Every question from the 2019 paper. Refine by section or question type.
View
Showing 185 of 185 questions
To what extent9 marks2019 specimenQ38Changing Britain, 1760โ1914
To what extent were medical advances the main reason for improved health by 1900?
WFQ = words from the question โ reuse in every point.amber = the isolated factor to weigh up.
(Use recalled knowledge to introduce, then present a balanced assessment of the influence of different factors and come to a reasoned conclusion.)
๐ RAT sheet โ how to structure your answerโพ
To what extent / How important / How successful ยท Appears in 2 sections
WFQ (words from the question)a factor
There are several reasons why words from the question. These include the isolated factor, FACTOR 2, and FACTOR 3.โ 1 mark (introduction)
Some historians think the isolated factor was words from the question because _____. Also _____.โ 1 KU mark per fact (up to 5)
However, other historians think FACTOR 2 was words from the question because _____. Also _____.โ 1 mark (balance) + 1 KU per fact
Other historians think FACTOR 3 was words from the question because _____. Also _____.โ 1 KU mark per fact
Overall, the isolated factor / FACTOR 2 / FACTOR 3 was the most important words from the question. This is because [reason why โ does not need to be new].โ 2 marks (conclusion)
How it's marked
5 marks for knowledge โ 1 KU mark for each accurate, developed fact you give to support your factors (not too brief). If only one factor is presented, max 3 for knowledge.
Structure marks: 1 for an introduction, 1 for balance (more than one factor), 2 for a conclusion (1 for a valid judgement, 1 for a reason supporting it).
๐กIt is asking: one factor is a reason โ but there are others, so decide which was MOST important.
๐กEach fact you add (including every "Alsoโฆ") earns a KU mark, as long as it is developed and not too brief โ up to 5.
โ Reveal marking schemeโพ
Max 9 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must make a judgement about the extent to which different factors contributed to an event or development, or its impact. They are required to provide a balanced account of the influence of different factors and come to a reasoned conclusion based on the evidence presented.
Up to 5 marks can be awarded for relevant, factual, key points of knowledge used to support factors, with 1 mark awarded for each point (but one mark should be deducted if the correct process is not clear in at least two factors). If only one factor is presented, a maximum of 3 marks should be awarded for relevant points of knowledge. A further 4 marks can be awarded for providing the answer in a structured way and coming to a reasoned conclusion.
Up to 4 marks should be awarded for presenting the answer in a structured way, leading to a conclusion which addresses the question: 1 mark for an introduction, 1 mark for the answer being presented in a structured way, 1 mark for a conclusion with a valid judgement (or overall summary), 1 mark for a reason in support of the judgement.
Medical advances
after 1858 all doctors had to be fully qualified/improved standard of nursing/midwifery
building of more hospitals/cleaner hospitals reduced infection
vaccination against killer diseases such as smallpox/antiseptics/anaesthetics.
Better diet
farming improvements led to better, more varied, nutritious diet eg fresh vegetables and fruit, meat, dairy products
railways transported fresh food and milk to towns
improved food standards reduced illness caused by adulterated food.
Improvements in public health
Public Health Acts gave councils power to improve conditions
improved sewerage systems/proper drainage reduced spread of germs/diseases
provision of fresh, clean water reduced the threat of disease.
Improvements in hygiene
cheaper soap kept people cleaner/reduced risk of disease
wash houses and public baths introduced in 1878 which helped improve hygiene.
How fully6 marks2019 specimenQ39Changing Britain, 1760โ1914
How fully does Source A describe the impact of factories upon the working conditions of textile workers? (Use the source and recall to reach a judgement.)
WFQ = words from the question โ reuse in every point.
Tip: Highlight up to 3 pieces of evidence from the source (worth up to 3 marks) โ then recall 3 points the source leaves out.
Highlight evidence โ tap the text:
Source A
Source A describes the impact of factories upon the working conditions of textile workers.
People used to working in their own homes found working in a factory very different. The powered machines went on hour after hour and many workers struggled to keep up with them. Owners had very strict rules and workers had to do what they were told to do. There was, however, no shortage of workers wanting employment in factories. Wages were usually better than farm work, but only when the factory was working. If business became slow then workers were laid off, with no income at all.
๐ RAT sheet โ how to structure your answerโพ
How fully ยท Appears in all 3 sections
WFQ (words from the question)quote from the sourceomission โ your own recall
Overall, Source X partly words from the question.โ needed for full marks
Source X says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
However, Source X doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
How it's marked
Up to 3 marks for points from the source that support your judgement.
Up to 4 marks for points of significant omission from recall.
Maximum 2 marks if no judgement is made, or if you refer only to the source.
๐กUse the source AND recall.
๐กQuote and then explain โ show you understand it, donโt just repeat it.
๐กYou must make a judgement (e.g. โthe source partly explainsโฆโ) or you are capped at 2 marks.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must make a judgement about the extent to which the source provides a full description or explanation of a given event or development.
Candidates should be awarded up to 3 marks for their identification of points from the source which support their judgement. Candidates should be awarded up to 4 marks for their identification of points of significant omission, based on their own knowledge, that support their judgement. A maximum of 2 marks may be awarded for answers in which no judgement has been made or which refer only to the source.
Points from the source
powered machines went on hour after hour and many workers struggled to keep up with them
owners had very strict rules and workers had to do what they were told to do
wages were usually better than farm work
if business became slow then workers were laid off, with no income at all.
Points of significant omission
poor ventilation/air was full of harmful dust particles which damaged lungs/caused TB
bending over all day led to children becoming deformed
working long hours led to tiredness and accidents
children pulled into machines and seriously injured/machines were dangerous as they were unfenced
new machinery made work easier/machines easy to operate
changing rooms provided in some mills/water was available for workers/there was decent sanitation in some mills.
Evaluate the usefulness5 marks2019 specimenQ40Changing Britain, 1760โ1914
Evaluate the usefulness of Source B as evidence of different attitudes to the building of railways in 19th century Scotland.
WFQ = words from the question โ reuse in every point.
(You may want to comment on what type of source it is, who wrote it, when they wrote it, why they wrote it, what they say and what has been missed out.)
Tip: Highlight up to 2 content points you would quote (content is worth up to 2 marks) โ then consider author, purpose, timing and omission.
Highlight evidence โ tap the text:
Source B
Source B is from the diary of a Scottish railway engineer written in the 1840s.
We had to build the line to Perth over Lord Seafield's land. Lady Seafield very decidedly told us that she hated railways. โCheap travelโ, she said, โbrought together such an objectionable variety of people.โ Lord Seafield said the railway would frighten away the grouse from his moors. โBesidesโ, he went on, โwhat would become of the men who have for many years been employed to float timber down the River Spey to the sea. Would a railway replace them?โ
๐ RAT sheet โ how to structure your answerโพ
Evaluate the usefulness ยท Appears in 2 sections
Remember COAT
๐Content โ what the source says
๐ซOmission โ what the source leaves out
โ๏ธAuthor โ who wrote it
๐Timing โ when it was written
WFQ (words from the question)quote from the source
Source X says โ_____โ. This is useful as it is accurate information about words from the question.โ 1 mark (content)
Source X also says โ_____โ. This is useful as it is accurate information about words from the question.โ 1 mark (content)
Source X omits _____. This makes the source less useful. Source X also omits _____. This makes the source less useful.โ 1 mark (omission)
Source X was written by _____. This makes the source useful because they have personal / professional experience of, or are an expert in, words from the question.โ 1 mark (author)
Source X was written in _____. This is useful as it was during the time of / has the benefit of hindsight about words from the question.โ 1 mark (timing)
How it's marked
Maximum 4 marks for comments on author, type of source, purpose and timing.
Maximum 2 marks for comments on the content of the source.
Maximum 2 marks for comments on points of significant omission.
๐กYou can also comment on the Purpose and Type of source.
โ Reveal marking schemeโพ
Max 5 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must evaluate the extent to which a source is useful by commenting on evidence such as the author, type of source, purpose, timing, content or omission. For a mark to be awarded, the candidate must identify an aspect of the source and make a comment which shows why this aspect makes the source more or less useful.
A maximum of 4 marks can be awarded for evaluative comments relating to the author, type of source, purpose and timing. A maximum of 2 marks may be awarded for evaluative comments relating to the content of the source. A maximum of 2 marks may be awarded for evaluative comments relating to points of significant omission.
Aspect
Author: Railway engineer โ Useful as it was written by an eyewitness to the events
Type of source: Diary โ Useful as it's an honest personal account
Purpose: To record โ Useful as it's a private record/less likely to tell lies
Timing: 1840s โ Useful as it was written during the early period of railway expansion
Content
Lady Seafield very decidedly told us that she hated railways/โCheap travel brought together such an objectionable variety of peopleโ. โ Useful because it is accurate (many landowners objected to railways/they would bring industrial workers out to the countryside).
The railway would frighten away the grouse from his moors. โ Useful because it is accurate (there was concern that railways would spoil hunting on estates).
What would become of the men employed who float timber down the river Spey to the sea? โ Useful because it is accurate (many people were worried railways would take away people's jobs).
Points of significant omission
factory owners saw the advantages of cheaper transport for their goods
farmers were happy they could sell their goods further afield
working class pleased about the job opportunities on the railways/could go away on day trips to seaside or the countryside
workers in other forms of transport such as stage coaches and canals saw railways as a threat to their jobs.
Evaluate the usefulness5 marks2019Q41Changing Britain, 1760โ1914
Evaluate the usefulness of Source A as evidence of disease in towns and cities by 1914.
WFQ = words from the question โ reuse in every point.
(You may want to comment on what type of source it is, who wrote it, when they wrote it, why they wrote it, what they say and what has been missed out.)
Tip: Highlight up to 2 content points you would quote (content is worth up to 2 marks) โ then consider author, purpose, timing and omission.
Highlight evidence โ tap the text:
Source A โ from a textbook written by modern historians in 1985
Source A is from a textbook written by modern historians in 1985.
Cholera had always been a problem in the Far East but in the 19th century it came to Britain. Cholera became the disease that people dreaded most of all. This is because a cholera attack is violent and kills suddenly, usually in a day or two. Over half of the people who caught cholera died. Unlike many other diseases, it was not only the poor who caught cholera; the rich caught this disease as well.
๐ RAT sheet โ how to structure your answerโพ
Evaluate the usefulness ยท Appears in 2 sections
Remember COAT
๐Content โ what the source says
๐ซOmission โ what the source leaves out
โ๏ธAuthor โ who wrote it
๐Timing โ when it was written
WFQ (words from the question)quote from the source
Source X says โ_____โ. This is useful as it is accurate information about words from the question.โ 1 mark (content)
Source X also says โ_____โ. This is useful as it is accurate information about words from the question.โ 1 mark (content)
Source X omits _____. This makes the source less useful. Source X also omits _____. This makes the source less useful.โ 1 mark (omission)
Source X was written by _____. This makes the source useful because they have personal / professional experience of, or are an expert in, words from the question.โ 1 mark (author)
Source X was written in _____. This is useful as it was during the time of / has the benefit of hindsight about words from the question.โ 1 mark (timing)
How it's marked
Maximum 4 marks for comments on author, type of source, purpose and timing.
Maximum 2 marks for comments on the content of the source.
Maximum 2 marks for comments on points of significant omission.
๐กYou can also comment on the Purpose and Type of source.
โ Reveal marking schemeโพ
Max 5 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
For a mark to be awarded, the candidate must identify an aspect of the source and make a comment which shows why this aspect makes the source more or less useful.
A maximum of 4 marks can be awarded for evaluative comments relating to the author, type of source, purpose and timing.
A maximum of 2 marks may be awarded for evaluative comments relating to the content of the source.
A maximum of 2 marks may be awarded for evaluative comments relating to points of significant omission.
Aspects of the source
Author: historians. Useful as they are well-informed experts.
Type of Source: textbook. Useful because it will have researched the issue thoroughly.
Purpose: to inform. Useful as it is intended to give a balanced account.
Timing: 1985. Useful as it is a written with the benefit of hindsight.
Content
A cholera attack is violent and kills suddenly usually in a day or two. Useful as this is accurate (cholera did kill quickly).
Over half of the people who caught cholera died. Useful as this is accurate (the death-rate from cholera was high).
Unlike many other diseases, it was not only the poor who caught cholera the rich did as well. Useful as this is accurate (cholera did affect all classes/rich and poor).
Points of significant omission
other effects of cholera (for example discolouration of the skin/dehydration)
epidemics of cholera (1831-2, 1848-9, 1854, 1867)
spread of cholera/other diseases by contaminated water
other diseases (for example Smallpox, Typhus, Typhoid, TB)
disease also spread by poor living conditions (for example overcrowding, poor ventilation)
Explain the reasons why more people gained the vote by 1867.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Explain ยท Appears in all 3 sections
WFQ (words from the question)your own recalled knowledge
One reason why words from the question was fact which meant that โฆโ 1 mark
A second reason why words from the question was fact which meant that โฆโ 1 mark
A third reason why words from the question was fact which meant that โฆโ 1 mark
A fourth reason why words from the question was fact which meant that โฆโ 1 mark
A fifth reason why words from the question was fact which meant that โฆโ 1 mark
A sixth reason why words from the question was fact which meant that โฆโ 1 mark
Example: One reason why women gained the vote in 1918 was that women burned down buildings like cricket pavilions, which meant that they gained publicity for the cause of votes for women.
How it's marked
1 mark for each accurate, relevant reason.
A second mark for each reason that is developed.
Each sentence/point must answer the question on its own.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must make a number of points that make the issue plain or clear, for example by showing connections between factors or causal relationships between events or ideas. These should be key reasons but there is no need for any evaluation or prioritising of these reasons.
Up to a maximum of 6 marks in total, 1 mark should be awarded for each accurate, relevant reason, and a second mark should be awarded for reasons that are developed.
Possible reasons
need to include middle classes in government because they were key to generating the country's wealth
political reform was no longer seen as a threat to the country's stability
campaigns by groups such as the National Reform League put pressure on the government to give more people the vote
fear of revolution helped convince many politicians it would be dangerous to deny giving the vote to some of the working class
increasingly obvious skilled workers were vital to Britain's economic success/many of whom were better educated and respectable therefore deserved the vote
better education in towns made it more reasonable to extend the franchise
development of railways and growth of cheap popular newspapers raised political awareness of the working class
spread of radical ideas and moral arguments; equality became more of an issue
political benefits at Westminster for parties; they saw potential voters
population growth in the towns made politicians more politically sensitive
Hyde Park riots put more pressure on the government
Chartist movement provided organised political pressure for change.
How fully6 marks2019Q42Changing Britain, 1760โ1914
How fully does Source B describe improvements to living conditions in towns and cities by 1914?
WFQ = words from the question โ reuse in every point.
(Use the source and recall to reach a judgement.)
Tip: Highlight up to 3 pieces of evidence from the source (worth up to 3 marks) โ then recall 3 points the source leaves out.
Highlight evidence โ tap the text:
Source B
Source B describes improvements to living conditions in towns and cities before 1914.
In 1875, a law gave councils the power to demolish slum housing in Britain's cities. Unfortunately, no more money was provided to build improved housing, which resulted in homelessness for many of the people who had lived in the slums. Fresh drinking water was piped to towns and cities and some homes. Sewers were also built to dispose of human waste safely. By 1900, many cities also had their own fire and police services, making them safer places to live.
๐ RAT sheet โ how to structure your answerโพ
How fully ยท Appears in all 3 sections
WFQ (words from the question)quote from the sourceomission โ your own recall
Overall, Source X partly words from the question.โ needed for full marks
Source X says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
However, Source X doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
How it's marked
Up to 3 marks for points from the source that support your judgement.
Up to 4 marks for points of significant omission from recall.
Maximum 2 marks if no judgement is made, or if you refer only to the source.
๐กUse the source AND recall.
๐กQuote and then explain โ show you understand it, donโt just repeat it.
๐กYou must make a judgement (e.g. โthe source partly explainsโฆโ) or you are capped at 2 marks.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Up to a maximum of 6 marks in total, 1 mark should be awarded for each valid point selected from the source or each valid point of significant omission provided.
Candidates should be awarded up to 3 marks for their identification of points from the source which support their judgement.
Candidates should be awarded up to 4 marks for their identification of points of significant omission, based on their own knowledge, that support their judgement.
A maximum of 2 marks may be awarded for answers in which no judgement has been made or which refer only to the source.
Points from the source
a law gave councils the power to demolish slum housing
fresh drinking water was piped to towns and cities and some homes
sewers were also built to dispose of human waste safely
many cities also had their own fire and police services, making them safer places to live
Explain the reasons why working conditions in coal mines improved by 1914.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Explain ยท Appears in all 3 sections
WFQ (words from the question)your own recalled knowledge
One reason why words from the question was fact which meant that โฆโ 1 mark
A second reason why words from the question was fact which meant that โฆโ 1 mark
A third reason why words from the question was fact which meant that โฆโ 1 mark
A fourth reason why words from the question was fact which meant that โฆโ 1 mark
A fifth reason why words from the question was fact which meant that โฆโ 1 mark
A sixth reason why words from the question was fact which meant that โฆโ 1 mark
Example: One reason why women gained the vote in 1918 was that women burned down buildings like cricket pavilions, which meant that they gained publicity for the cause of votes for women.
How it's marked
1 mark for each accurate, relevant reason.
A second mark for each reason that is developed.
Each sentence/point must answer the question on its own.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Up to a maximum of 6 marks in total, 1 mark should be awarded for each accurate, relevant reason, and a second mark should be awarded for reasons that are developed.
Candidates may achieve full marks by providing six straightforward reasons, three developed reasons (or any combination of these).
Possible reasons
Davy Lamp reduced the risk of explosions
pit ponies replaced putters/women and children so reduced the physical strain of moving the coal
mines inspectors made sure that pit owners were not breaking safety laws
wooden and later metal pit props reduced the risk of cave-ins
more than one shaft improved ventilation/provided another escape route
steam pumps pumped water out of the mines and reduced the risk of flooding
steam winding engines made getting in and out of the mine safer
wire rope/cages made getting in and out of the mine safer
extractor fans improved ventilation and reduced the risk of the build-up of dangerous gasses
coal cutting machinery replaced picks and shovels so reduced the physical strain of cutting the coal
Describe the development of the railway network in Britain.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Describe ยท Appears in 2 sections
WFQ (words from the question)
One words from the question was โฆโ 1 mark
A second words from the question was โฆโ 1 mark
A third words from the question was โฆโ 1 mark
A fourth words from the question was โฆโ 1 mark
Example: One use of new technology on the Western Front during the First World War was mustard gas, which was used to blind soldiers and make it more difficult for them to fight.
How it's marked
1 mark for each accurate, relevant key point of knowledge.
A second mark for each point that is developed.
Full marks by four straightforward points, two developed points, or a combination.
โ Reveal marking schemeโพ
Max 4 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
1 mark should be awarded for each accurate relevant key point of knowledge. A second mark should be awarded for each point that is developed, up to a maximum of 4 marks.
Candidates may achieve full marks by providing four straightforward points, by making two developed points (or any combination of these).
Possible points of knowledge
at first, railways were built to move coal from mines to towns and cities
wagons first pulled by horses
later, steam engines pulled carriages/wagons
the Stockton to Darlington Line was Britain's first railway line (opened 1825)
the Liverpool to Manchester Line was another early railway line (opened 1830)
(Stephenson's) 'Rocket' won the trials/competition to be the locomotive on the Liverpool to Manchester line
there was a period of 'Railway Mania'/building of many new railway lines in the 1830s and 1840s
Navvies built the railways (by hand/using picks and shovels)
bridges/cuttings/viaducts/embankments had to be built
Compare the views4 marks2019Q45Changing Britain, 1760โ1914
Compare the views of Sources C and D about the impact of the Chartists.
WFQ = words from the question โ reuse in every point.
(Compare the sources overall and/or in detail.)
Tip: Highlight 2โ3 points of comparison โ either where the sources agree OR where they disagree. You do not need both; pick one set and compare them point by point.
Highlight evidence โ tap the text:
Source C
Sources C and D are about the impact of the Chartists.
The demands of the People's Charter were far too radical to be widely accepted at the time. MPs rejected the Charter on three occasions; in 1839, 1842 and 1848. The splits and squabbles amongst the Chartists gained them negative publicity and discredited their cause. The government and courts took strong action to control Chartism and 79 of the leaders were transported in 1842 which weakened the Chartists.
Source D
The Chartists were formed in 1836 to achieve votes and representation for the working classes, which they campaigned for throughout the 1830s and 40s. Millions of people signed petitions in support of the Chartists, clearly demonstrating how reasonable their six points were. Although many Chartist leaders were transported, the movement remained popular until 1848. The positive publicity that the Chartists gained helped win widespread support for their cause.
Overall, do the sources agree or disagree? (worth a mark for an overall comparison)
๐ RAT sheet โ how to structure your answerโพ
Compare the views ยท Appears in 2 sections
WFQ (words from the question)quote from the source
Overall, Sources X and Y [agree/disagree] about words from the question.โ 1 mark (overall)
The sources agree/disagree about statement summarising the point. Source X says โdirect quoteโ and Source Y [agrees/disagrees] when it says โdirect quoteโ.โ 1โ2 marks
The sources also agree/disagree about statement summarising the point. Source X says โdirect quoteโ and Source Y [agrees/disagrees] when it says โdirect quoteโ.โ 1โ2 marks
How it's marked
1 mark for a simple comparison (what the sources agree/disagree about).
2 marks for a developed comparison, supported by specific references to each source.
Full marks by four simple comparisons, two developed comparisons, or a combination.
๐กOne set of points will agree, one will disagree.
โ Reveal marking schemeโพ
Max 4 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
A simple comparison will indicate what points of detail or viewpoint the sources agree or disagree on and should be awarded 1 mark.
A developed comparison of the points of detail or overall viewpoint should be awarded a second mark.
Candidates may achieve full marks by making four simple comparisons, two developed comparisons (or by any combination of these).
Overall: Overall โ the sources disagree about the impact of the Chartists.
Points of comparison
disagree
Source C: The demands of the People's Charter were far too radical to be widely accepted at the time.
Source D: Millions of people signed petitions in support of the Chartists, clearly demonstrating how reasonable their six points were.
disagree
Source C: The splits and squabbles amongst the Chartists gained them negative publicity and discredited their cause.
Source D: The positive publicity that the Chartists gained helped win widespread support for their cause.
disagree
Source C: The government and courts took strong action to control Chartism and 79 of the leaders were transported in 1842 which weakened the Chartists.
Source D: Although many Chartist leaders were transported, the movement remained popular until 1848.
Evaluate the usefulness5 marks2019 specimenQ34The Atlantic Slave Trade, 1770โ1807
Evaluate the usefulness of Source A as evidence of the conditions faced by slaves during the Middle Passage.
WFQ = words from the question โ reuse in every point.
(You may want to comment on what type of source it is, who wrote it, when they wrote it, why they wrote it, what they say and what has been missed out.)
Tip: Highlight up to 2 content points you would quote (content is worth up to 2 marks) โ then consider author, purpose, timing and omission.
Highlight evidence โ tap the text:
Source A
Source A is from a diary written by a slave ship's doctor in 1788.
Some wet and windy weather had caused the port holes to be shut. This led to diarrhoea and fevers among the slaves. I often went down below deck among them. After some time the apartments became so extremely hot, as to be only bearable for a very short time. The floor of the place where the slaves lay was covered in blood and diarrhoea which had come from them because of their sickness. It looked like a slaughter house.
๐ RAT sheet โ how to structure your answerโพ
Evaluate the usefulness ยท Appears in 2 sections
Remember COAT
๐Content โ what the source says
๐ซOmission โ what the source leaves out
โ๏ธAuthor โ who wrote it
๐Timing โ when it was written
WFQ (words from the question)quote from the source
Source X says โ_____โ. This is useful as it is accurate information about words from the question.โ 1 mark (content)
Source X also says โ_____โ. This is useful as it is accurate information about words from the question.โ 1 mark (content)
Source X omits _____. This makes the source less useful. Source X also omits _____. This makes the source less useful.โ 1 mark (omission)
Source X was written by _____. This makes the source useful because they have personal / professional experience of, or are an expert in, words from the question.โ 1 mark (author)
Source X was written in _____. This is useful as it was during the time of / has the benefit of hindsight about words from the question.โ 1 mark (timing)
How it's marked
Maximum 4 marks for comments on author, type of source, purpose and timing.
Maximum 2 marks for comments on the content of the source.
Maximum 2 marks for comments on points of significant omission.
๐กYou can also comment on the Purpose and Type of source.
โ Reveal marking schemeโพ
Max 5 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must evaluate the extent to which a source is useful by commenting on evidence such as the author, type of source, purpose, timing, content or omission. For a mark to be awarded, the candidate must identify an aspect of the source and make a comment which shows why this aspect makes the source more or less useful.
A maximum of 4 marks can be awarded for evaluative comments relating to the author, type of source, purpose and timing. A maximum of 2 marks may be awarded for evaluative comments relating to the content of the source. A maximum of 2 marks may be awarded for evaluative comments relating to points of significant omission.
Aspect
Author: Slave ship doctor โ Useful as he is an eyewitness/has first-hand experience
Type of source: Diary โ Useful as it is an honest personal account
Purpose: To record โ Useful as it is a private record and is likely to tell the truth
Timing: 1788 โ Useful as it was written during the period of the slave trade
Content
โฆled to diarrhoea and fevers among the slaves. โ Useful because it is accurate (the terrible conditions meant disease was common on ships and it spread very quickly below deck)
โฆthe apartments became so extremely hot (as to be only bearable for a very short time). โ Useful because it is accurate (conditions in the hold of the ship were often very hot and stuffy with little or no fresh air)
The floor of the place where the slaves lay was covered in blood and diarrhoea (which had come from them because of their sickness). โ Useful because it is accurate (as the floor of the hold where the slaves were kept was covered in human waste which was seldom cleaned)
Points of significant omission
slaves were held on board using tight pack/loose pack system
crew were often cruel towards slaves/female slaves often suffered sexual abuse
food was limited and bland/unfamiliar to slaves โ some had to be force fed
slaves taken above deck and whipped to make them exercise.
How fully6 marks2019 specimenQ35The Atlantic Slave Trade, 1770โ1807
How fully does Source B describe the impact the slave trade had on the Caribbean islands? (Use the source and recall to reach a judgement.)
WFQ = words from the question โ reuse in every point.
Tip: Highlight up to 3 pieces of evidence from the source (worth up to 3 marks) โ then recall 3 points the source leaves out.
Highlight evidence โ tap the text:
Source B
Source B is about the impact the slave trade had on the Caribbean islands.
The slave trade had a long lasting effect on the islands of the Caribbean. The slaves outnumbered the white population about 20 to 1 which created a fear of rebellion among the white population. This fear of a slave uprising led to the introduction of a legal system which supported slavery. Slave laws were introduced which allowed slave owners to brutally punish or even execute slaves. Slaves were vital to work on the plantations. The concentration on sugar production did lasting damage to the Jamaican economy.
๐ RAT sheet โ how to structure your answerโพ
How fully ยท Appears in all 3 sections
WFQ (words from the question)quote from the sourceomission โ your own recall
Overall, Source X partly words from the question.โ needed for full marks
Source X says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
However, Source X doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
How it's marked
Up to 3 marks for points from the source that support your judgement.
Up to 4 marks for points of significant omission from recall.
Maximum 2 marks if no judgement is made, or if you refer only to the source.
๐กUse the source AND recall.
๐กQuote and then explain โ show you understand it, donโt just repeat it.
๐กYou must make a judgement (e.g. โthe source partly explainsโฆโ) or you are capped at 2 marks.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must make a judgement about the extent to which the source provides a full description or explanation of a given event or development.
Candidates should be awarded up to 3 marks for their identification of points from the source which support their judgement. Candidates should be awarded up to 4 marks for their identification of points of significant omission, based on their own knowledge, that support their judgement. A maximum of 2 marks may be awarded for answers in which no judgement has been made or which refer only to the source.
Points from the source
(the slaves outnumbered the white population about 20 to 1 which) created a fear of rebellion among the white population
fear of a slave uprising led to the introduction of a legal system which supported slavery
slave laws were introduced which allowed slave owners to brutally punish or even execute slaves
the concentration on sugar production did lasting damage to the Jamaican economy.
Points of significant omission
many of the native people, the Arawaks, were killed or cleared off their land by white settlers
new diseases were introduced to the islands by the slaves
small farms were replaced by large plantations
slave uprisings caused damage and destruction to the Caribbean
natural beauty, vegetation and wildlife damaged by the growth of plantations
slave trade brought racist attitudes to the Caribbean
How fully6 marks2019Q36The Atlantic Slave Trade, 1770โ1807
How fully does Source A describe the conditions experienced by slaves during the Middle Passage?
WFQ = words from the question โ reuse in every point.
(Use the source and recall to reach a judgement.)
Tip: Highlight up to 3 pieces of evidence from the source (worth up to 3 marks) โ then recall 3 points the source leaves out.
Highlight evidence โ tap the text:
Source A
Source A describes the experience of slaves during the Middle Passage.
When the slave ships arrived, the slaves were quickly taken on board. The men were put in irons and linked two and two together by their hands and feet. The slaves were so crowded below deck that it was impossible to walk through them without treading on them โ they had not so much room as a man in a coffin. Overcrowding meant that any diseases or illnesses spread through the slaves quickly. Some slaves who refused food were force fed.
๐ RAT sheet โ how to structure your answerโพ
How fully ยท Appears in all 3 sections
WFQ (words from the question)quote from the sourceomission โ your own recall
Overall, Source X partly words from the question.โ needed for full marks
Source X says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
However, Source X doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
How it's marked
Up to 3 marks for points from the source that support your judgement.
Up to 4 marks for points of significant omission from recall.
Maximum 2 marks if no judgement is made, or if you refer only to the source.
๐กUse the source AND recall.
๐กQuote and then explain โ show you understand it, donโt just repeat it.
๐กYou must make a judgement (e.g. โthe source partly explainsโฆโ) or you are capped at 2 marks.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Up to a maximum of 6 marks in total, 1 mark should be awarded for each valid point selected from the source or each valid point of significant omission provided.
Candidates should be awarded up to 3 marks for their identification of points from the source which support their judgement.
Candidates should be awarded up to 4 marks for their identification of points of significant omission, based on their own knowledge, that support their judgement.
A maximum of 2 marks may be awarded for answers in which no judgement has been made or which refer only to the source.
Points from the source
the men were put in irons and linked two and two together by their hands and feet
the slaves were so crowded below deck that it was impossible to walk through them without treading on them/they had not so much room as a man in a coffin
overcrowding meant that any diseases or illnesses spread through the slaves quickly
some slaves who refused food were force fed
Points of significant omission
slaves were held on board using tight pack/loose pack system
crew were often cruel towards slaves (for example floggings/forced to dance)
female slaves often suffered mistreatment by the crew
slaves would witness deaths of fellow slaves/evidence from the case of the Zong
lack of proper toilet facilities
lack of fresh air โ slaves held for long periods below deck
Explain the reasons why resistance was difficult for slaves on the plantations.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Explain ยท Appears in all 3 sections
WFQ (words from the question)your own recalled knowledge
One reason why words from the question was fact which meant that โฆโ 1 mark
A second reason why words from the question was fact which meant that โฆโ 1 mark
A third reason why words from the question was fact which meant that โฆโ 1 mark
A fourth reason why words from the question was fact which meant that โฆโ 1 mark
A fifth reason why words from the question was fact which meant that โฆโ 1 mark
A sixth reason why words from the question was fact which meant that โฆโ 1 mark
Example: One reason why women gained the vote in 1918 was that women burned down buildings like cricket pavilions, which meant that they gained publicity for the cause of votes for women.
How it's marked
1 mark for each accurate, relevant reason.
A second mark for each reason that is developed.
Each sentence/point must answer the question on its own.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must make a number of points that make the issue plain or clear, for example by showing connections between factors or causal relationships between events or ideas. These should be key reasons but there is no need for any evaluation or prioritising of these reasons.
Up to a maximum of 6 marks in total, 1 mark should be awarded for each accurate, relevant reason, and a second mark should be awarded for reasons that are developed.
Possible reasons
slaves were controlled by strict laws or codes which scared them from resisting
slave risings lacked effective leadership making planning resistance difficult
slave resistance was crushed by the better armed and organised whites/the slaves had no weapons
plantation owners often used black overseers to help them maintain control
captured slaves were subjected to brutal torture or even put to death and this acted as a powerful warning to other slaves
slaves lived in fear of being sold off/separated from their families if they broke the rules
slaves had little or no education and could be brainwashed into accepting plantation life/the slaves didn't think they could succeed
many islands were small and it was difficult for slaves to evade capture
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.
Evaluate the usefulness5 marks2019Q37The Atlantic Slave Trade, 1770โ1807
Evaluate the usefulness of Source B as evidence of the benefits of the slave trade to the British economy.
WFQ = words from the question โ reuse in every point.
(You may want to comment on what type of source it is, who wrote it, when they wrote it, why they wrote it, what they say and what has been missed out.)
Tip: Highlight up to 2 content points you would quote (content is worth up to 2 marks) โ then consider author, purpose, timing and omission.
Highlight evidence โ tap the text:
Source B โ from a textbook written by a modern historian in 2014
Source B is from a textbook written by a modern historian in 2014.
London benefitted greatly from the trading of slaves. A number of Londoners developed their businesses; for example Ambrose Crowley, an iron merchant, produced manacles and irons for shackling slaves on ships. John Angerstein, the merchant who founded Lloyd's of London, made a fortune from his estates in Grenada. The Pett family, master shipbuilders in Deptford, built many of the ships that were involved in the Atlantic trade. Trees from their estates provided timber for their shipbuilding business.
๐ RAT sheet โ how to structure your answerโพ
Evaluate the usefulness ยท Appears in 2 sections
Remember COAT
๐Content โ what the source says
๐ซOmission โ what the source leaves out
โ๏ธAuthor โ who wrote it
๐Timing โ when it was written
WFQ (words from the question)quote from the source
Source X says โ_____โ. This is useful as it is accurate information about words from the question.โ 1 mark (content)
Source X also says โ_____โ. This is useful as it is accurate information about words from the question.โ 1 mark (content)
Source X omits _____. This makes the source less useful. Source X also omits _____. This makes the source less useful.โ 1 mark (omission)
Source X was written by _____. This makes the source useful because they have personal / professional experience of, or are an expert in, words from the question.โ 1 mark (author)
Source X was written in _____. This is useful as it was during the time of / has the benefit of hindsight about words from the question.โ 1 mark (timing)
How it's marked
Maximum 4 marks for comments on author, type of source, purpose and timing.
Maximum 2 marks for comments on the content of the source.
Maximum 2 marks for comments on points of significant omission.
๐กYou can also comment on the Purpose and Type of source.
โ Reveal marking schemeโพ
Max 5 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
For a mark to be awarded, the candidate must identify an aspect of the source and make a comment which shows why this aspect makes the source more or less useful.
A maximum of 4 marks can be awarded for evaluative comments relating to the author, type of source, purpose and timing.
A maximum of 2 marks may be awarded for evaluative comments relating to the content of the source.
A maximum of 2 marks may be awarded for evaluative comments relating to points of significant omission.
Aspects of the source
Author: modern historian. Useful because he is a well-informed expert.
Type of Source: textbook. Useful as it is likely to have been thoroughly researched.
Purpose: to inform. Useful as it is intended to provide a balanced account.
Timing: 2014. Useful as it is a written with the benefit of hindsight.
Content
A number of Londoners developed their businesses/Ambrose Crowley, an iron merchant, produced manacles and irons for shackling slaves on ships. Useful as it is accurate (Iron merchants did profit from slave trade).
John Angerstein, the merchant who founded Lloyd's of London, made a fortune from his estates in Grenada. Useful as it is accurate (economic benefits to Britain included banking and estates).
The Pett family built many of the ships that were involved in the Atlantic trade/trees from their estates provided timber for their shipbuilding business. Useful as it is accurate (shipbuilders benefitted as more ships were needed).
Points of significant omission
employment created (for example sailors)
merchants built extravagant homes with profits/widespread growth of banking
profits from the slave trade provided the capital for the Industrial Revolution
cities such as Glasgow benefitted from increased trade, such as tobacco trade
To what extent9 marks2019 specimenQ37The Atlantic Slave Trade, 1770โ1807
To what extent was Olaudah Equiano the main reason for the success of the abolitionist campaign?
WFQ = words from the question โ reuse in every point.amber = the isolated factor to weigh up.
(Use recalled knowledge to introduce, then present a balanced assessment of the influence of different factors and come to a reasoned conclusion.)
๐ RAT sheet โ how to structure your answerโพ
To what extent / How important / How successful ยท Appears in 2 sections
WFQ (words from the question)a factor
There are several reasons why words from the question. These include the isolated factor, FACTOR 2, and FACTOR 3.โ 1 mark (introduction)
Some historians think the isolated factor was words from the question because _____. Also _____.โ 1 KU mark per fact (up to 5)
However, other historians think FACTOR 2 was words from the question because _____. Also _____.โ 1 mark (balance) + 1 KU per fact
Other historians think FACTOR 3 was words from the question because _____. Also _____.โ 1 KU mark per fact
Overall, the isolated factor / FACTOR 2 / FACTOR 3 was the most important words from the question. This is because [reason why โ does not need to be new].โ 2 marks (conclusion)
How it's marked
5 marks for knowledge โ 1 KU mark for each accurate, developed fact you give to support your factors (not too brief). If only one factor is presented, max 3 for knowledge.
Structure marks: 1 for an introduction, 1 for balance (more than one factor), 2 for a conclusion (1 for a valid judgement, 1 for a reason supporting it).
๐กIt is asking: one factor is a reason โ but there are others, so decide which was MOST important.
๐กEach fact you add (including every "Alsoโฆ") earns a KU mark, as long as it is developed and not too brief โ up to 5.
