott case concerned many anti-slavery supporters, it allowed the existence of slavery in the Northern States
Kansas Nebraska Act allowed popular sovereignty. This led to violence between pro and anti-slavery supporters which heightened tension
Evaluate the usefulness6 marks2015Q49⏳ Older formatUSA, 1850–1880
Evaluate the usefulness of Source A as evidence of the effects of Reconstruction on the Southern States after 1865.
WFQ = words from the question — 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) — then consider author, purpose, timing and omission.
Highlight evidence — tap the text:
Source A — Source A is from a report written by an officer of the Freedmen's Bureau in 1866.
The freed slaves in Texas have been terrorised by attacks from the desperate men of the local area. These freed men are scared to report any murder of a black man. The murderers dislike the fact that they no longer have control over their former slaves. Many of the former slaves are unhappy with their freedom and would prefer to still be slaves as it offered them some protection.
🐀 RAT sheet — how to structure your answer▾
Evaluate the usefulness · Appears in 2 sections
Remember COAT
📄Content — what the source says
🚫Omission — what the source leaves out
✍️Author — who wrote it
🕐Timing — when it was written
WFQ (words from the question)quote from the source
Source X says “_____”. This is useful as it is accurate information about words from the question.✓ 1 mark (content)
Source X also says “_____”. This is useful as it is accurate information about words from the question.✓ 1 mark (content)
Source X omits _____. This makes the source less useful. Source X also omits _____. This makes the source less useful.✓ 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.✓ 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.✓ 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.
💡You can also comment on the Purpose and Type of source.
✓ Reveal marking scheme▾
Max 6 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
Candidates must make a judgement about the usefulness of the source and support this by making evaluative comments on identified aspects of the source.
1 mark should be given for each relevant comment made, up to a maximum of 6 marks in total.
A maximum of 4 marks for author, type of source, purpose and timing; a maximum of 2 marks for content; a maximum of 2 marks for points of significant omission.
Author, type of source, purpose and timing
Author: Officer of the Freedman's Bureau — Useful because he was an eyewitness/expertise
Type of Source: Report — Useful because reports have usually been well researched
Purpose: To inform — Useful because it provides a detailed account of the effects of Reconstruction/less useful because it is one-sided
Timing: 1866. — Useful because it was written shortly after the end of the Civil War
Points from the source
The freed slaves in Texas have been terrorised by attacks from the desperate men of the local area. — Useful as it is accurate because many attacks did take place on freed slaves after 1865
The murderers dislike the fact that they no longer have control over their former slaves. — Useful as it is accurate because attacks by Southern Whites were an attempt to keep control over the freed slaves
Many of the freedmen are unhappy with their freedom and would prefer to be slaves as it offered them some protection — Useful as it is accurate because some freed slaves did not see a major improvement in their lives after 1865
Points of significant omission
no mention of the work of the Freedman's Bureau – education/advice
no mention of the changes that took place involving freed slaves eg ability to vote
led to other ways to keep control over freed slaves e.g. Jim Crow Laws
the violence of the Ku Klux Klan towards the freed slaves e.g. lynchings
sharecropping was disadvantageous to blacks in the South
any other valid point that meets the criteria described in the general marking instructions for this kind of question (see column to left).
Evaluate the usefulness6 marks2015Q65⏳ Older formatWorld War II, 1939–1945
Evaluate the usefulness of Source A as evidence of what happened at Dunkirk in May 1940.
WFQ = words from the question — 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) — then consider author, purpose, timing and omission.
Highlight evidence — tap the text:
Source A — Source A is from an interview with a sailor who was on board an evacuation ship at Dunkirk in May 1940.
The thing that shocked me most was seeing all the soldiers coming back without their equipment. We began to think it was the end of our way of life. We didn't know how long we'd be able to hold Jerry off in England. We knew we had the Navy, and that we could fight. However we didn't know what our soldiers would be able to do if Jerry invaded, because they had nothing.
🐀 RAT sheet — how to structure your answer▾
Evaluate the usefulness · Appears in 2 sections
Remember COAT
📄Content — what the source says
🚫Omission — what the source leaves out
✍️Author — who wrote it
🕐Timing — when it was written
WFQ (words from the question)quote from the source
Source X says “_____”. This is useful as it is accurate information about words from the question.✓ 1 mark (content)
Source X also says “_____”. This is useful as it is accurate information about words from the question.✓ 1 mark (content)
Source X omits _____. This makes the source less useful. Source X also omits _____. This makes the source less useful.✓ 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.✓ 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.✓ 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.
💡You can also comment on the Purpose and Type of source.
✓ Reveal marking scheme▾
Max 6 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
Candidates must make a judgement about the usefulness of the source and support this by making evaluative comments on identified aspects of the source.
1 mark should be given for each relevant comment made, up to a maximum of 6 marks in total.
A maximum of 4 marks for author, type of source, purpose and timing; a maximum of 2 marks for content; a maximum of 2 marks for points of significant omission.
Author, type of source, purpose and timing
Author: Sailor — Useful because the sailor was an eyewitness
Type of Source: Interview — Useful because it provides honest personal opinions
Purpose: To inform — Useful because it gives a balanced account of the events
Timing: May 1940 — Useful because it is from the time of the evacuation from Dunkirk
Points from the source
Soldiers coming back without equipment — Useful because it is accurate - the army at Dunkirk had to leave a lot of equipment behind
Began to think it was the end of our way of life — Useful because it is accurate that many people did see it as a defeat
We knew we had the Navy, and that we could fight/however we didn't know what our soldiers would be able to do if Jerry invaded, because they had nothing — Useful because although it is accurate that some people wanted to fight, others were worried that they could not continue the war
Points of significant omission
British military had been pushed back to the beaches of Dunkirk by the advancing German army
British government requested all available civilian boats to travel across the Channel to evacuate the stranded British army
over 300,000 British and French soldiers rescued
any other valid point that meets the criteria described in the general marking instructions for this kind of question (see column to left).
Explain6 marks2015Q66⏳ Older formatWorld War II, 1939–1945
Explain the reasons why the Japanese attacked the US naval base at Pearl Harbour in December 1941.
WFQ = words from the question — reuse in every point.