โ Reveal marking schemeโพ
Max 9 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must make a judgement about the extent to which different factors contributed to an event or development, or its impact. They are required to provide a balanced account of the influence of different factors and come to a reasoned conclusion based on the evidence presented.
Up to 5 marks can be awarded for relevant, factual, key points of knowledge used to support factors, with 1 mark awarded for each point (but one mark should be deducted if the correct process is not clear in at least two factors). If only one factor is presented, a maximum of 3 marks should be awarded for relevant points of knowledge. A further 4 marks can be awarded for providing the answer in a structured way and coming to a reasoned conclusion.
Up to 4 marks should be awarded for presenting the answer in a structured way, leading to a conclusion which addresses the question: 1 mark for an introduction, 1 mark for the answer being presented in a structured way, 1 mark for a conclusion with a valid judgement (or overall summary), 1 mark for a reason in support of the judgement.
Role of Olaudah Equiano
Equiano was a freed slave who travelled throughout the country speaking against slavery
his first-hand account of his experiences as a slave persuaded many people about the evils of slavery
his was the only book to be written by an African telling about his experiences as a slave and it persuaded many people to support the abolition of the slave trade.
Wilberforce
Wilberforce used evidence gathered by abolitionists to try to persuade Parliament to abolish the African slave trade
Wilberforce regularly introduced anti-slavery bills in Parliament
Wilberforce made speeches which brought great publicity to the cause of the abolition of the slave trade.
Clarkson
Thomas Clarkson collected information about the terrible conditions on slave ships/displayed equipment used on the slave ships, such as iron handcuffs and branding irons, to demonstrate the barbarity of the slave trade.
Newton
John Newton had been a slave ship captain who campaigned against the slave trade/his book provided an eyewitness account of the slave trade/wrote the song Amazing Grace.
Anti-slave trade groups
the Society for the Abolition of the Slave Trade had campaigned, with growing support for many years
women played an important role in persuading grocers to stop selling sugar produced by slaves and campaigned to get people to stop eating it.
Changing attitudes
people had begun to think of Africans as fellow human beings making them regard the slave trade as unacceptable
Christian teaching led people to change their attitude to the slave trade.
Explain the reasons why the Caribbean islands suffered as a result of the slave trade.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Explain ยท Appears in all 3 sections
WFQ (words from the question)your own recalled knowledge
One reason why words from the question was fact which meant that โฆโ 1 mark
A second reason why words from the question was fact which meant that โฆโ 1 mark
A third reason why words from the question was fact which meant that โฆโ 1 mark
A fourth reason why words from the question was fact which meant that โฆโ 1 mark
A fifth reason why words from the question was fact which meant that โฆโ 1 mark
A sixth reason why words from the question was fact which meant that โฆโ 1 mark
Example: One reason why women gained the vote in 1918 was that women burned down buildings like cricket pavilions, which meant that they gained publicity for the cause of votes for women.
How it's marked
1 mark for each accurate, relevant reason.
A second mark for each reason that is developed.
Each sentence/point must answer the question on its own.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Up to a maximum of 6 marks in total, 1 mark should be awarded for each accurate, relevant reason, and a second mark should be awarded for reasons that are developed.
Candidates may achieve full marks by providing six straightforward reasons, three developed reasons (or any combination of these).
Possible reasons
destruction of native peoples who were used as slave labour and driven to extinction
Caribbean became more violent/creating fear of rebellion
natural beauty of island landscape damaged by growth of plantations
slave codes replaced existing laws to maintain order by supporting slavery
the Caribbean's over reliance on sugar production meant that any fall in the price internationally would damage its economy (for example Barbados 93% exports was sugar)
Describe the living and working conditions of slaves on the plantations.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Describe ยท Appears in 2 sections
WFQ (words from the question)
One words from the question was โฆโ 1 mark
A second words from the question was โฆโ 1 mark
A third words from the question was โฆโ 1 mark
A fourth words from the question was โฆโ 1 mark
Example: One use of new technology on the Western Front during the First World War was mustard gas, which was used to blind soldiers and make it more difficult for them to fight.
How it's marked
1 mark for each accurate, relevant key point of knowledge.
A second mark for each point that is developed.
Full marks by four straightforward points, two developed points, or a combination.
โ Reveal marking schemeโพ
Max 4 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
1 mark should be awarded for each accurate relevant key point of knowledge. A second mark should be awarded for each point that is developed, up to a maximum of 4 marks.
Candidates may achieve full marks by providing four straightforward points, by making two developed points (or any combination of these).
Possible points of knowledge
forced to work long hours โ 12 hours and more at harvest time
work was backbreaking (for example cotton picking)/dangerous (for example โ sugar)
watched closely by overseers and whipped if not working hard or fast enough
all slaves were expected to work regardless of age
slaves could work as field hands or as domestic help
housing was very basic/slaves often had to build their own shelters
families were split up on plantation when they were bought and sold on
food was poor quality/fed the cheapest food and were rarely given meat
slaves could be beaten if they disobeyed owners/warning to others
Compare the views4 marks2019Q40The Atlantic Slave Trade, 1770โ1807
Compare the views of Sources C and D about the effect of the French Revolution on the abolition of the slave trade.
WFQ = words from the question โ reuse in every point.
(Compare the sources overall and/or in detail.)
Tip: Highlight 2โ3 points of comparison โ either where the sources agree OR where they disagree. You do not need both; pick one set and compare them point by point.
Highlight evidence โ tap the text:
Source C
Sources C and D are about the effect of the French Revolution on the abolition of the slave trade.
The French Revolution had a damaging effect on the abolition of the slave trade. The violence of the execution of King Louis XVI terrified those in power. Britain needed money to pay for the war with France and as a result could not risk the abolition of this wealthy trade. Tactics such as presenting abolition bills to Parliament were now seen to be too unpatriotic, so many abolitionists adopted other tactics.
Source D
The abolitionists remained active during the French Revolution. The cause of the French was similar to that of the abolitionists. Some argued that slavery did not contribute as much to paying for the war as other more profitable trades did. Abolitionists such as William Wilberforce continued to introduce bills against the trade in the House of Commons. Therefore, events in France had a positive effect on the abolition of the slave trade.
Overall, do the sources agree or disagree? (worth a mark for an overall comparison)
๐ RAT sheet โ how to structure your answerโพ
Compare the views ยท Appears in 2 sections
WFQ (words from the question)quote from the source
Overall, Sources X and Y [agree/disagree] about words from the question.โ 1 mark (overall)
The sources agree/disagree about statement summarising the point. Source X says โdirect quoteโ and Source Y [agrees/disagrees] when it says โdirect quoteโ.โ 1โ2 marks
The sources also agree/disagree about statement summarising the point. Source X says โdirect quoteโ and Source Y [agrees/disagrees] when it says โdirect quoteโ.โ 1โ2 marks
How it's marked
1 mark for a simple comparison (what the sources agree/disagree about).
2 marks for a developed comparison, supported by specific references to each source.
Full marks by four simple comparisons, two developed comparisons, or a combination.
๐กOne set of points will agree, one will disagree.
โ Reveal marking schemeโพ
Max 4 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
A simple comparison will indicate what points of detail or viewpoint the sources agree or disagree on and should be awarded 1 mark.
A developed comparison of the points of detail or overall viewpoint should be awarded a second mark.
Candidates may achieve full marks by making four simple comparisons, two developed comparisons (or by any combination of these).
Overall: Overall โ the sources disagree about the effect of the French Revolution on the abolition of the slave trade.
Points of comparison
disagree
Source C: The French Revolution had a damaging effect on the abolition of the slave trade.
Source D: Events in France had a positive effect on the abolition of the slave trade.
disagree
Source C: Britain needed money to pay for the war with France and as a result could not risk the abolition of this wealthy trade.
Source D: Some argued that slavery did not contribute as much to paying for the war as other more profitable trades did.
disagree
Source C: Tactics such as presenting abolition bills to Parliament were now seen to be too unpatriotic, so many abolitionists adopted other tactics.
Source D: Abolitionists such as William Wilberforce continued to introduce bills against the trade in the House of Commons.
Explain6 marks2019Q26The Creation of the Medieval Kingdoms, 1066โ1406
Explain the reasons why William, Duke of Normandy, won the Battle of Hastings in 1066.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Explain ยท Appears in all 3 sections
WFQ (words from the question)your own recalled knowledge
One reason why words from the question was fact which meant that โฆโ 1 mark
A second reason why words from the question was fact which meant that โฆโ 1 mark
A third reason why words from the question was fact which meant that โฆโ 1 mark
A fourth reason why words from the question was fact which meant that โฆโ 1 mark
A fifth reason why words from the question was fact which meant that โฆโ 1 mark
A sixth reason why words from the question was fact which meant that โฆโ 1 mark
Example: One reason why women gained the vote in 1918 was that women burned down buildings like cricket pavilions, which meant that they gained publicity for the cause of votes for women.
How it's marked
1 mark for each accurate, relevant reason.
A second mark for each reason that is developed.
Each sentence/point must answer the question on its own.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Up to a maximum of 6 marks in total, 1 mark should be awarded for each accurate, relevant reason, and a second mark should be awarded for reasons that are developed.
Candidates may achieve full marks by providing six straightforward reasons, three developed reasons (or any combination of these).
Possible reasons
William's army were well trained professional soldiers and so were more experienced than the Anglo-Saxons
William had archers and cavalry and so were better equipped than the Anglo-Saxons
William's cavalry rode with saddles which helped them in the battle as it kept them on their horses
William had brought supplies with him from Normandy and so his army were well fed and rested before the battle
William had previously fought many battles in France and so was an experienced leader
Harold's army had only just fought the Battle of Stamford Bridge/had been forced to march a long distance and so were tired
Harold had lost many good soldiers at Stamford Bridge and was forced to replace them with farmers/peasants
William's army feigned retreat drawing the Anglo-Saxons from their defensive position, allowing the Normans to charge at them
death of Harold and his brothers meant there was no one to lead the Anglo-Saxons on the battlefield
Evaluate the usefulness5 marks2019 specimenQ26The Creation of the Medieval Kingdoms, 1066โ1406
Evaluate the usefulness of Source A as evidence of William's attempts to control England after 1066.
WFQ = words from the question โ reuse in every point.
(You may want to comment on what type of source it is, who wrote it, when they wrote it, why they wrote it, what they say and what has been missed out.)
Tip: Highlight up to 2 content points you would quote (content is worth up to 2 marks) โ then consider author, purpose, timing and omission.
Highlight evidence โ tap the text:
Source A
Source A is from a chronicle written by William's priest in 1077.
William went to various parts of his new kingdom. Wherever he went, the people surrendered to him. The remaining English Earls were confirmed in their lands and titles. There was limited resistance from the native population. To overcome this, his loyal Norman lords undertook a programme of castle building to maintain their hold on the kingdom. He gave rich fiefs to the men he had brought over from France but no Frenchman was given anything that had been unjustly taken from an Englishman.
๐ RAT sheet โ how to structure your answerโพ
Evaluate the usefulness ยท Appears in 2 sections
Remember COAT
๐Content โ what the source says
๐ซOmission โ what the source leaves out
โ๏ธAuthor โ who wrote it
๐Timing โ when it was written
WFQ (words from the question)quote from the source
Source X says โ_____โ. This is useful as it is accurate information about words from the question.โ 1 mark (content)
Source X also says โ_____โ. This is useful as it is accurate information about words from the question.โ 1 mark (content)
Source X omits _____. This makes the source less useful. Source X also omits _____. This makes the source less useful.โ 1 mark (omission)
Source X was written by _____. This makes the source useful because they have personal / professional experience of, or are an expert in, words from the question.โ 1 mark (author)
Source X was written in _____. This is useful as it was during the time of / has the benefit of hindsight about words from the question.โ 1 mark (timing)
How it's marked
Maximum 4 marks for comments on author, type of source, purpose and timing.
Maximum 2 marks for comments on the content of the source.
Maximum 2 marks for comments on points of significant omission.
๐กYou can also comment on the Purpose and Type of source.
โ Reveal marking schemeโพ
Max 5 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must evaluate the extent to which a source is useful by commenting on evidence such as the author, type of source, purpose, timing, content or omission. For a mark to be awarded, the candidate must identify an aspect of the source and make a comment which shows why this aspect makes the source more or less useful.
A maximum of 4 marks can be awarded for evaluative comments relating to the author, type of source, purpose and timing. A maximum of 2 marks may be awarded for evaluative comments relating to the content of the source. A maximum of 2 marks may be awarded for evaluative comments relating to points of significant omission.
Aspect
Author: William's priest โ Useful because he would have been an eyewitness/well placed to see what William was doing
Type of source: Chronicle โ Useful because it was a detailed record of events
Purpose: To inform โ Useful because it was written to inform about William's role in trying to control England/perhaps less useful because he would have been biased in favour of William
Timing: 1077 โ Useful because it is a primary source written from the time William was attempting to bring England under his control
Content
The remaining English Earls were confirmed in their lands and titles. โ Useful because it is accurate (William allowed the other English Earls to keep their land and titles)
โฆhis loyal Norman lords undertook a programme of castle building to maintain their hold on the kingdom. โ Useful because it is accurate (Norman lords built castles to strengthen their control of England)
He gave rich fiefs to the men he had brought over from Franceโฆ โ Useful because it is accurate (William did reward his loyal supporters who came over from France)
Points of significant omission
no mention of William's cruelty/military campaigns against the Saxons/โHarrying of the Northโ following rebellion there
severe taxation was applied
replacing Saxon lords killed at Hastings with Norman barons
Evaluate the usefulness5 marks2019Q27The Creation of the Medieval Kingdoms, 1066โ1406
Evaluate the usefulness of Source A as evidence of the actions taken by William I to conquer England after 1066.
WFQ = words from the question โ reuse in every point.
(You may want to comment on what type of source it is, who wrote it, when they wrote it, why they wrote it, what they say and what has been missed out.)
Tip: Highlight up to 2 content points you would quote (content is worth up to 2 marks) โ then consider author, purpose, timing and omission.
Highlight evidence โ tap the text:
Source A โ from a textbook written by a modern historian in 1965
Source A is from a textbook written by a modern historian in 1965.
William was crowned King of England at Westminster Abbey on Christmas day in 1066. Almost immediately, he left London and began travelling around England. Firstly William attacked Canterbury and burnt the church there, forcing the priest to flee. Then William sent his men to Exeter where he captured the town and killed many Anglo-Saxons. Everywhere he went, William forced the Anglo-Saxons to hand over their possessions. William was so cruel even the Normans were shocked by his behaviour.
๐ RAT sheet โ how to structure your answerโพ
Evaluate the usefulness ยท Appears in 2 sections
Remember COAT
๐Content โ what the source says
๐ซOmission โ what the source leaves out
โ๏ธAuthor โ who wrote it
๐Timing โ when it was written
WFQ (words from the question)quote from the source
Source X says โ_____โ. This is useful as it is accurate information about words from the question.โ 1 mark (content)
Source X also says โ_____โ. This is useful as it is accurate information about words from the question.โ 1 mark (content)
Source X omits _____. This makes the source less useful. Source X also omits _____. This makes the source less useful.โ 1 mark (omission)
Source X was written by _____. This makes the source useful because they have personal / professional experience of, or are an expert in, words from the question.โ 1 mark (author)
Source X was written in _____. This is useful as it was during the time of / has the benefit of hindsight about words from the question.โ 1 mark (timing)
How it's marked
Maximum 4 marks for comments on author, type of source, purpose and timing.
Maximum 2 marks for comments on the content of the source.
Maximum 2 marks for comments on points of significant omission.
๐กYou can also comment on the Purpose and Type of source.
โ Reveal marking schemeโพ
Max 5 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
For a mark to be awarded, the candidate must identify an aspect of the source and make a comment which shows why this aspect makes the source more or less useful.
A maximum of 4 marks can be awarded for evaluative comments relating to the author, type of source, purpose and timing.
A maximum of 2 marks may be awarded for evaluative comments relating to the content of the source.
A maximum of 2 marks may be awarded for evaluative comments relating to points of significant omission.
Aspects of the source
Author: modern historian. Useful because he is a well-informed expert.
Type of Source: textbook. Useful as it is likely to have been thoroughly researched.
Purpose: to inform. Useful as it is intended to give a balanced account.
Timing: 1965. Useful because it was written with the benefit of hindsight.
Content
First William attacked Canterbury and burnt the church there, forcing the priest to flee. Useful because it is accurate (William did attack Canterbury and destroy the church there).
Then William sent his men to Exeter where he captured the town and killed many men. Useful because it is accurate (William's men did wreak havoc in Exeter).
Everywhere he went William forced the Anglo-Saxons to hand over their possessions. Useful because it is accurate (William did take many possessions from the Anglo-Saxons).
Points of significant omission
William carried out the harrying of the North in 1069-1070
William built Motte and Bailey castles all over England to control vast areas of land
William seized land from Anglo-Saxon landowners/parcelled out land to his followers to control the country
To what extent9 marks2019 specimenQ27The Creation of the Medieval Kingdoms, 1066โ1406
To what extent was the corruption in the legal system the most important problem facing Henry II?
WFQ = words from the question โ reuse in every point.amber = the isolated factor to weigh up.
(Use recalled knowledge to introduce, then present a balanced assessment of the influence of different factors and come to a reasoned conclusion.)
๐ RAT sheet โ how to structure your answerโพ
To what extent / How important / How successful ยท Appears in 2 sections
WFQ (words from the question)a factor
There are several reasons why words from the question. These include the isolated factor, FACTOR 2, and FACTOR 3.โ 1 mark (introduction)
Some historians think the isolated factor was words from the question because _____. Also _____.โ 1 KU mark per fact (up to 5)
However, other historians think FACTOR 2 was words from the question because _____. Also _____.โ 1 mark (balance) + 1 KU per fact
Other historians think FACTOR 3 was words from the question because _____. Also _____.โ 1 KU mark per fact
Overall, the isolated factor / FACTOR 2 / FACTOR 3 was the most important words from the question. This is because [reason why โ does not need to be new].โ 2 marks (conclusion)
How it's marked
5 marks for knowledge โ 1 KU mark for each accurate, developed fact you give to support your factors (not too brief). If only one factor is presented, max 3 for knowledge.
Structure marks: 1 for an introduction, 1 for balance (more than one factor), 2 for a conclusion (1 for a valid judgement, 1 for a reason supporting it).
๐กIt is asking: one factor is a reason โ but there are others, so decide which was MOST important.
๐กEach fact you add (including every "Alsoโฆ") earns a KU mark, as long as it is developed and not too brief โ up to 5.
โ Reveal marking schemeโพ
Max 9 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must make a judgement about the extent to which different factors contributed to an event or development, or its impact. They are required to provide a balanced account of the influence of different factors and come to a reasoned conclusion based on the evidence presented.
Up to 5 marks can be awarded for relevant, factual, key points of knowledge used to support factors, with 1 mark awarded for each point (but one mark should be deducted if the correct process is not clear in at least two factors). If only one factor is presented, a maximum of 3 marks should be awarded for relevant points of knowledge. A further 4 marks can be awarded for providing the answer in a structured way and coming to a reasoned conclusion.
Up to 4 marks should be awarded for presenting the answer in a structured way, leading to a conclusion which addresses the question: 1 mark for an introduction, 1 mark for the answer being presented in a structured way, 1 mark for a conclusion with a valid judgement (or overall summary), 1 mark for a reason in support of the judgement.
Corruption in the legal system
there was no uniform law in the kingdom/sheriffs decided the law in their local area
Sheriffs were corrupt/could not be trusted by the king
Barons held the office of sheriff and abused their position/had set up their own law courts
Barons were keeping the fines collected from criminals, instead of giving them to the king.
Barons had become too powerful during the civil war
castles had been built without the king's permission which increased the Barons' power/king's authority had been reduced
some Barons openly challenged Henry eg Earl of York, Scarborough Castle
Barons had private armies/hired mercenaries
Barons were stealing land from their weaker neighbours and increasing their power.
Henry ruled over a wide area
Henry ruled from the Pyrenees to the Scottish border a huge area which was difficult to control effectively
there was no common language or traditions in Henry's empire to help hold it together.
Authority of the Church increased
the Church had gained more power and its clergy were not tried in the king's court if they were suspected of a crime
Church courts had become powerful/were using their own laws instead of the kings.
How fully6 marks2019Q28The Creation of the Medieval Kingdoms, 1066โ1406
How fully does Source B describe what happened during the Great Rebellion of 1173โ1174?
WFQ = words from the question โ reuse in every point.
(Use the source and recall to reach a judgement.)
Tip: Highlight up to 3 pieces of evidence from the source (worth up to 3 marks) โ then recall 3 points the source leaves out.
Highlight evidence โ tap the text:
Source B
Source B describes what happened during the Great Rebellion of 1173โ1174.
In 1173, Henry II's sons led a rebellion against him by attacking their father's lands in France. Then they seized a number of key towns and castles in England. Henry was devastated by his sons' betrayal but he had to act quickly. In the north, the King of Scotland, William the Lion had attacked Northumbria and claimed it for himself. Elsewhere in Henry's kingdom, many of his supporters had either been captured or killed. Henry's sons were young and inexperienced but he still did not underestimate them.
๐ RAT sheet โ how to structure your answerโพ
How fully ยท Appears in all 3 sections
WFQ (words from the question)quote from the sourceomission โ your own recall
Overall, Source X partly words from the question.โ needed for full marks
Source X says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
However, Source X doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
How it's marked
Up to 3 marks for points from the source that support your judgement.
Up to 4 marks for points of significant omission from recall.
Maximum 2 marks if no judgement is made, or if you refer only to the source.
๐กUse the source AND recall.
๐กQuote and then explain โ show you understand it, donโt just repeat it.
๐กYou must make a judgement (e.g. โthe source partly explainsโฆโ) or you are capped at 2 marks.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Up to a maximum of 6 marks in total, 1 mark should be awarded for each valid point selected from the source or each valid point of significant omission provided.
Candidates should be awarded up to 3 marks for their identification of points from the source which support their judgement.
Candidates should be awarded up to 4 marks for their identification of points of significant omission, based on their own knowledge, that support their judgement.
A maximum of 2 marks may be awarded for answers in which no judgement has been made or which refer only to the source.
Points from the source
Henry II's sons led a rebellion against him by attacking their father's lands in France
they seized a number of key towns and castles in England
the King of Scotland, William the Lion had attacked Northumbria and claimed it for himself
elsewhere in Henry's kingdom, many of his supporters had either been captured or killed
Points of significant omission
Henry attacked the rebels at Leicester/recaptured the city
Henry captured a number of barons and imprisoned them (for example Earls of Chester/Leicester)
Henry's army won the Battle of Fornham
Henry forced the King of Scotland to sign the Treaty of Falaise
Henry forgave his sons/released his prisoners
rebels had the support of the King of France Philip II
Explain6 marks2019 specimenQ28The Creation of the Medieval Kingdoms, 1066โ1406
Explain the reasons why the Church was important in the Middle Ages.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Explain ยท Appears in all 3 sections
WFQ (words from the question)your own recalled knowledge
One reason why words from the question was fact which meant that โฆโ 1 mark
A second reason why words from the question was fact which meant that โฆโ 1 mark
A third reason why words from the question was fact which meant that โฆโ 1 mark
A fourth reason why words from the question was fact which meant that โฆโ 1 mark
A fifth reason why words from the question was fact which meant that โฆโ 1 mark
A sixth reason why words from the question was fact which meant that โฆโ 1 mark
Example: One reason why women gained the vote in 1918 was that women burned down buildings like cricket pavilions, which meant that they gained publicity for the cause of votes for women.
How it's marked
1 mark for each accurate, relevant reason.
A second mark for each reason that is developed.
Each sentence/point must answer the question on its own.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must make a number of points that make the issue plain or clear, for example by showing connections between factors or causal relationships between events or ideas. These should be key reasons but there is no need for any evaluation or prioritising of these reasons.
Up to a maximum of 6 marks in total, 1 mark should be awarded for each accurate, relevant reason, and a second mark should be awarded for reasons that are developed.
Possible reasons
provided centres of worship for communities
offered support and comfort in difficult times/encouraged people not to give up/hope that life after death would be better
offered spiritual guidance on how to be a good Christian
provided guidelines/controlled how people should live their lives
carried out important rituals eg baptism, marriage, last rites
the Church was a place of education and was used to train boys who wished to become priests
kept one third of its tithe/crops to give to the parish in times of need
canon law had a major impact on people's lives eg whom you could marry, holidays, no red meat on Fridays
had political power - it could excommunicate a king or place a country under interdict
had great economic importance; it owned land and made a profit from this
held its own court and enforced Canon Law
employed large number of people from the local community.
Describe4 marks2019Q29The Creation of the Medieval Kingdoms, 1066โ1406
Describe the role of the Church in medieval times.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Describe ยท Appears in 2 sections
WFQ (words from the question)
One words from the question was โฆโ 1 mark
A second words from the question was โฆโ 1 mark
A third words from the question was โฆโ 1 mark
A fourth words from the question was โฆโ 1 mark
Example: One use of new technology on the Western Front during the First World War was mustard gas, which was used to blind soldiers and make it more difficult for them to fight.
How it's marked
1 mark for each accurate, relevant key point of knowledge.
A second mark for each point that is developed.
Full marks by four straightforward points, two developed points, or a combination.
โ Reveal marking schemeโพ
Max 4 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
1 mark should be awarded for each accurate relevant key point of knowledge. A second mark should be awarded for each point that is developed, up to a maximum of 4 marks.
Candidates may achieve full marks by providing four straightforward points, by making two developed points (or any combination of these).
Possible points of knowledge
church provided spiritual support and comfort in difficult times
taught people how to be good Christians by hearing confessions/issued penance
carried out key ceremonies (for example baptism/marriage/funerals)
educated boys/trained them for a career in the Church
was part of the feudal system (for example owed service to the King/gave land to Peasants/Knights)
was active politically (for example Clergy often acted as advisors to the King)
made a contribution to the economy (for example wool trade)
provided services which were unavailable elsewhere (for example monastic infirmaries/alms for the poor)
How fully6 marks2019 specimenQ29The Creation of the Medieval Kingdoms, 1066โ1406
How fully does Source B describe the effects of the Black Death on England? (Use the source and recall to reach a judgement.)
WFQ = words from the question โ reuse in every point.
Tip: Highlight up to 3 pieces of evidence from the source (worth up to 3 marks) โ then recall 3 points the source leaves out.
Highlight evidence โ tap the text:
Source B
Source B describes the effects of the Black Death on England.
One in three of the population of England died. If the same proportion of people killed by the Black Death in England were affected today, then about 17 million people would die. Lords, who relied on their peasants to farm their land, became desperate to retain them. This meant Lords were forced to pay more to keep each peasant on their land. The labour shortage meant they were in greater demand, so some peasants left their own Lord's land in search of higher pay elsewhere.
๐ RAT sheet โ how to structure your answerโพ
How fully ยท Appears in all 3 sections
WFQ (words from the question)quote from the sourceomission โ your own recall
Overall, Source X partly words from the question.โ needed for full marks
Source X says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
However, Source X doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
How it's marked
Up to 3 marks for points from the source that support your judgement.
Up to 4 marks for points of significant omission from recall.
Maximum 2 marks if no judgement is made, or if you refer only to the source.
๐กUse the source AND recall.
๐กQuote and then explain โ show you understand it, donโt just repeat it.
๐กYou must make a judgement (e.g. โthe source partly explainsโฆโ) or you are capped at 2 marks.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must make a judgement about the extent to which the source provides a full description or explanation of a given event or development.
Candidates should be awarded up to 3 marks for their identification of points from the source which support their judgement. Candidates should be awarded up to 4 marks for their identification of points of significant omission, based on their own knowledge, that support their judgement. A maximum of 2 marks may be awarded for answers in which no judgement has been made or which refer only to the source.
Points from the source
one in three of the population of England died
Lords, who relied on their peasants to farm their land, became desperate to retain them
Lords were forced to pay more to keep each peasant on their land
some peasants left their own Lord's land in search of higher pay elsewhere.
Points of significant omission
Black Death led to a lack of shepherds/farm workers/labourers
some villages became derelict
disastrous effects on agriculture eg animals died, crops rotted in the fields
trade was seriously interrupted
affected the attitudes of survivors eg less deferential towards the church
led to worsening relations between peasants and landowners.
Compare the views4 marks2019Q30The Creation of the Medieval Kingdoms, 1066โ1406
Compare the views of Sources C and D about what happened during the Peasants' Revolt in 1381.
WFQ = words from the question โ reuse in every point.
(Compare the sources overall and/or in detail.)
Tip: Highlight 2โ3 points of comparison โ either where the sources agree OR where they disagree. You do not need both; pick one set and compare them point by point.
Highlight evidence โ tap the text:
Source C
Sources C and D are about what happened during the Peasants' Revolt in 1381.
Wat Tyler approached the King and dismounted from his horse. To everyone's amazement, Tyler refused to bow to the King and instead stood his ground. Despite this insult, the King promised Tyler all his wishes would be granted and told him to go home. At that moment, Tyler insulted the Mayor of London who had been standing with the King. The Guard drew his dagger and stabbed Tyler several times. Tyler was killed instantly.
Source D
Wat Tyler spoke threateningly to the king from his horse and blocked his path so he could not leave. When the Mayor of London saw this he feared the king might be killed and so attempted to arrest Tyler. Without warning Tyler lunged at the Mayor and cut him. The Mayor quickly got to his feet and clubbed Tyler on the head. Tyler attempted to flee on his horse but collapsed and died much later.
Overall, do the sources agree or disagree? (worth a mark for an overall comparison)
๐ RAT sheet โ how to structure your answerโพ
Compare the views ยท Appears in 2 sections
WFQ (words from the question)quote from the source
Overall, Sources X and Y [agree/disagree] about words from the question.โ 1 mark (overall)
The sources agree/disagree about statement summarising the point. Source X says โdirect quoteโ and Source Y [agrees/disagrees] when it says โdirect quoteโ.โ 1โ2 marks
The sources also agree/disagree about statement summarising the point. Source X says โdirect quoteโ and Source Y [agrees/disagrees] when it says โdirect quoteโ.โ 1โ2 marks
How it's marked
1 mark for a simple comparison (what the sources agree/disagree about).
2 marks for a developed comparison, supported by specific references to each source.
Full marks by four simple comparisons, two developed comparisons, or a combination.
๐กOne set of points will agree, one will disagree.
โ Reveal marking schemeโพ
Max 4 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
A simple comparison will indicate what points of detail or viewpoint the sources agree or disagree on and should be awarded 1 mark.
A developed comparison of the points of detail or overall viewpoint should be awarded a second mark.
Candidates may achieve full marks by making four simple comparisons, two developed comparisons (or by any combination of these).
Overall: Overall โ the sources disagree about what happened during the Peasants' Revolt in 1381.
Points of comparison
disagree
Source C: Wat Tyler approached the king and dismounted from his horse.
Source D: Wat Tyler spoke threateningly to the king from his horse.
disagree
Source C: The Guard drew his dagger and stabbed Tyler several times.
Source D: The Mayor quickly got to his feet and clubbed Tyler on the head.
disagree
Source C: Tyler was killed instantly.
Source D: Tyler attempted to flee on his horse but collapsed and died soon after.
Evaluate the usefulness5 marks2019 specimenQ42The Making of Modern Britain, 1880โ1951
Evaluate the usefulness of Source A as evidence of poverty in Britain in the 1890s.
WFQ = words from the question โ reuse in every point.
(You may want to comment on what type of source it is, who wrote it, when they wrote it, why they wrote it, what they say and what has been missed out.)
Tip: Highlight up to 2 content points you would quote (content is worth up to 2 marks) โ then consider author, purpose, timing and omission.
Highlight evidence โ tap the text:
Source A
Source A is from a report written by a social investigator about conditions in London in 1892.
The building was spread over two floors. The two room apartment on the ground floor is occupied by Fletcher, a pedlar, his wife and six of his children. Eight feet squareโthat is about the average of many of these rooms. On the first floor are the Lawson and Bewley families. In most of the apartments the walls and ceilings are black with filth. In these buildings it is a common occurrence to find sewage running down the walls.
๐ RAT sheet โ how to structure your answerโพ
Evaluate the usefulness ยท Appears in 2 sections
Remember COAT
๐Content โ what the source says
๐ซOmission โ what the source leaves out
โ๏ธAuthor โ who wrote it
๐Timing โ when it was written
WFQ (words from the question)quote from the source
Source X says โ_____โ. This is useful as it is accurate information about words from the question.โ 1 mark (content)
Source X also says โ_____โ. This is useful as it is accurate information about words from the question.โ 1 mark (content)
Source X omits _____. This makes the source less useful. Source X also omits _____. This makes the source less useful.โ 1 mark (omission)
Source X was written by _____. This makes the source useful because they have personal / professional experience of, or are an expert in, words from the question.โ 1 mark (author)
Source X was written in _____. This is useful as it was during the time of / has the benefit of hindsight about words from the question.โ 1 mark (timing)
How it's marked
Maximum 4 marks for comments on author, type of source, purpose and timing.
Maximum 2 marks for comments on the content of the source.
Maximum 2 marks for comments on points of significant omission.
๐กYou can also comment on the Purpose and Type of source.
โ Reveal marking schemeโพ
Max 5 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must evaluate the extent to which a source is useful by commenting on evidence such as the author, type of source, purpose, timing, content or omission. For a mark to be awarded, the candidate must identify an aspect of the source and make a comment which shows why this aspect makes the source more or less useful.
A maximum of 4 marks can be awarded for evaluative comments relating to the author, type of source, purpose and timing. A maximum of 2 marks may be awarded for evaluative comments relating to the content of the source. A maximum of 2 marks may be awarded for evaluative comments relating to points of significant omission.
Aspect
Author: Social investigator โ Useful as would be an eyewitness/has expertise
Type of source: Report โ Useful because reports are usually well researched
Purpose: Inform/persuade โ Useful because it provides a detailed description of the effects of poverty/less useful as could exaggerate to try to bring about improvements
Timing: 1892 โ Useful because it was from a time of widespread poverty in Britain
Content
The two room apartment on the ground floor is occupied by Fletcher, a pedlar, his wife and six of his children. โ Useful as it is accurate (because many people lived in very overcrowded conditions).
In most of the apartments the walls and ceilings are black with filth. โ Useful as it is accurate (because in many rooms the wall and ceilings were very dirty).
In these buildings it is a common occurrence to find sewage running down the walls. โ Useful as it is accurate (because it wasn't unusual to find sewage seeping through the walls).
Points of significant omission
many people lived in poor quality housing which was often damp/lacked good ventilation/little sunlight
lack of fresh, clean water made it difficult to keep themselves/houses clean
poor sanitation led to frequent outbreaks of disease
poor diet/children often malnourished which contributed to poor health.
How fully6 marks2019 specimenQ43The Making of Modern Britain, 1880โ1951
How fully does Source B describe the limitations of the Liberal welfare reforms of 1906โ1914? (Use the source and recall to reach a judgement.)
WFQ = words from the question โ reuse in every point.
Tip: Highlight up to 3 pieces of evidence from the source (worth up to 3 marks) โ then recall 3 points the source leaves out.
Highlight evidence โ tap the text:
Source B
Source B is about the limitations of the Liberal welfare reforms of 1906โ1914.
The Liberal reforms were just a beginning. They were a long way short of solving all the problems. Medical care was only provided for the worker, it did not cover his wife or children. Other benefits were only to last for a short period of time. The amounts paid as benefits were not enough to live on. Old Age Pensions were paid for the first time in 1909. However as the pension only applied to people over 70, many elderly still received no help.
๐ RAT sheet โ how to structure your answerโพ
How fully ยท Appears in all 3 sections
WFQ (words from the question)quote from the sourceomission โ your own recall
Overall, Source X partly words from the question.โ needed for full marks
Source X says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
However, Source X doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
How it's marked
Up to 3 marks for points from the source that support your judgement.
Up to 4 marks for points of significant omission from recall.
Maximum 2 marks if no judgement is made, or if you refer only to the source.
๐กUse the source AND recall.
๐กQuote and then explain โ show you understand it, donโt just repeat it.
๐กYou must make a judgement (e.g. โthe source partly explainsโฆโ) or you are capped at 2 marks.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must make a judgement about the extent to which the source provides a full description or explanation of a given event or development.
Candidates should be awarded up to 3 marks for their identification of points from the source which support their judgement. Candidates should be awarded up to 4 marks for their identification of points of significant omission, based on their own knowledge, that support their judgement. A maximum of 2 marks may be awarded for answers in which no judgement has been made or which refer only to the source.
Points from the source
medical care was only provided for the worker, it did not cover his wife or children
other benefits were only to last for a short period of time
the amounts paid as benefits were not enough to live on
as the pension only applied to people over 70, many elderly still received no help.
Points of significant omission
not compulsory for local authorities to introduce free school meals
school medical inspections did not provide treatment (until school clinics in 1912)
amount of old age pensions was not enough to prevent poverty
health insurance lasted only 13 weeks at 10s, 5s weekly for next 13 weeks
unemployment insurance only covered certain/seasonal industries
Explain6 marks2019 specimenQ44The Making of Modern Britain, 1880โ1951
Explain the reasons why the Labour Government introduced the Welfare State in 1948.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Explain ยท Appears in all 3 sections
WFQ (words from the question)your own recalled knowledge
One reason why words from the question was fact which meant that โฆโ 1 mark
A second reason why words from the question was fact which meant that โฆโ 1 mark
A third reason why words from the question was fact which meant that โฆโ 1 mark
A fourth reason why words from the question was fact which meant that โฆโ 1 mark
A fifth reason why words from the question was fact which meant that โฆโ 1 mark
A sixth reason why words from the question was fact which meant that โฆโ 1 mark
Example: One reason why women gained the vote in 1918 was that women burned down buildings like cricket pavilions, which meant that they gained publicity for the cause of votes for women.
How it's marked
1 mark for each accurate, relevant reason.