🐀 RAT sheet — how to structure your answer▾
Explain · 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 …✓ 1 mark
A second reason why words from the question was fact which meant that …✓ 1 mark
A third reason why words from the question was fact which meant that …✓ 1 mark
A fourth reason why words from the question was fact which meant that …✓ 1 mark
A fifth reason why words from the question was fact which meant that …✓ 1 mark
A sixth reason why words from the question was fact which meant that …✓ 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.
✓ Reveal marking scheme▾
Max 6 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
Candidates must show a causal relationship between events.
Up to a maximum of 6 marks in total, 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
Japanese were angered at the US economic restrictions placed on them after their expansion into French Indochina/Chinese mainland
Japanese were confident in their military superiority over the US
Pearl Harbour was chosen because the entire US fleet was based there
Japanese wanted to extend their influence into South East Asia/needed to knock out the US Pacific fleet in order to gain control of the Pacific
Japanese hoped to crush US morale by destroying its prestigious naval fleet
Japan hoped to destroy the US naval fleet in order to gain breathing space – aircraft carriers were a particular target
Japanese confident of the support of Hitler/Pact with Germany
any other valid reason that meets the criteria described in the general marking instructions for this kind of question (see column to left).
To what extent8 marks2015Q67⏳ Older formatWorld War II, 1939–1945
To what extent was effective planning by the Allies the main reason for the success of the Normandy landings in June 1944?
WFQ = words from the question — reuse in every point.amber = the isolated factor to weigh up.
(You must use recalled knowledge to present a balanced assessment of the influence of different factors and come to a reasoned conclusion.)
🐀 RAT sheet — how to structure your answer▾
To what extent / How important / How successful · 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.✓ 1 mark (introduction)
Some historians think the isolated factor was words from the question because _____. Also _____.✓ 1 KU mark per fact (up to 5)
However, other historians think FACTOR 2 was words from the question because _____. Also _____.✓ 1 mark (balance) + 1 KU per fact
Other historians think FACTOR 3 was words from the question because _____. Also _____.✓ 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 — does not need to be new].✓ 2 marks (conclusion)
How it's marked
5 marks for knowledge — 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).
💡It is asking: one factor is a reason — but there are others, so decide which was MOST important.
💡Each fact you add (including every "Also…") earns a KU mark, as long as it is developed and not too brief — up to 5.
✓ Reveal marking scheme▾
Max 8 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
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.
1 mark for the answer being presented in a structured way; 1 mark given for a conclusion with a valid judgement or overall summary; 1 mark given for a reason being provided in support of the judgement.
Effective Allied planning
deception plans led German intelligence to believe an attack would target Calais
use of dummy staging areas in Dover fooled the Germans
lessons learned after the failure of Dieppe invasion in 1942
Allies took advantage of bad weather to surprise the Germans
Allied resources
Allied superiority in men and equipment
use of Mulberry harbours
use of Pluto – pipeline transporting fuel across the Channel
gaining of naval and air superiority during the invasion
paratroopers landed the night before to secure bridges and roads near Normandy landing sites
Failure of German counter-attack
Communication problems caused German commanders to fail to react to the assault
German High Command remained fixated on the Calais area even after the attack on Normandy had started
Describe5 marks2015Q5⏳ Older formatMary Queen of Scots, and the Scottish Reformation, 1542–1587
Describe the events of the “Rough Wooing”.
WFQ = words from the question — reuse in every point.
🐀 RAT sheet — how to structure your answer▾
Describe · Appears in 2 sections
WFQ (words from the question)
One words from the question was …✓ 1 mark
A second words from the question was …✓ 1 mark
A third words from the question was …✓ 1 mark
A fourth words from the question was …✓ 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.
✓ Reveal marking scheme▾
Max 5 marks
These are possible/exemplar answers from the marking instructions — 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 Scots broke the Treaty of Greenwich which stated that Mary would marry Edward, Henry VIII’s son
Henry VIII ordered the Earl of Hertford to invade Scotland and burn Edinburgh
the English attacked Scotland and destroyed abbeys/towns in the south of Scotland
Henry VIII encouraged the assassination of Cardinal Beaton
Battle of Pinkie Cleugh 1547 – large Scottish army defeated
the Palace of Holyrood in Edinburgh was looted/large parts of Edinburgh were burned
the pier at Leith in Edinburgh was destroyed
Berwick upon Tweed was attacked and burned
Scots received help from the French who sent a force to Edinburgh in 1548
Treaty of Haddington was signed by the Scots and French which agreed Mary would marry the heir to the French throne
Compare the views4 marks2015Q6⏳ Older formatMary Queen of Scots, and the Scottish Reformation, 1542–1587
Compare the views of Sources A and B about what happened to Riccio.
WFQ = words from the question — reuse in every point.
(Compare the sources overall and/or in detail.)
Tip: Highlight 2–3 points of comparison — 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 — tap the text:
Source A
Sources A and B are about the murder of Riccio.
Mary was in her chamber enjoying a meal with Riccio and some other friends. Suddenly, Darnley forced his way into the chamber with a large group of followers. One of the intruders held Mary back and a pistol was pointed towards her pregnant belly. Ruthven and another man then attacked Riccio. He was then dragged from the room and stabbed many times. His lifeless body was discovered early next morning.
Source B
Darnley unexpectedly appeared with a group of armed nobles, including Lord Ruthven, and burst into Mary’s chamber. Ruthven shouted to Riccio to step forward away from Mary. Riccio was then pulled out of the room and stabbed over 50 times before his body was thrown downstairs. Mary, who was pregnant, could not do anything because she had been seized and had a gun pointed to her stomach.
Overall, do the sources agree or disagree? (worth a mark for an overall comparison)
🐀 RAT sheet — how to structure your answer▾
Compare the views · 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.✓ 1 mark (overall)
The sources agree/disagree about statement summarising the point. Source X says “direct quote” and Source Y [agrees/disagrees] when it says “direct quote”.✓ 1–2 marks
The sources also agree/disagree about statement summarising the point. Source X says “direct quote” and Source Y [agrees/disagrees] when it says “direct quote”.✓ 1–2 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.
💡One set of points will agree, one will disagree.
✓ Reveal marking scheme▾
Max 4 marks
These are possible/exemplar answers from the marking instructions — 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 Darnley and a group of nobles entered Mary’s chamber uninvited/ killed Riccio
Points of comparison
agree
Source A: Suddenly, Darnley forced his way into the chamber with a large group of followers
Source B: Darnley unexpectedly appeared with a group of armed nobles, including Lord Ruthven, and burst into Mary’s chamber
agree
Source A: One of the intruders held Mary back and a pistol was pointed towards her pregnant belly
Source B: Mary, who was pregnant, could not do anything because she had been seized and had a gun pointed to her stomach
agree
Source A: He was then dragged from the room and stabbed many times
Source B: Riccio was then pulled out of the room and stabbed over 50 times
Explain5 marks2015Q7⏳ Older formatMary Queen of Scots, and the Scottish Reformation, 1542–1587
Explain the reasons why Mary was forced to abdicate in 1567.
WFQ = words from the question — reuse in every point.
🐀 RAT sheet — how to structure your answer▾
Explain · 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 …✓ 1 mark
A second reason why words from the question was fact which meant that …✓ 1 mark
A third reason why words from the question was fact which meant that …✓ 1 mark
A fourth reason why words from the question was fact which meant that …✓ 1 mark
A fifth reason why words from the question was fact which meant that …✓ 1 mark
A sixth reason why words from the question was fact which meant that …✓ 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.
✓ Reveal marking scheme▾
Max 5 marks
These are possible/exemplar answers from the marking instructions — 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
Mary was implicated in the murder of her husband, Lord Darnley which put pressure on her to abdicate
her marriage to Bothwell cast further suspicion on Mary
Mary allowed Bothwell to prevent a fair investigation into the death of Darnley which angered many
Mary was forced to abdicate because Protestant Lords wanted her infant son on the throne
her half-brother Moray forced Mary to abdicate so he could become regent
Mary was unpopular as some objected to being ruled by a female monarch
military defeats forced Mary to abdicate eg Carberry Hill
How fully6 marks2015Q8⏳ Older formatMary Queen of Scots, and the Scottish Reformation, 1542–1587
How fully does Source C describe the events surrounding the trial of Mary, Queen of Scots in 1587?
WFQ = words from the question — 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) — then recall 3 points the source leaves out.
Highlight evidence — tap the text:
Source C
Source C describes the events surrounding the trial of Mary, Queen of Scots in 1587.
At first Mary thought that she would not attend her trial. However she learned that the trial would be held even in her absence. Mary defended herself but she was not allowed to call her own witnesses. The trial started on the 14th of October and lasted two days. During this time she was not even allowed to consult any documents. Mary told her servants that she knew she would be found guilty because it was too great a risk to let her live.
🐀 RAT sheet — how to structure your answer▾
How fully · Appears in all 3 sections
WFQ (words from the question)quote from the sourceomission — your own recall
Overall, Source X partly words from the question.✓ needed for full marks
Source X says “direct quote” which meant that …✓ 1 mark (from source)
Source X also says “direct quote” which meant that …✓ 1 mark (from source)
Source X also says “direct quote” which meant that …✓ 1 mark (from source)
However, Source X doesn’t mention fact which meant that …✓ 1 mark (omission)
Source X also doesn’t mention fact which meant that …✓ 1 mark (omission)
Source X also doesn’t mention fact which meant that …✓ 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.
💡Use the source AND recall.
💡Quote and then explain — show you understand it, don’t just repeat it.
💡You must make a judgement (e.g. “the source partly explains…”) or you are capped at 2 marks.
✓ Reveal marking scheme▾
Max 6 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
Candidates must make an overall judgement about how fully the source explains the events.
1 mark may be given for each valid point interpreted from the source or each valid point of significant omission provided.
Up to 3 marks for interpretation of relevant parts of the source where at least one point of significant omission is also identified.
A maximum of 2 marks may be given for answers which refer only to the source.
Points from the source
she learned that the trial would be held in her absence
Mary defended herself/not allowed to call witnesses
Mary was not even allowed to consult any documents during her trial
she knew she would be found guilty because it was too great a risk to let her live
Points of significant omission
Mary was arrested in September 1586 and held at Fotheringay Castle until her trial
Mary was implicated in a number of plots against Elizabeth eg Babington Plot, 1586
Mary was charged with treason
Mary was denied legal counsel
Mary claimed that she could not be accused of treason because she was not an English subject
Mary was convicted on 25 October 1586 and sentenced to death
Mary was beheaded on 8 February 1587 at Fotheringay Castle
How fully6 marks2015Q13⏳ Older formatMigration and Empire, 1830–1939
How fully does Source A describe the impact of the Empire on Scotland?
WFQ = words from the question — 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) — then recall 3 points the source leaves out.
Highlight evidence — tap the text:
Source A
Source A describes the impact of the Empire on Scotland.
Many Scots invested money in the Empire and reinvested their profits in Scotland which added to Scotland’s wealth. Scotland’s large workforce and the large number of immigrant workers kept wages low. Profits were spent in other ways on luxury houses and impressive public buildings which changed the appearance of Scottish cities. However, profits from trade with the Empire were also used to develop chemical industries and textiles, creating even more jobs. The Empire provided markets for Scottish coal, employing thousands of miners.
🐀 RAT sheet — how to structure your answer▾
How fully · Appears in all 3 sections
WFQ (words from the question)quote from the sourceomission — your own recall
Overall, Source X partly words from the question.✓ needed for full marks
Source X says “direct quote” which meant that …✓ 1 mark (from source)
Source X also says “direct quote” which meant that …✓ 1 mark (from source)
Source X also says “direct quote” which meant that …✓ 1 mark (from source)
However, Source X doesn’t mention fact which meant that …✓ 1 mark (omission)
Source X also doesn’t mention fact which meant that …✓ 1 mark (omission)
Source X also doesn’t mention fact which meant that …✓ 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.
💡Use the source AND recall.
💡Quote and then explain — show you understand it, don’t just repeat it.
💡You must make a judgement (e.g. “the source partly explains…”) or you are capped at 2 marks.
✓ Reveal marking scheme▾
Max 6 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
Candidates must make an overall judgement about how fully the source explains the events.