A second mark for each reason that is developed.
Each sentence/point must answer the question on its own.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must make a number of points that make the issue plain or clear, for example by showing connections between factors or causal relationships between events or ideas. These should be key reasons but there is no need for any evaluation or prioritising of these reasons.
Up to a maximum of 6 marks in total, 1 mark should be awarded for each accurate, relevant reason, and a second mark should be awarded for reasons that are developed.
Possible reasons
bombing broke down barriers between middle and working classes eg bomb shelters, war work and people began to have more sympathy for each other
during the war, classes were mixing in society who previously had little in common which led to greater sympathy towards helping those in need/a greater sense of โcommunityโ was created
evacuation exposed continuing poverty in cities and created desire for Government action to improve things
in wartime the Government took more responsibility for the nation's health eg free milk and vitamins/free medical care for those who were victims of war and people saw the benefit of this
rationing during the war helped encourage the idea of universal sharing of the nation's food supply and people wanted this to continue
during the war the Government interfered more in people's lives eg conscription, direction of labour and many wanted this to continue
as a result of people's experience during the war, Government assistance was no longer seen as shameful
suffering of war caused a determination to create a better society once the war was over/the public expected the Government to do more for them since they had worked together to achieve victory during the war
Beveridge Report produced in 1942 was well received by the public and encouraged Government involvement in solving the problems of society
Beveridge Report showed the true nature of poverty and had widespread support
changing expectations of Government involvement in easing the problems of society since everyone was suffering hardship
Labour Party's socialist ideology said there should be redistribution of wealth.
To what extent9 marks2019 specimenQ45The Making of Modern Britain, 1880โ1951
To what extent was the NHS the most beneficial social reform introduced by the Labour Government after 1948?
WFQ = words from the question โ reuse in every point.amber = the isolated factor to weigh up.
(Use recalled knowledge to introduce, then present a balanced assessment of the influence of different factors and come to a reasoned conclusion.)
๐ RAT sheet โ how to structure your answerโพ
To what extent / How important / How successful ยท Appears in 2 sections
WFQ (words from the question)a factor
There are several reasons why words from the question. These include the isolated factor, FACTOR 2, and FACTOR 3.โ 1 mark (introduction)
Some historians think the isolated factor was words from the question because _____. Also _____.โ 1 KU mark per fact (up to 5)
However, other historians think FACTOR 2 was words from the question because _____. Also _____.โ 1 mark (balance) + 1 KU per fact
Other historians think FACTOR 3 was words from the question because _____. Also _____.โ 1 KU mark per fact
Overall, the isolated factor / FACTOR 2 / FACTOR 3 was the most important words from the question. This is because [reason why โ does not need to be new].โ 2 marks (conclusion)
How it's marked
5 marks for knowledge โ 1 KU mark for each accurate, developed fact you give to support your factors (not too brief). If only one factor is presented, max 3 for knowledge.
Structure marks: 1 for an introduction, 1 for balance (more than one factor), 2 for a conclusion (1 for a valid judgement, 1 for a reason supporting it).
๐กIt is asking: one factor is a reason โ but there are others, so decide which was MOST important.
๐กEach fact you add (including every "Alsoโฆ") earns a KU mark, as long as it is developed and not too brief โ up to 5.
โ Reveal marking schemeโพ
Max 9 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must make a judgement about the extent to which different factors contributed to an event or development, or its impact. They are required to provide a balanced account of the influence of different factors and come to a reasoned conclusion based on the evidence presented.
Up to 5 marks can be awarded for relevant, factual, key points of knowledge used to support factors, with 1 mark awarded for each point (but one mark should be deducted if the correct process is not clear in at least two factors). If only one factor is presented, a maximum of 3 marks should be awarded for relevant points of knowledge. A further 4 marks can be awarded for providing the answer in a structured way and coming to a reasoned conclusion.
Up to 4 marks should be awarded for presenting the answer in a structured way, leading to a conclusion which addresses the question: 1 mark for an introduction, 1 mark for the answer being presented in a structured way, 1 mark for a conclusion with a valid judgement (or overall summary), 1 mark for a reason in support of the judgement.
National Health Service
National Health Service Act provided free medical treatment for everyone
National Health Service offered many services eg hospitals, dentistry, opticians, prescriptions, vaccinations.
National Insurance
National Insurance Act provided comprehensive insurance for all workers eg sickness and unemployment benefit, pensions
National Assistance Act provided benefits for those not covered by the National Insurance Act
maternity and widows' benefits ensured that families were also covered
Family Allowance Act provided extra financial help to families with more than one child.
Housing
200,000 homes built a year between 1948 and 1951
New Towns Act laid plans for 14 new towns in Britain which helped ease overcrowding in cities and create healthier living conditions.
Education
Education Act made secondary education compulsory up to the age of 15 which improved education opportunities/made secondary education a reality for all
massive school building programme was started which improved access to education.
Employment
the government promoted a policy of full employment
nationalisation of key industries eg electricity, gas, iron and steel, kept unemployment levels down to 2.5%.
How fully6 marks2019Q46The Making of Modern Britain, 1880โ1951
How fully does Source A describe the causes of poverty in the early 1900s?
WFQ = words from the question โ reuse in every point.
(Use the source and recall to reach a judgement.)
Tip: Highlight up to 3 pieces of evidence from the source (worth up to 3 marks) โ then recall 3 points the source leaves out.
Highlight evidence โ tap the text:
Source A
Source A describes the causes of poverty in the early 1900s.
For many years it had been the common belief that if people were poor it was their own fault. However, by the early 1900s, people were beginning to accept that this was not always the case. The death of a wage earner could plunge a family into poverty. Sickness or injury caused by poor working conditions could also prevent people from earning. Those who earned low wages usually lived below the poverty line. Also, no-one could blame children born into poor families for their own poverty.
๐ RAT sheet โ how to structure your answerโพ
How fully ยท Appears in all 3 sections
WFQ (words from the question)quote from the sourceomission โ your own recall
Overall, Source X partly words from the question.โ needed for full marks
Source X says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
However, Source X doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
How it's marked
Up to 3 marks for points from the source that support your judgement.
Up to 4 marks for points of significant omission from recall.
Maximum 2 marks if no judgement is made, or if you refer only to the source.
๐กUse the source AND recall.
๐กQuote and then explain โ show you understand it, donโt just repeat it.
๐กYou must make a judgement (e.g. โthe source partly explainsโฆโ) or you are capped at 2 marks.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Up to a maximum of 6 marks in total, 1 mark should be awarded for each valid point selected from the source or each valid point of significant omission provided.
Candidates should be awarded up to 3 marks for their identification of points from the source which support their judgement.
Candidates should be awarded up to 4 marks for their identification of points of significant omission, based on their own knowledge, that support their judgement.
A maximum of 2 marks may be awarded for answers in which no judgement has been made or which refer only to the source.
Points from the source
the death of a wage earner could plunge a family into poverty
sickness or injury caused by poor working conditions could also prevent people from earning
those who earned low wages usually lived below the poverty line
no-one could blame children born into poor families for their own poverty
Points of significant omission
lack of state benefits (for example sickness/unemployment)
Describe4 marks2019Q47The Making of Modern Britain, 1880โ1951
Describe the surveys and findings of Charles Booth and Seebohm Rowntree.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Describe ยท Appears in 2 sections
WFQ (words from the question)
One words from the question was โฆโ 1 mark
A second words from the question was โฆโ 1 mark
A third words from the question was โฆโ 1 mark
A fourth words from the question was โฆโ 1 mark
Example: One use of new technology on the Western Front during the First World War was mustard gas, which was used to blind soldiers and make it more difficult for them to fight.
How it's marked
1 mark for each accurate, relevant key point of knowledge.
A second mark for each point that is developed.
Full marks by four straightforward points, two developed points, or a combination.
โ Reveal marking schemeโพ
Max 4 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
1 mark should be awarded for each accurate relevant key point of knowledge. A second mark should be awarded for each point that is developed, up to a maximum of 4 marks.
Candidates may achieve full marks by providing four straightforward points, by making two developed points (or any combination of these).
Possible points of knowledge
Booth studied London/Rowntree studied York to map levels of poverty
report called 'Life and Labour of the People of London'/report called 'Poverty, a Study of Town Life'
took many years (1899-1903)/published in several volumes
the investigations established that some people were poor through no fault of their own
Booth discovered that one third (30.7%) of the population of London were living in poverty
Rowntree discovered that about a third (27.8%) of the population of York were living in poverty
Rowntree came up with the idea of the 'poverty line'/cycle of poverty
Rowntree studied earnings/price of food/how much money a family needed in order to maintain a minimum standard of living
Explain6 marks2019Q48The Making of Modern Britain, 1880โ1951
Explain the reasons why the Liberal reforms of 1906โ1914 led to improvements in the lives of the young and the old.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Explain ยท Appears in all 3 sections
WFQ (words from the question)your own recalled knowledge
One reason why words from the question was fact which meant that โฆโ 1 mark
A second reason why words from the question was fact which meant that โฆโ 1 mark
A third reason why words from the question was fact which meant that โฆโ 1 mark
A fourth reason why words from the question was fact which meant that โฆโ 1 mark
A fifth reason why words from the question was fact which meant that โฆโ 1 mark
A sixth reason why words from the question was fact which meant that โฆโ 1 mark
Example: One reason why women gained the vote in 1918 was that women burned down buildings like cricket pavilions, which meant that they gained publicity for the cause of votes for women.
How it's marked
1 mark for each accurate, relevant reason.
A second mark for each reason that is developed.
Each sentence/point must answer the question on its own.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Up to a maximum of 6 marks in total, 1 mark should be awarded for each accurate, relevant reason, and a second mark should be awarded for reasons that are developed.
Candidates may achieve full marks by providing six straightforward reasons, three developed reasons (or any combination of these).
Possible reasons
school meals meant that poor children got at least one meal a day
medical inspections informed parents of illnesses/medical conditions that their children had
medical treatment was eventually introduced (in 1912/school clinics) to treat sick children
the Children's Charter prevented the abuse and neglect of children
the Children's Charter meant that children who had broken the law were not now treated in the same way as adult criminals
the Children's Charter abolished the death penalty for children
old age pensions prevented many elderly from having to end their lives in the workhouse/helped the elderly stay out of poverty
banning children under 16 from buying tobacco and banning children under 18 from buying alcohol improved the lives of children
Evaluate the usefulness5 marks2019Q49The Making of Modern Britain, 1880โ1951
Evaluate the usefulness of Source B as evidence of the impact of the Second World War on changing attitudes to poverty in Britain.
WFQ = words from the question โ reuse in every point.
(You may want to comment on what type of source it is, who wrote it, when they wrote it, why they wrote it, what they say and what has been missed out.)
Tip: Highlight up to 2 content points you would quote (content is worth up to 2 marks) โ then consider author, purpose, timing and omission.
Highlight evidence โ tap the text:
Source B โ from a textbook written by a modern historian in 2000
Source B is from a textbook written by a modern historian in 2000.
The first experience of war for many families was the evacuation of their children. Sending working-class children from cities to middle-class families in the countryside showed the true poverty that still affected many British families. The war created a 'climate of solidarity' which was a feeling that 'everyone was in it together'. The bombing had affected rich and poor alike. The ration book also became a symbol of fair shares and equal sacrifice for all.
๐ RAT sheet โ how to structure your answerโพ
Evaluate the usefulness ยท Appears in 2 sections
Remember COAT
๐Content โ what the source says
๐ซOmission โ what the source leaves out
โ๏ธAuthor โ who wrote it
๐Timing โ when it was written
WFQ (words from the question)quote from the source
Source X says โ_____โ. This is useful as it is accurate information about words from the question.โ 1 mark (content)
Source X also says โ_____โ. This is useful as it is accurate information about words from the question.โ 1 mark (content)
Source X omits _____. This makes the source less useful. Source X also omits _____. This makes the source less useful.โ 1 mark (omission)
Source X was written by _____. This makes the source useful because they have personal / professional experience of, or are an expert in, words from the question.โ 1 mark (author)
Source X was written in _____. This is useful as it was during the time of / has the benefit of hindsight about words from the question.โ 1 mark (timing)
How it's marked
Maximum 4 marks for comments on author, type of source, purpose and timing.
Maximum 2 marks for comments on the content of the source.
Maximum 2 marks for comments on points of significant omission.
๐กYou can also comment on the Purpose and Type of source.
โ Reveal marking schemeโพ
Max 5 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
For a mark to be awarded, the candidate must identify an aspect of the source and make a comment which shows why this aspect makes the source more or less useful.
A maximum of 4 marks can be awarded for evaluative comments relating to the author, type of source, purpose and timing.
A maximum of 2 marks may be awarded for evaluative comments relating to the content of the source.
A maximum of 2 marks may be awarded for evaluative comments relating to points of significant omission.
Aspects of the source
Author: modern historian. Useful as he is a well-informed expert.
Type of Source: textbook. Useful because it will have researched the issue thoroughly.
Purpose: to inform. Useful as it is intended to provide a balanced account.
Timing: 2000. Useful as the author has the benefit of hindsight.
Content
Sending working-class children from cities to middle-class families in the countryside showed the true poverty that still affected many British families. Useful as this is accurate (people in the countryside were shocked by the poverty of working class children from the cities).
The war created a 'climate of solidarity' which was a feeling that 'everyone was in it together'/the bombing had affected rich and poor alike. Useful as this is accurate (the war did bring people together).
The ration book also became a symbol of fair shares and equal sacrifice for all. Useful as this is accurate (rationing did affect everyone).
Points of significant omission
the Beveridge Report made people aware of how to tackle poverty and created an expectation of reform after the war
during the War the government became more involved in people's lives/welfare (free school milk/vitamins for expectant mothers/Ministry of Food/increase in pensions)
the War meant that more government involvement in people's lives was accepted/ended laissez-faire attitudes
Compare the views4 marks2019Q50The Making of Modern Britain, 1880โ1951
Compare the views of Sources C and D about the success of the Labour Reforms of 1945โ1951.
WFQ = words from the question โ reuse in every point.
(Compare the sources overall and/or in detail.)
Tip: Highlight 2โ3 points of comparison โ either where the sources agree OR where they disagree. You do not need both; pick one set and compare them point by point.
Highlight evidence โ tap the text:
Source C
Sources C and D are about the success of the Labour Reforms of 1945โ1951.
The National Health Service was definitely the 'jewel in the crown' of the welfare state, and the most successful of the post-war Labour Reforms. Nationalisation kept unemployment very low in the industries which came under government control, such as coal, gas and steel. 'Prefabs' were ready-made factory built houses that could be quickly slotted together on-site. These homes provided an effective temporary solution to the post-war housing shortage.
Source D
Government control of nationalised industries only protected some jobs, but these industries were very badly run and several eventually had to close down. The success of the NHS was greatly limited in that it was also a very costly reform and the Government had to introduce charges for some items. Bevan resigned in disgust after the introduction of these charges. Prefabs ended up being far more of a long-term housing problem than intended.
Overall, do the sources agree or disagree? (worth a mark for an overall comparison)
๐ RAT sheet โ how to structure your answerโพ
Compare the views ยท Appears in 2 sections
WFQ (words from the question)quote from the source
Overall, Sources X and Y [agree/disagree] about words from the question.โ 1 mark (overall)
The sources agree/disagree about statement summarising the point. Source X says โdirect quoteโ and Source Y [agrees/disagrees] when it says โdirect quoteโ.โ 1โ2 marks
The sources also agree/disagree about statement summarising the point. Source X says โdirect quoteโ and Source Y [agrees/disagrees] when it says โdirect quoteโ.โ 1โ2 marks
How it's marked
1 mark for a simple comparison (what the sources agree/disagree about).
2 marks for a developed comparison, supported by specific references to each source.
Full marks by four simple comparisons, two developed comparisons, or a combination.
๐กOne set of points will agree, one will disagree.
โ Reveal marking schemeโพ
Max 4 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
A simple comparison will indicate what points of detail or viewpoint the sources agree or disagree on and should be awarded 1 mark.
A developed comparison of the points of detail or overall viewpoint should be awarded a second mark.
Candidates may achieve full marks by making four simple comparisons, two developed comparisons (or by any combination of these).
Overall: Overall โ the sources disagree about the success of the Labour Reforms of 1945โ1951.
Points of comparison
disagree
Source C: NHS the 'jewel in the crown' of the welfare state and the most successful of the post-war Labour Reforms.
Source D: The success of the NHS was greatly limited as it was a very costly reform.
disagree
Source C: Nationalisation kept unemployment very low in the industries which came under government control.
Source D: Government control of nationalised industries only protected some jobs, but these industries were very badly run and several eventually had to close down.
disagree
Source C: (Prefabs) provided an effective temporary solution to the post-war housing shortage.
Source D: Prefabs ended up being far more of a long-term housing problem than originally intended.
To what extent9 marks2019 specimenQ30War of the Three Kingdoms, 1603โ1651
To what extent were financial grievances the main cause of dispute between King James I and Parliament?
WFQ = words from the question โ reuse in every point.amber = the isolated factor to weigh up.
(Use recalled knowledge to introduce, then present a balanced assessment of the influence of different factors and come to a reasoned conclusion.)
๐ RAT sheet โ how to structure your answerโพ
To what extent / How important / How successful ยท Appears in 2 sections
WFQ (words from the question)a factor
There are several reasons why words from the question. These include the isolated factor, FACTOR 2, and FACTOR 3.โ 1 mark (introduction)
Some historians think the isolated factor was words from the question because _____. Also _____.โ 1 KU mark per fact (up to 5)
However, other historians think FACTOR 2 was words from the question because _____. Also _____.โ 1 mark (balance) + 1 KU per fact
Other historians think FACTOR 3 was words from the question because _____. Also _____.โ 1 KU mark per fact
Overall, the isolated factor / FACTOR 2 / FACTOR 3 was the most important words from the question. This is because [reason why โ does not need to be new].โ 2 marks (conclusion)
How it's marked
5 marks for knowledge โ 1 KU mark for each accurate, developed fact you give to support your factors (not too brief). If only one factor is presented, max 3 for knowledge.
Structure marks: 1 for an introduction, 1 for balance (more than one factor), 2 for a conclusion (1 for a valid judgement, 1 for a reason supporting it).
๐กIt is asking: one factor is a reason โ but there are others, so decide which was MOST important.
๐กEach fact you add (including every "Alsoโฆ") earns a KU mark, as long as it is developed and not too brief โ up to 5.
โ Reveal marking schemeโพ
Max 9 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must make a judgement about the extent to which different factors contributed to an event or development, or its impact. They are required to provide a balanced account of the influence of different factors and come to a reasoned conclusion based on the evidence presented.
Up to 5 marks can be awarded for relevant, factual, key points of knowledge used to support factors, with 1 mark awarded for each point (but one mark should be deducted if the correct process is not clear in at least two factors). If only one factor is presented, a maximum of 3 marks should be awarded for relevant points of knowledge. A further 4 marks can be awarded for providing the answer in a structured way and coming to a reasoned conclusion.
Up to 4 marks should be awarded for presenting the answer in a structured way, leading to a conclusion which addresses the question: 1 mark for an introduction, 1 mark for the answer being presented in a structured way, 1 mark for a conclusion with a valid judgement (or overall summary), 1 mark for a reason in support of the judgement.
Financial grievances
James was viewed as extravagant by Parliament/by some as overgenerous to his favourites
Parliament was dismissed in 1610 because of arguments over finances and the failure of the Great Contract
the โAddled Parliamentโ was dismissed in 1614 due to arguments over impositions (extra customs tax) and subsidies
Crown and Parliament quarrelled over the sale of monopolies.
Religious differences
the Millenary Petition of 1603 requested changes to be made to practices in the Church of England; James rejected most of the changes
James licensed Archbishop Bancroft's Canons which stated that the clergy had to follow 39 articles and the Prayer Book, which annoyed the clergy
James gave bishops more control in the Church (Direction of Preachers, 1622) which worried Puritans
Parliament was suspicious of James' perceived Catholic sympathies.
Political disputes
James' belief in the Divine Rights of Kings offended many in Parliament
James was criticised for neglecting Parliament in favour of leisure pursuits
quarrels over the King's choice of leading ministers eg Duke of Buckingham
Evaluate the usefulness5 marks2019Q31War of the Three Kingdoms, 1603โ1651
Evaluate the usefulness of Source A as evidence of the personality of James VI and I.
WFQ = words from the question โ reuse in every point.
(You may want to comment on what type of source it is, who wrote it, when they wrote it, why they wrote it, what they say and what has been missed out.)
Tip: Highlight up to 2 content points you would quote (content is worth up to 2 marks) โ then consider author, purpose, timing and omission.
Highlight evidence โ tap the text:
Source A โ from a textbook written by a modern historian in 2000
Source A is from a textbook written by a modern historian in 2000.
The personality of James VI and I has been the subject of discussions amongst historians because it was to have an important influence on how he ran the state. His tendency to spend extravagantly on himself and his favourites lost him respect amongst many. After the Gunpowder Plot he became very fearful of being assassinated and wore a stab proof jacket at all times. However he was also prone to taking considerable risks whilst out hunting.
๐ RAT sheet โ how to structure your answerโพ
Evaluate the usefulness ยท Appears in 2 sections
Remember COAT
๐Content โ what the source says
๐ซOmission โ what the source leaves out
โ๏ธAuthor โ who wrote it
๐Timing โ when it was written
WFQ (words from the question)quote from the source
Source X says โ_____โ. This is useful as it is accurate information about words from the question.โ 1 mark (content)
Source X also says โ_____โ. This is useful as it is accurate information about words from the question.โ 1 mark (content)
Source X omits _____. This makes the source less useful. Source X also omits _____. This makes the source less useful.โ 1 mark (omission)
Source X was written by _____. This makes the source useful because they have personal / professional experience of, or are an expert in, words from the question.โ 1 mark (author)
Source X was written in _____. This is useful as it was during the time of / has the benefit of hindsight about words from the question.โ 1 mark (timing)
How it's marked
Maximum 4 marks for comments on author, type of source, purpose and timing.
Maximum 2 marks for comments on the content of the source.
Maximum 2 marks for comments on points of significant omission.
๐กYou can also comment on the Purpose and Type of source.
โ Reveal marking schemeโพ
Max 5 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
For a mark to be awarded, the candidate must identify an aspect of the source and make a comment which shows why this aspect makes the source more or less useful.
A maximum of 4 marks can be awarded for evaluative comments relating to the author, type of source, purpose and timing.
A maximum of 2 marks may be awarded for evaluative comments relating to the content of the source.
A maximum of 2 marks may be awarded for evaluative comments relating to points of significant omission.
Aspects of the source
Author: modern historian. Useful because he is a well-informed expert.
Type of Source: textbook. Useful as it is likely to have been thoroughly researched.
Purpose: to inform. Useful because it contains balanced information.
Timing: 2000. Useful because it was written with the benefit of hindsight.
Content
His tendency to spend extravagantly on himself and his favourites. Useful because it is accurate (James was an extravagant ruler).
After the Gunpowder Plot he became very fearful of being assassinated. Useful because it is accurate (James did fear assassination attempts).
Prone to taking considerable risks whilst out hunting. Useful because it is accurate (James did often take risks while hunting).
Points of significant omission
James firmly believed and promoted the Divine Right of Kings which made him seem arrogant
James was well educated (for example in languages and science)
some refer to James as 'the wisest fool in Christendom' because he was well educated but lacked common sense
James was known for his considerable political skills/able politician
Explain6 marks2019 specimenQ31War of the Three Kingdoms, 1603โ1651
Explain the reasons why Charles I became unpopular in Scotland between 1629 and 1640.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Explain ยท Appears in all 3 sections
WFQ (words from the question)your own recalled knowledge
One reason why words from the question was fact which meant that โฆโ 1 mark
A second reason why words from the question was fact which meant that โฆโ 1 mark
A third reason why words from the question was fact which meant that โฆโ 1 mark
A fourth reason why words from the question was fact which meant that โฆโ 1 mark
A fifth reason why words from the question was fact which meant that โฆโ 1 mark
A sixth reason why words from the question was fact which meant that โฆโ 1 mark
Example: One reason why women gained the vote in 1918 was that women burned down buildings like cricket pavilions, which meant that they gained publicity for the cause of votes for women.
How it's marked
1 mark for each accurate, relevant reason.
A second mark for each reason that is developed.
Each sentence/point must answer the question on its own.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must make a number of points that make the issue plain or clear, for example by showing connections between factors or causal relationships between events or ideas. These should be key reasons but there is no need for any evaluation or prioritising of these reasons.
Up to a maximum of 6 marks in total, 1 mark should be awarded for each accurate, relevant reason, and a second mark should be awarded for reasons that are developed.
Possible reasons
resentment of Charles as an absentee monarch
many Scots were suspicious that Charles wanted to be an absolute monarch
the General Assembly was not allowed to meet which caused resentment
resentment at Charles' money raising methods (eg 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.
Describe4 marks2019Q32War of the Three Kingdoms, 1603โ1651
Describe the religious policies of Charles I in Scotland between 1625 and 1640.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Describe ยท Appears in 2 sections
WFQ (words from the question)
One words from the question was โฆโ 1 mark
A second words from the question was โฆโ 1 mark
A third words from the question was โฆโ 1 mark
A fourth words from the question was โฆโ 1 mark
Example: One use of new technology on the Western Front during the First World War was mustard gas, which was used to blind soldiers and make it more difficult for them to fight.
How it's marked
1 mark for each accurate, relevant key point of knowledge.
A second mark for each point that is developed.
Full marks by four straightforward points, two developed points, or a combination.
โ Reveal marking schemeโพ
Max 4 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
1 mark should be awarded for each accurate relevant key point of knowledge. A second mark should be awarded for each point that is developed, up to a maximum of 4 marks.
Candidates may achieve full marks by providing four straightforward points, by making two developed points (or any combination of these).
Possible points of knowledge
Charles imposed the New Prayer Book in Scotland
the Act of Revocation saw church or Royal property which had been taken since 1540 returned to the Crown
Charles made the Scottish clergy wear gowns and other surplices (Laud's Canons)
Charles abolished the Presbyteries
Bishops were to be allowed into the Scottish Church
the General Assembly was not allowed to meet
angered Scots by imposing religious reforms without consulting the Scots Kirk or Scots parliament
Evaluate the usefulness5 marks2019 specimenQ32War of the Three Kingdoms, 1603โ1651
Evaluate the usefulness of Source A as evidence of growing opposition in England to the reign of King Charles I.
WFQ = words from the question โ reuse in every point.
(You may want to comment on what type of source it is, who wrote it, when they wrote it, why they wrote it, what they say and what has been missed out.)
Tip: Highlight up to 2 content points you would quote (content is worth up to 2 marks) โ then consider author, purpose, timing and omission.
Highlight evidence โ tap the text:
Source A
Source A is from a letter written by Sir John Eliot, a Member of Parliament, in the 1630s.
It was an ill omen that Charles' first Parliament met against the background of a terrible outbreak of plague in London. Members of Parliament complained that the terms of Charles' marriage contract included unacceptable concessions to English Catholics. In addition we were suspicious of Charles' foreign policy which meant Parliament was reluctant to grant him funds. The king tried his best to manipulate Parliament. This didn't stop me launching a fierce criticism of Charles' favourite, Buckingham's mismanagement of the Cadiz expedition.
๐ RAT sheet โ how to structure your answerโพ
Evaluate the usefulness ยท Appears in 2 sections
Remember COAT
๐Content โ what the source says
๐ซOmission โ what the source leaves out
โ๏ธAuthor โ who wrote it
๐Timing โ when it was written
WFQ (words from the question)quote from the source
Source X says โ_____โ. This is useful as it is accurate information about words from the question.โ 1 mark (content)
Source X also says โ_____โ. This is useful as it is accurate information about words from the question.โ 1 mark (content)
Source X omits _____. This makes the source less useful. Source X also omits _____. This makes the source less useful.โ 1 mark (omission)
Source X was written by _____. This makes the source useful because they have personal / professional experience of, or are an expert in, words from the question.โ 1 mark (author)
Source X was written in _____. This is useful as it was during the time of / has the benefit of hindsight about words from the question.โ 1 mark (timing)
How it's marked
Maximum 4 marks for comments on author, type of source, purpose and timing.
Maximum 2 marks for comments on the content of the source.
Maximum 2 marks for comments on points of significant omission.
๐กYou can also comment on the Purpose and Type of source.
โ Reveal marking schemeโพ
Max 5 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must evaluate the extent to which a source is useful by commenting on evidence such as the author, type of source, purpose, timing, content or omission. For a mark to be awarded, the candidate must identify an aspect of the source and make a comment which shows why this aspect makes the source more or less useful.
A maximum of 4 marks can be awarded for evaluative comments relating to the author, type of source, purpose and timing. A maximum of 2 marks may be awarded for evaluative comments relating to the content of the source. A maximum of 2 marks may be awarded for evaluative comments relating to points of significant omission.
Aspect
Author: Sir John Eliot, a Member of Parliament โ Useful as it is from an eyewitness/had first-hand experience of the dispute with the king
Type of source: A letter โ Useful as it is likely to give an honest/accurate description of the growing opposition to the reign of King Charles I
Purpose: To inform โ Useful as it provides a detailed account of the growing opposition/less useful as it may be biased as Eliot was an outspoken critic of Charles
Timing: 1630s โ Useful because it is a primary source from the time when there was growing opposition to the reign of King Charles I
Content
Members of Parliament complained that the terms of Charles' marriage contract included unacceptable concessions to English Catholics. โ Useful because it is accurate (Parliament was suspicious of any concessions given to Catholics)
In addition we were suspicious of Charles' foreign policy which meant Parliament was reluctant to grant him funds. โ Useful because it is accurate (Parliament didn't trust Charles' foreign policy and was unwilling to fund it)
โฆlaunching a fierce criticism of Charles' favourite, Buckingham's mismanagement of the Cadiz expedition. โ Useful because it is accurate (many MPs criticised Buckingham's disastrous Cadiz campaign)
Points of significant omission
growing opposition to Charles' belief in the Divine Right of Kings
anger at Charles' refusal to let Parliament meet in 1629/MPs arrived to find the doors locked
Protestants were upset at his marriage to Henrietta Maria โ a Catholic
criticised for his spending habits eg paintings and expensive clothes.
Explain6 marks2019Q33War of the Three Kingdoms, 1603โ1651
Explain the reasons why the Scots rebelled against Charles I in 1639.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Explain ยท Appears in all 3 sections
WFQ (words from the question)your own recalled knowledge
One reason why words from the question was fact which meant that โฆโ 1 mark
A second reason why words from the question was fact which meant that โฆโ 1 mark
A third reason why words from the question was fact which meant that โฆโ 1 mark
A fourth reason why words from the question was fact which meant that โฆโ 1 mark
A fifth reason why words from the question was fact which meant that โฆโ 1 mark
A sixth reason why words from the question was fact which meant that โฆโ 1 mark
Example: One reason why women gained the vote in 1918 was that women burned down buildings like cricket pavilions, which meant that they gained publicity for the cause of votes for women.
How it's marked
1 mark for each accurate, relevant reason.
A second mark for each reason that is developed.
Each sentence/point must answer the question on its own.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Up to a maximum of 6 marks in total, 1 mark should be awarded for each accurate, relevant reason, and a second mark should be awarded for reasons that are developed.
Candidates may achieve full marks by providing six straightforward reasons, three developed reasons (or any combination of these).
Possible reasons
Scots started to raise an army in 1638 in response to Charles raising an army
the Act of Revocation affected many Scottish landowners who were not sure if they could keep former church lands that they thought were legally theirs
the Act of Revocation annoyed those who feared returning lands to the Church would create a rich Church again (like the Catholic model)
Charles' coronation was conducted with high church ceremonies which offended the views of the Scots
there was resentment to the introduction of Lauds canons
there was resentment and violent reaction to the introduction of the New Prayer Book
resentment towards Charles as an absolute monarch
suspicion that Charles wanted to be an absolute monarch
How fully6 marks2019 specimenQ33War of the Three Kingdoms, 1603โ1651
How fully does Source B describe the events between 1640 and 1642 that led to the outbreak of the civil war? (Use the source and recall to reach a judgement.)
WFQ = words from the question โ reuse in every point.
Tip: Highlight up to 3 pieces of evidence from the source (worth up to 3 marks) โ then recall 3 points the source leaves out.
Highlight evidence โ tap the text:
Source B
Source B describes events between 1640 and 1642 that led to the outbreak of civil war.
Charles called Parliament in April 1640. He then dismissed it because MPs refused to give him what he wanted. In November 1640 Charles was forced to recall Parliament. He still didn't get the money he wanted. Charles faced growing criticism in Parliament from Pym and other Puritan MPs regarding his religious policies. In May 1641 Parliament accused the King's chief Minister, Strafford, of treason and executed him. Many MPs were unhappy with the way Pym twisted the laws to get Strafford executed, which led to further disputes in Parliament.
๐ RAT sheet โ how to structure your answerโพ
How fully ยท Appears in all 3 sections
WFQ (words from the question)quote from the sourceomission โ your own recall
Overall, Source X partly words from the question.โ needed for full marks
Source X says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
However, Source X doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
How it's marked
Up to 3 marks for points from the source that support your judgement.
Up to 4 marks for points of significant omission from recall.
Maximum 2 marks if no judgement is made, or if you refer only to the source.
๐กUse the source AND recall.
๐กQuote and then explain โ show you understand it, donโt just repeat it.
๐กYou must make a judgement (e.g. โthe source partly explainsโฆโ) or you are capped at 2 marks.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must make a judgement about the extent to which the source provides a full description or explanation of a given event or development.
Candidates should be awarded up to 3 marks for their identification of points from the source which support their judgement. Candidates should be awarded up to 4 marks for their identification of points of significant omission, based on their own knowledge, that support their judgement. A maximum of 2 marks may be awarded for answers in which no judgement has been made or which refer only to the source.
Points from the source
Parliament was dismissed in 1640 because MPs would not give Charles what he wanted/He still didn't get the money he wanted
Charles faced growing criticism in Parliament from Pym and other Puritan MPs regarding his religious policies
Parliament accused the king's chief minister, Strafford, of treason and executed him
many MPs were unhappy with the way Pym twisted the laws to get Strafford executed, which led to further disputes in Parliament.
Points of significant omission
activities of the Long Parliament angered the King eg arrest and imprisonment of Archbishop Laud
the Grand Remonstrance in November 1641 divided the House of Commons in support for the King
attempted arrest of 5 Members of Parliament in January 1642 angered Parliament
Parliament's 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 King's assent
the Nineteen Propositions of June 1642 were rejected by Charles, this divided Parliament and the King's supporters left London.
How fully6 marks2019Q34War of the Three Kingdoms, 1603โ1651
How fully does Source B describe the money-raising methods of Charles I?
WFQ = words from the question โ reuse in every point.
(Use the source and recall to reach a judgement.)
Tip: Highlight up to 3 pieces of evidence from the source (worth up to 3 marks) โ then recall 3 points the source leaves out.
Highlight evidence โ tap the text:
Source B
Source B is about the money-raising methods of Charles I.
Charles I had expensive tastes so pushed his legal rights to the limit. One method of collecting money was to force those who had already built outside the city walls of London to buy a licence for 'committing a nuisance'. Another was the reintroduction of monopolies like the soap monopoly which caused much resentment. Also the City of London was fined for failing to push forward the plantation of Ulster. Customs farmers had to pay the King for the right to collect customs, with the costs passed on to merchants.
๐ RAT sheet โ how to structure your answerโพ
How fully ยท Appears in all 3 sections
WFQ (words from the question)quote from the sourceomission โ your own recall
Overall, Source X partly words from the question.โ needed for full marks
Source X says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
However, Source X doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
How it's marked
Up to 3 marks for points from the source that support your judgement.
Up to 4 marks for points of significant omission from recall.
Maximum 2 marks if no judgement is made, or if you refer only to the source.
๐กUse the source AND recall.
๐กQuote and then explain โ show you understand it, donโt just repeat it.
๐กYou must make a judgement (e.g. โthe source partly explainsโฆโ) or you are capped at 2 marks.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Up to a maximum of 6 marks in total, 1 mark should be awarded for each valid point selected from the source or each valid point of significant omission provided.
Candidates should be awarded up to 3 marks for their identification of points from the source which support their judgement.
Candidates should be awarded up to 4 marks for their identification of points of significant omission, based on their own knowledge, that support their judgement.
A maximum of 2 marks may be awarded for answers in which no judgement has been made or which refer only to the source.
Points from the source
Charles forced those who had already built outside the city walls of London to buy a licence for 'committing a nuisance'
reintroduction of monopolies (for example soap monopoly)
the City of London was fined for failing to push forward the plantation of Ulster
customs farmers had to pay the King for the right to collect customs
Points of significant omission
the boundaries of the Royal Forests reverted back to the time of Edward III (fines were imposed for people living on areas of land that were declared to now belong to the Crown)
Ship Money was imposed on inland counties where formerly only coastal counties had to pay
Ship Money became a permanent tax rather than an emergency one and became a regular part of royal income
seized and sold off the goods of the East India Company (for example pepper)
Compare the views4 marks2019Q35War of the Three Kingdoms, 1603โ1651
Compare the views of Sources C and D about the role of Oliver Cromwell in the Civil War.
WFQ = words from the question โ reuse in every point.
(Compare the sources overall and/or in detail.)
Tip: Highlight 2โ3 points of comparison โ either where the sources agree OR where they disagree. You do not need both; pick one set and compare them point by point.
Highlight evidence โ tap the text:
Source C
Sources C and D describe the role of Oliver Cromwell in the Civil War.
Cromwell was a schemer, who was corrupted by power to overthrow the monarchy and became a traitor. He had no military experience prior to the Civil War but went on to win important victories for the Parliamentarians. Success in these battles was linked to 'God's will' rather than his own abilities. His actions in Ireland demonstrate his ruthlessness where he massacred thousands of civilians which left a bloody stain on his reputation.