1 mark may be given for each valid point interpreted from the source or each valid point of significant omission provided.
Up to 3 marks for interpretation of relevant parts of the source where at least one point of significant omission is also identified.
A maximum of 2 marks may be given for answers which refer only to the source.
Points from the source
many Scots invested money in the Empire and reinvested their profits in Scotland, adding to Scotland’s wealth
profits were spent in other ways on luxury houses and impressive public buildings which changed the appearance of Scottish cities
profits from trade with the Empire were also used to develop chemical industries and textiles, creating even more jobs
the Empire provided markets for Scottish coal/employed thousands of miners
Points of significant omission
Clyde shipyards produced much of the shipping needed to trade goods and carry passengers to the Empire
thousands of railway locomotives were produced in Scotland and exported to India, Canada, New Zealand etc
raw materials produced in the Empire were brought to Scotland for processing eg jute to Dundee, sugar to Greenock, cotton to Paisley
cheap food imports from the Empire eg wheat/Canada, lamb/Australia affected Scots farmers
Glasgow thought of itself as the Second City of the Empire/Scotland was known as the ‘Workshop of the Empire’
provided Scots with jobs abroad as administrators, diplomats, soldiers etc.
provided Scots with the opportunity to emigrate abroad to the Empire eg Canada, Australia etc.
Explain5 marks2015Q14⏳ Older formatMigration and Empire, 1830–1939
Explain the reasons why Lowland Scots emigrated from Scotland between 1830 and 1939.
WFQ = words from the question — reuse in every point.
🐀 RAT sheet — how to structure your answer▾
Explain · 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 …✓ 1 mark
A second reason why words from the question was fact which meant that …✓ 1 mark
A third reason why words from the question was fact which meant that …✓ 1 mark
A fourth reason why words from the question was fact which meant that …✓ 1 mark
A fifth reason why words from the question was fact which meant that …✓ 1 mark
A sixth reason why words from the question was fact which meant that …✓ 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.
✓ Reveal marking scheme▾
Max 5 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
Candidates must show a causal relationship between events.
1 mark should be given for each accurate, relevant reason, and a second mark should be given for reasons that are developed.
Candidates may achieve full marks by providing five straightforward reasons, three developed reasons, or a combination of these.
Possible reasons
many small farms/smallholdings disappeared as landowners created large farms, leaving tenants without a livelihood
new larger farms were too expensive for most tenant farmers to rent/buy
increased mechanisation in agriculture meant fewer workers were needed
skilled craftsmen such as weavers lost their livelihoods when more factories were built
trade depressions put many out of work and encouraged them to seek work abroad
family, relations wrote letters home telling of better wages, living standards etc.
wages in Scotland were low/wages in USA and Canada were higher
living conditions in Scottish cities were poor with much overcrowding
faster Atlantic crossings on steamships enabled more temporary emigration especially for skilled workers
skilled Scottish workers eg engineers/fishermen/stonemasons were in great demand in the colonies
countries such as Australia and Canada advertised heavily for Scottish immigrants/sent agents to give talks on emigration
cheap or free land was offered in Canada, Australia and New Zealand
government schemes encouraged emigration with cheap fares to boost numbers of British settlers in Empire countries
Describe5 marks2015Q15⏳ Older formatMigration and Empire, 1830–1939
Describe how Scots tried to keep their traditional Scottish way of life in their new countries.
WFQ = words from the question — reuse in every point.
🐀 RAT sheet — how to structure your answer▾
Describe · Appears in 2 sections
WFQ (words from the question)
One words from the question was …✓ 1 mark
A second words from the question was …✓ 1 mark
A third words from the question was …✓ 1 mark
A fourth words from the question was …✓ 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.
✓ Reveal marking scheme▾
Max 5 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
1 mark should be given for each accurate relevant point of knowledge.
A second mark should be given for any point that is developed, up to a maximum of 5 marks.
Candidates may achieve full marks by providing five straightforward points, by making three developed points, or a combination of these.
Possible points of knowledge
gave new settlements/towns Scottish names eg Hamilton, Glendale
settled in groups together/helped other Scots immigrants to settle
built churches and continued to worship in their traditional ways eg Presbyterian Churches in Australia
continued to place emphasis on education/built schools and founded universities
continued to speak Gaelic/taught Gaelic to their children
formed Caledonian societies/St Andrews societies/Masonic Lodges
organised Burns Suppers/ate traditional foods (e.g. haggis)
played bagpipes/sang Scottish songs/taught Highland dancing/organised ceilidhs
celebrated Tartan Day (Australia)/wore tartan/created new local tartans
established Highland Games eg Grandfather Mountain, Maryborough
founded golf clubs
kept traditions such as Hogmanay/New year’s Day holiday
researched their ancestry
produced magazines with Scottish content
Heritage retained Scots martial traditions eg Canadian Scots regiments in WW1
Compare the views4 marks2015Q16⏳ Older formatMigration and Empire, 1830–1939
Compare the views in Sources B and C about the contribution of Scots to the development of Australia.
WFQ = words from the question — reuse in every point.
(Compare the sources overall and/or in detail.)
Tip: Highlight 2–3 points of comparison — 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 — tap the text:
Source B
Sources B and C are about the contribution Scots made to the development of Australia.
The links between Scotland and Australia stretch back to the landing of the Endeavour. Thomas Mitchell from Stirling was the first European to explore the rich lands of Victoria for new settlement. The Scottish Australia Company was formed in Aberdeen to encourage Scottish investment to businesses in Australia. Education was supported by successful Scots such as Fife-born Sir Peter Russell who gave £100,000 to the University of Sydney to develop the study of engineering.
Source C
Scots made their mark in shaping modern Australia. Francis Ormond from Aberdeen gave large sums to set up the Working Men’s Technical College in Melbourne to support education. Glasgow investors formed the influential New Zealand and Australian Land Company to encourage the wool export trade. The Scottish explorer John McDouall Stuart was the first European to cross Australia. Even “Waltzing Matilda” was written by the son of a Scot.
Overall, do the sources agree or disagree? (worth a mark for an overall comparison)
🐀 RAT sheet — how to structure your answer▾
Compare the views · 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.✓ 1 mark (overall)
The sources agree/disagree about statement summarising the point. Source X says “direct quote” and Source Y [agrees/disagrees] when it says “direct quote”.✓ 1–2 marks
The sources also agree/disagree about statement summarising the point. Source X says “direct quote” and Source Y [agrees/disagrees] when it says “direct quote”.✓ 1–2 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.
💡One set of points will agree, one will disagree.
✓ Reveal marking scheme▾
Max 4 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
Candidates must make direct comparisons of the two sources, either overall or in detail.
A simple comparison will indicate what points of detail or overall viewpoint they agree or disagree about and should be given 1 mark.
A developed comparison of the points of detail or overall viewpoint should be given 2 marks.
Candidates may achieve full marks by making four simple comparisons, two developed comparisons or by a combination of these.
Overall: The sources agree that Scots made a positive contribution to the development of Australia
Points of comparison
agree
Source A: Thomas Mitchell from Stirling was the first European to explore the rich lands of Victoria for new settlement
Source B: The Scottish explorer John McDouall Stuart was the first European to cross Australia
agree
Source A: Scottish Australia Company was formed in Aberdeen to encourage Scottish investment to businesses in Australia
Source B: Glasgow investors formed the influential New Zealand and Australian Land Company to encourage the wool export trade
agree
Source A: Fife-born Sir Peter Russell gave £100,000 to the University of Sydney to develop the study of engineering
Source B: Francis Ormond from Aberdeen gave large sums for setting up the Working Men’s Technical College in Melbourne to support education
How fully6 marks2015Q17⏳ Older formatThe Era of the Great War, 1910–1928
How fully does Source A describe the impact tanks had on fighting on the Western Front during the Great War?
WFQ = words from the question — 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) — then recall 3 points the source leaves out.
Highlight evidence — tap the text:
Source A
Source A is about the use of tanks on the Western Front.
Thirty-six tanks led the way in an attack at Flers. The sudden appearance of the new weapon stunned their German opponents. However, Sir Douglas Haig used them before they were truly battle ready in an attempt to break the trench stalemate. These early tanks were very slow moving. They often broke down. Tanks often became stuck in the heavy mud of no man’s land. Conditions for the tank crews were awful. The heat generated inside the tank was tremendous and fumes often nearly choked the men inside.
🐀 RAT sheet — how to structure your answer▾
How fully · Appears in all 3 sections
WFQ (words from the question)quote from the sourceomission — your own recall
Overall, Source X partly words from the question.✓ needed for full marks
Source X says “direct quote” which meant that …✓ 1 mark (from source)
Source X also says “direct quote” which meant that …✓ 1 mark (from source)
Source X also says “direct quote” which meant that …✓ 1 mark (from source)
However, Source X doesn’t mention fact which meant that …✓ 1 mark (omission)
Source X also doesn’t mention fact which meant that …✓ 1 mark (omission)
Source X also doesn’t mention fact which meant that …✓ 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.
💡Use the source AND recall.
💡Quote and then explain — show you understand it, don’t just repeat it.
💡You must make a judgement (e.g. “the source partly explains…”) or you are capped at 2 marks.
✓ Reveal marking scheme▾
Max 6 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
Candidates must make an overall judgement about how fully the source explains the events.
1 mark may be given for each valid point interpreted from the source or each valid point of significant omission provided.
Up to 3 marks for interpretation of relevant parts of the source where at least one point of significant omission is also identified.
A maximum of 2 marks may be given for answers which refer only to the source.
Points from the source
the sudden appearance of the new weapon stunned their German opponents
early tanks were very slow moving.
they often broke down
tanks often became stuck in the heavy mud of no man’s land.
Points of significant omission
they destroyed enemy machine guns/enemy pill boxes (concrete emplacements)
were a great life-saver of infantry/gave protection to advancing troops crossing no-man’s land
raised British morale at crucial period in war.
were more effective than an artillery bombardment/allowed element of surprise/short bombardment
cross-country mobility allowed them to go over rough ground/no-man’s land
smashed gaps in the barbed-wire
able to cross enemy trenches
their 6 pounder guns and machine-guns could clear enemy troops out of their trenches
their armour meant bullets couldn’t stop them
could only be stopped by a direct shell hit
some initial success at Cambrai
their advance was blocked by wide ditches, rivers, canals etc
land captured by tanks often lost when Germans counterattacked/tanks could capture land but not hold it.
massed tank attacks in 1917 & 1918 helped break German morale and win war
Compare the views4 marks2015Q18⏳ Older formatThe Era of the Great War, 1910–1928
Compare the views of Sources B and C about conditions in the trenches.
WFQ = words from the question — reuse in every point.
(Compare the sources overall and/or in detail.)
Tip: Highlight 2–3 points of comparison — 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 — tap the text:
Source B
Sources B and C are about conditions in the trenches.
I sincerely hope it will not freeze. It is so hard on the poor men in trenches standing in very deep mud. Water is often up to their waists. A frost will mean so many frozen feet. I spent my New Year’s Eve in a dugout lying on a stretcher on the floor with a wounded man over me. Rats were playing about all over. Shells burst all round and shook the place.
Source C
If anyone had to go to the company on our right he had to walk through thirty yards of waterlogged trench, which was chest-deep in water in some places. The duckboard track was constantly shelled, and in places a hundred yards of it had been blown to smithereens. It was better to keep off the track when walking back and forth. Soldiers had to make their way sometimes through very heavy mud.
Overall, do the sources agree or disagree? (worth a mark for an overall comparison)
🐀 RAT sheet — how to structure your answer▾
Compare the views · 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.✓ 1 mark (overall)
The sources agree/disagree about statement summarising the point. Source X says “direct quote” and Source Y [agrees/disagrees] when it says “direct quote”.✓ 1–2 marks
The sources also agree/disagree about statement summarising the point. Source X says “direct quote” and Source Y [agrees/disagrees] when it says “direct quote”.✓ 1–2 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.
💡One set of points will agree, one will disagree.
✓ Reveal marking scheme▾
Max 4 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
Candidates must make direct comparisons of the two sources, either overall or in detail.
A simple comparison will indicate what points of detail or overall viewpoint they agree or disagree about and should be given 1 mark.