Source D
The role of Cromwell in the success of the Parliamentarians was an important one. He was well known for military planning which was due to his knowledge and skill when organising and equipping the New Model Army. He was considered a sincere man who always looked for compromise rather than using violence. Overall, he was a man with great political vision whose aim was to reform a corrupt monarchy.
Overall, do the sources agree or disagree? (worth a mark for an overall comparison)
๐ RAT sheet โ how to structure your answerโพ
Compare the views ยท Appears in 2 sections
WFQ (words from the question)quote from the source
Overall, Sources X and Y [agree/disagree] about words from the question.โ 1 mark (overall)
The sources agree/disagree about statement summarising the point. Source X says โdirect quoteโ and Source Y [agrees/disagrees] when it says โdirect quoteโ.โ 1โ2 marks
The sources also agree/disagree about statement summarising the point. Source X says โdirect quoteโ and Source Y [agrees/disagrees] when it says โdirect quoteโ.โ 1โ2 marks
How it's marked
1 mark for a simple comparison (what the sources agree/disagree about).
2 marks for a developed comparison, supported by specific references to each source.
Full marks by four simple comparisons, two developed comparisons, or a combination.
๐กOne set of points will agree, one will disagree.
โ Reveal marking schemeโพ
Max 4 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
A simple comparison will indicate what points of detail or viewpoint the sources agree or disagree on and should be awarded 1 mark.
A developed comparison of the points of detail or overall viewpoint should be awarded a second mark.
Candidates may achieve full marks by making four simple comparisons, two developed comparisons (or by any combination of these).
Overall: Overall โ the sources disagree on the role of Cromwell in the English Civil War.
Points of comparison
disagree
Source C: Cromwell was a schemer, who was corrupted by power to overthrow the monarchy and became a traitor.
Source D: He was a man with great political vision whose aim was to reform a corrupt monarchy.
disagree
Source C: Success in these battles was linked to 'God's will' rather than his own abilities.
Source D: He was well known for military planning which was due to his own knowledge and skill when organising and equipping the New Model Army.
disagree
Source C: His actions in Ireland demonstrate his ruthlessness where he massacred thousands of civilians which left a bloody stain on his reputation.
Source D: He was considered a sincere man who always looked for compromise rather than using violence.
To what extent9 marks2019Q55โTea and Freedomโ: the American Revolution, 1774โ1783
How important were the policies of the British Parliament as a reason for growing tension between Britain and the American colonists by 1774?
WFQ = words from the question โ reuse in every point.amber = the isolated factor to weigh up.
(Use recalled knowledge to introduce then present a balanced assessment of the influence of different factors and come to a reasoned conclusion.)
๐ RAT sheet โ how to structure your answerโพ
To what extent / How important / How successful ยท Appears in 2 sections
WFQ (words from the question)a factor
There are several reasons why words from the question. These include the isolated factor, FACTOR 2, and FACTOR 3.โ 1 mark (introduction)
Some historians think the isolated factor was words from the question because _____. Also _____.โ 1 KU mark per fact (up to 5)
However, other historians think FACTOR 2 was words from the question because _____. Also _____.โ 1 mark (balance) + 1 KU per fact
Other historians think FACTOR 3 was words from the question because _____. Also _____.โ 1 KU mark per fact
Overall, the isolated factor / FACTOR 2 / FACTOR 3 was the most important words from the question. This is because [reason why โ does not need to be new].โ 2 marks (conclusion)
How it's marked
5 marks for knowledge โ 1 KU mark for each accurate, developed fact you give to support your factors (not too brief). If only one factor is presented, max 3 for knowledge.
Structure marks: 1 for an introduction, 1 for balance (more than one factor), 2 for a conclusion (1 for a valid judgement, 1 for a reason supporting it).
๐กIt is asking: one factor is a reason โ but there are others, so decide which was MOST important.
๐กEach fact you add (including every "Alsoโฆ") earns a KU mark, as long as it is developed and not too brief โ up to 5.
โ Reveal marking schemeโพ
Max 9 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Up to 5 marks can be awarded for relevant, factual, key points of knowledge used to support factors, with 1 mark awarded for each point. If only one factor is presented, a maximum of 3 marks should be awarded.
Up to 4 marks should be awarded for presenting the answer in a structured way, leading to a conclusion: 1 mark for an introduction, 1 mark for a structured answer, 1 mark for a conclusion with a valid judgement, 1 mark for a reason in support of the judgement.
British Parliament's policies
taxes put in place to raise money from colonists to pay for their own protection/for Britain to continue to control the colonies
Quartering Act โ disliked as troops were housed at expense of colonists
Revenue/Sugar Act 1764 โ reduced trade with other countries/impact on economy
Stamp Act 1765 โ many colonists argued that only their own elected assemblies should be able to tax them/Act was unconstitutional
colonists angered by George III's desire to exert greater control over colonies
frustration over Britain's refusal to allow colonists to expand westward
growing anger over continued taxation of colonies without direct representation in British parliament
Troops in colonies
many colonists felt that troops were no longer needed as the war with France had ended by 1763
Britain felt a British standing army was still needed due to their professionalism and training in comparison with colonial troops
British financial troubles
Britain had a debt of ยฃ133 million, wartime tax was unpopular in Britain
Britain felt that the colonists should pay for their own defence
boycott of British goods (for example tea increased tension).
Evaluate the usefulness5 marks2019Q56โTea and Freedomโ: the American Revolution, 1774โ1783
Evaluate the usefulness of Source A as evidence of British sympathy with the American cause.
WFQ = words from the question โ reuse in every point.
(You may want to comment on what type of source it is, who wrote it, when they wrote it, why they wrote it, what they say and what has been missed out.)
Tip: Highlight up to 2 content points you would quote (content is worth up to 2 marks) โ then consider author, purpose, timing and omission.
Highlight evidence โ tap the text:
Source A โ from a pamphlet by Thomas Paine, in 1776
Source A is from a pamphlet by Thomas Paine, in 1776.
Some say America has succeeded due to her connection with Britain. Yet they would have flourished much more without European involvement. American corn will fetch its price in any market, and their imported goods will be purchased. Dependence on Britain directly involves them in European wars. As Europe is their market for trade, America should steer clear of these conflicts. Why do they have to depend on a far-away British government to tell them what to do when an answer takes 4 to 5 months?
๐ RAT sheet โ how to structure your answerโพ
Evaluate the usefulness ยท Appears in 2 sections
Remember COAT
๐Content โ what the source says
๐ซOmission โ what the source leaves out
โ๏ธAuthor โ who wrote it
๐Timing โ when it was written
WFQ (words from the question)quote from the source
Source X says โ_____โ. This is useful as it is accurate information about words from the question.โ 1 mark (content)
Source X also says โ_____โ. This is useful as it is accurate information about words from the question.โ 1 mark (content)
Source X omits _____. This makes the source less useful. Source X also omits _____. This makes the source less useful.โ 1 mark (omission)
Source X was written by _____. This makes the source useful because they have personal / professional experience of, or are an expert in, words from the question.โ 1 mark (author)
Source X was written in _____. This is useful as it was during the time of / has the benefit of hindsight about words from the question.โ 1 mark (timing)
How it's marked
Maximum 4 marks for comments on author, type of source, purpose and timing.
Maximum 2 marks for comments on the content of the source.
Maximum 2 marks for comments on points of significant omission.
๐กYou can also comment on the Purpose and Type of source.
โ Reveal marking schemeโพ
Max 5 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
For a mark to be awarded, the candidate must identify an aspect of the source and make a comment which shows why this aspect makes the source more or less useful.
A maximum of 4 marks can be awarded for evaluative comments relating to the author, type of source, purpose and timing. A maximum of 2 marks may be awarded for evaluative comments relating to the content of the source. A maximum of 2 marks may be awarded for evaluative comments relating to points of significant omission.
Points from the source
Author: Thomas Paine. Useful because he witnessed events/was an influential British sympathiser with the American cause.
Type of Source: Pamphlet. Useful as it shows the concerns of the time.
Purpose: to persuade. Less useful as it is likely to be one-sided.
Timing: 1776. Useful as it was written at the time of growing British support for American cause.
Content: American corn will fetch its price in any market, and their imported goods will be purchased. Useful as it is accurate (trade was a reason for sympathy with the colonists' cause).
Content: Dependence on Britain directly involves them in European wars. Useful as it is accurate (British dominance did involve the colonies in European wars).
Content: Why do they have to depend on a far-away British Government to tell them what to do when an answer takes 4 to 5 months? Useful as it is accurate (governance was a major issue for colonists as they felt unrepresented by Westminster).
Points of significant omission
other sympathisers such as Edmund Burke who opposed using force against colonies
support in Britain from Radicals who wanted reform in Britain and friendship with America
loyalists unsympathetic (for example Flora MacDonald) persuaded other Scots settlers to fight against colonists
How fully6 marks2019Q57โTea and Freedomโ: the American Revolution, 1774โ1783
How fully does Source B describe the nature of the fighting during the American Revolution?
WFQ = words from the question โ reuse in every point.
(Use the source and recall to reach a judgement.)
Tip: Highlight up to 3 pieces of evidence from the source (worth up to 3 marks) โ then recall 3 points the source leaves out.
Highlight evidence โ tap the text:
Source B
Source B describes the nature of the fighting during the American Revolution.
The conflict within the American colony spread quickly after 1775. When the British secured land, the revolutionaries were able to regain this territory as they had the advantage of knowing the land well. The revolutionaries could also use this information to avoid capture. As a result, they could retreat safely and return to fight the next day, making it difficult for the British to reduce their numbers. Such knowledge of the geography of the colony was the main reason why the revolutionaries were victorious at Princeton and Yorktown.
๐ RAT sheet โ how to structure your answerโพ
How fully ยท Appears in all 3 sections
WFQ (words from the question)quote from the sourceomission โ your own recall
Overall, Source X partly words from the question.โ needed for full marks
Source X says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
However, Source X doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
How it's marked
Up to 3 marks for points from the source that support your judgement.
Up to 4 marks for points of significant omission from recall.
Maximum 2 marks if no judgement is made, or if you refer only to the source.
๐กUse the source AND recall.
๐กQuote and then explain โ show you understand it, donโt just repeat it.
๐กYou must make a judgement (e.g. โthe source partly explainsโฆโ) or you are capped at 2 marks.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates should be given up to 3 marks for their identification of points from the source that support their judgement.
Candidates should be given up to 4 marks for their identification of points of significant omission, based on their own knowledge, that support their judgement.
A maximum of 2 marks may be given for answers in which no judgement has been made or which refer only to the source.
Points from the source
when the British secured land, the revolutionaries were able to regain the territory as they had the advantage of knowing the land well
the revolutionaries could also use this information to avoid capture
they could withdraw safely and return to fight the next day, making it difficult for the British to reduce their numbers
knowledge of the geography of the area was the main reason why the colonists were victorious at Princeton and Yorktown
Points of significant omission
the revolutionaries initially avoided large scale engagements/fought a guerrilla campaign
British tended to react to Continental Army movements and so they were always on the defensive
locals reduced potential supplies for the British Army by burning crops
incompetence of British Generals, regularly misinterpreting orders
changes at command level hindered fighting as there was inconsistencies and lack of stability
Explain6 marks2019Q58โTea and Freedomโ: the American Revolution, 1774โ1783
Explain the reasons why Canada decided to remain British.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Explain ยท Appears in all 3 sections
WFQ (words from the question)your own recalled knowledge
One reason why words from the question was fact which meant that โฆโ 1 mark
A second reason why words from the question was fact which meant that โฆโ 1 mark
A third reason why words from the question was fact which meant that โฆโ 1 mark
A fourth reason why words from the question was fact which meant that โฆโ 1 mark
A fifth reason why words from the question was fact which meant that โฆโ 1 mark
A sixth reason why words from the question was fact which meant that โฆโ 1 mark
Example: One reason why women gained the vote in 1918 was that women burned down buildings like cricket pavilions, which meant that they gained publicity for the cause of votes for women.
How it's marked
1 mark for each accurate, relevant reason.
A second mark for each reason that is developed.
Each sentence/point must answer the question on its own.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
1 mark should be awarded for each accurate, relevant reason, and a second mark should be awarded for reasons that are developed.
Candidates may achieve full marks by providing six straightforward reasons, three developed reasons (or any combination of these).
Possible reasons
the French in Canada were treated well by the British rulers
in 1791 the government of Canada was altered to recognise both British and French influences equally
catholic religion was tolerated so no reason to turn to, or prefer, New England Protestantism
loyalists (British settlers) flooded to Canada after the conflict was over/British settlers living in Canada remained loyal to Britain
Governor Carleton defended Canada against American attacks with British troops which was popular
native people tended to prefer the British due to the protection Britain offered to them during conflict in the colonies
Canadians did not want to lose strong trade links with Britain
most Canadians felt British/strong cultural links with Britain
To what extent9 marks2019 specimenQ51โTea and Freedomโ: the American Revolution, 1774โ1783
To what extent were Britainโs attempts at raising revenue from the colonies the main reason why the American Wars of Independence broke out in 1775?
WFQ = words from the question โ reuse in every point.amber = the isolated factor to weigh up.
(Use recalled knowledge to introduce, then present a balanced assessment of the influence of different factors and come to a reasoned conclusion.)
๐ RAT sheet โ how to structure your answerโพ
To what extent / How important / How successful ยท Appears in 2 sections
WFQ (words from the question)a factor
There are several reasons why words from the question. These include the isolated factor, FACTOR 2, and FACTOR 3.โ 1 mark (introduction)
Some historians think the isolated factor was words from the question because _____. Also _____.โ 1 KU mark per fact (up to 5)
However, other historians think FACTOR 2 was words from the question because _____. Also _____.โ 1 mark (balance) + 1 KU per fact
Other historians think FACTOR 3 was words from the question because _____. Also _____.โ 1 KU mark per fact
Overall, the isolated factor / FACTOR 2 / FACTOR 3 was the most important words from the question. This is because [reason why โ does not need to be new].โ 2 marks (conclusion)
How it's marked
5 marks for knowledge โ 1 KU mark for each accurate, developed fact you give to support your factors (not too brief). If only one factor is presented, max 3 for knowledge.
Structure marks: 1 for an introduction, 1 for balance (more than one factor), 2 for a conclusion (1 for a valid judgement, 1 for a reason supporting it).
๐กIt is asking: one factor is a reason โ but there are others, so decide which was MOST important.
๐กEach fact you add (including every "Alsoโฆ") earns a KU mark, as long as it is developed and not too brief โ up to 5.
โ Reveal marking schemeโพ
Max 9 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must make a judgement about the extent to which different factors contributed to an event or development, or its impact. They are required to provide a balanced account of the influence of different factors and come to a reasoned conclusion based on the evidence presented.
Up to 5 marks can be awarded for relevant, factual, key points of knowledge used to support factors, with 1 mark awarded for each point (but one mark should be deducted if the correct process is not clear in at least two factors). If only one factor is presented, a maximum of 3 marks should be awarded for relevant points of knowledge. A further 4 marks can be awarded for providing the answer in a structured way and coming to a reasoned conclusion.
Up to 4 marks should be awarded for presenting the answer in a structured way, leading to a conclusion which addresses the question: 1 mark for an introduction, 1 mark for the answer being presented in a structured way, 1 mark for a conclusion with a valid judgement (or overall summary), 1 mark for a reason in support of the judgement.
Raising revenue
the Revenue Act (the Sugar Act) โ cut duty on molasses but it was now more strictly enforced
the Stamp Act โ all legal documents, commercial papers, newspapers and pamphlets had to be officially stamped
Townshend Duties โ taxes on tea, lead, glass, paper and paint
colonists resented being taxed without representation.
George III
colonists were angry at George IIIโs desire to exert greater control over colonies/was accused of becoming a tyrant
George III was blamed for refusing to introduce sensible laws/a fair justice system in the colonies.
British troops
colonists were unhappy with the continuing presence of British soldiers in the colonies following the defeat of the French in 1763
colonists were further angered by the passing of The Quartering Act.
British restrictions
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.
Outbreaks of violence
the Boston Massacre increased tension between Britain and the colonists
fighting at Lexington and Concord in April 1775 led to formation of Continental Army.
Explain6 marks2019 specimenQ52โTea and Freedomโ: the American Revolution, 1774โ1783
Explain the reasons why some colonists remained loyal to Britain during the war.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Explain ยท Appears in all 3 sections
WFQ (words from the question)your own recalled knowledge
One reason why words from the question was fact which meant that โฆโ 1 mark
A second reason why words from the question was fact which meant that โฆโ 1 mark
A third reason why words from the question was fact which meant that โฆโ 1 mark
A fourth reason why words from the question was fact which meant that โฆโ 1 mark
A fifth reason why words from the question was fact which meant that โฆโ 1 mark
A sixth reason why words from the question was fact which meant that โฆโ 1 mark
Example: One reason why women gained the vote in 1918 was that women burned down buildings like cricket pavilions, which meant that they gained publicity for the cause of votes for women.
How it's marked
1 mark for each accurate, relevant reason.
A second mark for each reason that is developed.
Each sentence/point must answer the question on its own.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must make a number of points that make the issue plain or clear, for example by showing connections between factors or causal relationships between events or ideas. These should be key reasons but there is no need for any evaluation or prioritising of these reasons.
Up to a maximum of 6 marks in total, 1 mark should be awarded for each accurate, relevant reason, and a second mark should be awarded for reasons that are developed.
Possible reasons
many colonists had become wealthy through trade with Britain/merchants feared damage to their trade if the colonists won
King George III still commanded some respect among many colonists/some colonists had a great loyalty to the King/saw the monarchy as important
some colonists feared law and order would break down if British rule was overthrown
some loyalists felt their power and influence had increased under British rule
some colonists greatly feared the spread of revolutionary ideas if the colonists won
loyalists were mainly conservative and feared change if the British lost
many loyalists believed in the importance of the Empire and opposed any threat to it
individuals like Flora McDonald encouraged Scots colonists to remain loyal to Britain
some hoped to win favour with the British Government by remaining loyal
most colonists were of British descent and were proud of being British
some loyalists felt that the conflict was the colonistsโ fault and had no sympathy for them.
How fully6 marks2019 specimenQ53โTea and Freedomโ: the American Revolution, 1774โ1783
How fully does Source A describe the condition of the American army in 1777? (Use the source and recall to reach a judgement.)
WFQ = words from the question โ reuse in every point.
Tip: Highlight up to 3 pieces of evidence from the source (worth up to 3 marks) โ then recall 3 points the source leaves out.
Highlight evidence โ tap the text:
Source A
Source A is about the condition of the American army in 1777.
The Revolutionary War was waged by small armies on both sides. The American forces were often led by inefficient, even incompetent, commanders who fought muddled campaigns. The men gathering in Boston were very enthusiastic. They were however badly armed and lacking supplies. The American commander, George Washington, could rely on no more than 5,000 regular soldiers. Most men were part-time and served for only a few months at a time. Britainโs professional army was larger but not large enough to subdue the Americans.
๐ RAT sheet โ how to structure your answerโพ
How fully ยท Appears in all 3 sections
WFQ (words from the question)quote from the sourceomission โ your own recall
Overall, Source X partly words from the question.โ needed for full marks
Source X says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
However, Source X doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
How it's marked
Up to 3 marks for points from the source that support your judgement.
Up to 4 marks for points of significant omission from recall.
Maximum 2 marks if no judgement is made, or if you refer only to the source.
๐กUse the source AND recall.
๐กQuote and then explain โ show you understand it, donโt just repeat it.
๐กYou must make a judgement (e.g. โthe source partly explainsโฆโ) or you are capped at 2 marks.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must make a judgement about the extent to which the source provides a full description or explanation of a given event or development.
Candidates should be awarded up to 3 marks for their identification of points from the source which support their judgement. Candidates should be awarded up to 4 marks for their identification of points of significant omission, based on their own knowledge, that support their judgement. A maximum of 2 marks may be awarded for answers in which no judgement has been made or which refer only to the source.
Points from the source
the American forces were often led by inefficient, even incompetent, commanders who fought muddled campaigns
the men gathering in Boston were very enthusiastic
they were however badly armed and lacking supplies
most men were part-time and served for only a few months at a time
Points of significant omission
many American officers lacked proper military training/training in the different types of warfare
American forces were short of artillery and cavalry
many soldiers lacked experience in battle/needed practice with their weapons
many soldiers didnโt even have a uniform
troops grew exhausted and sick as the campaign went on
troops suffered from poor food/shortages of food and cold weather during winter campaigns.
Describe4 marks2019 specimenQ54โTea and Freedomโ: the American Revolution, 1774โ1783
Describe the events leading up to the British surrender at Saratoga in 1777.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Describe ยท Appears in 2 sections
WFQ (words from the question)
One words from the question was โฆโ 1 mark
A second words from the question was โฆโ 1 mark
A third words from the question was โฆโ 1 mark
A fourth words from the question was โฆโ 1 mark
Example: One use of new technology on the Western Front during the First World War was mustard gas, which was used to blind soldiers and make it more difficult for them to fight.
How it's marked
1 mark for each accurate, relevant key point of knowledge.
A second mark for each point that is developed.
Full marks by four straightforward points, two developed points, or a combination.
โ Reveal marking schemeโพ
Max 4 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must make a number of relevant, factual points. These should be key points. These do not have to be in any particular order.
1 mark should be awarded for each accurate relevant key point of knowledge. A second mark should be awarded for each point that is developed, up to a maximum of 4 marks.
Possible points of knowledge
British plan was to link their two armies to defeat the colonists
Burgoyneโs army invaded from Canada
colonists cut down trees and blocked British armyโs progress
colonists destroyed crops and other potential food supplies
Native Americans deserted the British
St Legerโs British army was defeated/he retreated
British at Saratoga outnumbered and surrounded by colonists
Burgoyneโs army unable to break out so he surrendered (6,000 men and 30 cannon) to colonists.
Compare the views4 marks2019 specimenQ55โTea and Freedomโ: the American Revolution, 1774โ1783
Compare the views of Sources B and C about the events of the Battle of Yorktown. (Compare the sources overall and/or in detail.)
WFQ = words from the question โ reuse in every point.
Tip: Highlight 2โ3 points of comparison โ either where the sources agree OR where they disagree. You do not need both; pick one set and compare them point by point.
Highlight evidence โ tap the text:
Source B
Sources B and C are about the events of the Battle of Yorktown, 1781.
In 1781, Cornwallis moved into Virginia and began to build a base at Yorktown. By late summer, Cornwallisโs position at Yorktown was deteriorating fast. While American forces prevented him from moving inland, a large French fleet carrying 3,000 troops had sailed up to join the siege. The fate of Cornwallis was sealed when the French defeated the British fleet in Chesapeake Bay. On 19 October, Cornwallis surrendered his entire army of 7,000 men.
Source C
To launch his campaign in Virginia, Cornwallisโs army carried out raids, harassing the American forces wherever he could. In August 1781, Cornwallisโs British forces set up camp at Yorktown. Yorktown however turned out to be a poor position and his situation became more serious. American troops moved quickly into the area to surround him and keep him there. The British could not help Cornwallisโs army to escape, or bring in reinforcements.
Overall, do the sources agree or disagree? (worth a mark for an overall comparison)
๐ RAT sheet โ how to structure your answerโพ
Compare the views ยท Appears in 2 sections
WFQ (words from the question)quote from the source
Overall, Sources X and Y [agree/disagree] about words from the question.โ 1 mark (overall)
The sources agree/disagree about statement summarising the point. Source X says โdirect quoteโ and Source Y [agrees/disagrees] when it says โdirect quoteโ.โ 1โ2 marks
The sources also agree/disagree about statement summarising the point. Source X says โdirect quoteโ and Source Y [agrees/disagrees] when it says โdirect quoteโ.โ 1โ2 marks
How it's marked
1 mark for a simple comparison (what the sources agree/disagree about).
2 marks for a developed comparison, supported by specific references to each source.
Full marks by four simple comparisons, two developed comparisons, or a combination.
๐กOne set of points will agree, one will disagree.
โ Reveal marking schemeโพ
Max 4 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must interpret the evidence and make direct comparisons between sources. Candidates are expected to compare content directly on a point-by-point basis. They may compare the details in the sources and/or compare the viewpoints overall.
A simple comparison will indicate what points of detail or viewpoint the sources agree or disagree on and should be awarded 1 mark. A developed comparison of the points of detail or overall viewpoint should be awarded a second mark.
Overall: Overall โ the sources agree about the events of the Battle of Yorktown
Points of comparison
agree
Source B: Cornwallis moved into Virginia and began to build a base at Yorktown.
Source C: ...Cornwallisโs British forces set up camp at Yorktown.
agree
Source B: By late summer, Cornwallisโs position at Yorktown was deteriorating fast.
Source C: Yorktown however turned out to be a poor position and his situation became more serious.
agree
Source B: ...American forces prevented him from moving inland...
Source C: ..American troops moved quickly into the area to surround him and keep him there.
Explain6 marks2019Q79Appeasement and the Road to War, 1918โ1939
Explain the reasons why the League of Nations faced many difficulties up to 1933.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Explain ยท Appears in all 3 sections
WFQ (words from the question)your own recalled knowledge
One reason why words from the question was fact which meant that โฆโ 1 mark
A second reason why words from the question was fact which meant that โฆโ 1 mark
A third reason why words from the question was fact which meant that โฆโ 1 mark
A fourth reason why words from the question was fact which meant that โฆโ 1 mark
A fifth reason why words from the question was fact which meant that โฆโ 1 mark
A sixth reason why words from the question was fact which meant that โฆโ 1 mark
Example: One reason why women gained the vote in 1918 was that women burned down buildings like cricket pavilions, which meant that they gained publicity for the cause of votes for women.
How it's marked
1 mark for each accurate, relevant reason.
A second mark for each reason that is developed.
Each sentence/point must answer the question on its own.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
1 mark should be awarded for each accurate, relevant reason, and a second mark should be awarded for reasons that are developed.
Candidates may achieve full marks by providing six straightforward reasons, three developed reasons (or any combination of these).
Possible reasons
the USA refused to join as they were not interested in getting involved in the problems of other countries (the League was seriously weakened by the absence of the world's leading military and economic power)
the League was further weakened as Communist Russia was not invited to join, so another great country of the world was absent
some members lacked enthusiasm for the League (for example Germany, excluded until 1926, looked on the League suspiciously as a โclub of victorsโ โ of the countries which had defeated them in 1918)
the two most powerful member countries Britain and France were reluctant to commit troops to fight for the League
member countries were reluctant to agree to economic sanctions for fear of damaging their own economies
taking decisions was difficult as the Assembly had to be unanimous and member states often could not agree
a further problem was that the League did not have its own army to back up its decisions
countries lost faith in the League with each failure to deal with aggression
Member states were reluctant to take action against powerful countries
Evaluate the usefulness5 marks2019Q80Appeasement and the Road to War, 1918โ1939
Evaluate the usefulness of Source A as evidence of the aims of Nazi foreign policy.
WFQ = words from the question โ reuse in every point.
(You may want to comment on what type of source it is, who wrote it, when they wrote it, why they wrote it, what they say and what has been missed out.)
Tip: Highlight up to 2 content points you would quote (content is worth up to 2 marks) โ then consider author, purpose, timing and omission.
Highlight evidence โ tap the text:
Source A โ from the diary of Hermann Rauschning, a leading Nazi Party member, and was written in 1934
Source A is from the diary of Hermann Rauschning, a leading Nazi Party member, and was written in 1934.
The conversation I had with Herr Hitler was most revealing. โWe need space in the East for our growing populationโ he almost shrieked. โWe must have a sea power equal to that of Britain.โ And his plans did not end there. โWe need the French coast, Belgium, Holland and above all we need Sweden โฆ we must rule Europe or fall apart as a nation.โ And it was clear from his manner that he would not rest until he had achieved these goals.
๐ RAT sheet โ how to structure your answerโพ
Evaluate the usefulness ยท Appears in 2 sections
Remember COAT
๐Content โ what the source says
๐ซOmission โ what the source leaves out
โ๏ธAuthor โ who wrote it
๐Timing โ when it was written
WFQ (words from the question)quote from the source
Source X says โ_____โ. This is useful as it is accurate information about words from the question.โ 1 mark (content)
Source X also says โ_____โ. This is useful as it is accurate information about words from the question.โ 1 mark (content)
Source X omits _____. This makes the source less useful. Source X also omits _____. This makes the source less useful.โ 1 mark (omission)
Source X was written by _____. This makes the source useful because they have personal / professional experience of, or are an expert in, words from the question.โ 1 mark (author)
Source X was written in _____. This is useful as it was during the time of / has the benefit of hindsight about words from the question.โ 1 mark (timing)
How it's marked
Maximum 4 marks for comments on author, type of source, purpose and timing.
Maximum 2 marks for comments on the content of the source.
Maximum 2 marks for comments on points of significant omission.
๐กYou can also comment on the Purpose and Type of source.
โ Reveal marking schemeโพ
Max 5 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
For a mark to be awarded, the candidate must identify an aspect of the source and make a comment which shows why this aspect makes the source more or less useful.
A maximum of 4 marks can be awarded for evaluative comments relating to the author, type of source, purpose and timing. A maximum of 2 marks may be awarded for evaluative comments relating to the content of the source. A maximum of 2 marks may be awarded for evaluative comments relating to points of significant omission.
Points from the source
Author: Hermann Rauschning. Useful as he was an eyewitness.
Type of Source: diary. Useful as it is likely to be an honest personal reflection of events.
Purpose: to record. Private account likely to be useful.
Timing: 1934. Useful as it is from the time when Hitler set out his foreign policy aims.
Content: We need space in the East for our growing population. Useful as it is accurate (Hitler planned to expand eastwards to gain living space or lebensraum).
Content: We must have a sea power equal to that of Britain. Useful as it is accurate (Hitler wished to rearm Germany and gain parity with the British navy).
Content: We need the French coast, Belgium, Holland and above all we need Sweden โฆ we must rule Europe or fall apart as a nation. Useful as it is accurate (Hitler hoped to eventually expand the influence of Germany across Europe, creating an empire that would dominate the entire continent).
Points of significant omission
Hitler also aimed to destroy the terms of the Treaty of Versailles/Hitler wanted to recover the territory lost in the First World War
Hitler wanted to militarise the Rhineland
Hitler also wished to create a Greater Germany, containing all the German speaking people of Europe
Hitler hoped to defeat the Soviet Union and the centre of communism in Europe
How fully6 marks2019Q81Appeasement and the Road to War, 1918โ1939
How fully does Source B describe the reaction in Britain to the Munich Agreement in 1938?
WFQ = words from the question โ reuse in every point.
(Use the source and recall to reach a judgement.)
Tip: Highlight up to 3 pieces of evidence from the source (worth up to 3 marks) โ then recall 3 points the source leaves out.
Highlight evidence โ tap the text:
Source B
Source B describes the reaction in Britain to the Munich Agreement in 1938.
On Chamberlain's route back from the airport, people were shouting themselves hoarse and leaping on the running board of the car wanting to shake his hand. At 10 Downing Street the crowds all sang โFor he's a jolly good fellowโ. The newspapers were very quick to praise Chamberlain and his achievements at Munich. A four-day debate was held in the House of Commons on the terms of the agreement. Chamberlain received a favourable result in the Commons, with a majority of MPs in support of the Munich Agreement.
๐ RAT sheet โ how to structure your answerโพ
How fully ยท Appears in all 3 sections
WFQ (words from the question)quote from the sourceomission โ your own recall
Overall, Source X partly words from the question.โ needed for full marks
Source X says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
However, Source X doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
How it's marked
Up to 3 marks for points from the source that support your judgement.
Up to 4 marks for points of significant omission from recall.
Maximum 2 marks if no judgement is made, or if you refer only to the source.
๐กUse the source AND recall.
๐กQuote and then explain โ show you understand it, donโt just repeat it.
๐กYou must make a judgement (e.g. โthe source partly explainsโฆโ) or you are capped at 2 marks.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates should be given up to 3 marks for their identification of points from the source that support their judgement.
Candidates should be given up to 4 marks for their identification of points of significant omission, based on their own knowledge, that support their judgement.
A maximum of 2 marks may be given for answers in which no judgement has been made or which refer only to the source.
Points from the source
on Chamberlain's route back from the airport, people were shouting themselves hoarse and leaping on the running board of the car wanting to shake his hand
at 10 Downing Street the crowds all sang โFor he's a jolly good fellowโ
the newspapers were very quick to praise Chamberlain and his achievements at Munich
Chamberlain received a favourable result in the Commons, with a majority of MPs in support of the Munich Agreement
Points of significant omission
Chamberlain received thousands of letters, telegrams and gifts from the public who wished to thank him for his achievements at Munich
the BBC in its radio coverage was supportive of Chamberlain and the Munich Agreement
Winston Churchill was an outspoken critic of the Munich Agreement/other MPs also spoke out against the Munich Agreement
thousands demonstrated against the Munich Agreement in Trafalgar Square
political cartoonists (for example David Low) were very critical of both Chamberlain and the Munich Agreement
Explain6 marks2019 specimenQ81Appeasement and the Road to War, 1918โ1939
Explain the reasons why Germany hated the terms of the Treaty of Versailles.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Explain ยท Appears in all 3 sections
WFQ (words from the question)your own recalled knowledge
One reason why words from the question was fact which meant that โฆโ 1 mark
A second reason why words from the question was fact which meant that โฆโ 1 mark
A third reason why words from the question was fact which meant that โฆโ 1 mark
A fourth reason why words from the question was fact which meant that โฆโ 1 mark
A fifth reason why words from the question was fact which meant that โฆโ 1 mark
A sixth reason why words from the question was fact which meant that โฆโ 1 mark
Example: One reason why women gained the vote in 1918 was that women burned down buildings like cricket pavilions, which meant that they gained publicity for the cause of votes for women.
How it's marked
1 mark for each accurate, relevant reason.
A second mark for each reason that is developed.
Each sentence/point must answer the question on its own.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must make a number of points that make the issue plain or clear, for example by showing connections between factors or causal relationships between events or ideas. These should be key reasons but there is no need for any evaluation or prioritising of these reasons.
Up to a maximum of 6 marks in total, 1 mark should be awarded for each accurate, relevant reason, and a second mark should be awarded for reasons that are developed.
Possible reasons
furious as it was far harsher than expected and would cripple Germany
expected a peace treaty based on Wilsonโs Fourteen Points and angry it wasnโt
criticised it as a diktat/dictated peace as Germany had been denied any say in it
hated the shame of the War Guilt clause which Germany claimed was unfair
accused the Treaty of being based on Alliesโ desire for revenge
angry at having to pay reparations which Germany claimed it couldnโt afford
resented the loss of German colonies which it said was unfair
angry at the loss of land containing many Germans, especially land lost to Poland
furious at the reduction in Germanyโs armed forces which it claimed left Germany defenceless
angry that Germans were denied self-determination
argued Germany did not deserve to be punished so severely since the Kaiser and generals were gone
new German Government was angry because it felt it had little chance of success after the terms were imposed.
To what extent9 marks2019Q82Appeasement and the Road to War, 1918โ1939
To what extent was Germany's invasion of Czechoslovakia in March 1939 the most important reason for Chamberlain abandoning the policy of appeasement?
WFQ = words from the question โ reuse in every point.amber = the isolated factor to weigh up.
(Use recalled knowledge to introduce then present a balanced assessment of the influence of different factors and come to a reasoned conclusion.)
๐ RAT sheet โ how to structure your answerโพ
To what extent / How important / How successful ยท Appears in 2 sections
WFQ (words from the question)a factor
There are several reasons why words from the question. These include the isolated factor, FACTOR 2, and FACTOR 3.โ 1 mark (introduction)
Some historians think the isolated factor was words from the question because _____. Also _____.โ 1 KU mark per fact (up to 5)
However, other historians think FACTOR 2 was words from the question because _____. Also _____.โ 1 mark (balance) + 1 KU per fact
Other historians think FACTOR 3 was words from the question because _____. Also _____.โ 1 KU mark per fact
Overall, the isolated factor / FACTOR 2 / FACTOR 3 was the most important words from the question. This is because [reason why โ does not need to be new].โ 2 marks (conclusion)
How it's marked
5 marks for knowledge โ 1 KU mark for each accurate, developed fact you give to support your factors (not too brief). If only one factor is presented, max 3 for knowledge.
Structure marks: 1 for an introduction, 1 for balance (more than one factor), 2 for a conclusion (1 for a valid judgement, 1 for a reason supporting it).
๐กIt is asking: one factor is a reason โ but there are others, so decide which was MOST important.
๐กEach fact you add (including every "Alsoโฆ") earns a KU mark, as long as it is developed and not too brief โ up to 5.
โ Reveal marking schemeโพ
Max 9 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Up to 5 marks can be awarded for relevant, factual, key points of knowledge used to support factors, with 1 mark awarded for each point. If only one factor is presented, a maximum of 3 marks should be awarded.
Up to 4 marks should be awarded for presenting the answer in a structured way, leading to a conclusion: 1 mark for an introduction, 1 mark for a structured answer, 1 mark for a conclusion with a valid judgement, 1 mark for a reason in support of the judgement.
Germany's invasion of Czechoslovakia
the invasion of Czechoslovakia in March 1939 proved that Hitler could not be trusted (he had lied when he said that the occupation of the Sudetenland was his โlast territorial demand in Europeโ)
the invasion of Czechoslovakia also proved that he did not just want land where Germans lived and action would have to be taken to stop him
Public opinion
many were influenced by Churchill's speeches which meant appeasement was losing the support of the British people
the Oxford by-election showed that there were many British people who did not agree with appeasing Hitler and who would support military action against Nazi aggression
Rearmament
rearmament had strengthened Britain's armed forces and gave Chamberlain the confidence to tackle Nazi aggression
by March 1939, Britain was better prepared to protect its civilians against German attacks (for example a quarter of a million free air raid shelters were given to Londoners)
Fascist threat in Europe
the military alliance made in May 1939 between Germany and Italy showed that appeasement had failed to satisfy Hitler and that he was planning for war
Fascists were growing in power across Europe (for example Franco came to power in Spain in 1939) and many felt that they had to be stopped
Compare the views4 marks2019 specimenQ82Appeasement and the Road to War, 1918โ1939
Compare the views of Sources A and B about the work of the League of Nations. (Compare the sources overall and/or in detail.)
WFQ = words from the question โ reuse in every point.
Tip: Highlight 2โ3 points of comparison โ either where the sources agree OR where they disagree. You do not need both; pick one set and compare them point by point.
Highlight evidence โ tap the text:
Source A
Sources A and B are about the work of the League of Nations.
Wilson had been the driving force behind the League of Nations. The refusal of the USA to join the League however greatly weakened its ability to succeed. In the years after the war, the League did a great deal of useful humanitarian work. The League did manage to settle disputes between smaller nations who could be leaned on. When disputes involved larger countries, the League however often failed to act.
Source B
The Covenant was the document which outlined how the League would work. Actions against larger nations who challenged the League were inadequate and frequently half-hearted. Many members were not willing to use sanctions, which weakened the League. The League however did achieve some success in solving arguments between lesser countries. The failure of several big powers, including the USA , to join the League badly damaged its effectiveness.
Overall, do the sources agree or disagree? (worth a mark for an overall comparison)
๐ RAT sheet โ how to structure your answerโพ
Compare the views ยท Appears in 2 sections
WFQ (words from the question)quote from the source
Overall, Sources X and Y [agree/disagree] about words from the question.โ 1 mark (overall)
The sources agree/disagree about statement summarising the point. Source X says โdirect quoteโ and Source Y [agrees/disagrees] when it says โdirect quoteโ.โ 1โ2 marks
The sources also agree/disagree about statement summarising the point. Source X says โdirect quoteโ and Source Y [agrees/disagrees] when it says โdirect quoteโ.โ 1โ2 marks
How it's marked
1 mark for a simple comparison (what the sources agree/disagree about).
2 marks for a developed comparison, supported by specific references to each source.
Full marks by four simple comparisons, two developed comparisons, or a combination.
๐กOne set of points will agree, one will disagree.
โ Reveal marking schemeโพ
Max 4 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must interpret the evidence and make direct comparisons between sources. Candidates are expected to compare content directly on a point-by-point basis. They may compare the details in the sources and/or compare the viewpoints overall.
A simple comparison will indicate what points of detail or viewpoint the sources agree or disagree on and should be awarded 1 mark. A developed comparison of the points of detail or overall viewpoint should be awarded a second mark.
Overall: Overall โ the sources agree about the work of League of Nations.
Points of comparison
agree
Source A: The refusal of the USA to join the League however greatly weakened itโs ability to succeed.
Source B: The failure of several big powers, including the USA , to join the League badly damaged its effectiveness.
agree
Source A: The League did manage to settle disputes between smaller nations who could be leaned on.
Source B: The League however did achieve some success in solving arguments between lesser countries.
agree
Source A: When disputes involved larger countries, the League however often failed to act.
Source B: Actions against larger nations who challenged the League were inadequate and frequently half-hearted.
Describe4 marks2019 specimenQ83Appeasement and the Road to War, 1918โ1939
Describe the aims of Nazi foreign policy.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Describe ยท Appears in 2 sections
WFQ (words from the question)
One words from the question was โฆโ 1 mark
A second words from the question was โฆโ 1 mark
A third words from the question was โฆโ 1 mark
A fourth words from the question was โฆโ 1 mark
Example: One use of new technology on the Western Front during the First World War was mustard gas, which was used to blind soldiers and make it more difficult for them to fight.
How it's marked
1 mark for each accurate, relevant key point of knowledge.
A second mark for each point that is developed.
Full marks by four straightforward points, two developed points, or a combination.
โ Reveal marking schemeโพ
Max 4 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must make a number of relevant, factual points. These should be key points. These do not have to be in any particular order.
1 mark should be awarded for each accurate relevant key point of knowledge. A second mark should be awarded for each point that is developed, up to a maximum of 4 marks.
Possible points of knowledge
to restore German power by breaking the Treaty of Versailles
to build up the German army/create a German air force
to remilitarise the Rhineland
to regain the territory that Germany had lost after World War One
to achieve Anschluss with Austria
to create a Greater Germany for all Germans
to gain Lebensraum/โliving spaceโ in Eastern Europe for the German people
To what extent9 marks2019 specimenQ84Appeasement and the Road to War, 1918โ1939
To what extent were military concerns the main reason why Chamberlain followed a policy of appeasement?
WFQ = words from the question โ reuse in every point.amber = the isolated factor to weigh up.
(Use recalled knowledge to introduce, then present a balanced assessment of the influence of different factors and come to a reasoned conclusion.)
๐ RAT sheet โ how to structure your answerโพ
To what extent / How important / How successful ยท Appears in 2 sections
WFQ (words from the question)a factor
There are several reasons why words from the question. These include the isolated factor, FACTOR 2, and FACTOR 3.โ 1 mark (introduction)
Some historians think the isolated factor was words from the question because _____. Also _____.โ 1 KU mark per fact (up to 5)
However, other historians think FACTOR 2 was words from the question because _____. Also _____.โ 1 mark (balance) + 1 KU per fact
Other historians think FACTOR 3 was words from the question because _____. Also _____.โ 1 KU mark per fact
Overall, the isolated factor / FACTOR 2 / FACTOR 3 was the most important words from the question. This is because [reason why โ does not need to be new].โ 2 marks (conclusion)
How it's marked
5 marks for knowledge โ 1 KU mark for each accurate, developed fact you give to support your factors (not too brief). If only one factor is presented, max 3 for knowledge.
Structure marks: 1 for an introduction, 1 for balance (more than one factor), 2 for a conclusion (1 for a valid judgement, 1 for a reason supporting it).
๐กIt is asking: one factor is a reason โ but there are others, so decide which was MOST important.
๐กEach fact you add (including every "Alsoโฆ") earns a KU mark, as long as it is developed and not too brief โ up to 5.
โ Reveal marking schemeโพ
Max 9 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must make a judgement about the extent to which different factors contributed to an event or development, or its impact. They are required to provide a balanced account of the influence of different factors and come to a reasoned conclusion based on the evidence presented.
Up to 5 marks can be awarded for relevant, factual, key points of knowledge used to support factors, with 1 mark awarded for each point (but one mark should be deducted if the correct process is not clear in at least two factors). If only one factor is presented, a maximum of 3 marks should be awarded for relevant points of knowledge. A further 4 marks can be awarded for providing the answer in a structured way and coming to a reasoned conclusion.
Up to 4 marks should be awarded for presenting the answer in a structured way, leading to a conclusion which addresses the question: 1 mark for an introduction, 1 mark for the answer being presented in a structured way, 1 mark for a conclusion with a valid judgement (or overall summary), 1 mark for a reason in support of the judgement.
Military concerns
chiefs of the armed forces advised that the British military was unprepared for war/Britain had failed to modernise her armed forces
Britain was concerned about Germanyโs powerful army and air force
Britainโs air preparations were inadequate, with insufficient fighter planes, radar systems or anti-aircraft artillery
there was fear of bombing from the air โ โThe Bomber will always get throughโ, according to the government.
Public opinion
majority of the public were still fearful of war after the huge losses suffered during World War One
public concerns over the cost of rearmament (welfare vs warfare)
there was a significant pacifist movement in the 1930s which was strongly against war eg the โPeace Ballotโ.
Relations with Hitler
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.
Lack of allies
France was unwilling to support conflict over the Sudetenland
USA was following an isolationist policy
Empire was unwilling to fight eg disturbances in India.
How fully6 marks2019 specimenQ85Appeasement and the Road to War, 1918โ1939
How fully does Source C describe the events in 1939 leading to the outbreak of war between Britain and Germany? (Use the source and recall to reach a judgement.)
WFQ = words from the question โ reuse in every point.
Tip: Highlight up to 3 pieces of evidence from the source (worth up to 3 marks) โ then recall 3 points the source leaves out.
Highlight evidence โ tap the text:
Source C
Source C is about the events that led to the outbreak of war between Britain and Germany in 1939.
The loss of the Sudetenland to Germany in October 1938 left the rest of Czechoslovakia weak and vulnerable to attack. In March 1939, German troops marched into Czechoslovakia. This action broke the Munich Agreement. Slovakia broke away and became a pro-German โpuppet stateโ. Bohemia and Moravia became a German protectorate. Up to this point Hitler had justified his demands in terms of self-determination. This was impossible after his actions in March 1939. Germanyโs aggression led to Great Britain and France abandoning the policy of appeasement.
๐ RAT sheet โ how to structure your answerโพ
How fully ยท Appears in all 3 sections
WFQ (words from the question)quote from the sourceomission โ your own recall
Overall, Source X partly words from the question.โ needed for full marks
Source X says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
However, Source X doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
How it's marked
Up to 3 marks for points from the source that support your judgement.
Up to 4 marks for points of significant omission from recall.
Maximum 2 marks if no judgement is made, or if you refer only to the source.
๐กUse the source AND recall.
๐กQuote and then explain โ show you understand it, donโt just repeat it.
๐กYou must make a judgement (e.g. โthe source partly explainsโฆโ) or you are capped at 2 marks.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must make a judgement about the extent to which the source provides a full description or explanation of a given event or development.
Candidates should be awarded up to 3 marks for their identification of points from the source which support their judgement. Candidates should be awarded up to 4 marks for their identification of points of significant omission, based on their own knowledge, that support their judgement. A maximum of 2 marks may be awarded for answers in which no judgement has been made or which refer only to the source.
Points from the source
In March 1939, German troops marched into Czechoslovakia
Slovakia broke away and became a pro-German โpuppet stateโ
Bohemia and Moravia became a German protectorate
Germanyโs aggression led to Great Britain and France abandoning the policy of appeasement.
Points of significant omission
German demands to Poland eg return of Danzig/permission to build a road and railway line through Poland
Britain and France promise to defend Poland if she was attacked by Germany
Germany and Italy sign the โPact of Steelโ which required them to help each other in time of war
August 1939, Germany and Russia sign the Nazi-Soviet Non-Aggression Pact, agreeing not to go to war with each other so Germany was safe in the east
September 1st, Germany invades Poland/didnโt respond to Britain and Franceโs ultimatum to withdraw German forces from Poland or face war
September 3rd, Britain and France declare war on Germany.
Evaluate the usefulness5 marks2019Q75Free at Last? Civil Rights in the USA, 1918โ1968
Evaluate the usefulness of Source A as evidence of the reasons why many Americans were against immigration in the 1920s.
WFQ = words from the question โ reuse in every point.
(You may want to comment on what type of source it is, who wrote it, when they wrote it, why they wrote it, what they say and what has been missed out.)
Tip: Highlight up to 2 content points you would quote (content is worth up to 2 marks) โ then consider author, purpose, timing and omission.
Highlight evidence โ tap the text:
Source A โ from a speech by an Alabama Senator in 1921
Source A is from a speech by an Alabama Senator in 1921.
As soon as the immigrants step off the decks of their ships our problem has begun โ the spread of Communism and anarchy. These ships are filled with crooks who are a menace and danger to us every day. Thousands come here who never take the oath to support our constitution and become citizens of the United States. They pay allegiance to some other country and flag while they live upon the benefits of our own. Something must be done to stem the tide of immigration.
๐ RAT sheet โ how to structure your answerโพ
Evaluate the usefulness ยท Appears in 2 sections
Remember COAT
๐Content โ what the source says
๐ซOmission โ what the source leaves out
โ๏ธAuthor โ who wrote it
๐Timing โ when it was written
WFQ (words from the question)quote from the source
Source X says โ_____โ. This is useful as it is accurate information about words from the question.โ 1 mark (content)
Source X also says โ_____โ. This is useful as it is accurate information about words from the question.โ 1 mark (content)
Source X omits _____. This makes the source less useful. Source X also omits _____. This makes the source less useful.โ 1 mark (omission)
Source X was written by _____. This makes the source useful because they have personal / professional experience of, or are an expert in, words from the question.โ 1 mark (author)
Source X was written in _____. This is useful as it was during the time of / has the benefit of hindsight about words from the question.โ 1 mark (timing)
How it's marked
Maximum 4 marks for comments on author, type of source, purpose and timing.
Maximum 2 marks for comments on the content of the source.
Maximum 2 marks for comments on points of significant omission.
๐กYou can also comment on the Purpose and Type of source.
โ Reveal marking schemeโพ
Max 5 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
For a mark to be awarded, the candidate must identify an aspect of the source and make a comment which shows why this aspect makes the source more or less useful.
A maximum of 4 marks can be awarded for evaluative comments relating to the author, type of source, purpose and timing. A maximum of 2 marks may be awarded for evaluative comments relating to the content of the source. A maximum of 2 marks may be awarded for evaluative comments relating to points of significant omission.
Points from the source
Author: Senator from Alabama. Useful as he was an eyewitness.
Type of Source: speech. Useful because his views would reflect popular views.
Purpose: to persuade. Less useful because it is biased.
Timing: 1921. Useful as it is from the time when many Americans were against immigration.
Content: As soon as the immigrants step off the decks of their ships our problem has begun โ the spread of communism and anarchy. Useful as it is accurate (many Americans feared that Russian immigrants may spread communism).
Content: These ships are filled with crooks that constitute a menace and danger to us every day. Useful as it is accurate (many Americans believed that immigrants โ were responsible for the spread of crime).
Content: Thousands come here who never take the oath to support our constitution and become citizens of the United States/they pay allegiance to some other country and flag while they live upon the benefits of our own. Useful as it is accurate (many Americans were suspicious of immigrants who kept their own language and culture/questioned the loyalty of immigrants to America).
Points of significant omission
unemployment increased after the war and immigrants were accused of taking jobs from Americans/concern that immigrants would be used by employers to break strikes
concern that immigrant workers were forcing wages down by working for less
concern that immigrants would create pressure on scarce housing
feeling that new immigrants who were uneducated and illiterate had little to contribute to American life
many WASP Americans saw the arrival of Jewish and Roman Catholic immigrants from southern and eastern Europe as a threat to their Protestant religion
Explain6 marks2019Q76Free at Last? Civil Rights in the USA, 1918โ1968
Explain the reasons why many black Americans migrated to the North.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Explain ยท Appears in all 3 sections
WFQ (words from the question)your own recalled knowledge
One reason why words from the question was fact which meant that โฆโ 1 mark
A second reason why words from the question was fact which meant that โฆโ 1 mark
A third reason why words from the question was fact which meant that โฆโ 1 mark
A fourth reason why words from the question was fact which meant that โฆโ 1 mark
A fifth reason why words from the question was fact which meant that โฆโ 1 mark
A sixth reason why words from the question was fact which meant that โฆโ 1 mark
Example: One reason why women gained the vote in 1918 was that women burned down buildings like cricket pavilions, which meant that they gained publicity for the cause of votes for women.
How it's marked
1 mark for each accurate, relevant reason.
A second mark for each reason that is developed.
Each sentence/point must answer the question on its own.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
1 mark should be awarded for each accurate, relevant reason, and a second mark should be awarded for reasons that are developed.
Candidates may achieve full marks by providing six straightforward reasons, three developed reasons (or any combination of these).
Possible reasons
many black Americans migrated north to escape white violence (for example lynchings were commonplace in the south)
many black Americans migrated north because they feared the Ku Klux Klan (for example the Klan bombed and burned churches, schools and other meeting places used by black people)
many black Americans disliked living in the southern states where segregation of the races was enforced through Jim Crow laws (for example Jim Crow Laws affected all areas of life โ education, entertainment, housing, travel, health, leisure, marriage, work โ and typically facilities for blacks were far inferior to those for whites)
many black Americans migrated north in the hope of gaining their political rights (for example Southern States restricted voting rights for blacks through literacy tests, poll taxes and Grandfather Clauses)
many black Americans migrated north to escape the poverty they experienced in the south (for example many black Americans were poor sharecroppers heavily in debt to white landowners for farming equipment and seeds for planting)
many black Americans migrated north as they were attracted by the job opportunities available in northern factories (for example wages in the northern factories were typically double those received by most black workers in the south)
many black Americans were encouraged to move north by articles/organisations (or family members) promoting the opportunities available to them in the north (for example publications such as the Chicago Defender published train schedules and lists of jobs to persuade southern blacks to migrate north)
To what extent9 marks2019 specimenQ76Free at Last? Civil Rights in the USA, 1918โ1968
To what extent was fear of revolution the main reason why many Americansโ attitude towards immigration changed after 1918?
WFQ = words from the question โ reuse in every point.amber = the isolated factor to weigh up.
(Use recalled knowledge to introduce, then present a balanced assessment of the influence of different factors and come to a reasoned conclusion.)
๐ RAT sheet โ how to structure your answerโพ
To what extent / How important / How successful ยท Appears in 2 sections
WFQ (words from the question)a factor
There are several reasons why words from the question. These include the isolated factor, FACTOR 2, and FACTOR 3.โ 1 mark (introduction)
Some historians think the isolated factor was words from the question because _____. Also _____.โ 1 KU mark per fact (up to 5)
However, other historians think FACTOR 2 was words from the question because _____. Also _____.โ 1 mark (balance) + 1 KU per fact
Other historians think FACTOR 3 was words from the question because _____. Also _____.โ 1 KU mark per fact
Overall, the isolated factor / FACTOR 2 / FACTOR 3 was the most important words from the question. This is because [reason why โ does not need to be new].โ 2 marks (conclusion)
How it's marked
5 marks for knowledge โ 1 KU mark for each accurate, developed fact you give to support your factors (not too brief). If only one factor is presented, max 3 for knowledge.
Structure marks: 1 for an introduction, 1 for balance (more than one factor), 2 for a conclusion (1 for a valid judgement, 1 for a reason supporting it).
๐กIt is asking: one factor is a reason โ but there are others, so decide which was MOST important.
๐กEach fact you add (including every "Alsoโฆ") earns a KU mark, as long as it is developed and not too brief โ up to 5.
โ Reveal marking schemeโพ
Max 9 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must make a judgement about the extent to which different factors contributed to an event or development, or its impact. They are required to provide a balanced account of the influence of different factors and come to a reasoned conclusion based on the evidence presented.
Up to 5 marks can be awarded for relevant, factual, key points of knowledge used to support factors, with 1 mark awarded for each point (but one mark should be deducted if the correct process is not clear in at least two factors). If only one factor is presented, a maximum of 3 marks should be awarded for relevant points of knowledge. A further 4 marks can be awarded for providing the answer in a structured way and coming to a reasoned conclusion.
Up to 4 marks should be awarded for presenting the answer in a structured way, leading to a conclusion which addresses the question: 1 mark for an introduction, 1 mark for the answer being presented in a structured way, 1 mark for a conclusion with a valid judgement (or overall summary), 1 mark for a reason in support of the judgement.
Fear of revolution
โRed Scareโ - many Americans were afraid that immigrants from Eastern Europe would bring in dangerous new ideas such as communism
growing fear of social unrest/violent revolution in America in the aftermath of Russian Revolution
1919 huge wave of strikes in USA which Americans claimed were caused by revolutionary workers from Eastern Europe.
Self-interest
concern that immigrants would take jobs /depress wages/break strikes
concern that immigrants would create pressure on scarce housing
American workers saw immigrants as a threat to their standard of living.
Racism
old immigrants, especially the WASPs, had lived in USA for several generations and many thought the new immigrants were inferior
WASPs saw the new immigrants as a threat to the American way of life
immigrants were often blamed for crime, disease, alcoholism and other social problems in cities
WASPs argued America must not be turned into a second rate power by second rate people (new immigrants).
Social factors
there were religious differences โ older immigrants mainly Protestant, new immigrants Catholic/Jewish
new immigrants often settled amongst people from their own countries leading to a perception that they were unwilling to mix with other Americans.
How fully6 marks2019Q77Free at Last? Civil Rights in the USA, 1918โ1968
How fully does Source B describe the non-violent protests of the Civil Rights Movement in the 1950s and 1960s?
WFQ = words from the question โ reuse in every point.
(Use the source and recall to reach a judgement.)
Tip: Highlight up to 3 pieces of evidence from the source (worth up to 3 marks) โ then recall 3 points the source leaves out.
Highlight evidence โ tap the text:
Source B
Source B describes the non-violent protests of the Civil Rights Movement.
The 1950s marked the start of the Civil Rights Movement. Reverend Brown launched a legal action in the Supreme Court to win the right to send his child to a white school. Nine black students defied the abuse of white protestors and attended a white school in Little Rock, Arkansas. Rosa Parks refused to give up her bus seat to a white person and was arrested. She inspired the Montgomery Bus Boycott, with thousands of black Americans in the city refusing to ride on the buses.
๐ RAT sheet โ how to structure your answerโพ
How fully ยท Appears in all 3 sections
WFQ (words from the question)quote from the sourceomission โ your own recall
Overall, Source X partly words from the question.โ needed for full marks
Source X says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
However, Source X doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
How it's marked
Up to 3 marks for points from the source that support your judgement.
Up to 4 marks for points of significant omission from recall.
Maximum 2 marks if no judgement is made, or if you refer only to the source.
๐กUse the source AND recall.
๐กQuote and then explain โ show you understand it, donโt just repeat it.
๐กYou must make a judgement (e.g. โthe source partly explainsโฆโ) or you are capped at 2 marks.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates should be given up to 3 marks for their identification of points from the source that support their judgement.
Candidates should be given up to 4 marks for their identification of points of significant omission, based on their own knowledge, that support their judgement.
A maximum of 2 marks may be given for answers in which no judgement has been made or which refer only to the source.
Points from the source
Reverend Brown launched a legal action in the Supreme Court to win the right to send his child to a white school
nine black students defied the abuse of white protestors and attended a white school in Little Rock, Arkansas
Rosa Parks refused to give up her bus seat to a white person and was arrested
she inspired the Montgomery Bus Boycott, with thousands of black Americans in the city refusing to ride on the buses
Points of significant omission
sit ins โ the occupation of lunch counters and other segregated places
freedom rides โ travel on buses through southern states using facilities at bus stations
Birmingham โ sit ins and marches in protest at segregation in the city
march on Washington โ a quarter of a million people marched to the Lincoln Memorial to hear Martin Luther King's โI have a dreamโ speech
Selma โ led by Martin Luther King, a group of demonstrators attempted to march from Selma, Alabama, to Montgomery, Alabama, to demand the right to vote
Compare the views4 marks2019 specimenQ77Free at Last? Civil Rights in the USA, 1918โ1968
Compare the views of Sources A and B about the experience of immigrants in the USA during the 1920s. (Compare the sources overall and/or in detail.)
WFQ = words from the question โ reuse in every point.
Tip: Highlight 2โ3 points of comparison โ either where the sources agree OR where they disagree. You do not need both; pick one set and compare them point by point.
Highlight evidence โ tap the text:
Source A
Sources A and B are about the experience of immigrants in the USA in the 1920s.
Italians didnโt want to buy land. Few planned to stay in America for long, but wanted to return to Italy some day. They headed for the great cities where there was a far better prospect of finding employment. Italian Americans succeeded in jobs requiring little formal education, such as small business ownership. However, like other immigrants, they found other ways of making a living. Politics and sports were ladders for upward mobility.
Source B
My family lived in the city of Chicago. When I was 14 years old I started dodging school and so didnโt get much formal education. Around this time I turned to stealing. Then we joined an older gang because although they were only around 20 years old they were in the big money and drove around in fancy automobiles. My father came from Monfalcone in Italy and always hoped to return there.
Overall, do the sources agree or disagree? (worth a mark for an overall comparison)
๐ RAT sheet โ how to structure your answerโพ
Compare the views ยท Appears in 2 sections
WFQ (words from the question)quote from the source
Overall, Sources X and Y [agree/disagree] about words from the question.โ 1 mark (overall)
The sources agree/disagree about statement summarising the point. Source X says โdirect quoteโ and Source Y [agrees/disagrees] when it says โdirect quoteโ.โ 1โ2 marks
The sources also agree/disagree about statement summarising the point. Source X says โdirect quoteโ and Source Y [agrees/disagrees] when it says โdirect quoteโ.โ 1โ2 marks
How it's marked
1 mark for a simple comparison (what the sources agree/disagree about).
2 marks for a developed comparison, supported by specific references to each source.
Full marks by four simple comparisons, two developed comparisons, or a combination.
๐กOne set of points will agree, one will disagree.
โ Reveal marking schemeโพ
Max 4 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must interpret the evidence and make direct comparisons between sources. Candidates are expected to compare content directly on a point-by-point basis. They may compare the details in the sources and/or compare the viewpoints overall.
A simple comparison will indicate what points of detail or viewpoint the sources agree or disagree on and should be awarded 1 mark. A developed comparison of the points of detail or overall viewpoint should be awarded a second mark.
Overall: Overall - the sources agree about the experience of immigrants in the USA during the 1920s
Points of comparison
agree
Source A: They headed for the great cities (where there was a far better prospect of finding employment).
Source B: My family lived in the city of Chicago.
agree
Source A: Few planned to stay in America for long, but wanted to return to Italy some day.
Source B: My father came from Monfalcone in Italy and always hoped to return there.
agree
Source A: Italian Americans succeeded in jobs requiring little formal education.
Source B: (When I was 14 years old I started dodging school) and so didnโt get much formal education.
To what extent9 marks2019Q78Free at Last? Civil Rights in the USA, 1918โ1968
To what extent were the actions of the police the main cause of the race riots that broke out in Northern cities in the 1960s?
WFQ = words from the question โ reuse in every point.amber = the isolated factor to weigh up.
(Use recalled knowledge to introduce then present a balanced assessment of the influence of different factors and come to a reasoned conclusion.)
๐ RAT sheet โ how to structure your answerโพ
To what extent / How important / How successful ยท Appears in 2 sections
WFQ (words from the question)a factor
There are several reasons why words from the question. These include the isolated factor, FACTOR 2, and FACTOR 3.โ 1 mark (introduction)
Some historians think the isolated factor was words from the question because _____. Also _____.โ 1 KU mark per fact (up to 5)
However, other historians think FACTOR 2 was words from the question because _____. Also _____.โ 1 mark (balance) + 1 KU per fact
Other historians think FACTOR 3 was words from the question because _____. Also _____.โ 1 KU mark per fact
Overall, the isolated factor / FACTOR 2 / FACTOR 3 was the most important words from the question. This is because [reason why โ does not need to be new].โ 2 marks (conclusion)
How it's marked
5 marks for knowledge โ 1 KU mark for each accurate, developed fact you give to support your factors (not too brief). If only one factor is presented, max 3 for knowledge.
Structure marks: 1 for an introduction, 1 for balance (more than one factor), 2 for a conclusion (1 for a valid judgement, 1 for a reason supporting it).
๐กIt is asking: one factor is a reason โ but there are others, so decide which was MOST important.
๐กEach fact you add (including every "Alsoโฆ") earns a KU mark, as long as it is developed and not too brief โ up to 5.
โ Reveal marking schemeโพ
Max 9 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Up to 5 marks can be awarded for relevant, factual, key points of knowledge used to support factors, with 1 mark awarded for each point. If only one factor is presented, a maximum of 3 marks should be awarded.
Up to 4 marks should be awarded for presenting the answer in a structured way, leading to a conclusion: 1 mark for an introduction, 1 mark for a structured answer, 1 mark for a conclusion with a valid judgement, 1 mark for a reason in support of the judgement.
Actions of the police
to most black Americans in the ghetto an almost entirely white police force was viewed as the enemy
the race riots were often sparked by acts or even rumours of police discrimination and brutality
police routinely harassed young black Americans in ghettos
Unemployment and economy
black Americans living in the ghetto were frustrated by the lack of job opportunities available to them (some ghettos, including Chicago's, had 50-70% black youth unemployment the Kerner Commission reported that black males were twice as likely to be unemployed as white males)
there were comparatively low levels of pay amongst black Americans in the ghetto (the Kerner Commission discovered that 40% of black Americans lived in poverty and argued that this was the main cause of the race riots in the northern ghettos)
Lack of social investment
black Americans living in the ghetto were angered by the living conditions which they were forced to endure (housing in the ghetto was usually overcrowded and of poor quality)
there were few medical centres in the ghettos and black Americans were frustrated by their inability to access proper medical care when required
there was resentment at the lack of investment in ghetto schools which led to low educational standards amongst young black Americans (only 32% of black pupils in ghetto schools finished high school compared to 56% of white Americans)
Political
many black Americans had become disillusioned with the Civil Rights Movement (many felt that organisations such as the NAACP knew little about ghetto life and the civil rights acts had done little to improve matters)
many black Americans in the ghetto were attracted to the Black Power movement (they looked to new leaders such as Malcolm X and Stokely Carmichael whose condoning of violence seemed a more appropriate response to the problems of the ghetto than Martin Luther King's belief in peaceful protest)
Describe4 marks2019 specimenQ78Free at Last? Civil Rights in the USA, 1918โ1968
Describe how the Jim Crow laws affected black Americans.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Describe ยท Appears in 2 sections
WFQ (words from the question)
One words from the question was โฆโ 1 mark
A second words from the question was โฆโ 1 mark
A third words from the question was โฆโ 1 mark
A fourth words from the question was โฆโ 1 mark
Example: One use of new technology on the Western Front during the First World War was mustard gas, which was used to blind soldiers and make it more difficult for them to fight.
How it's marked
1 mark for each accurate, relevant key point of knowledge.
A second mark for each point that is developed.
Full marks by four straightforward points, two developed points, or a combination.
โ Reveal marking schemeโพ
Max 4 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must make a number of relevant, factual points. These should be key points. These do not have to be in any particular order.
1 mark should be awarded for each accurate relevant key point of knowledge. A second mark should be awarded for each point that is developed, up to a maximum of 4 marks.
Possible points of knowledge
created a segregated society/enforced segregation between black and white people
some states made relationships/marriage between races illegal
separate schooling was enforced
separate toilets, washrooms and canteens
separate drinking fountains/hospital wards
transport facilities โ trains and buses โ were segregated
separate leisure and sporting facilities
black Americans were humiliated/made to feel inferior.
Explain6 marks2019 specimenQ79Free at Last? Civil Rights in the USA, 1918โ1968
Explain the reasons why there was a growth in the civil rights movement between 1945 and 1968.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Explain ยท Appears in all 3 sections
WFQ (words from the question)your own recalled knowledge
One reason why words from the question was fact which meant that โฆโ 1 mark
A second reason why words from the question was fact which meant that โฆโ 1 mark
A third reason why words from the question was fact which meant that โฆโ 1 mark
A fourth reason why words from the question was fact which meant that โฆโ 1 mark
A fifth reason why words from the question was fact which meant that โฆโ 1 mark
A sixth reason why words from the question was fact which meant that โฆโ 1 mark
Example: One reason why women gained the vote in 1918 was that women burned down buildings like cricket pavilions, which meant that they gained publicity for the cause of votes for women.
How it's marked
1 mark for each accurate, relevant reason.
A second mark for each reason that is developed.
Each sentence/point must answer the question on its own.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must make a number of points that make the issue plain or clear, for example by showing connections between factors or causal relationships between events or ideas. These should be key reasons but there is no need for any evaluation or prioritising of these reasons.
Up to a maximum of 6 marks in total, 1 mark should be awarded for each accurate, relevant reason, and a second mark should be awarded for reasons that are developed.
Possible reasons
the groundwork for a Civil rights movement had been laid by early reformers such as du Bois, Garvey and Washington who inspired others to join the cause
the experience of black American servicemen during WW2 had made them aware of non-segregated societies and more determined to fight against discrimination
during WW2 all Americans were called upon to fight for freedom and democracy but black Americans felt that they were denied their basic rights in their own country leading to growing support for civil rights for black Americans
success of Philip Randolph and the โDouble Vโ campaign encouraged greater demands for civil rights
NAACP and other organisations effectively highlighted discrimination faced by black Americans and gained support of both black and white Americans in support of civil rights
black people in the South living under a system of segregation/were subjected to violent persecution, such as lynching, and demanded reform
concern at other inequalities faced by black Americans eg low wages, poor housing and growing demands for improvements
success of non-violent protests โ eg Montgomery Bus Boycott, Birmingham march encouraged others to become involved
leadership of black leaders such as Martin Luther King/Malcolm X inspired others to join the civil rights campaign
successes of non-violent movement encouraged black Americans to demand more
impact of more radical protests such as Nation of Islam attracted those who didnโt believe peaceful methods were working
media coverage especially television heightened awareness and motivated many to support the campaign.
How fully6 marks2019 specimenQ80Free at Last? Civil Rights in the USA, 1918โ1968
How fully does Source C describe the appeal of the Black Panthers to many black Americans? (Use the source and recall to reach a judgement.)
WFQ = words from the question โ reuse in every point.
Tip: Highlight up to 3 pieces of evidence from the source (worth up to 3 marks) โ then recall 3 points the source leaves out.
Highlight evidence โ tap the text:
Source C
Source C is about the appeal of the Black Panthers to many black Americans.
The name โBlack Pantherโ was chosen because the panther is a strong fighter when it is cornered. They urged that it was now time to defend black Americans against this white aggression. When Huey Newton said things like โThe police have never been our protectorsโ, he voiced the distrust many black Americans felt towards the police. Little credit or publicity was given to the self-help programmes organised by the Black Panthers. In addition they also had a ten-point programme which included demands for better housing and education.
๐ RAT sheet โ how to structure your answerโพ
How fully ยท Appears in all 3 sections
WFQ (words from the question)quote from the sourceomission โ your own recall
Overall, Source X partly words from the question.โ needed for full marks
Source X says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
However, Source X doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
How it's marked
Up to 3 marks for points from the source that support your judgement.
Up to 4 marks for points of significant omission from recall.
Maximum 2 marks if no judgement is made, or if you refer only to the source.
๐กUse the source AND recall.
๐กQuote and then explain โ show you understand it, donโt just repeat it.
๐กYou must make a judgement (e.g. โthe source partly explainsโฆโ) or you are capped at 2 marks.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must make a judgement about the extent to which the source provides a full description or explanation of a given event or development.
Candidates should be awarded up to 3 marks for their identification of points from the source which support their judgement. Candidates should be awarded up to 4 marks for their identification of points of significant omission, based on their own knowledge, that support their judgement. A maximum of 2 marks may be awarded for answers in which no judgement has been made or which refer only to the source.
Points from the source
urged that it was now time to defend black Americans against this white aggression
(Huey Newton) he voiced the distrust many black Americans felt towards the police
self-help programmes organised by the Black Panthers
they also had a ten-point programme which included demands for better housing and education.
Points of significant omission
Black Panthers condoned use of violence and this appealed to many blacks who were frustrated by the non-violent methods of the Civil Rights Movement
Black Panthers had charismatic leaders who gained attention and popularity
they demanded the release of black prisoners which had widespread support
Black Panthers gained support due to their efforts to give practical help to poor blacks such as breakfast clubs in schools and providing free health clinics
The Black Panthers encouraged blacks to be proud of the colour of their skin and their African American culture which appealed to many
Black Panthers gained much publicity from the support of athletes at the 1968 Olympic Games eg Black Power salute was a political demonstration conducted by African-American athletes, which inspired many other black Americans.
Describe4 marks2019 specimenQ61Hitler and Nazi Germany, 1919โ1939
Describe the events of the Beer Hall Putsch of 1923.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Describe ยท Appears in 2 sections
WFQ (words from the question)
One words from the question was โฆโ 1 mark
A second words from the question was โฆโ 1 mark
A third words from the question was โฆโ 1 mark
A fourth words from the question was โฆโ 1 mark
Example: One use of new technology on the Western Front during the First World War was mustard gas, which was used to blind soldiers and make it more difficult for them to fight.
How it's marked
1 mark for each accurate, relevant key point of knowledge.
A second mark for each point that is developed.
Full marks by four straightforward points, two developed points, or a combination.
โ Reveal marking schemeโพ
Max 4 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must make a number of relevant, factual points. These should be key points. These do not have to be in any particular order.
1 mark should be awarded for each accurate relevant key point of knowledge. A second mark should be awarded for each point that is developed, up to a maximum of 4 marks.
Possible points of knowledge
Von Kahr, Governor of Bavaria, was making a speech at a meeting in a Munich beer hall
Nazi SA men surrounded the building
Hitler burst into the hall and ordered three Bavarian leaders, Von Kahr, Von Seisser and Von Lossow into a private/side room
Hitler claimed they had agreed to support him/announced a national revolution had begun
Ludendorff let the Bavarian leaders go once they had promised their support
once free the Bavarian leaders withdrew their support and ordered the putsch to be crushed
next day Hitler marched in centre of Munich with several thousand Nazis
police blocked their way and shooting broke out and a number of Nazis and policemen were killed.
To what extent9 marks2019 specimenQ62Hitler and Nazi Germany, 1919โ1939
To what extent was discontent with the Weimar Republic the main reason for the Nazi rise to power by January 1933?
WFQ = words from the question โ reuse in every point.amber = the isolated factor to weigh up.
(Use recalled knowledge to introduce, then present a balanced assessment of the influence of different factors and come to a reasoned conclusion.)
๐ RAT sheet โ how to structure your answerโพ
To what extent / How important / How successful ยท Appears in 2 sections
WFQ (words from the question)a factor
There are several reasons why words from the question. These include the isolated factor, FACTOR 2, and FACTOR 3.โ 1 mark (introduction)
Some historians think the isolated factor was words from the question because _____. Also _____.โ 1 KU mark per fact (up to 5)
However, other historians think FACTOR 2 was words from the question because _____. Also _____.โ 1 mark (balance) + 1 KU per fact
Other historians think FACTOR 3 was words from the question because _____. Also _____.โ 1 KU mark per fact
Overall, the isolated factor / FACTOR 2 / FACTOR 3 was the most important words from the question. This is because [reason why โ does not need to be new].โ 2 marks (conclusion)
How it's marked
5 marks for knowledge โ 1 KU mark for each accurate, developed fact you give to support your factors (not too brief). If only one factor is presented, max 3 for knowledge.