A developed comparison of the points of detail or overall viewpoint should be given 2 marks.
Candidates may achieve full marks by making four simple comparisons, two developed comparisons or by a combination of these.
Overall: The sources agree the conditions in the trenches were terrible.
Points of comparison
agree
Source B: poor men in trenches standing in very deep mud
Source C: soldiers had to make their way sometimes through very heavy mud
agree
Source B: water is often up to their waists
Source C: thirty yards of waterlogged trench/chest-deep in water in some places
agree
Source B: shells burst all round and shook the place
Source C: the duckboard track was constantly shelled, and in places a hundred yards of it had been blown to smithereens
Explain5 marks2015Q19⏳ Older formatThe Era of the Great War, 1910–1928
Explain the reasons why some people were unhappy with government restrictions like DORA.
WFQ = words from the question — reuse in every point.
🐀 RAT sheet — how to structure your answer▾
Explain · 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 …✓ 1 mark
A second reason why words from the question was fact which meant that …✓ 1 mark
A third reason why words from the question was fact which meant that …✓ 1 mark
A fourth reason why words from the question was fact which meant that …✓ 1 mark
A fifth reason why words from the question was fact which meant that …✓ 1 mark
A sixth reason why words from the question was fact which meant that …✓ 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.
✓ Reveal marking scheme▾
Max 5 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
Candidates must show a causal relationship between events.
1 mark should be given for each accurate, relevant reason, and a second mark should be given for reasons that are developed.
Candidates may achieve full marks by providing five straightforward reasons, three developed reasons, or a combination of these.
Possible reasons
people were unhappy that they could not strike for better working conditions/pay
people were upset with censorship of the press/the censorship of private correspondence related to the war
people disliked the treatment of/restriction of movement of foreign nationals/many were interned
pub owners were unhappy with restrictions on alcohol/limitation of pub opening hours/watering down of alcohol/the effect on their ability to make a living
blackouts made it dangerous to get around at night
pigeon fanciers resented the complication of having to have a licence to keep their birds/other seemingly trivial restrictions annoyed people (e. g. not being able to fly kites/buy binoculars)
people could be fined/arrested/imprisoned for breaking the terms of DORA
some resented the restrictions of their civil liberties
government took control of land to turn it over to food production, which landowners
people resented restrictions on movement around railways and docks
other government restrictions were resented (redirection of labour, leaving certificates, conscription, rationing)
Describe5 marks2015Q20⏳ Older formatThe Era of the Great War, 1910–1928
Describe the economic difficulties faced by Scotland after the Great War.
WFQ = words from the question — reuse in every point.
🐀 RAT sheet — how to structure your answer▾
Describe · Appears in 2 sections
WFQ (words from the question)
One words from the question was …✓ 1 mark
A second words from the question was …✓ 1 mark
A third words from the question was …✓ 1 mark
A fourth words from the question was …✓ 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.
✓ Reveal marking scheme▾
Max 5 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
1 mark should be given for each accurate relevant key point of knowledge.
A second mark should be given for each point that is developed, up to a maximum of 5 marks.
Candidates may achieve full marks by providing five straightforward points, by making three developed points, or a combination of these.
Possible points of knowledge
foreign competition affected industries (such as coal, iron, steel, jute and shipbuilding)
downturn in demand affected industries (such as shipbuilding, iron, steel and jute)
poor industrial relations was a difficulty
high unemployment in certain industries/areas
shortages of skilled manpower/materials also led to problems
the collapse of foreign markets for herring greatly affected the industry
much of the fishing fleet needed to be replaced/compensation was inadequate
the price of goods collapsed (the government removed the guaranteed price for herring in 1920/food prices fell)
coal industry in decline due to competition from electricity
Explain5 marks2015Q9⏳ Older formatThe Treaty of Union, 1689–1715
Explain the reasons why there was tension between Scotland and England by 1705.
WFQ = words from the question — reuse in every point.
🐀 RAT sheet — how to structure your answer▾
Explain · 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 …✓ 1 mark
A second reason why words from the question was fact which meant that …✓ 1 mark
A third reason why words from the question was fact which meant that …✓ 1 mark
A fourth reason why words from the question was fact which meant that …✓ 1 mark
A fifth reason why words from the question was fact which meant that …✓ 1 mark
A sixth reason why words from the question was fact which meant that …✓ 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.
✓ Reveal marking scheme▾
Max 5 marks
These are possible/exemplar answers from the marking instructions — 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 in Scotland were angry that the Navigation Acts prevented Scotland trading with English colonies
there was a feeling that the English had not done enough to help Scotland during the Ill Years of the 1690s
Scots were angry as they felt the Darien scheme had been sabotaged by William as it went against English interests
Scots’ loyalties were considered suspect by the English after the Jacobite rebellion of 1689
Scots were angry that the English Parliament passed the succession to Sophia of Hanover without consulting the Scottish Parliament
the English were angry at Scottish legislation such as the Act of Security/Act Anent Peace and War
the English were angry over the execution of Captain Green of the Worcester
How fully6 marks2015Q10⏳ Older formatThe Treaty of Union, 1689–1715
How fully does Source A explain the arguments used by supporters of the Union?
WFQ = words from the question — 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) — then recall 3 points the source leaves out.
Highlight evidence — tap the text:
Source A
Source A is about Scottish attitudes towards the Union.
Opponents of the Union warned of higher taxes. However supporters of the Union were clear that it would help Scotland to become richer in the future. Many Protestants argued that the main advantage of the Union would be securing the Protestant Succession. They also pointed out that the English had made it clear they would respect the independence of the Church of Scotland. It was also argued that if the Union was rejected England might simply invade and take over anyway.
🐀 RAT sheet — how to structure your answer▾
How fully · Appears in all 3 sections
WFQ (words from the question)quote from the sourceomission — your own recall
Overall, Source X partly words from the question.✓ needed for full marks
Source X says “direct quote” which meant that …✓ 1 mark (from source)
Source X also says “direct quote” which meant that …✓ 1 mark (from source)
Source X also says “direct quote” which meant that …✓ 1 mark (from source)
However, Source X doesn’t mention fact which meant that …✓ 1 mark (omission)
Source X also doesn’t mention fact which meant that …✓ 1 mark (omission)
Source X also doesn’t mention fact which meant that …✓ 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.