Structure marks: 1 for an introduction, 1 for balance (more than one factor), 2 for a conclusion (1 for a valid judgement, 1 for a reason supporting it).
๐กIt is asking: one factor is a reason โ but there are others, so decide which was MOST important.
๐กEach fact you add (including every "Alsoโฆ") earns a KU mark, as long as it is developed and not too brief โ up to 5.
โ Reveal marking schemeโพ
Max 9 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must make a judgement about the extent to which different factors contributed to an event or development, or its impact. They are required to provide a balanced account of the influence of different factors and come to a reasoned conclusion based on the evidence presented.
Up to 5 marks can be awarded for relevant, factual, key points of knowledge used to support factors, with 1 mark awarded for each point (but one mark should be deducted if the correct process is not clear in at least two factors). If only one factor is presented, a maximum of 3 marks should be awarded for relevant points of knowledge. A further 4 marks can be awarded for providing the answer in a structured way and coming to a reasoned conclusion.
Up to 4 marks should be awarded for presenting the answer in a structured way, leading to a conclusion which addresses the question: 1 mark for an introduction, 1 mark for the answer being presented in a structured way, 1 mark for a conclusion with a valid judgement (or overall summary), 1 mark for a reason in support of the judgement.
Weimar Republic
blamed for signing the hated Treaty of Versailles (November Criminals) and its harsh terms
criticised for the voting system, proportional representation, which produced weak coalition governments
unpopular as coalition governments lacked authority/seemed unable to solve problems facing Germany
blamed for economic hardships such as hyperinflation, the Wall Street Crash and mass unemployment.
Appeal of Hitler
Hitler appeared to offer strong, decisive leadership
Hitler was an outstanding orator who inspired people
had a clear, simple message which appealed to many people.
Nazi Policies
Nazis seemed to offer something to most groups/classes in Germany, such as jobs for the unemployed, crush Communism, remilitarisation, destroy Treaty of Versailles
promised to restore order to Germany after chaos of the Weimar period.
Nazi propaganda
Nazi use of propaganda eg posters, Nazi newspapers gained widespread support
held large public meetings, parades, eg Nuremberg, which excited and impressed people
use of SA to impress people/well-disciplined in times of chaos.
Evaluate the usefulness5 marks2019Q63Hitler and Nazi Germany, 1919โ1939
Evaluate the usefulness of Source A as evidence of the effects of hyperinflation on Germany.
WFQ = words from the question โ reuse in every point.
(You may want to comment on what type of source it is, who wrote it, when they wrote it, why they wrote it, what they say and what has been missed out.)
Tip: Highlight up to 2 content points you would quote (content is worth up to 2 marks) โ then consider author, purpose, timing and omission.
Highlight evidence โ tap the text:
Source A โ from the diary of a Berliner and was written in 1923
Source A is from the diary of a Berliner and was written in 1923.
Lingering at the shop window was a luxury because shopping had to be done immediately. Even an additional minute meant an increase in price. You had to buy quickly because a rabbit, for example, might cost two million marks more by the time it took to walk into the shop. A few million marks meant nothing, really. The money needed to buy the smallest item had long since become too heavy for trouser pockets. People had to cart their money around in wagons and knapsacks.
๐ RAT sheet โ how to structure your answerโพ
Evaluate the usefulness ยท Appears in 2 sections
Remember COAT
๐Content โ what the source says
๐ซOmission โ what the source leaves out
โ๏ธAuthor โ who wrote it
๐Timing โ when it was written
WFQ (words from the question)quote from the source
Source X says โ_____โ. This is useful as it is accurate information about words from the question.โ 1 mark (content)
Source X also says โ_____โ. This is useful as it is accurate information about words from the question.โ 1 mark (content)
Source X omits _____. This makes the source less useful. Source X also omits _____. This makes the source less useful.โ 1 mark (omission)
Source X was written by _____. This makes the source useful because they have personal / professional experience of, or are an expert in, words from the question.โ 1 mark (author)
Source X was written in _____. This is useful as it was during the time of / has the benefit of hindsight about words from the question.โ 1 mark (timing)
How it's marked
Maximum 4 marks for comments on author, type of source, purpose and timing.
Maximum 2 marks for comments on the content of the source.
Maximum 2 marks for comments on points of significant omission.
๐กYou can also comment on the Purpose and Type of source.
โ Reveal marking schemeโพ
Max 5 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
For a mark to be awarded, the candidate must identify an aspect of the source and make a comment which shows why this aspect makes the source more or less useful.
A maximum of 4 marks can be awarded for evaluative comments relating to the author, type of source, purpose and timing. A maximum of 2 marks may be awarded for evaluative comments relating to the content of the source. A maximum of 2 marks may be awarded for evaluative comments relating to points of significant omission.
Points from the source
Author: a Berliner. An eyewitness making the source a first-hand account making it more useful.
Type of Source: a diary. This makes the source more useful as it is an honest personal recollection of events of hyperinflation on Germany.
Purpose: to inform readers. To record his thoughts and feelings about the terrible conditions in Germany during the hyperinflation, making it useful a private account likely to be useful.
Timing: 1923. Useful as it was written during the hyperinflation in Weimar Germany.
Content: Lingering at the shop window was a luxury because shopping had to be done immediately/even an additional minute meant an increase in price. More useful as it is accurate.
Content: A rabbit, for example, might cost two million marks more by the time it took to walk into the shop/A few million marks meant nothing, really. More useful as it is accurate.
Content: People had to cart their money around in wagons and knapsacks. More useful as it is accurate.
Points of significant omission
some people made fortunes during the crisis/benefitted financially during the crisis
people on wages were safe, because they renegotiated their wages every day
pensioners on fixed incomes and people with savings were the most badly hit
hardships created by hyperinflation led to many uprisings as groups struggled to take power from Weimar
Compare the views4 marks2019 specimenQ63Hitler and Nazi Germany, 1919โ1939
Compare the views of Sources A and B about Nazi views on race. (Compare the sources overall and/or in detail.)
WFQ = words from the question โ reuse in every point.
Tip: Highlight 2โ3 points of comparison โ either where the sources agree OR where they disagree. You do not need both; pick one set and compare them point by point.
Highlight evidence โ tap the text:
Source A
Sources A and B are about the Nazi views on race.
The Nazi theory of racial superiority was not original even though Hitler had stated, in Mein Kampf, that differences between the races was a matter of scientific fact. There could be no argument that the Aryan people of northern Europe were superior in every way. This was not just a matter of physical superiority but also of intellectual strength. It was logical that superior people like this should be in control of all other races.
Source B
The stereotype of the blond haired and blue-eyed warrior took a powerful hold on many young Germans who were taught that the Aryans of Germany and Scandinavia were the Master Race. According to Nazi propaganda, which continually stressed the importance of โpure bloodโ, biological research had shown that there was a distinction between races. This gave these superior races the authority to rule over the peoples of the world.
Overall, do the sources agree or disagree? (worth a mark for an overall comparison)
๐ RAT sheet โ how to structure your answerโพ
Compare the views ยท Appears in 2 sections
WFQ (words from the question)quote from the source
Overall, Sources X and Y [agree/disagree] about words from the question.โ 1 mark (overall)
The sources agree/disagree about statement summarising the point. Source X says โdirect quoteโ and Source Y [agrees/disagrees] when it says โdirect quoteโ.โ 1โ2 marks
The sources also agree/disagree about statement summarising the point. Source X says โdirect quoteโ and Source Y [agrees/disagrees] when it says โdirect quoteโ.โ 1โ2 marks
How it's marked
1 mark for a simple comparison (what the sources agree/disagree about).
2 marks for a developed comparison, supported by specific references to each source.
Full marks by four simple comparisons, two developed comparisons, or a combination.
๐กOne set of points will agree, one will disagree.
โ Reveal marking schemeโพ
Max 4 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must interpret the evidence and make direct comparisons between sources. Candidates are expected to compare content directly on a point-by-point basis. They may compare the details in the sources and/or compare the viewpoints overall.
A simple comparison will indicate what points of detail or viewpoint the sources agree or disagree on and should be awarded 1 mark. A developed comparison of the points of detail or overall viewpoint should be awarded a second mark.
Overall: Overall โ the sources agree about the Nazi ideas on race.
Points of comparison
agree
Source A: ...differences between the races was a matter of scientific fact.
Source B: ...biological research had shown that there was a distinction between races.
agree
Source A: ...Aryan people of northern Europe were superior in every way.
Source B: ...Aryans of Germany and Scandinavia were the Master Race.
agree
Source A: It was logical that superior people like this should be in control of all other races.
Source B: This gave these superior races the authority to rule over the peoples of the world.
To what extent9 marks2019Q64Hitler and Nazi Germany, 1919โ1939
To what extent was the appeal of Nazi promises the main reason for their rise to power by 1933?
WFQ = words from the question โ reuse in every point.amber = the isolated factor to weigh up.
(Use recalled knowledge to introduce then present a balanced assessment of the influence of different factors and come to a reasoned conclusion.)
๐ RAT sheet โ how to structure your answerโพ
To what extent / How important / How successful ยท Appears in 2 sections
WFQ (words from the question)a factor
There are several reasons why words from the question. These include the isolated factor, FACTOR 2, and FACTOR 3.โ 1 mark (introduction)
Some historians think the isolated factor was words from the question because _____. Also _____.โ 1 KU mark per fact (up to 5)
However, other historians think FACTOR 2 was words from the question because _____. Also _____.โ 1 mark (balance) + 1 KU per fact
Other historians think FACTOR 3 was words from the question because _____. Also _____.โ 1 KU mark per fact
Overall, the isolated factor / FACTOR 2 / FACTOR 3 was the most important words from the question. This is because [reason why โ does not need to be new].โ 2 marks (conclusion)
How it's marked
5 marks for knowledge โ 1 KU mark for each accurate, developed fact you give to support your factors (not too brief). If only one factor is presented, max 3 for knowledge.
Structure marks: 1 for an introduction, 1 for balance (more than one factor), 2 for a conclusion (1 for a valid judgement, 1 for a reason supporting it).
๐กIt is asking: one factor is a reason โ but there are others, so decide which was MOST important.
๐กEach fact you add (including every "Alsoโฆ") earns a KU mark, as long as it is developed and not too brief โ up to 5.
โ Reveal marking schemeโพ
Max 9 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Up to 5 marks can be awarded for relevant, factual, key points of knowledge used to support factors, with 1 mark awarded for each point. If only one factor is presented, a maximum of 3 marks should be awarded.
Up to 4 marks should be awarded for presenting the answer in a structured way, leading to a conclusion: 1 mark for an introduction, 1 mark for a structured answer, 1 mark for a conclusion with a valid judgement, 1 mark for a reason in support of the judgement.
Appeal of the Nazis/(Nazi policies)
promises by the Nazis to restore German pride/give people jobs/destroy Treaty of Versailles
Nazis skilful use of propaganda meant their message was clear โ this struck a chord with many people
the SA both attracted support due to their appearance and intimidated opposition
the Nazis gave the German people a scapegoat for all their problems (the Jews and the Communists)
Discontent with Weimar
Weimar was blamed for accepting the hated terms of the Treaty of Versailles/blamed for defeat in the war โNovember Criminalsโ
lack of popular support for the new form of government after 1918/arguably Germany was too democratic
dissatisfaction with failure to solve Weimar's economic problems (for example Hyperinflation)
criticised for over-reliance on foreign investment which left the Weimar economy subject to the fluctuations of the international economy
lost support due to the mishandling of the economic problems of the Great Depression of the 1930s โ arguably without this the Republic might have survived
Fear of Communism
the drift to extremes led to a fear of Communism, which grew alongside the growth of support for the Nazis
Hitler himself
Hitler was perceived as a young, dynamic leader, who campaigned using modern methods and was a charismatic speaker
Explain6 marks2019 specimenQ64Hitler and Nazi Germany, 1919โ1939
Explain the reasons why it was so difficult to oppose the Nazi Government after 1933.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Explain ยท Appears in all 3 sections
WFQ (words from the question)your own recalled knowledge
One reason why words from the question was fact which meant that โฆโ 1 mark
A second reason why words from the question was fact which meant that โฆโ 1 mark
A third reason why words from the question was fact which meant that โฆโ 1 mark
A fourth reason why words from the question was fact which meant that โฆโ 1 mark
A fifth reason why words from the question was fact which meant that โฆโ 1 mark
A sixth reason why words from the question was fact which meant that โฆโ 1 mark
Example: One reason why women gained the vote in 1918 was that women burned down buildings like cricket pavilions, which meant that they gained publicity for the cause of votes for women.
How it's marked
1 mark for each accurate, relevant reason.
A second mark for each reason that is developed.
Each sentence/point must answer the question on its own.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must make a number of points that make the issue plain or clear, for example by showing connections between factors or causal relationships between events or ideas. These should be key reasons but there is no need for any evaluation or prioritising of these reasons.
Up to a maximum of 6 marks in total, 1 mark should be awarded for each accurate, relevant reason, and a second mark should be awarded for reasons that are developed.
Possible reasons
fear of the Nazi regime/intimidation by the SS deterred opposition
opposition groups often infiltrated by Gestapo/spies leading to their arrest
opponents scared by brutal treatment/hanging of opponents
opposition leaders were arrested and sent to concentration camps/outspoken individuals eg Bonhoeffer, Niemoller were arrested and sent to camps which weakened opposition groups
many opponents of the Nazis fearful for their lives fled abroad
opposition groups had to meet in secret, making meetings difficult/dangerous
all other political parties/trade unions were banned
little cooperation between the opposition groups as they didnโt trust each other
Nazi control of the media made it difficult for opponents to publicise their views
Nazi propaganda brainwashed people into supporting the Nazis
there was widespread support for the Nazis and most Germans were impressed as Hitler was a strong leader/solving Germanyโs problems
Nazi control of the courts meant opponents were harshly punished.
How fully6 marks2019Q65Hitler and Nazi Germany, 1919โ1939
How fully does Source B describe how minority groups were treated in Nazi Germany?
WFQ = words from the question โ reuse in every point.
(Use the source and recall to reach a judgement.)
Tip: Highlight up to 3 pieces of evidence from the source (worth up to 3 marks) โ then recall 3 points the source leaves out.
Highlight evidence โ tap the text:
Source B
Source B is about the treatment of minority groups in Nazi Germany.
Jehovah's Witnesses believe that they owe allegiance only to God. As a result, it was impossible for those living in Nazi Germany to swear an oath of allegiance to Hitler. Most also refused to serve in the German Army because they were pacifists. The Nazis gave Jehovah's Witnesses the opportunity to convert to mainstream Christianity. Some were tortured to make them sign a declaration renouncing their faith. However, very few did this. Therefore, they were sent to concentration camps. They wore purple triangles and were kept separate from other prisoners.
๐ RAT sheet โ how to structure your answerโพ
How fully ยท Appears in all 3 sections
WFQ (words from the question)quote from the sourceomission โ your own recall
Overall, Source X partly words from the question.โ needed for full marks
Source X says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
However, Source X doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
How it's marked
Up to 3 marks for points from the source that support your judgement.
Up to 4 marks for points of significant omission from recall.
Maximum 2 marks if no judgement is made, or if you refer only to the source.
๐กUse the source AND recall.
๐กQuote and then explain โ show you understand it, donโt just repeat it.
๐กYou must make a judgement (e.g. โthe source partly explainsโฆโ) or you are capped at 2 marks.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates should be given up to 3 marks for their identification of points from the source that support their judgement.
Candidates should be given up to 4 marks for their identification of points of significant omission, based on their own knowledge, that support their judgement.
A maximum of 2 marks may be given for answers in which no judgement has been made or which refer only to the source.
Points from the source
Jehovah's Witnesses were given the opportunity to convert to mainstream Christianity
some were tortured to make them sign a declaration renouncing their faith
they were sent to concentration camps
they wore purple triangles and were kept separate from other prisoners
Points of significant omission
Jews were forced out of jobs (for example civil service)/boycotts of Jewish shops
the Nuremburg Laws were passed in 1935 (discriminating against Jews/Roma/Sinti - Gypsies)
Jews beaten up on streets/separate park benches for Jews
Jews banned from state schools/cinemas/public places.
Sterilisation programme against black people/physically disabled/people with hereditary diseases/deaf people.
Euthanasia programme; killing disabled and mentally ill
How fully6 marks2019 specimenQ65Hitler and Nazi Germany, 1919โ1939
How fully does Source C describe the changes to education in Nazi Germany? (Use the source and recall to reach a judgement.)
WFQ = words from the question โ reuse in every point.
Tip: Highlight up to 3 pieces of evidence from the source (worth up to 3 marks) โ then recall 3 points the source leaves out.
Highlight evidence โ tap the text:
Source C
Source C is about changes to education in Nazi Germany.
There were many changes at school. Some were barely noticed, others were introduced as though with a great fanfare of trumpets. None questioned the introduction of new Nazi textbooks. In line with National Socialist education policies, the number of PE periods was increased at the expense of religious education. When competitive field games were added to the curriculum our teacher spelled it out to us, โIt is what the Fรผhrer wants for youโ. At the start of class we had to raise our arms in the โHeil Hitler!โ salute.
๐ RAT sheet โ how to structure your answerโพ
How fully ยท Appears in all 3 sections
WFQ (words from the question)quote from the sourceomission โ your own recall
Overall, Source X partly words from the question.โ needed for full marks
Source X says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
However, Source X doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
How it's marked
Up to 3 marks for points from the source that support your judgement.
Up to 4 marks for points of significant omission from recall.
Maximum 2 marks if no judgement is made, or if you refer only to the source.
๐กUse the source AND recall.
๐กQuote and then explain โ show you understand it, donโt just repeat it.
๐กYou must make a judgement (e.g. โthe source partly explainsโฆโ) or you are capped at 2 marks.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must make a judgement about the extent to which the source provides a full description or explanation of a given event or development.
Candidates should be awarded up to 3 marks for their identification of points from the source which support their judgement. Candidates should be awarded up to 4 marks for their identification of points of significant omission, based on their own knowledge, that support their judgement. A maximum of 2 marks may be awarded for answers in which no judgement has been made or which refer only to the source.
Points from the source
the introduction of new Nazi textbooks
the number of PE periods was increased at the expense of religious education
competitive field games were added to curriculum
at the start of class, we had to raise our arms in the โHeil Hitler!โ salute.
Points of significant omission
indoctrination of Nazi ideas eg anti-Semitism/militarism
biology was used to โproveโ the Nazi belief in racial superiority /introduction of new subjects such as Racial Science/Eugenics
for girls emphasis on โfemaleโ subjects (Kinder, Kirche, Kuche)
all teachers had to join the Nazi Teachersโ League/teachers suspected of being disloyal to the Party were arrested/pictures of Hitler/Swastika flag in classrooms
Jewish children were humiliated/from 1938 only allowed to attend Jewish schools.
Explain6 marks2019Q66Hitler and Nazi Germany, 1919โ1939
Explain the reasons why youth movements were so important to the Nazi State.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Explain ยท Appears in all 3 sections
WFQ (words from the question)your own recalled knowledge
One reason why words from the question was fact which meant that โฆโ 1 mark
A second reason why words from the question was fact which meant that โฆโ 1 mark
A third reason why words from the question was fact which meant that โฆโ 1 mark
A fourth reason why words from the question was fact which meant that โฆโ 1 mark
A fifth reason why words from the question was fact which meant that โฆโ 1 mark
A sixth reason why words from the question was fact which meant that โฆโ 1 mark
Example: One reason why women gained the vote in 1918 was that women burned down buildings like cricket pavilions, which meant that they gained publicity for the cause of votes for women.
How it's marked
1 mark for each accurate, relevant reason.
A second mark for each reason that is developed.
Each sentence/point must answer the question on its own.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
1 mark should be awarded for each accurate, relevant reason, and a second mark should be awarded for reasons that are developed.
Candidates may achieve full marks by providing six straightforward reasons, three developed reasons (or any combination of these).
Possible reasons
children were more susceptible to brainwashing/more likely to believe Nazi propaganda/vulnerable to ideological manipulation
boys were trained in military techniques to become future soldiers
boys were taught the importance of following orders/discipline
girls were trained to be good wives and mothers/had responsibility for nurturing future Nazis
the young made good informants โ on โAnti-Naziโ adults, parents neighbours, teachers etc
youth movements also proved useful for Party fundraising (uniformed members seemed to be at every corner with cans emblazoned with Swastikas โ this was especially true for the annual winter fund drive)
youth movements designed to promote physical excellence
Evaluate the usefulness5 marks2019Q71Mussolini and Fascist Italy, 1919โ1939
Evaluate the usefulness of Source A as evidence of Italian attitudes to the Peace Settlement.
WFQ = words from the question โ reuse in every point.
(You may want to comment on what type of source it is, who wrote it, when they wrote it, why they wrote it, what they say and what has been missed out.)
Tip: Highlight up to 2 content points you would quote (content is worth up to 2 marks) โ then consider author, purpose, timing and omission.
Highlight evidence โ tap the text:
Source A โ from a speech given by Mussolini in 1920
Source A is from a speech given by Mussolini in 1920.
There are many reasons why Italy was in such a state of despair after the war. The peace settlement pushed entire populations to the brink of despair. True peace cannot be separated from justice and is insulted by not being given colonies. Italy did not receive the land which we were promised in the Treaty of London and is rightly angry. We were betrayed at the Peace Conference. We were not given colonies which would have awarded us our rightful place in the world.
๐ RAT sheet โ how to structure your answerโพ
Evaluate the usefulness ยท Appears in 2 sections
Remember COAT
๐Content โ what the source says
๐ซOmission โ what the source leaves out
โ๏ธAuthor โ who wrote it
๐Timing โ when it was written
WFQ (words from the question)quote from the source
Source X says โ_____โ. This is useful as it is accurate information about words from the question.โ 1 mark (content)
Source X also says โ_____โ. This is useful as it is accurate information about words from the question.โ 1 mark (content)
Source X omits _____. This makes the source less useful. Source X also omits _____. This makes the source less useful.โ 1 mark (omission)
Source X was written by _____. This makes the source useful because they have personal / professional experience of, or are an expert in, words from the question.โ 1 mark (author)
Source X was written in _____. This is useful as it was during the time of / has the benefit of hindsight about words from the question.โ 1 mark (timing)
How it's marked
Maximum 4 marks for comments on author, type of source, purpose and timing.
Maximum 2 marks for comments on the content of the source.
Maximum 2 marks for comments on points of significant omission.
๐กYou can also comment on the Purpose and Type of source.
โ Reveal marking schemeโพ
Max 5 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
For a mark to be awarded, the candidate must identify an aspect of the source and make a comment which shows why this aspect makes the source more or less useful.
A maximum of 4 marks can be awarded for evaluative comments relating to the author, type of source, purpose and timing. A maximum of 2 marks may be awarded for evaluative comments relating to the content of the source. A maximum of 2 marks may be awarded for evaluative comments relating to points of significant omission.
Points from the source
Author: Mussolini. Useful as he was an eye-witness.
Type of Source: Speech. Useful as it shows the opinion of an important person.
Purpose: to persuade. Useful as it truly reflects his views on the Peace Settlement.
Timing: 1920. Useful as it was written soon after the peace settlement was agreed.
Content: Italy did not receive the land which we were promised in the Treaty of London and is rightly angry. Useful as it is accurate (the allies did not keep their word).
Content: We were betrayed at the Peace Conference. Useful as it is accurate (this was a widespread view among Italians).
Content: We were insulted by not given colonies which would have awarded us our rightful place in the world. Useful as it is accurate (the Italians were denied colonies).
Points of significant omission
the Italians were angry that they did not get Fiume
the Italians resented the establishment of Yugoslavia
the Italians were upset that their wartime sacrifices were not suitably rewarded
the Italians were particularly angry with Woodrow Wilson for rejecting their claims/at not being treated as an equal in the peace conferences
Compare the views4 marks2019 specimenQ71Mussolini and Fascist Italy, 1919โ1939
Compare the views of Sources A and B about the events which led to Mussoliniโs seizure of power in Italy in 1922. (Compare the sources overall and/or in detail.)
WFQ = words from the question โ reuse in every point.
Tip: Highlight 2โ3 points of comparison โ either where the sources agree OR where they disagree. You do not need both; pick one set and compare them point by point.
Highlight evidence โ tap the text:
Source A
Sources A and B are about why Mussolini was able to seize power in 1922.
The Fascist squads had a reputation for ruthless violence. This put Mussolini in the position to challenge the government, which he did in what became known as the famous โMarch on Romeโ. The government decided to send in the army to try and stop Mussolini. The King, Victor Emmanuel III, however instead of using the army, decided to give in to Mussoliniโs demands. He therefore appointed him head of a new Italian government.
Source B
The Socialists and Communists launched an anti-Fascist general strike but the people failed to support them. After the strike, Mussolini decided to seize the government when he and his followers marched on the capital, Rome. Before he resigned, the prime minister called out the army when the Fascists surrounded Rome. However, the pressure proved too much for the Italian King who refused to use the military to squash Mussoliniโs โmarchโ.
Overall, do the sources agree or disagree? (worth a mark for an overall comparison)
๐ RAT sheet โ how to structure your answerโพ
Compare the views ยท Appears in 2 sections
WFQ (words from the question)quote from the source
Overall, Sources X and Y [agree/disagree] about words from the question.โ 1 mark (overall)
The sources agree/disagree about statement summarising the point. Source X says โdirect quoteโ and Source Y [agrees/disagrees] when it says โdirect quoteโ.โ 1โ2 marks
The sources also agree/disagree about statement summarising the point. Source X says โdirect quoteโ and Source Y [agrees/disagrees] when it says โdirect quoteโ.โ 1โ2 marks
How it's marked
1 mark for a simple comparison (what the sources agree/disagree about).
2 marks for a developed comparison, supported by specific references to each source.
Full marks by four simple comparisons, two developed comparisons, or a combination.
๐กOne set of points will agree, one will disagree.
โ Reveal marking schemeโพ
Max 4 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must interpret the evidence and make direct comparisons between sources. Candidates are expected to compare content directly on a point-by-point basis. They may compare the details in the sources and/or compare the viewpoints overall.
A simple comparison will indicate what points of detail or viewpoint the sources agree or disagree on and should be awarded 1 mark. A developed comparison of the points of detail or overall viewpoint should be awarded a second mark.
Overall: Overall โ the sources agree about the events which led to Mussoliniโs seizure of power in Italy in 1922.
Points of comparison
agree
Source A: This put Mussolini in the position to challenge the government, which he did in what became known as the famous โMarch on Romeโ.
Source B: ...Mussolini decided to seize the government when he and his followers marched on the capital, Rome.
agree
Source A: The government decided to send in the army to try and stop Mussolini.
Source B: ...the prime minister called out the army when the Fascists surrounded Rome.
agree
Source A: The king, Victor Emmanuel III, however decided instead of using the army, to give in to Mussoliniโs demands.
Source B: ...the pressure proved too much for the Italian King who refused to use the military to squash Mussoliniโs โmarchโ.
Explain6 marks2019Q72Mussolini and Fascist Italy, 1919โ1939
Explain the reasons why many Italians were happy with Mussolini's economic policies.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Explain ยท Appears in all 3 sections
WFQ (words from the question)your own recalled knowledge
One reason why words from the question was fact which meant that โฆโ 1 mark
A second reason why words from the question was fact which meant that โฆโ 1 mark
A third reason why words from the question was fact which meant that โฆโ 1 mark
A fourth reason why words from the question was fact which meant that โฆโ 1 mark
A fifth reason why words from the question was fact which meant that โฆโ 1 mark
A sixth reason why words from the question was fact which meant that โฆโ 1 mark
Example: One reason why women gained the vote in 1918 was that women burned down buildings like cricket pavilions, which meant that they gained publicity for the cause of votes for women.
How it's marked
1 mark for each accurate, relevant reason.
A second mark for each reason that is developed.
Each sentence/point must answer the question on its own.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
1 mark should be awarded for each accurate, relevant reason, and a second mark should be awarded for reasons that are developed.
Candidates may achieve full marks by providing six straightforward reasons, three developed reasons (or any combination of these).
Possible reasons
exports doubled between 1922โ1925 bringing prosperity to some sectors of the economy
industrialists were pleased by the banning of trade unions
many sectors of industry profited from rearmament (for example job creation)
Italian agriculture and industry benefitted from tariffs on foreign imports
people were pleased by the introduction of paid national holidays in 1938
parents were pleased by the extension of family allowances in the 1930s
consumers were happy with the food prices being controlled
many supported the establishment of the corporate state which created a new sense of common purpose between worker and bosses
How fully6 marks2019 specimenQ72Mussolini and Fascist Italy, 1919โ1939
How fully does Source C describe the cult of Il Duce in Fascist Italy? (Use the source and recall to reach a judgement.)
WFQ = words from the question โ reuse in every point.
Tip: Highlight up to 3 pieces of evidence from the source (worth up to 3 marks) โ then recall 3 points the source leaves out.
Highlight evidence โ tap the text:
Source C
Source C is about the cult of Il Duce in Fascist Italy.
The leadership cult in Fascist Italy started almost as soon as Mussolini came to power in 1922. By the end of 1925, his role as Duce of Fascism and Head of the Government had been secured by changes to the law. The nature of Mussoliniโs leadership and, above all, the quality of his political judgement, has been hotly debated. Mussolini had undoubted charisma and political intelligence with which to maintain his power over Fascism and the Italian people. However, his main talents lay in the areas of acting and propaganda.
๐ RAT sheet โ how to structure your answerโพ
How fully ยท Appears in all 3 sections
WFQ (words from the question)quote from the sourceomission โ your own recall
Overall, Source X partly words from the question.โ needed for full marks
Source X says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
However, Source X doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
How it's marked
Up to 3 marks for points from the source that support your judgement.
Up to 4 marks for points of significant omission from recall.
Maximum 2 marks if no judgement is made, or if you refer only to the source.
๐กUse the source AND recall.
๐กQuote and then explain โ show you understand it, donโt just repeat it.
๐กYou must make a judgement (e.g. โthe source partly explainsโฆโ) or you are capped at 2 marks.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must make a judgement about the extent to which the source provides a full description or explanation of a given event or development.
Candidates should be awarded up to 3 marks for their identification of points from the source which support their judgement. Candidates should be awarded up to 4 marks for their identification of points of significant omission, based on their own knowledge, that support their judgement. A maximum of 2 marks may be awarded for answers in which no judgement has been made or which refer only to the source.
Points from the source
the leadership cult in Fascist Italy started almost as soon as Mussolini came to power in 1922
his role as Duce of Fascism and Head of the Government had been secured by changes to the law
Mussolini had undoubted charisma and political intelligence (with which to maintain his power over Fascism and the Italian people)
his main talents lay chiefly in the areas of acting and propaganda.
Points of significant omission
the cult was intended to build popular support for the dictator and to secure support for the government
the media played an important role in establishing the cult of โIl Duceโ
Mussolini was shown as a man chosen by destiny to save Italy and its people from Communism and Socialism
he was portrayed as the new Caesar/a man of genius/a man of action
he established โholy daysโ such as 23 March, to remind Italians of the advent of Fascism
newspapers were forbidden to mention any signs of illness and even his birthdays were to be ignored as this would reveal his age.
How fully6 marks2019Q73Mussolini and Fascist Italy, 1919โ1939
How fully does Source B describe Fascist foreign policy?
WFQ = words from the question โ reuse in every point.
(Use the source and recall to reach a judgement.)
Tip: Highlight up to 3 pieces of evidence from the source (worth up to 3 marks) โ then recall 3 points the source leaves out.
Highlight evidence โ tap the text:
Source B
Source B describes Fascist foreign policy.
In 1923 an Italian official was killed while trying to resolve a border dispute. In response Italy invaded the Greek island of Corfu. In 1924 the Italians put pressure on Yugoslavia and gained control of the port of Fiume. In 1925 Italy was persuaded to attend the Locarno meeting and join Britain in guaranteeing the Locarno pacts which saw Germany, France and Belgium accept their existing boundaries. In 1926 Mussolini extended Italian influence and declared Albania an Italian protectorate.
๐ RAT sheet โ how to structure your answerโพ
How fully ยท Appears in all 3 sections
WFQ (words from the question)quote from the sourceomission โ your own recall
Overall, Source X partly words from the question.โ needed for full marks
Source X says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
However, Source X doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
How it's marked
Up to 3 marks for points from the source that support your judgement.
Up to 4 marks for points of significant omission from recall.
Maximum 2 marks if no judgement is made, or if you refer only to the source.
๐กUse the source AND recall.
๐กQuote and then explain โ show you understand it, donโt just repeat it.
๐กYou must make a judgement (e.g. โthe source partly explainsโฆโ) or you are capped at 2 marks.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates should be given up to 3 marks for their identification of points from the source that support their judgement.
Candidates should be given up to 4 marks for their identification of points of significant omission, based on their own knowledge, that support their judgement.
A maximum of 2 marks may be given for answers in which no judgement has been made or which refer only to the source.
Points from the source
Italy invaded the Greek island of Corfu
in 1924 the Italians put pressure on Yugoslavia and gained control of the port of Fiume
in 1925 Italy was persuaded to attend the Locarno meeting and join Britain in guaranteeing the Locarno pacts (which saw Germany, France and Belgium accept their existing boundaries)
in 1926 Mussolini extended Italian influence and declared Albania an Italian protectorate
Points of significant omission
formation of Stresa Front with Britain and France
invasion of Abyssinia
intervention in the Spanish civil war
agreement of Anti-Comintern Pact with Germany and Japan
Explain6 marks2019 specimenQ73Mussolini and Fascist Italy, 1919โ1939
Explain the reasons why many Italians were unhappy with Mussoliniโs economic policies.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Explain ยท Appears in all 3 sections
WFQ (words from the question)your own recalled knowledge
One reason why words from the question was fact which meant that โฆโ 1 mark
A second reason why words from the question was fact which meant that โฆโ 1 mark
A third reason why words from the question was fact which meant that โฆโ 1 mark
A fourth reason why words from the question was fact which meant that โฆโ 1 mark
A fifth reason why words from the question was fact which meant that โฆโ 1 mark
A sixth reason why words from the question was fact which meant that โฆโ 1 mark
Example: One reason why women gained the vote in 1918 was that women burned down buildings like cricket pavilions, which meant that they gained publicity for the cause of votes for women.
How it's marked
1 mark for each accurate, relevant reason.
A second mark for each reason that is developed.
Each sentence/point must answer the question on its own.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must make a number of points that make the issue plain or clear, for example by showing connections between factors or causal relationships between events or ideas. These should be key reasons but there is no need for any evaluation or prioritising of these reasons.
Up to a maximum of 6 marks in total, 1 mark should be awarded for each accurate, relevant reason, and a second mark should be awarded for reasons that are developed.
Possible reasons
revaluation of the lira in 1927 led to decline in exports, causing discontent
increase in unemployment 1926-28. By 1933 unemployment had reached 2 million, causing unpopularity
high tariffs restricted imports, so people unhappy
real wages fell, so people were angry
many workers were unhappy when trade unions were outlawed
sick pay and paid holidays were not introduced until 1938, which disappointed people
the failure to make Italy self-sufficient contributed to growing unpopularity
as part of the Battle for Grain, land in central and southern regions was turned over to wheat production despite being unsuitable (traditional agricultural exports declined), unpopular in these areas
increasing government control of industry was resented.
To what extent9 marks2019Q74Mussolini and Fascist Italy, 1919โ1939
To what extent was the use of propaganda the most important factor in explaining the ineffectiveness of opposition in Fascist Italy?
WFQ = words from the question โ reuse in every point.amber = the isolated factor to weigh up.
(Use recalled knowledge to introduce then present a balanced assessment of the influence of different factors and come to a reasoned conclusion.)
๐ RAT sheet โ how to structure your answerโพ
To what extent / How important / How successful ยท Appears in 2 sections
WFQ (words from the question)a factor
There are several reasons why words from the question. These include the isolated factor, FACTOR 2, and FACTOR 3.โ 1 mark (introduction)
Some historians think the isolated factor was words from the question because _____. Also _____.โ 1 KU mark per fact (up to 5)
However, other historians think FACTOR 2 was words from the question because _____. Also _____.โ 1 mark (balance) + 1 KU per fact
Other historians think FACTOR 3 was words from the question because _____. Also _____.โ 1 KU mark per fact
Overall, the isolated factor / FACTOR 2 / FACTOR 3 was the most important words from the question. This is because [reason why โ does not need to be new].โ 2 marks (conclusion)
How it's marked
5 marks for knowledge โ 1 KU mark for each accurate, developed fact you give to support your factors (not too brief). If only one factor is presented, max 3 for knowledge.
Structure marks: 1 for an introduction, 1 for balance (more than one factor), 2 for a conclusion (1 for a valid judgement, 1 for a reason supporting it).
๐กIt is asking: one factor is a reason โ but there are others, so decide which was MOST important.
๐กEach fact you add (including every "Alsoโฆ") earns a KU mark, as long as it is developed and not too brief โ up to 5.
โ Reveal marking schemeโพ
Max 9 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Up to 5 marks can be awarded for relevant, factual, key points of knowledge used to support factors, with 1 mark awarded for each point. If only one factor is presented, a maximum of 3 marks should be awarded.
Up to 4 marks should be awarded for presenting the answer in a structured way, leading to a conclusion: 1 mark for an introduction, 1 mark for a structured answer, 1 mark for a conclusion with a valid judgement, 1 mark for a reason in support of the judgement.
Propaganda/Censorship
destruction of the opposition press severely weakened them
no criticism of Mussolini appeared in the mainstream press
fascist propaganda presented Mussolini as an efficient/benevolent leader
Fear and Intimidation
Mussolini's Blackshirts terrorised the cities and provinces
the murder of Matteotti intimidated potential opponents
police informers created fear among the population/successfully penetrated opposition groups
Fascist popularity
many were happy that the Dopalovoro provided leisure facilities
a strong foreign policy pleased many Italians (for example Locarno/Corfu/Abyssinia)
Neutralisation of Catholic opposition
the Lateran Treaty ensured good relations with the Church and its adherents
Pius XI praised Mussolini and this encouraged many to support him
Describe4 marks2019 specimenQ74Mussolini and Fascist Italy, 1919โ1939
Describe the aims of Fascist foreign policy.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Describe ยท Appears in 2 sections
WFQ (words from the question)
One words from the question was โฆโ 1 mark
A second words from the question was โฆโ 1 mark
A third words from the question was โฆโ 1 mark
A fourth words from the question was โฆโ 1 mark
Example: One use of new technology on the Western Front during the First World War was mustard gas, which was used to blind soldiers and make it more difficult for them to fight.
How it's marked
1 mark for each accurate, relevant key point of knowledge.
A second mark for each point that is developed.
Full marks by four straightforward points, two developed points, or a combination.
โ Reveal marking schemeโพ
Max 4 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must make a number of relevant, factual points. These should be key points. These do not have to be in any particular order.
1 mark should be awarded for each accurate relevant key point of knowledge. A second mark should be awarded for each point that is developed, up to a maximum of 4 marks.
Possible points of knowledge
to make Italy a great world power/the dominant power in the Mediterranean
to expand Italyโs colonial empire in Africa/take over Ethiopia
to increase Italian influence in the Balkans
to build up Italyโs armed forces to make Italy feared
To what extent9 marks2019 specimenQ75Mussolini and Fascist Italy, 1919โ1939
To what extent was fear the main reason why Mussolini was able to overcome opposition in Fascist Italy?
WFQ = words from the question โ reuse in every point.amber = the isolated factor to weigh up.
(Use recalled knowledge to introduce, then present a balanced assessment of the influence of different factors and come to a reasoned conclusion.)
๐ RAT sheet โ how to structure your answerโพ
To what extent / How important / How successful ยท Appears in 2 sections
WFQ (words from the question)a factor
There are several reasons why words from the question. These include the isolated factor, FACTOR 2, and FACTOR 3.โ 1 mark (introduction)
Some historians think the isolated factor was words from the question because _____. Also _____.โ 1 KU mark per fact (up to 5)
However, other historians think FACTOR 2 was words from the question because _____. Also _____.โ 1 mark (balance) + 1 KU per fact
Other historians think FACTOR 3 was words from the question because _____. Also _____.โ 1 KU mark per fact
Overall, the isolated factor / FACTOR 2 / FACTOR 3 was the most important words from the question. This is because [reason why โ does not need to be new].โ 2 marks (conclusion)
How it's marked
5 marks for knowledge โ 1 KU mark for each accurate, developed fact you give to support your factors (not too brief). If only one factor is presented, max 3 for knowledge.
Structure marks: 1 for an introduction, 1 for balance (more than one factor), 2 for a conclusion (1 for a valid judgement, 1 for a reason supporting it).
๐กIt is asking: one factor is a reason โ but there are others, so decide which was MOST important.
๐กEach fact you add (including every "Alsoโฆ") earns a KU mark, as long as it is developed and not too brief โ up to 5.
โ Reveal marking schemeโพ
Max 9 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must make a judgement about the extent to which different factors contributed to an event or development, or its impact. They are required to provide a balanced account of the influence of different factors and come to a reasoned conclusion based on the evidence presented.
Up to 5 marks can be awarded for relevant, factual, key points of knowledge used to support factors, with 1 mark awarded for each point (but one mark should be deducted if the correct process is not clear in at least two factors). If only one factor is presented, a maximum of 3 marks should be awarded for relevant points of knowledge. A further 4 marks can be awarded for providing the answer in a structured way and coming to a reasoned conclusion.
Up to 4 marks should be awarded for presenting the answer in a structured way, leading to a conclusion which addresses the question: 1 mark for an introduction, 1 mark for the answer being presented in a structured way, 1 mark for a conclusion with a valid judgement (or overall summary), 1 mark for a reason in support of the judgement.
Fear/use of violence
a secret police force was set up, the OVRA, which spied on opponents
many opponents of the regime were murdered/sent to concentration camps, which scared people
people were afraid of the Blackshirts and this ensured Italians didnโt challenge Mussolini.
Mussolini
he seemed to provide the strong leadership which Italians longed for and who would restore Italyโs greatness
he was the new Caesar/a man of genius/a man of action.
Weakness of opposition
after 1926, all rival political parties were declared illegal
opposition newspapers were banned in Italy making it difficult for them to get publicity
opposition groups were weakened by the inability to unite on a common platform.
Propaganda
radio and the cinema were also used to broadcast Fascist propaganda
censorship made it difficult to oppose Mussolini.
Popular support
he bought off key groups: the workers were promised an eight-hour day/the rich benefited from a reduction in death duties
got the support of the Roman Catholic Church by making religious education compulsory in all elementary schools/entering into the Lateran Treaty.
Describe4 marks2019 specimenQ66Red Flag: Lenin and the Russian Revolution, 1894โ1921
Describe the methods used by the Tsar to control Russia before 1905.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Describe ยท Appears in 2 sections
WFQ (words from the question)
One words from the question was โฆโ 1 mark
A second words from the question was โฆโ 1 mark
A third words from the question was โฆโ 1 mark
A fourth words from the question was โฆโ 1 mark
Example: One use of new technology on the Western Front during the First World War was mustard gas, which was used to blind soldiers and make it more difficult for them to fight.
How it's marked
1 mark for each accurate, relevant key point of knowledge.
A second mark for each point that is developed.
Full marks by four straightforward points, two developed points, or a combination.
โ Reveal marking schemeโพ
Max 4 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must make a number of relevant, factual points. These should be key points. These do not have to be in any particular order.
1 mark should be awarded for each accurate relevant key point of knowledge. A second mark should be awarded for each point that is developed, up to a maximum of 4 marks.
Possible points of knowledge
Tsar was an autocrat/not answerable to anyone
Orthodox Church preached that his rule was the will of God
the army was loyal and was used to put down any uprisings
secret police, Okhrana, kept watch on any suspected opponents
execution/prison/exile to Siberia extensively used as a deterrent
the press was censored
government ran the trades unions to maintain control of the workers
policy of Russification used to keep control of national minorities.
Explain6 marks2019Q67Red Flag: Lenin and the Russian Revolution, 1894โ1921
Explain the reasons why peasants were unhappy with life in Russia up to 1900.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Explain ยท Appears in all 3 sections
WFQ (words from the question)your own recalled knowledge
One reason why words from the question was fact which meant that โฆโ 1 mark
A second reason why words from the question was fact which meant that โฆโ 1 mark
A third reason why words from the question was fact which meant that โฆโ 1 mark
A fourth reason why words from the question was fact which meant that โฆโ 1 mark
A fifth reason why words from the question was fact which meant that โฆโ 1 mark
A sixth reason why words from the question was fact which meant that โฆโ 1 mark
Example: One reason why women gained the vote in 1918 was that women burned down buildings like cricket pavilions, which meant that they gained publicity for the cause of votes for women.
How it's marked
1 mark for each accurate, relevant reason.
A second mark for each reason that is developed.
Each sentence/point must answer the question on its own.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
1 mark should be awarded for each accurate, relevant reason, and a second mark should be awarded for reasons that are developed.
Candidates may achieve full marks by providing six straightforward reasons, three developed reasons (or any combination of these).
Possible reasons
Peasants were unhappy that most of them did not own their own land
Peasants suffered from widespread famine which was a common occurrence/crops often failed
Peasants were living in severe poverty and were angry that they had no legal method to improve their conditions
Peasants were unhappy that they were forced to live in very poor living conditions
Peasants were angry that the goods they produced were taxed (for example grain tax)
Peasants were angry over the requirement to pay โredemption paymentsโ to the government
Peasants were unhappy that Kulaks were more prosperous at their expense
Peasants were unhappy as many felt the Tsar did not care for them
Peasants were unhappy that they had to make payments to the church
Explain6 marks2019 specimenQ67Red Flag: Lenin and the Russian Revolution, 1894โ1921
Explain the reasons why there was a revolution in Russia in January 1905.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Explain ยท Appears in all 3 sections
WFQ (words from the question)your own recalled knowledge
One reason why words from the question was fact which meant that โฆโ 1 mark
A second reason why words from the question was fact which meant that โฆโ 1 mark
A third reason why words from the question was fact which meant that โฆโ 1 mark
A fourth reason why words from the question was fact which meant that โฆโ 1 mark
A fifth reason why words from the question was fact which meant that โฆโ 1 mark
A sixth reason why words from the question was fact which meant that โฆโ 1 mark
Example: One reason why women gained the vote in 1918 was that women burned down buildings like cricket pavilions, which meant that they gained publicity for the cause of votes for women.
How it's marked
1 mark for each accurate, relevant reason.
A second mark for each reason that is developed.
Each sentence/point must answer the question on its own.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must make a number of points that make the issue plain or clear, for example by showing connections between factors or causal relationships between events or ideas. These should be key reasons but there is no need for any evaluation or prioritising of these reasons.
Up to a maximum of 6 marks in total, 1 mark should be awarded for each accurate, relevant reason, and a second mark should be awarded for reasons that are developed.
Possible reasons
people hated the repressive policies of the Tsar and his government
most groups felt that their problems were being ignored by the government
peasants struggled to make a living off the land/high taxes/redemption debt
factory workers in the industrial cities faced terrible hardship, with long hours, low wages, dangerous working conditions, and terrible living conditions
the policy of Russification caused anger and discontent among national minorities
the economic problems people faced grew worse during the war with Japan
defeat by Japan led to unrest/strengthened the revolutionary movement
shortages of food, fuel and high unemployment in industrial cities made people desperate and angry
impact of Bloody Sunday angered people and led to discontent and strikes
workers and liberal middle classes united against Tsar
revolutionary groups became more organised eg formation of St Petersburg Soviet
discontent in the armed forces increased during the war.
To what extent9 marks2019Q68Red Flag: Lenin and the Russian Revolution, 1894โ1921
How important was defeat in the Russo-Japanese War as a reason for the 1905 Revolution?
WFQ = words from the question โ reuse in every point.amber = the isolated factor to weigh up.
(Use recalled knowledge to introduce then present a balanced assessment of the influence of different factors and come to a reasoned conclusion.)
๐ RAT sheet โ how to structure your answerโพ
To what extent / How important / How successful ยท Appears in 2 sections
WFQ (words from the question)a factor
There are several reasons why words from the question. These include the isolated factor, FACTOR 2, and FACTOR 3.โ 1 mark (introduction)
Some historians think the isolated factor was words from the question because _____. Also _____.โ 1 KU mark per fact (up to 5)
However, other historians think FACTOR 2 was words from the question because _____. Also _____.โ 1 mark (balance) + 1 KU per fact
Other historians think FACTOR 3 was words from the question because _____. Also _____.โ 1 KU mark per fact
Overall, the isolated factor / FACTOR 2 / FACTOR 3 was the most important words from the question. This is because [reason why โ does not need to be new].โ 2 marks (conclusion)
How it's marked
5 marks for knowledge โ 1 KU mark for each accurate, developed fact you give to support your factors (not too brief). If only one factor is presented, max 3 for knowledge.
Structure marks: 1 for an introduction, 1 for balance (more than one factor), 2 for a conclusion (1 for a valid judgement, 1 for a reason supporting it).
๐กIt is asking: one factor is a reason โ but there are others, so decide which was MOST important.
๐กEach fact you add (including every "Alsoโฆ") earns a KU mark, as long as it is developed and not too brief โ up to 5.
โ Reveal marking schemeโพ
Max 9 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Up to 5 marks can be awarded for relevant, factual, key points of knowledge used to support factors, with 1 mark awarded for each point. If only one factor is presented, a maximum of 3 marks should be awarded.
Up to 4 marks should be awarded for presenting the answer in a structured way, leading to a conclusion: 1 mark for an introduction, 1 mark for a structured answer, 1 mark for a conclusion with a valid judgement, 1 mark for a reason in support of the judgement.
Defeat in Russo-Japanese War
the Russo-Japanese War was disastrous for Russia. Defeats by Japan were humiliating for Russia and led to widespread discontent
defeat in the war led to discontent in Russia over the Tsar's leadership and the incompetence of the Tsar's government
the government was accused of providing inadequate supplies and equipment to Russia's armed forces (for example Lake Baikal bottleneck on the Trans-Siberian Railway)
Russian soldiers and sailors were unhappy with their poor pay and conditions/poor leadership and defeats led to low morale (for example Port Arthur, Mukden
naval mutiny in the Black Sea fleet, Potemkin, over poor conditions and incompetent leadership threatened to spread and weakened support for the Tsar
the disaster at Tsushima Strait. Russian Navy sailed 18,000 miles before being defeated in under an hour โ added to the general discontent over the war
Bloody Sunday
Russian troops fired on an unarmed and peaceful crowd which led to strikes in all major towns and cities
outbreak of terrorist attacks targeted towards government officials and landowners
Tsar blamed for the massacre and many Russians held him responsible
Opposition to the Tsar
growing unhappiness with Tsarist autocratic rule/the middle classes were calling for a constitutionally-elected government as they were so frustrated at the incompetence of the Tsar's government
Tsar Nicholas II was seen as being too weak and unable to make good decisions for Russia in a crisis
National minorities hated the policy of Russification as it ignored their language, customs and religion and many felt so isolated that the desire for independence intensified
How fully6 marks2019 specimenQ68Red Flag: Lenin and the Russian Revolution, 1894โ1921
How fully does Source A describe the reforms introduced in Russia after the 1905 Revolution? (Use the source and recall to reach a judgement.)
WFQ = words from the question โ reuse in every point.
Tip: Highlight up to 3 pieces of evidence from the source (worth up to 3 marks) โ then recall 3 points the source leaves out.
Highlight evidence โ tap the text:
Source A
Source A is about the reforms introduced in Russia after the 1905 Revolution.
With the growing unrest threatening his authority, the Tsar gave in and agreed to introduce reforms. The October Manifesto established a parliament or Duma elected by the people. It also allowed the Russian people basic rights, such as freedom of speech. This helped the Tsar regain control of the country. In 1906 the Tsar appointed Peter Stolypin as Prime Minister. His land reforms allowed peasants to become owners of their own land. He also set up a peasantsโ bank to provide loans to help them buy the land.
๐ RAT sheet โ how to structure your answerโพ
How fully ยท Appears in all 3 sections
WFQ (words from the question)quote from the sourceomission โ your own recall
Overall, Source X partly words from the question.โ needed for full marks
Source X says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
However, Source X doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
How it's marked
Up to 3 marks for points from the source that support your judgement.
Up to 4 marks for points of significant omission from recall.
Maximum 2 marks if no judgement is made, or if you refer only to the source.
๐กUse the source AND recall.
๐กQuote and then explain โ show you understand it, donโt just repeat it.
๐กYou must make a judgement (e.g. โthe source partly explainsโฆโ) or you are capped at 2 marks.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must make a judgement about the extent to which the source provides a full description or explanation of a given event or development.
Candidates should be awarded up to 3 marks for their identification of points from the source which support their judgement. Candidates should be awarded up to 4 marks for their identification of points of significant omission, based on their own knowledge, that support their judgement. A maximum of 2 marks may be awarded for answers in which no judgement has been made or which refer only to the source.
Points from the source
the October Manifesto established a parliament or Duma elected by the people
it also allowed the Russian people basic rights, such as freedom of speech
his land reforms allowed peasants to become owners of their own land
he set up a peasantsโ bank to provide loans to help them buy the land.
Points of significant omission
political parties were legalised
peasants no longer had to pay the redemption debt
peasants could consolidate the size of their land holdings
a system of health insurance introduced for industrial workers
introduced some improvements to working conditions in factories
How fully6 marks2019Q69Red Flag: Lenin and the Russian Revolution, 1894โ1921
How fully does Source A describe the effects of the First World War on the Russian people?
WFQ = words from the question โ reuse in every point.
(Use the source and recall to reach a judgement.)
Tip: Highlight up to 3 pieces of evidence from the source (worth up to 3 marks) โ then recall 3 points the source leaves out.
Highlight evidence โ tap the text:
Source A
Source A describes the effects of the First World War on the Russian people.
Throughout much of the war, Russian cities suffered from a shortage of food. This was due to a combination of bad harvests and poor transport arrangements. The loss of large areas of rich farmland to the Germans did not help. The shortages meant that food prices went up. Although workers' wages increased, they did not keep pace with rising inflation. By 1917, urban workers faced terrible starvation. A wave of strikes also broke out in Russia during the war.
๐ RAT sheet โ how to structure your answerโพ
How fully ยท Appears in all 3 sections
WFQ (words from the question)quote from the sourceomission โ your own recall
Overall, Source X partly words from the question.โ needed for full marks
Source X says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
However, Source X doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
How it's marked
Up to 3 marks for points from the source that support your judgement.
Up to 4 marks for points of significant omission from recall.
Maximum 2 marks if no judgement is made, or if you refer only to the source.
๐กUse the source AND recall.
๐กQuote and then explain โ show you understand it, donโt just repeat it.
๐กYou must make a judgement (e.g. โthe source partly explainsโฆโ) or you are capped at 2 marks.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates should be given up to 3 marks for their identification of points from the source that support their judgement.
Candidates should be given up to 4 marks for their identification of points of significant omission, based on their own knowledge, that support their judgement.
A maximum of 2 marks may be given for answers in which no judgement has been made or which refer only to the source.
Points from the source
throughout much of the war, Russian cities suffered from a shortage of food
the shortages meant that food prices went up
although workers' wages increased, they did not keep pace with rising inflation
a wave of strikes also broke out in Russia during the war
Points of significant omission
heavy casualties affected many Russian families
collapse of the economy/unemployment
shortages of fuel
increasing distrust of Tsar and Tsarina due to their inability to control the situation
political instability led to regular changes Prime Minister/Ministers
Compare the views4 marks2019 specimenQ69Red Flag: Lenin and the Russian Revolution, 1894โ1921
Compare the views of Sources B and C about effects of the First World War on the Russian people. (Compare the sources overall and/or in detail.)
WFQ = words from the question โ reuse in every point.
Tip: Highlight 2โ3 points of comparison โ either where the sources agree OR where they disagree. You do not need both; pick one set and compare them point by point.
Highlight evidence โ tap the text:
Source B
Sources B and C describe the effects of the First World War on the Russian people.
The workers are not in a patriotic mood. The high cost of living and barbaric government policies have turned the masses against the war. There are more and more strikes all over the country. Prices have gone up and people are discontented. Food is hard to get. They blame the Tsar and say โhe does not care we might starveโ. People hate the war now and want it to end.
Source C
Throughout much of the war, Russian cities suffered from a shortage of food. This was due to a series of bad harvests. The loss of large areas of rich farmland to the Germans did not help. The shortages meant that food prices went up and, although workersโ wages increased, they did not keep pace with rising inflation. By 1917, urban workers faced terrible starvation which they blamed on the Tsar.
Overall, do the sources agree or disagree? (worth a mark for an overall comparison)
๐ RAT sheet โ how to structure your answerโพ
Compare the views ยท Appears in 2 sections
WFQ (words from the question)quote from the source
Overall, Sources X and Y [agree/disagree] about words from the question.โ 1 mark (overall)
The sources agree/disagree about statement summarising the point. Source X says โdirect quoteโ and Source Y [agrees/disagrees] when it says โdirect quoteโ.โ 1โ2 marks
The sources also agree/disagree about statement summarising the point. Source X says โdirect quoteโ and Source Y [agrees/disagrees] when it says โdirect quoteโ.โ 1โ2 marks
How it's marked
1 mark for a simple comparison (what the sources agree/disagree about).
2 marks for a developed comparison, supported by specific references to each source.
Full marks by four simple comparisons, two developed comparisons, or a combination.
๐กOne set of points will agree, one will disagree.
โ Reveal marking schemeโพ
Max 4 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must interpret the evidence and make direct comparisons between sources. Candidates are expected to compare content directly on a point-by-point basis. They may compare the details in the sources and/or compare the viewpoints overall.
A simple comparison will indicate what points of detail or viewpoint the sources agree or disagree on and should be awarded 1 mark. A developed comparison of the points of detail or overall viewpoint should be awarded a second mark.
Overall: Overall โ the sources agree about the effects of the First World War on the Russian people
Points of comparison
agree
Source B: Prices have gone up...
Source C: The shortages meant that food prices went up...
agree
Source B: Food is hard to get.
Source C: ...Russian cities suffered from a shortage of food.
agree
Source B: They blame the Tsar and say โhe does not care we might starveโ.
Evaluate the usefulness5 marks2019Q70Red Flag: Lenin and the Russian Revolution, 1894โ1921
Evaluate the usefulness of Source B as evidence of how the Russian Civil War affected civilians.
WFQ = words from the question โ reuse in every point.
(You may want to comment on what type of source it is, who wrote it, when they wrote it, why they wrote it, what they say and what has been missed out.)
Tip: Highlight up to 2 content points you would quote (content is worth up to 2 marks) โ then consider author, purpose, timing and omission.
Highlight evidence โ tap the text:
Source B โ from a diary of a resident of Petrograd, written in 1920
Source B is from a diary of a resident of Petrograd, written in 1920.
The city is almost in ruins, as if a hurricane has swept over it. The streets are dirty and deserted. All life has gone from them. The people walk about like living corpses. It is a heart-breaking sight. There is a shortage of food and fuel. Frost bitten men, women and children all searching for a piece of bread or a stick of wood. It haunts me. The silence is only broken by the occasional shots.
๐ RAT sheet โ how to structure your answerโพ
Evaluate the usefulness ยท Appears in 2 sections
Remember COAT
๐Content โ what the source says
๐ซOmission โ what the source leaves out
โ๏ธAuthor โ who wrote it
๐Timing โ when it was written
WFQ (words from the question)quote from the source
Source X says โ_____โ. This is useful as it is accurate information about words from the question.โ 1 mark (content)
Source X also says โ_____โ. This is useful as it is accurate information about words from the question.โ 1 mark (content)
Source X omits _____. This makes the source less useful. Source X also omits _____. This makes the source less useful.โ 1 mark (omission)
Source X was written by _____. This makes the source useful because they have personal / professional experience of, or are an expert in, words from the question.โ 1 mark (author)
Source X was written in _____. This is useful as it was during the time of / has the benefit of hindsight about words from the question.โ 1 mark (timing)
How it's marked
Maximum 4 marks for comments on author, type of source, purpose and timing.
Maximum 2 marks for comments on the content of the source.
Maximum 2 marks for comments on points of significant omission.
๐กYou can also comment on the Purpose and Type of source.
โ Reveal marking schemeโพ
Max 5 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
For a mark to be awarded, the candidate must identify an aspect of the source and make a comment which shows why this aspect makes the source more or less useful.
A maximum of 4 marks can be awarded for evaluative comments relating to the author, type of source, purpose and timing. A maximum of 2 marks may be awarded for evaluative comments relating to the content of the source. A maximum of 2 marks may be awarded for evaluative comments relating to points of significant omission.
Points from the source
Author: Petrograd resident. Useful as she was an eyewitness to how the Civil War affected civilians/lived in Petrograd.
Type of Source: diary. Useful as it is an honest personal recollection.
Purpose: to record. Private account likely to be useful.
Timing: 1920. Useful as it is written in Petrograd during the Russian Civil War.
Content: The people walk about like living corpses. Useful as it is accurate (many Russians were starving and emaciated).
Content: There is a shortage of food and fuel. Useful as it is accurate (there were severe food and fuel shortages during the Civil War).
Content: Frost bitten men, women and children search for food and fuel. Useful as it is accurate (many civilians suffered from the harsh freezing winters during the Civil War).
Points of significant omission
children were evacuated from Petrograd during the worst of the fighting
many families lost loved ones in the fighting
transportation became difficult for civilians (for example the railway network for civilians virtually ground to a halt)
disease spread throughout the major cities (for example typhus)
some Russians resorted to using the black market in order to obtain goods
civilians were subjected to the use of terror from both sides
To what extent9 marks2019 specimenQ70Red Flag: Lenin and the Russian Revolution, 1894โ1921
To what extent was the leadership of Trotsky the main reason for the Redsโ victory in the Civil War?
WFQ = words from the question โ reuse in every point.amber = the isolated factor to weigh up.
(Use recalled knowledge to introduce, then present a balanced assessment of the influence of different factors and come to a reasoned conclusion.)
๐ RAT sheet โ how to structure your answerโพ
To what extent / How important / How successful ยท Appears in 2 sections
WFQ (words from the question)a factor
There are several reasons why words from the question. These include the isolated factor, FACTOR 2, and FACTOR 3.โ 1 mark (introduction)
Some historians think the isolated factor was words from the question because _____. Also _____.โ 1 KU mark per fact (up to 5)
However, other historians think FACTOR 2 was words from the question because _____. Also _____.โ 1 mark (balance) + 1 KU per fact
Other historians think FACTOR 3 was words from the question because _____. Also _____.โ 1 KU mark per fact
Overall, the isolated factor / FACTOR 2 / FACTOR 3 was the most important words from the question. This is because [reason why โ does not need to be new].โ 2 marks (conclusion)
How it's marked
5 marks for knowledge โ 1 KU mark for each accurate, developed fact you give to support your factors (not too brief). If only one factor is presented, max 3 for knowledge.
Structure marks: 1 for an introduction, 1 for balance (more than one factor), 2 for a conclusion (1 for a valid judgement, 1 for a reason supporting it).
๐กIt is asking: one factor is a reason โ but there are others, so decide which was MOST important.
๐กEach fact you add (including every "Alsoโฆ") earns a KU mark, as long as it is developed and not too brief โ up to 5.
โ Reveal marking schemeโพ
Max 9 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must make a judgement about the extent to which different factors contributed to an event or development, or its impact. They are required to provide a balanced account of the influence of different factors and come to a reasoned conclusion based on the evidence presented.
Up to 5 marks can be awarded for relevant, factual, key points of knowledge used to support factors, with 1 mark awarded for each point (but one mark should be deducted if the correct process is not clear in at least two factors). If only one factor is presented, a maximum of 3 marks should be awarded for relevant points of knowledge. A further 4 marks can be awarded for providing the answer in a structured way and coming to a reasoned conclusion.
Up to 4 marks should be awarded for presenting the answer in a structured way, leading to a conclusion which addresses the question: 1 mark for an introduction, 1 mark for the answer being presented in a structured way, 1 mark for a conclusion with a valid judgement (or overall summary), 1 mark for a reason in support of the judgement.
Trotsky
Trotsky was a skilled commander of the Red Army who was decisive and ruthless
Trotsky disciplined the Red Army to be an effective fighting force/conscripted men to raise 5 million by 1920/raised the Red Cavalry to counter the Cossacks
Trotsky used experienced Tsarist officers, supervised by political commissars/used Cheka to discourage desertions.
Red Army
by the end of 1919 the Red soldiers outnumbered the Whites by ten to one
soldiers were well supplied (boots, food, tobacco)
Explain the reasons why the Cold War began after 1945.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Explain ยท Appears in all 3 sections
WFQ (words from the question)your own recalled knowledge
One reason why words from the question was fact which meant that โฆโ 1 mark
A second reason why words from the question was fact which meant that โฆโ 1 mark
A third reason why words from the question was fact which meant that โฆโ 1 mark
A fourth reason why words from the question was fact which meant that โฆโ 1 mark
A fifth reason why words from the question was fact which meant that โฆโ 1 mark
A sixth reason why words from the question was fact which meant that โฆโ 1 mark
Example: One reason why women gained the vote in 1918 was that women burned down buildings like cricket pavilions, which meant that they gained publicity for the cause of votes for women.
How it's marked
1 mark for each accurate, relevant reason.
A second mark for each reason that is developed.
Each sentence/point must answer the question on its own.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
1 mark should be awarded for each accurate, relevant reason, and a second mark should be awarded for reasons that are developed.
Candidates may achieve full marks by providing six straightforward reasons, three developed reasons (or any combination of these).
Possible reasons
ideological conflict between communism and capitalism caused tension
the only thing that kept America and the Soviet Union together was over (defeating Germany and Japan in the Second World War)
the Americans had developed the atomic bomb in secret and this angered/worried the Soviet Union
disagreements over Eastern Europe at Potsdam (for example Poland)
Soviet troops were occupying most of Eastern Europe and this caused tension
Soviet suspicions over the Marshall Plan's intentions
Truman, the new American President, was more Anti-Communist than Roosevelt had been
an arms race developed causing further tension/intensifies after the Soviets detonated an atomic bomb in 1949
Evaluate the usefulness5 marks2019Q88The Cold War, 1945โ1989
Evaluate the usefulness of Source A as evidence of the reasons for Soviet intervention in Hungary in 1956.
WFQ = words from the question โ reuse in every point.
(You may want to comment on what type of source it is, who wrote it, when they wrote it, why they wrote it, what they say and what has been missed out.)
Tip: Highlight up to 2 content points you would quote (content is worth up to 2 marks) โ then consider author, purpose, timing and omission.
Highlight evidence โ tap the text:
Source A โ from a speech by the Commander of Soviet Armed Forces in 1956
Source A is from a speech by the Commander of Soviet Armed Forces in 1956.
Comrade soldiers, officers and generals!
At the end of October an uprising was started by forces in Hungary. Their aim was to destroy democracy and restore the old landowning capitalist rulers. Events have shown these anti-communists have used this military adventure to try to bring back fascism in Hungary. At the request of Hungary, Soviet troops have started carrying out their obligations to our allies. This is being done on the basis of the Warsaw Pact, established between members of the socialist camp.
๐ RAT sheet โ how to structure your answerโพ
Evaluate the usefulness ยท Appears in 2 sections
Remember COAT
๐Content โ what the source says
๐ซOmission โ what the source leaves out
โ๏ธAuthor โ who wrote it
๐Timing โ when it was written
WFQ (words from the question)quote from the source
Source X says โ_____โ. This is useful as it is accurate information about words from the question.โ 1 mark (content)
Source X also says โ_____โ. This is useful as it is accurate information about words from the question.โ 1 mark (content)
Source X omits _____. This makes the source less useful. Source X also omits _____. This makes the source less useful.โ 1 mark (omission)
Source X was written by _____. This makes the source useful because they have personal / professional experience of, or are an expert in, words from the question.โ 1 mark (author)
Source X was written in _____. This is useful as it was during the time of / has the benefit of hindsight about words from the question.โ 1 mark (timing)
How it's marked
Maximum 4 marks for comments on author, type of source, purpose and timing.
Maximum 2 marks for comments on the content of the source.
Maximum 2 marks for comments on points of significant omission.
๐กYou can also comment on the Purpose and Type of source.
โ Reveal marking schemeโพ
Max 5 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
For a mark to be awarded, the candidate must identify an aspect of the source and make a comment which shows why this aspect makes the source more or less useful.
A maximum of 4 marks can be awarded for evaluative comments relating to the author, type of source, purpose and timing. A maximum of 2 marks may be awarded for evaluative comments relating to the content of the source. A maximum of 2 marks may be awarded for evaluative comments relating to points of significant omission.
Points from the source
Author: Commander of Soviet Armed Forces. Useful because he was an eye-witness.
Type of Source: Speech. Less useful as it could be one-sided.
Purpose: to persuade. Less useful as it will exaggerate the threat of anti-communists.
Timing: 1956. Useful as it was at the time of the Soviet invasion.
Content: Their (forces in Hungary) aim was to destroy democracy and restore the old landowning capitalist rulers. Useful as it is accurate (the Soviets saw any deviation from their system as fascism/an attempt to destroy socialism).
Content: Events have shown these anti-communists have used this military adventure to try to bring back fascism in Hungary. Less useful as it is exaggerated (fascism was discredited throughout Europe at this time).
Content: At the request of Hungary, Soviet troops have started carrying out their obligations to our Allies. Less useful as it is inaccurate (the Hungarian leader did not want Soviet intervention).
Points of significant omission
the Soviets were concerned that Hungary could join the Western camp
the Soviets feared that democratic elections in Hungary would see a rejection of communist rule
the Soviets worried that other countries would follow the example of Hungary and they would lose control of Eastern Europe
Soviets moved quickly to take advantage of Western hesitancy (USA/Britain/France distracted by Suez)
How fully does Source B describe the military tactics of the Vietcong?
WFQ = words from the question โ reuse in every point.
(Use the source and recall to reach a judgement.)
Tip: Highlight up to 3 pieces of evidence from the source (worth up to 3 marks) โ then recall 3 points the source leaves out.
Highlight evidence โ tap the text:
Source B
Source B describes the military tactics of the Vietcong.
The Americans made extensive use of new technology in their war in Vietnam. The American Army were faced by the Vietcong, who had to rely on surprise attacks before quickly disappearing. The Vietcong made full use of the Ho Chi Minh trail to supply their armies with weapons. Lots of landmines were laid in front of the advancing American troops. The Vietcong placed their bases in swamps and forests to make it difficult for the American forces to locate them.
๐ RAT sheet โ how to structure your answerโพ
How fully ยท Appears in all 3 sections
WFQ (words from the question)quote from the sourceomission โ your own recall
Overall, Source X partly words from the question.โ needed for full marks
Source X says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
However, Source X doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
How it's marked
Up to 3 marks for points from the source that support your judgement.
Up to 4 marks for points of significant omission from recall.
Maximum 2 marks if no judgement is made, or if you refer only to the source.
๐กUse the source AND recall.
๐กQuote and then explain โ show you understand it, donโt just repeat it.
๐กYou must make a judgement (e.g. โthe source partly explainsโฆโ) or you are capped at 2 marks.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates should be given up to 3 marks for their identification of points from the source that support their judgement.
Candidates should be given up to 4 marks for their identification of points of significant omission, based on their own knowledge, that support their judgement.
A maximum of 2 marks may be given for answers in which no judgement has been made or which refer only to the source.
Points from the source
the Vietcong, who had to rely on surprise attacks before quickly disappearing
the Vietcong made full use of the Ho Chi Minh trail to supply their armies with weapons
lots of landmines were laid in front of the advancing American troops
the Vietcong placed their bases in swamps and forests to make it difficult for the American forces to locate them
Points of significant omission
โHanging onto the beltsโ of the Americans โ staying so close to the Americans so they could not use air or artillery backup without killing their own men
use of booby traps
mingling in with peasants to prevent identification
the Tet Offensive was an attack on South Vietnamese cities
use of tunnels
use of heavy machine guns to target American helicopters
To what extent9 marks2019Q90The Cold War, 1945โ1989
How important was the cost of the arms race as a reason why the USA and Soviet Union followed a policy of dรฉtente from the late 1960s?
WFQ = words from the question โ reuse in every point.amber = the isolated factor to weigh up.
(Use recalled knowledge to introduce then present a balanced assessment of the influence of different factors and come to a reasoned conclusion.)
๐ RAT sheet โ how to structure your answerโพ
To what extent / How important / How successful ยท Appears in 2 sections
WFQ (words from the question)a factor
There are several reasons why words from the question. These include the isolated factor, FACTOR 2, and FACTOR 3.โ 1 mark (introduction)
Some historians think the isolated factor was words from the question because _____. Also _____.โ 1 KU mark per fact (up to 5)
However, other historians think FACTOR 2 was words from the question because _____. Also _____.โ 1 mark (balance) + 1 KU per fact
Other historians think FACTOR 3 was words from the question because _____. Also _____.โ 1 KU mark per fact
Overall, the isolated factor / FACTOR 2 / FACTOR 3 was the most important words from the question. This is because [reason why โ does not need to be new].โ 2 marks (conclusion)
How it's marked
5 marks for knowledge โ 1 KU mark for each accurate, developed fact you give to support your factors (not too brief). If only one factor is presented, max 3 for knowledge.
Structure marks: 1 for an introduction, 1 for balance (more than one factor), 2 for a conclusion (1 for a valid judgement, 1 for a reason supporting it).
๐กIt is asking: one factor is a reason โ but there are others, so decide which was MOST important.
๐กEach fact you add (including every "Alsoโฆ") earns a KU mark, as long as it is developed and not too brief โ up to 5.
โ Reveal marking schemeโพ
Max 9 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Up to 5 marks can be awarded for relevant, factual, key points of knowledge used to support factors, with 1 mark awarded for each point. If only one factor is presented, a maximum of 3 marks should be awarded.
Up to 4 marks should be awarded for presenting the answer in a structured way, leading to a conclusion: 1 mark for an introduction, 1 mark for a structured answer, 1 mark for a conclusion with a valid judgement, 1 mark for a reason in support of the judgement.
Cost of the arms race
many in the Soviet Union believed it simply could not match the spending of the USA/growing unrest over living conditions in Soviet Union
there was a demand in the USA for money to be used to tackle social and economic problems/USA had concerns over the heavy financial burden of Vietnam
the price of oil rocketed in the 1970s and both superpowers experienced economic problems
there was concern in the Soviet Union as the Five Year Plans of 1966-70 failed to reach their objectives
Mutually Assured Destruction
both sides had built roughly the same amount of ICBMs/it seemed there could be no clear winner in the arms race
both sides had come to the brink of nuclear war in the 1960s (for example the Cuban missile crisis)
the development of ABMs increased the likelihood of a first strike if compromise was not reached
Strategic objectives
the Soviets wanted to prevent a possible Sino-American alliance
the Americans hoped that with better relations the Soviets might restrain North Vietnam
the Americans wanted to exploit better relations to end the war in Vietnam
the Soviets hoped for better relations with Western Europe, perhaps detaching them from the USA
Compare the views4 marks2019 specimenQ91The Cold War, 1945โ1989
Compare the views of Sources A and B about the reasons why a Cold War broke out between the Soviet Union and the USA. (Compare the sources overall and/or in detail.)
WFQ = words from the question โ reuse in every point.
Tip: Highlight 2โ3 points of comparison โ either where the sources agree OR where they disagree. You do not need both; pick one set and compare them point by point.