💡Use the source AND recall.
💡Quote and then explain — show you understand it, don’t just repeat it.
💡You must make a judgement (e.g. “the source partly explains…”) or you are capped at 2 marks.
✓ Reveal marking scheme▾
Max 6 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
Candidates must make an overall judgement about how fully the source explains the events.
1 mark may be given for each valid point interpreted from the source or each valid point of significant omission provided.
Up to 3 marks for interpretation of relevant parts of the source where at least one point of significant omission is also identified.
A maximum of 2 marks may be given for answers which refer only to the source.
Points from the source
the supporters of Union were clear that it would help Scotland to become richer in the future
many Protestants argued that the main advantage of Union would be securing the Protestant Succession
they also pointed out that the English had made it clear they would respect the independence of the Church of Scotland
it was also pointed out that if Union was rejected England might simply invade and take over anyway
Points of significant omission
Union would guarantee the Scots access to trade with English colonies
Union would guarantee security against Catholic France
Union would see Darien investors compensated through the Equivalent
Compare the views4 marks2015Q11⏳ Older formatThe Treaty of Union, 1689–1715
Compare the views of Sources B and C on Scottish attitudes to the proposed Union.
WFQ = words from the question — reuse in every point.
(Compare the sources overall and/or in detail.)
Tip: Highlight 2–3 points of comparison — 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 — tap the text:
Source B
Sources B and C are about the Union debate.
In 1706 the debate over the Union was in full flow. All of the leaflets produced for the public expressed opposition. Many feared that the proposed Union would lead to a rise in taxes. Some feared for the independence of the Church of Scotland. Many leaflets were produced on the subject. They argued that England was the far bigger country and so would control Scotland.
Source C
Many powerful Scots argued for the Union, but their views did not represent the majority. Many Scots felt that the Union would not be a partnership but a takeover. Economic arguments were the most important ones and it was claimed that after Union higher taxes would hit all Scots in the pocket. Religion was very important to many Scots and they did not want the English to interfere in their Church.
Overall, do the sources agree or disagree? (worth a mark for an overall comparison)
🐀 RAT sheet — how to structure your answer▾
Compare the views · 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.✓ 1 mark (overall)
The sources agree/disagree about statement summarising the point. Source X says “direct quote” and Source Y [agrees/disagrees] when it says “direct quote”.✓ 1–2 marks
The sources also agree/disagree about statement summarising the point. Source X says “direct quote” and Source Y [agrees/disagrees] when it says “direct quote”.✓ 1–2 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.
💡One set of points will agree, one will disagree.
✓ Reveal marking scheme▾
Max 4 marks
These are possible/exemplar answers from the marking instructions — 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: Both sources agree that most Scots opposed the Union
Points of comparison
agree
Source B: Many feared that the proposed Union would lead to a rise in taxes
Source C: It was claimed that after the Union higher taxes would hit all Scots in the pocket
agree
Source B: They argued that England was the far bigger country and so would control Scotland
Source C: Many Scots felt that the Union would not be a partnership but a takeover
agree
Source B: Some feared for the independence of the Church of Scotland
Source C: Religion was very important to many Scots and they did not want the English to interfere in their Church
Describe5 marks2015Q12⏳ Older formatThe Treaty of Union, 1689–1715
Describe the effects of the Treaty of Union on Scotland up to 1715.
WFQ = words from the question — reuse in every point.
🐀 RAT sheet — how to structure your answer▾
Describe · Appears in 2 sections
WFQ (words from the question)
One words from the question was …✓ 1 mark
A second words from the question was …✓ 1 mark
A third words from the question was …✓ 1 mark
A fourth words from the question was …✓ 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.
✓ Reveal marking scheme▾
Max 5 marks
These are possible/exemplar answers from the marking instructions — 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
there was a growth in smuggling
increased taxes (led to attacks on excisemen eg at Ayr in 1714)
the Scottish linen industry suffered because of increased taxes
the Scottish Privy Council was abolished in 1708
led to the Jacobite rebellions of 1708 and 1715
led to the 1712 Toleration Act which granted Episcopalians the right to worship freely in Scotland
Compare the views4 marks2015Q1⏳ Older formatThe Wars of Independence, 1286–1328
Compare the views in Sources A and B about Edward I’s intentions towards Scotland after the death of Alexander III.
WFQ = words from the question — reuse in every point.
(Compare the sources overall and/or in detail.)
Tip: Highlight 2–3 points of comparison — 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 — tap the text:
Source A
Sources A and B are about Edward I’s plans for Scotland after the death of Alexander III.
When Alexander III died, Edward I took steps to take control of Scotland. His aim was to unite the kingdoms of Scotland and England by a marriage treaty. Edward plotted to marry his son to Scotland’s infant queen, Margaret, Maid of Norway. He secretly asked the Pope’s permission for the marriage before any details had been discussed with the Scots. When Margaret’s death ended this scheme, he looked for other ways to control Scotland.
Source B
In 1289 Edward was in France attending to his lands there. Erik, King of Norway, father of Margaret Maid of Norway, sent messengers to him to discuss her safety. He suggested her possible marriage with Edward’s son. Edward asked for Scottish representatives to be present before any negotiations began. The Maid would have Edward’s protection and this would ensure peace in Scotland. This marriage would mean a union of the kingdoms.
Overall, do the sources agree or disagree? (worth a mark for an overall comparison)
🐀 RAT sheet — how to structure your answer▾
Compare the views · 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.✓ 1 mark (overall)
The sources agree/disagree about statement summarising the point. Source X says “direct quote” and Source Y [agrees/disagrees] when it says “direct quote”.✓ 1–2 marks
The sources also agree/disagree about statement summarising the point. Source X says “direct quote” and Source Y [agrees/disagrees] when it says “direct quote”.✓ 1–2 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.
💡One set of points will agree, one will disagree.
✓ Reveal marking scheme▾
Max 4 marks
These are possible/exemplar answers from the marking instructions — 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 Edward wanted to unite the kingdoms through marriage/the sources disagree over his methods
Points of comparison
agree
Source A: His aim was to unite the kingdoms with a marriage treaty
Source B: This marriage would mean a union of the kingdoms
disagree
Source A: Edward had secretly asked the Pope’s permission for the marriage before any terms had been discussed with the Scots
Source B: Edward asked for Scottish representatives to be present before any negotiations began
disagree
Source A: He plotted to arrange the marriage of his son to Scotland’s infant queen, Margaret, Maid of Norway
Source B: Erik, King of Norway, father of Margaret the Maid, sent messengers to him to suggest her possible marriage with Edward’s son
Describe5 marks2015Q2⏳ Older formatThe Wars of Independence, 1286–1328
Describe what happened when Edward I attacked Berwick in 1296.
WFQ = words from the question — reuse in every point.
🐀 RAT sheet — how to structure your answer▾
Describe · Appears in 2 sections
WFQ (words from the question)
One words from the question was …✓ 1 mark
A second words from the question was …✓ 1 mark
A third words from the question was …✓ 1 mark
A fourth words from the question was …✓ 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.
✓ Reveal marking scheme▾
Max 5 marks
These are possible/exemplar answers from the marking instructions — 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
Edward had mustered a very large army for the invasion
Edward had ships waiting to enter the harbour and attack
Edward gave the inhabitants three days to surrender
the castle garrison surrendered without reprisal
the townspeople refused to surrender/mocked Edward’s offer of surrender
three of Edward’s ships ran aground and were burned by the townspeople
Edward’s troops were sent in to take the town
there was little resistance to the attack
the townspeople were slaughtered/the slaughter lasted for three days
thirty Flemish merchants fired arrows at the English/were burned to death in the Red Hall
How fully6 marks2015Q3⏳ Older formatThe Wars of Independence, 1286–1328
How fully does Source C describe Bruce’s campaign of capturing the Scottish castles?
WFQ = words from the question — 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) — then recall 3 points the source leaves out.
Highlight evidence — tap the text:
Source C
Source C is about Bruce’s campaign to capture the Scottish castles.
In 1307, Bruce returned to Scotland. Although many of his leading supporters had been captured by Edward I he still had experienced commanders such as James Douglas. Bruce and his small army marched north and destroyed castles in Inverness and Nairn. He could not spare men to defend castles from attack. Meanwhile, Douglas recaptured his own castle in the south and burned it down. Edward I had taken Stirling castle by using the siege engine, Warwolf. Lack of such siege engines forced Bruce to use other methods.
🐀 RAT sheet — how to structure your answer▾
How fully · Appears in all 3 sections
WFQ (words from the question)quote from the sourceomission — your own recall
Overall, Source X partly words from the question.✓ needed for full marks
Source X says “direct quote” which meant that …✓ 1 mark (from source)
Source X also says “direct quote” which meant that …✓ 1 mark (from source)
Source X also says “direct quote” which meant that …✓ 1 mark (from source)
However, Source X doesn’t mention fact which meant that …✓ 1 mark (omission)
Source X also doesn’t mention fact which meant that …✓ 1 mark (omission)
Source X also doesn’t mention fact which meant that …✓ 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.
💡Use the source AND recall.
💡Quote and then explain — show you understand it, don’t just repeat it.
💡You must make a judgement (e.g. “the source partly explains…”) or you are capped at 2 marks.
✓ Reveal marking scheme▾
Max 6 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
Candidates must make an overall judgement about how fully the source explains the events.
1 mark may be given for each valid point interpreted from the source or each valid point of significant omission provided.
Up to 3 marks for interpretation of relevant parts of the source where there is also at least one point of significant omission identified.
A maximum of 2 marks may be given for answers which refer only to the source.
Points from the source
Bruce destroyed castles in Inverness and Nairn
Bruce could not spare men to defend castles from attack.
Douglas recaptured his own castle in the south (and burned it down)
lack of siege engines forced Bruce to use other methods.
Points of significant omission
castles that were destroyed could not later be used against him by his enemies
Douglas burned all the stores with the English garrisons’ bodies in his castle – the ‘Douglas Larder’
Perth castle was captured by Bruce’s men wading across the river at night/scaled riverside wall at night with ladders
Roxburgh castle was captured by Bruce’s men hiding among cattle at dusk to get close to walls/used rope ladders at night to scale walls and open gates
Linlithgow castle was captured by jamming the gate and portcullis with a haycart/men were hidden in the cart to fight till reinforcements arrived
Edinburgh castle was captured with a daring climb up the rock face/diversionary attack on other side
Stirling, Bothwell and Berwick castles were recaptured later
Explain5 marks2015Q4⏳ Older formatThe Wars of Independence, 1286–1328
Explain the reasons why English mistakes led to their defeat at the Battle of Bannockburn in 1314.
WFQ = words from the question — reuse in every point.
🐀 RAT sheet — how to structure your answer▾
Explain · 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 …✓ 1 mark
A second reason why words from the question was fact which meant that …✓ 1 mark
A third reason why words from the question was fact which meant that …✓ 1 mark
A fourth reason why words from the question was fact which meant that …✓ 1 mark
A fifth reason why words from the question was fact which meant that …✓ 1 mark
A sixth reason why words from the question was fact which meant that …✓ 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.
✓ Reveal marking scheme▾
Max 5 marks
These are possible/exemplar answers from the marking instructions — 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 no battle plan as Edward did not think the Scots would fight
the English were overconfident due to their superior numbers
Edward did not take charge himself but appointed favourites to key commands, causing resentment
Edward ignored warnings not to attack across Bannockburn
marshy ground not suitable for heavy cavalry or infantry
there was confusion among the commanders about attacking the Scots on the first day/whether the battle was to take place that day
de Bohun charged Bruce without being ordered to and his defeat contributed to lowered morale among the English
English commanders argued among themselves and were forced to retreat on the first day of the battle by Scottish pikemen
Edward moved his army to the Carse during the night, so they were tired
the commanders did not learn from the forced retreat against the Scots pikemen on the first day of the battle so repeated the same mistake/cavalry made no headway against schiltrons
the English army was badly positioned
the English footsoldiers/archers/cavalry had no room to manoeuvre
huge numbers became a handicap when they attempted to retreat across the Bannockburn