Highlight evidence โ tap the text:
Source A
Sources A and B are about why a Cold War broke out between the superpowers.
Once World War Two was over, relations between the two allies deteriorated, to be replaced by a climate of suspicion between America and the Soviet Union. Soviet and American leaders held opposing ideological views and attempted to spread their beliefs to other countries. Tensions continued to grow over the next few years. Americaโs decision to develop and use the atomic bomb against the Japanese without consulting the Soviets placed further strain on relations.
Source B
As soon as the war ended, the Soviet Union and the Americans developed open hostility towards each other. The meetings at Yalta and Potsdam did little to improve relations between the two countries. The new American President Truman and Soviet leader Stalin seemed hostile to one another, and this emphasised their ideological divisions. The tension at Potsdam was increased by Americaโs use of the atomic bomb against Japan.
Overall, do the sources agree or disagree? (worth a mark for an overall comparison)
๐ RAT sheet โ how to structure your answerโพ
Compare the views ยท Appears in 2 sections
WFQ (words from the question)quote from the source
Overall, Sources X and Y [agree/disagree] about words from the question.โ 1 mark (overall)
The sources agree/disagree about statement summarising the point. Source X says โdirect quoteโ and Source Y [agrees/disagrees] when it says โdirect quoteโ.โ 1โ2 marks
The sources also agree/disagree about statement summarising the point. Source X says โdirect quoteโ and Source Y [agrees/disagrees] when it says โdirect quoteโ.โ 1โ2 marks
How it's marked
1 mark for a simple comparison (what the sources agree/disagree about).
2 marks for a developed comparison, supported by specific references to each source.
Full marks by four simple comparisons, two developed comparisons, or a combination.
๐กOne set of points will agree, one will disagree.
โ Reveal marking schemeโพ
Max 4 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must interpret the evidence and make direct comparisons between sources. Candidates are expected to compare content directly on a point-by-point basis. They may compare the details in the sources and/or compare the viewpoints overall.
A simple comparison will indicate what points of detail or viewpoint the sources agree or disagree on and should be awarded 1 mark. A developed comparison of the points of detail or overall viewpoint should be awarded a second mark.
Overall: Overall โ the sources agree about the reasons why a Cold War broke out between the Soviet Union and the USA
Points of comparison
agree
Source A: (Once World War Two was over) relations between the two allies deteriorated, to be replaced by a climate of suspicion between America and the Soviet Union.
Source B: As soon as the war ended the Soviet Union and the Americans developed open hostility towards each other.
agree
Source A: Soviet and American leaders held opposing ideological views...
Source B: (The new American President Truman and Soviet leader Stalin seemed hostile to one another and) this emphasised their ideological divisions.
agree
Source A: Americaโs decision to develop and use the atomic bomb against the Japanese without consulting the Soviets placed further strain on relations.
Source B: The tension at Potsdam was increased by Americaโs use of the atomic bomb against Japan.
How fully6 marks2019 specimenQ92The Cold War, 1945โ1989
How fully does Source C describe the events which led to the crisis in Berlin in 1961? (Use the source and recall to reach a judgement.)
WFQ = words from the question โ reuse in every point.
Tip: Highlight up to 3 pieces of evidence from the source (worth up to 3 marks) โ then recall 3 points the source leaves out.
Highlight evidence โ tap the text:
Source C
Source C is about the events which led to the crisis in Berlin in 1961.
By 1960 the situation in East Berlin was very dangerous. A new East German labour law, which stopped workers from going on strike, had led to growing unrest in the factories. Agriculture reforms had led to higher prices and food shortages. All of this led to a massive increase in the numbers of refugees fleeing to the West. At a meeting of the Warsaw Pact states, Khrushchev had been informed about the situation. In the six months up to June 1961, 103,000 East Germans had fled through Berlin.
๐ RAT sheet โ how to structure your answerโพ
How fully ยท Appears in all 3 sections
WFQ (words from the question)quote from the sourceomission โ your own recall
Overall, Source X partly words from the question.โ needed for full marks
Source X says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
However, Source X doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
How it's marked
Up to 3 marks for points from the source that support your judgement.
Up to 4 marks for points of significant omission from recall.
Maximum 2 marks if no judgement is made, or if you refer only to the source.
๐กUse the source AND recall.
๐กQuote and then explain โ show you understand it, donโt just repeat it.
๐กYou must make a judgement (e.g. โthe source partly explainsโฆโ) or you are capped at 2 marks.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must make a judgement about the extent to which the source provides a full description or explanation of a given event or development.
Candidates should be awarded up to 3 marks for their identification of points from the source which support their judgement. Candidates should be awarded up to 4 marks for their identification of points of significant omission, based on their own knowledge, that support their judgement. A maximum of 2 marks may be awarded for answers in which no judgement has been made or which refer only to the source.
Points from the source
a new East German labour law, which stopped workers from going on strike, had led to growing unrest in the factories
agriculture reforms had led to higher prices and food shortages
all of this led to a massive increase in the numbers of refugees fleeing to the West
in the six months up to June 1961, 103,000 East Germans had fled through Berlin.
Points of significant omission
in June 1961 the Soviet Premier Khrushchev raised tensions by threatening to end the existing four-power agreements guaranteeing American, British, and French rights to access West Berlin
President Kennedy asked Congress for an additional $3 billion to increase Americaโs armed forces
the Soviets accused the West of using Berlin as a centre of operations against East Germany and the Soviet Union
In August 1961 the East German government took the decision to close the border between East and West Berlin
East German troops and workers had begun to tear up streets running alongside the barrier to make them impassable to most vehicles, and to install barbed wire entanglements and fences around the three western sectors
East Germans then started building a wall to separate the east and west of the city.
Explain6 marks2019 specimenQ93The Cold War, 1945โ1989
Explain the reasons why the USA became involved in a crisis over Cuba in 1962.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Explain ยท Appears in all 3 sections
WFQ (words from the question)your own recalled knowledge
One reason why words from the question was fact which meant that โฆโ 1 mark
A second reason why words from the question was fact which meant that โฆโ 1 mark
A third reason why words from the question was fact which meant that โฆโ 1 mark
A fourth reason why words from the question was fact which meant that โฆโ 1 mark
A fifth reason why words from the question was fact which meant that โฆโ 1 mark
A sixth reason why words from the question was fact which meant that โฆโ 1 mark
Example: One reason why women gained the vote in 1918 was that women burned down buildings like cricket pavilions, which meant that they gained publicity for the cause of votes for women.
How it's marked
1 mark for each accurate, relevant reason.
A second mark for each reason that is developed.
Each sentence/point must answer the question on its own.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must make a number of points that make the issue plain or clear, for example by showing connections between factors or causal relationships between events or ideas. These should be key reasons but there is no need for any evaluation or prioritising of these reasons.
Up to a maximum of 6 marks in total, 1 mark should be awarded for each accurate, relevant reason, and a second mark should be awarded for reasons that are developed.
Possible reasons
Cuban leader Castro had formed a close alliance with the Soviet Union which alarmed the USA
Castro had angered American businesses by nationalising key Cuban industries
there were fears that Castro would turn Cuba into a communist stronghold
Kennedy was looking for an opportunity to take revenge against Castro after the failure of the Bay of Pigs incident
Castro agreed to site Soviet missiles on Cuba which USA saw as a threat to US cities
US spy planes took photographs of missile bases being constructed on Cuba
Cuba was only a short distance from the American mainland so caused great concern in the USA
an American U2 spy plane was shot down over Cuba further increasing tension
America was furious at Soviets as they refused to remove their missiles from Cuba
Soviet ships sailing towards the American blockade around Cuba with additional missiles increased the tension
President Kennedy was under huge pressure to stand up to communist aggression
American public opinion would not accept the presence of Soviet missiles on Cuba.
To what extent9 marks2019 specimenQ94The Cold War, 1945โ1989
To what extent were Vietcong tactics the main reason for their success in winning the war in Vietnam?
WFQ = words from the question โ reuse in every point.amber = the isolated factor to weigh up.
(Use recalled knowledge to introduce, then present a balanced assessment of the influence of different factors and come to a reasoned conclusion.)
๐ RAT sheet โ how to structure your answerโพ
To what extent / How important / How successful ยท Appears in 2 sections
WFQ (words from the question)a factor
There are several reasons why words from the question. These include the isolated factor, FACTOR 2, and FACTOR 3.โ 1 mark (introduction)
Some historians think the isolated factor was words from the question because _____. Also _____.โ 1 KU mark per fact (up to 5)
However, other historians think FACTOR 2 was words from the question because _____. Also _____.โ 1 mark (balance) + 1 KU per fact
Other historians think FACTOR 3 was words from the question because _____. Also _____.โ 1 KU mark per fact
Overall, the isolated factor / FACTOR 2 / FACTOR 3 was the most important words from the question. This is because [reason why โ does not need to be new].โ 2 marks (conclusion)
How it's marked
5 marks for knowledge โ 1 KU mark for each accurate, developed fact you give to support your factors (not too brief). If only one factor is presented, max 3 for knowledge.
Structure marks: 1 for an introduction, 1 for balance (more than one factor), 2 for a conclusion (1 for a valid judgement, 1 for a reason supporting it).
๐กIt is asking: one factor is a reason โ but there are others, so decide which was MOST important.
๐กEach fact you add (including every "Alsoโฆ") earns a KU mark, as long as it is developed and not too brief โ up to 5.
โ Reveal marking schemeโพ
Max 9 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must make a judgement about the extent to which different factors contributed to an event or development, or its impact. They are required to provide a balanced account of the influence of different factors and come to a reasoned conclusion based on the evidence presented.
Up to 5 marks can be awarded for relevant, factual, key points of knowledge used to support factors, with 1 mark awarded for each point (but one mark should be deducted if the correct process is not clear in at least two factors). If only one factor is presented, a maximum of 3 marks should be awarded for relevant points of knowledge. A further 4 marks can be awarded for providing the answer in a structured way and coming to a reasoned conclusion.
Up to 4 marks should be awarded for presenting the answer in a structured way, leading to a conclusion which addresses the question: 1 mark for an introduction, 1 mark for the answer being presented in a structured way, 1 mark for a conclusion with a valid judgement (or overall summary), 1 mark for a reason in support of the judgement.
Vietcong tactics
Vietcong were expert in conducting guerrilla warfare
Vietcong made full use of local knowledge /knowledge of the terrain
Vietcong generally avoided large scale attacks/when they attacked it was with fanatical determination
Vietcong travelled light carrying few supplies and basic weapons.
American soldiers
American soldiers were poorly trained and ill-equipped for jungle warfare/did not cope with the guerrilla tactics
the draft system meant that there was a lack of experience among American forces
American soldiers had low morale and lacked respect for their officers โ reduced their combat effectiveness.
Opposition in USA
increasingly people in the USA were tired of the war/the war was wasting young American lives
the media presented evidence of cruelty by American soldiers, war crimes such as the My Lai massacre, tactics of defoliation
welfare programmes in America were being dropped because of the cost of the war in Vietnam.
US military problems
failure of American tactics โ strategic hamlets, carpet bombing, use of defoliants (Agent Orange)
the US was trying to supply a war 8000 miles from America which made it very difficult for them.
Describe4 marks2019 specimenQ95The Cold War, 1945โ1989
Describe the steps taken to reduce tension between the USA and the USSR between 1968 and 1989.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Describe ยท Appears in 2 sections
WFQ (words from the question)
One words from the question was โฆโ 1 mark
A second words from the question was โฆโ 1 mark
A third words from the question was โฆโ 1 mark
A fourth words from the question was โฆโ 1 mark
Example: One use of new technology on the Western Front during the First World War was mustard gas, which was used to blind soldiers and make it more difficult for them to fight.
How it's marked
1 mark for each accurate, relevant key point of knowledge.
A second mark for each point that is developed.
Full marks by four straightforward points, two developed points, or a combination.
โ Reveal marking schemeโพ
Max 4 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must make a number of relevant, factual points. These should be key points. These do not have to be in any particular order.
1 mark should be awarded for each accurate relevant key point of knowledge. A second mark should be awarded for each point that is developed, up to a maximum of 4 marks.
Possible points of knowledge
a hotline between the Soviet and American leaders was established following the Cuban Missile Crisis
the Non-Proliferation Treaty, which aimed to prevent the spread of nuclear weapons, was signed in 1968
in 1971 Brezhnev announced the โprogramme for peaceโ to improve relations between East and West
war in Vietnam was scaled down and then ended in the early 1970s and this had a positive influence on superpower relations
President Nixonโs visit to Moscow in 1973 helped to reduce tension
USA and USSR signed Helsinki Accords in 1975 to improve relations between the Communist bloc and the West
both sides reached agreement to limit or reduce nuclear weapons - SALT II
trade agreements between both sides helped to improve relations/USA begins to sell the USSR wheat in 1970s.
How fully6 marks2019 specimenQ46The Cross and the Crescent: the Crusades, 1071โ1192
How fully does Source A describe the importance of castles in the twelfth century? (Use the source and recall to reach a judgement.)
WFQ = words from the question โ reuse in every point.
Tip: Highlight up to 3 pieces of evidence from the source (worth up to 3 marks) โ then recall 3 points the source leaves out.
Highlight evidence โ tap the text:
Source A
Source A is about the importance of castles in the twelfth century.
During Henry IIโs reign, castles were built of stone and with extra walls and towers. These castles became a key symbol of power. They were also the administrative centres of each town. The numerous rooms inside a castle meant that it was an ideal base for the local garrison carrying out guard duty. During the civil war many castles had been built illegally. There was no doubt however that they were useful during times of attack when food, drink and other supplies could be stored there.
๐ RAT sheet โ how to structure your answerโพ
How fully ยท Appears in all 3 sections
WFQ (words from the question)quote from the sourceomission โ your own recall
Overall, Source X partly words from the question.โ needed for full marks
Source X says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
However, Source X doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
How it's marked
Up to 3 marks for points from the source that support your judgement.
Up to 4 marks for points of significant omission from recall.
Maximum 2 marks if no judgement is made, or if you refer only to the source.
๐กUse the source AND recall.
๐กQuote and then explain โ show you understand it, donโt just repeat it.
๐กYou must make a judgement (e.g. โthe source partly explainsโฆโ) or you are capped at 2 marks.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must make a judgement about the extent to which the source provides a full description or explanation of a given event or development.
Candidates should be awarded up to 3 marks for their identification of points from the source which support their judgement. Candidates should be awarded up to 4 marks for their identification of points of significant omission, based on their own knowledge, that support their judgement. A maximum of 2 marks may be awarded for answers in which no judgement has been made or which refer only to the source.
Points from the source
castles became a key symbol of power
were also the administrative centres of each town
an ideal base for the local garrison carrying out guard duty
during times of attack when food, drink and other supplies could be stored there.
Points of significant omission
castles were used as a court where local law was enforced
castles were used to defend and protect the lordโs lands and the people who lived on them
used as a home for the lordโs family
centre of entertainment eg feasts and banquets
peasantsโ taxes would be paid in produce and this was often stored in the grounds of the castle
castles were used as a place to keep criminals/prisoners.
Compare the views4 marks2019 specimenQ47The Cross and the Crescent: the Crusades, 1071โ1192
Compare the views of Sources B and C about what happened to Jews during the First Crusade. (Compare the sources overall and/or in detail.)
WFQ = words from the question โ reuse in every point.
Tip: Highlight 2โ3 points of comparison โ either where the sources agree OR where they disagree. You do not need both; pick one set and compare them point by point.
Highlight evidence โ tap the text:
Source B
Sources B and C describe what happened to Jewish communities during the First Crusade.
After a few weeks of travelling, Peter the Hermit and his followers came upon a Jewish community. Many Crusaders were poor and hungry so they began stealing food and possessions from the Jews. As the Crusaders thought the Jews were the enemy of Christ, most believed they could treat them as they wished. Some forced the Jews to change religion and become Christian. Others, against the orders of Peter the Hermit, slaughtered the Jews.
Source C
A rumour spread among the Crusaders that whoever killed a Jew would have all their sins forgiven. Immediately, Peter the Hermitโs army began attacking and killing Jewish men, women and children. Although some Jews tried to fight back they had few weapons and were easily defeated. In the riot that followed, Jewish houses were robbed and valuables stolen. Those Jews who survived the massacre were forced to give up their faith and become Christians.
Overall, do the sources agree or disagree? (worth a mark for an overall comparison)
๐ RAT sheet โ how to structure your answerโพ
Compare the views ยท Appears in 2 sections
WFQ (words from the question)quote from the source
Overall, Sources X and Y [agree/disagree] about words from the question.โ 1 mark (overall)
The sources agree/disagree about statement summarising the point. Source X says โdirect quoteโ and Source Y [agrees/disagrees] when it says โdirect quoteโ.โ 1โ2 marks
The sources also agree/disagree about statement summarising the point. Source X says โdirect quoteโ and Source Y [agrees/disagrees] when it says โdirect quoteโ.โ 1โ2 marks
How it's marked
1 mark for a simple comparison (what the sources agree/disagree about).
2 marks for a developed comparison, supported by specific references to each source.
Full marks by four simple comparisons, two developed comparisons, or a combination.
๐กOne set of points will agree, one will disagree.
โ Reveal marking schemeโพ
Max 4 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must interpret the evidence and make direct comparisons between sources. Candidates are expected to compare content directly on a point-by-point basis. They may compare the details in the sources and/or compare the viewpoints overall.
A simple comparison will indicate what points of detail or viewpoint the sources agree or disagree on and should be awarded 1 mark. A developed comparison of the points of detail or overall viewpoint should be awarded a second mark.
Overall: Overall - the sources agree about what happened to Jews during the First Crusade.
Points of comparison
agree
Source B: Many Crusaders were poor and hungry so they began stealing food and possessions from the Jews.
Source C: (In the riot that followed) Jewish houses were robbed and valuables stolen.
agree
Source B: Some forced the Jews to change religion and become Christian.
Source C: Those Jews who survived the massacre were forced to give up their faith and become Christians.
agree
Source B: Others, against the orders of Peter the Hermit, slaughtered the Jews.
Source C: Immediately Peter the Hermitโs army began attacking and killing Jewish men, women and children.
To what extent9 marks2019 specimenQ48The Cross and the Crescent: the Crusades, 1071โ1192
To what extent were Muslim divisions the main reason for the success of the First Crusade?
WFQ = words from the question โ reuse in every point.amber = the isolated factor to weigh up.
(Use recalled knowledge to introduce, then present a balanced assessment of the influence of different factors and come to a reasoned conclusion.)
๐ RAT sheet โ how to structure your answerโพ
To what extent / How important / How successful ยท Appears in 2 sections
WFQ (words from the question)a factor
There are several reasons why words from the question. These include the isolated factor, FACTOR 2, and FACTOR 3.โ 1 mark (introduction)
Some historians think the isolated factor was words from the question because _____. Also _____.โ 1 KU mark per fact (up to 5)
However, other historians think FACTOR 2 was words from the question because _____. Also _____.โ 1 mark (balance) + 1 KU per fact
Other historians think FACTOR 3 was words from the question because _____. Also _____.โ 1 KU mark per fact
Overall, the isolated factor / FACTOR 2 / FACTOR 3 was the most important words from the question. This is because [reason why โ does not need to be new].โ 2 marks (conclusion)
How it's marked
5 marks for knowledge โ 1 KU mark for each accurate, developed fact you give to support your factors (not too brief). If only one factor is presented, max 3 for knowledge.
Structure marks: 1 for an introduction, 1 for balance (more than one factor), 2 for a conclusion (1 for a valid judgement, 1 for a reason supporting it).
๐กIt is asking: one factor is a reason โ but there are others, so decide which was MOST important.
๐กEach fact you add (including every "Alsoโฆ") earns a KU mark, as long as it is developed and not too brief โ up to 5.
โ Reveal marking schemeโพ
Max 9 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must make a judgement about the extent to which different factors contributed to an event or development, or its impact. They are required to provide a balanced account of the influence of different factors and come to a reasoned conclusion based on the evidence presented.
Up to 5 marks can be awarded for relevant, factual, key points of knowledge used to support factors, with 1 mark awarded for each point (but one mark should be deducted if the correct process is not clear in at least two factors). If only one factor is presented, a maximum of 3 marks should be awarded for relevant points of knowledge. A further 4 marks can be awarded for providing the answer in a structured way and coming to a reasoned conclusion.
Up to 4 marks should be awarded for presenting the answer in a structured way, leading to a conclusion which addresses the question: 1 mark for an introduction, 1 mark for the answer being presented in a structured way, 1 mark for a conclusion with a valid judgement (or overall summary), 1 mark for a reason in support of the judgement.
Muslim divisions
Muslims refused to join together and only thought of their own land
Muslims frequently fought against each other so weakening their cause
a Muslim was bribed to let the Crusaders into Antioch
Muslim communities didnโt attack the Crusaders/gave them money to keep the peace.
Crusadersโ military advantages
Crusaders had effective leaders in Bohemond of Taranto and Raymond of Toulouse who were experienced knights/both men were involved in key victories eg Antioch /Jerusalem
Crusaders used effective tactics to defeat the Muslims eg siege towers used at Jerusalem
the knights were militarily superior to the Muslim forces eg the knightsโ tactics of charging at Dorylaeum/Antioch secured victory.
Crusading ideals
many Christians believed that it was their duty to recapture Jerusalem/believed they were doing Godโs work
Crusaders were inspired by the promise that all their sins would be forgiven if they took part in the Crusade.
Support for Crusaders
the Crusaders received help from Italian ports eg cities such as Pisa/Genoa/Venice supplied timber for siege machines
the Crusaders received help from Emperor Alexius eg provided Crusaders with additional soldiers/supplies at Constantinople
secured important trade routes ensuring Crusaders had access to vital supplies.
Explain6 marks2019 specimenQ49The Cross and the Crescent: the Crusades, 1071โ1192
Explain the reasons why the Crusaders lost control of Jerusalem in 1187.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Explain ยท Appears in all 3 sections
WFQ (words from the question)your own recalled knowledge
One reason why words from the question was fact which meant that โฆโ 1 mark
A second reason why words from the question was fact which meant that โฆโ 1 mark
A third reason why words from the question was fact which meant that โฆโ 1 mark
A fourth reason why words from the question was fact which meant that โฆโ 1 mark
A fifth reason why words from the question was fact which meant that โฆโ 1 mark
A sixth reason why words from the question was fact which meant that โฆโ 1 mark
Example: One reason why women gained the vote in 1918 was that women burned down buildings like cricket pavilions, which meant that they gained publicity for the cause of votes for women.
How it's marked
1 mark for each accurate, relevant reason.
A second mark for each reason that is developed.
Each sentence/point must answer the question on its own.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must make a number of points that make the issue plain or clear, for example by showing connections between factors or causal relationships between events or ideas. These should be key reasons but there is no need for any evaluation or prioritising of these reasons.
Up to a maximum of 6 marks in total, 1 mark should be awarded for each accurate, relevant reason, and a second mark should be awarded for reasons that are developed.
Possible reasons
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 where most of the nobility were taken prisoner, including King Guy
Crusaders lacked resources to defend Jerusalem once the army was defeated
when a portion of the wall was mined, it collapsed and the Crusaders were unable to push Saladinโs troops back from the breach
by the end of September there were only a few dozen knights and a handful of remaining men-at-arms capable of bearing arms and defending the wall
Muslims were united under Saladinโs leadership making them stronger
Describe4 marks2019 specimenQ50The Cross and the Crescent: the Crusades, 1071โ1192
Describe the Battle of Jaffa in 1192.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Describe ยท Appears in 2 sections
WFQ (words from the question)
One words from the question was โฆโ 1 mark
A second words from the question was โฆโ 1 mark
A third words from the question was โฆโ 1 mark
A fourth words from the question was โฆโ 1 mark
Example: One use of new technology on the Western Front during the First World War was mustard gas, which was used to blind soldiers and make it more difficult for them to fight.
How it's marked
1 mark for each accurate, relevant key point of knowledge.
A second mark for each point that is developed.
Full marks by four straightforward points, two developed points, or a combination.
โ Reveal marking schemeโพ
Max 4 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must make a number of relevant, factual points. These should be key points. These do not have to be in any particular order.
1 mark should be awarded for each accurate relevant key point of knowledge. A second mark should be awarded for each point that is developed, up to a maximum of 4 marks.
Possible points of knowledge
In July 1192 Saladin laid siege to the town of Jaffa
Saladinโs soldiers successfully stormed the walls after three days of bloody clashes
the Crusaders however held out in Jaffaโs citadel
Richard gathered a small army (of knights, a few hundred infantrymen, and about 2,000 crossbowmen) and led them into battle
The Muslim army panicked at the sudden attack/fled the city in disarray
Saladin launched a counter attack on Jaffa
Richard ordered the infantry and knights to form a defensive hedge of spears, with the crossbowmen behind
Saladinโs cavalry repeatedly charged but suffered heavy casualties so he ordered it to withdraw.
Explain6 marks2019Q51The Cross and the Crescent: the Crusades, 1071โ1192
Explain the reasons why knights were important in medieval times.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Explain ยท Appears in all 3 sections
WFQ (words from the question)your own recalled knowledge
One reason why words from the question was fact which meant that โฆโ 1 mark
A second reason why words from the question was fact which meant that โฆโ 1 mark
A third reason why words from the question was fact which meant that โฆโ 1 mark
A fourth reason why words from the question was fact which meant that โฆโ 1 mark
A fifth reason why words from the question was fact which meant that โฆโ 1 mark
A sixth reason why words from the question was fact which meant that โฆโ 1 mark
Example: One reason why women gained the vote in 1918 was that women burned down buildings like cricket pavilions, which meant that they gained publicity for the cause of votes for women.
How it's marked
1 mark for each accurate, relevant reason.
A second mark for each reason that is developed.
Each sentence/point must answer the question on its own.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
1 mark should be awarded for each accurate, relevant reason, and a second mark should be awarded for reasons that are developed.
Candidates may achieve full marks by providing six straightforward reasons, three developed reasons (or any combination of these).
Possible reasons
knights were an essential part of the King's army
knights carried out key military duties (for example castle guard)
knights protected the Church/clergy (for example Crusade)
Orders of Knights protected pilgrims (for example the Knights Templars)
knights protected the weak and vulnerable in society (for example elderly/children/women)
knights provided land for peasants in the feudal system
some Knights were members of a jury and so enforced law and order
knights were role models and were required to set an example on how to behave
To what extent9 marks2019Q52The Cross and the Crescent: the Crusades, 1071โ1192
To what extent was Muslim Disunity the main reason for the success of the First Crusade?
WFQ = words from the question โ reuse in every point.amber = the isolated factor to weigh up.
(Use recalled knowledge to introduce then present a balanced assessment of the influence of different factors and come to a reasoned conclusion.)
๐ RAT sheet โ how to structure your answerโพ
To what extent / How important / How successful ยท Appears in 2 sections
WFQ (words from the question)a factor
There are several reasons why words from the question. These include the isolated factor, FACTOR 2, and FACTOR 3.โ 1 mark (introduction)
Some historians think the isolated factor was words from the question because _____. Also _____.โ 1 KU mark per fact (up to 5)
However, other historians think FACTOR 2 was words from the question because _____. Also _____.โ 1 mark (balance) + 1 KU per fact
Other historians think FACTOR 3 was words from the question because _____. Also _____.โ 1 KU mark per fact
Overall, the isolated factor / FACTOR 2 / FACTOR 3 was the most important words from the question. This is because [reason why โ does not need to be new].โ 2 marks (conclusion)
How it's marked
5 marks for knowledge โ 1 KU mark for each accurate, developed fact you give to support your factors (not too brief). If only one factor is presented, max 3 for knowledge.
Structure marks: 1 for an introduction, 1 for balance (more than one factor), 2 for a conclusion (1 for a valid judgement, 1 for a reason supporting it).
๐กIt is asking: one factor is a reason โ but there are others, so decide which was MOST important.
๐กEach fact you add (including every "Alsoโฆ") earns a KU mark, as long as it is developed and not too brief โ up to 5.
โ Reveal marking schemeโพ
Max 9 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Up to 5 marks can be awarded for relevant, factual, key points of knowledge used to support factors, with 1 mark awarded for each point. If only one factor is presented, a maximum of 3 marks should be awarded.
Up to 4 marks should be awarded for presenting the answer in a structured way, leading to a conclusion: 1 mark for an introduction, 1 mark for a structured answer, 1 mark for a conclusion with a valid judgement, 1 mark for a reason in support of the judgement.
Muslim Disunity
the Crusaders captured Nicaea because Kilij Arslan was away fighting other Muslims (for example The Danishmends)
at Antioch the Crusaders bribed a Muslim who let them into the city (Firouz)
Muslim forces refused to attack together at Antioch (for example Ridwan of Aleppo/Duqaq of Damascus)
Kerbogha's men deserted him and fled the battlefield at Antioch
the Seljuk Turks did not attempt to recapture Jerusalem because they had land disputes to settle with other Muslim groups elsewhere
Crusading Ideal
the Crusaders were inspired to victory by the discovery of the Holy Lance at Antioch
the Crusaders were inspired by a Crusader's vision at Jerusalem and recaptured the city
Aid from Emperor Alexius
Emperor Alexius gave the Crusaders essential supplies at Constantinople for their journey
Emperor Alexius provided the Crusaders with boats at Nicaea which allowed them to capture the city
Military Skills
the Crusaders demonstrated their successful military skills throughout the Crusade (for example Bohemond held off Muslims at Dorylaeum/Crusaders charged at the Muslims at Antioch)
Aid from Italian cities
Italian cities provided timber for the siege towers used at Jerusalem (for example Genoa)
Italian cities opened trade routes which supported the Crusaders in the east
How fully6 marks2019Q53The Cross and the Crescent: the Crusades, 1071โ1192
How fully does Source A describe the fall of Jerusalem in 1187?
WFQ = words from the question โ reuse in every point.
(Use the source and recall to reach a judgement.)
Tip: Highlight up to 3 pieces of evidence from the source (worth up to 3 marks) โ then recall 3 points the source leaves out.
Highlight evidence โ tap the text:
Source A
Source A describes the fall of Jerusalem in 1187.
In 1186 Baldwin V died and Guy of Lusignan became King of Jerusalem. After victory at the Battle of Hattin the Muslim army under Saladin was free to target Jerusalem. Due to the significant lesson at Hattin there were few knights left to defend the city. The Muslim army completely surrounded the city. Faced with overwhelming odds the crusading army was forced to surrender.
๐ RAT sheet โ how to structure your answerโพ
How fully ยท Appears in all 3 sections
WFQ (words from the question)quote from the sourceomission โ your own recall
Overall, Source X partly words from the question.โ needed for full marks
Source X says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
However, Source X doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
How it's marked
Up to 3 marks for points from the source that support your judgement.
Up to 4 marks for points of significant omission from recall.
Maximum 2 marks if no judgement is made, or if you refer only to the source.
๐กUse the source AND recall.
๐กQuote and then explain โ show you understand it, donโt just repeat it.
๐กYou must make a judgement (e.g. โthe source partly explainsโฆโ) or you are capped at 2 marks.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates should be given up to 3 marks for their identification of points from the source that support their judgement.
Candidates should be given up to 4 marks for their identification of points of significant omission, based on their own knowledge, that support their judgement.
A maximum of 2 marks may be given for answers in which no judgement has been made or which refer only to the source.
Points from the source
after the victory at the Battle of Hattin the Muslim Army under Saladin was free to target Jerusalem
due to the significant lesson at Hattin there were few knights left to defend the city
the Muslim Army completely surrounded the city
faced with overwhelming odds the crusading army was forced to surrender
Points of significant omission
the Muslims had captured key ports and castles
the Muslims used mangonels, crossbows and arrows to attack Jerusalem
the Muslims undermined part of the city wall
Saladin allowed Jerusalem to surrender peacefully
Crusaders who could pay a ransom were allowed to go free
Evaluate the usefulness5 marks2019Q54The Cross and the Crescent: the Crusades, 1071โ1192
Evaluate the usefulness of Source B as evidence of Saladin's character.
WFQ = words from the question โ reuse in every point.
(You may want to comment on what type of source it is, who wrote it, when they wrote it, why they wrote it, what they say and what has been missed out.)
Tip: Highlight up to 2 content points you would quote (content is worth up to 2 marks) โ then consider author, purpose, timing and omission.
Highlight evidence โ tap the text:
Source B โ from a chronicle written by a Muslim in 1192
Source B is from a chronicle written by a Muslim in 1192.
By 1187 Saladin had recaptured several cities. Instead of slaughtering the Crusaders left inside the cities, Saladin often promised to be merciful. Every Crusader was usually given the chance to buy their freedom and leave without being harmed. When his army complained he had let the enemy go free, Saladin said he would not break his promise and sent his soldiers back to their camp. The Crusaders were amazed at Saladin's generosity, especially when he provided them with food and water for their journey.
๐ RAT sheet โ how to structure your answerโพ
Evaluate the usefulness ยท Appears in 2 sections
Remember COAT
๐Content โ what the source says
๐ซOmission โ what the source leaves out
โ๏ธAuthor โ who wrote it
๐Timing โ when it was written
WFQ (words from the question)quote from the source
Source X says โ_____โ. This is useful as it is accurate information about words from the question.โ 1 mark (content)
Source X also says โ_____โ. This is useful as it is accurate information about words from the question.โ 1 mark (content)
Source X omits _____. This makes the source less useful. Source X also omits _____. This makes the source less useful.โ 1 mark (omission)
Source X was written by _____. This makes the source useful because they have personal / professional experience of, or are an expert in, words from the question.โ 1 mark (author)
Source X was written in _____. This is useful as it was during the time of / has the benefit of hindsight about words from the question.โ 1 mark (timing)
How it's marked
Maximum 4 marks for comments on author, type of source, purpose and timing.
Maximum 2 marks for comments on the content of the source.
Maximum 2 marks for comments on points of significant omission.
๐กYou can also comment on the Purpose and Type of source.
โ Reveal marking schemeโพ
Max 5 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
For a mark to be awarded, the candidate must identify an aspect of the source and make a comment which shows why this aspect makes the source more or less useful.
A maximum of 4 marks can be awarded for evaluative comments relating to the author, type of source, purpose and timing. A maximum of 2 marks may be awarded for evaluative comments relating to the content of the source. A maximum of 2 marks may be awarded for evaluative comments relating to points of significant omission.
Points from the source
Author: a Muslim. Useful because he had first-hand knowledge/would have been well placed to receive information.
Type of Source: chronicle. Useful as they tend to be detailed.
Purpose: to inform/record. Useful because it gives a full description of Saladin's character/less useful as it may be biased.
Timing: 1192. Useful as it was written at the time of the Crusades.
Content: Saladin often promised to be merciful. Useful because it is accurate (Saladin did treat his enemies with mercy).
Content: Saladin said he would not break his promise. Useful because it is accurate (Saladin was an honourable character).
Content: The Crusaders were amazed at Saladin's generosity especially when he provided them with food and water for their journey. Useful because it is accurate (Saladin did give supplies to the Crusaders).
Points of significant omission
Saladin was a good negotiator (for example forced Richard I to dismantle Ascalon before a truce could be signed)
Saladin could be ruthless (for example killed Muslim rivals)
Saladin respected some of the Crusaders (for example Richard I)
Explain the reasons why settlers moved West after 1850.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Explain ยท Appears in all 3 sections
WFQ (words from the question)your own recalled knowledge
One reason why words from the question was fact which meant that โฆโ 1 mark
A second reason why words from the question was fact which meant that โฆโ 1 mark
A third reason why words from the question was fact which meant that โฆโ 1 mark
A fourth reason why words from the question was fact which meant that โฆโ 1 mark
A fifth reason why words from the question was fact which meant that โฆโ 1 mark
A sixth reason why words from the question was fact which meant that โฆโ 1 mark
Example: One reason why women gained the vote in 1918 was that women burned down buildings like cricket pavilions, which meant that they gained publicity for the cause of votes for women.
How it's marked
1 mark for each accurate, relevant reason.
A second mark for each reason that is developed.
Each sentence/point must answer the question on its own.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must make a number of points that make the issue plain or clear, for example by showing connections between factors or causal relationships between events or ideas. These should be key reasons but there is no need for any evaluation or prioritising of these reasons.
Up to a maximum of 6 marks in total, 1 mark should be awarded for each accurate, relevant reason, and a second mark should be awarded for reasons that are developed.
Possible reasons
desire for good farmland/thought the land would be more fertile in the West
ranch owners realised the Great Plains could feed their huge herds of cattle
government publicity encouraged people to move West with promises of a better life
Government Acts eg Homestead Act, offered cheap/free land to settlers
to fulfil Manifest Destiny as many Americans saw it as their duty to spread their way of life
searching for gold/โCalifornia gold rushโ attracted many hoping to become rich
railways encouraged many settlers to move West by providing quick transport
railway companies sold land cheaply to settlers which encouraged settlers to move
some settlers were attracted West by a sense of adventure
to be able to enjoy religious freedom away from other people eg Mormons
freed slaves headed West after 1865 to escape persecution.
How fully does Source A describe the events that led to the outbreak of the Civil War? (Use the source and recall to reach a judgement.)
WFQ = words from the question โ reuse in every point.
Tip: Highlight up to 3 pieces of evidence from the source (worth up to 3 marks) โ then recall 3 points the source leaves out.
Highlight evidence โ tap the text:
Source A
Source A is about the events that led to the outbreak of the Civil War.
The Compromise of 1850 was created by Henry Clay and others to deal with the balance between slave and free states. The Kansas-Nebraska Act of 1854, however, increased tensions. This allowed continued expansion to the West. The real issue occurred in Kansas. Pro-slavery people of Missouri began to pour into Kansas to help force it to be a slave state. The fight over slavery even erupted on the floor of the Senate. Anti-slavery campaigner Charles Sumner was beat over the head by South Carolinaโs pro-slavery Senator Preston Brooks.
๐ RAT sheet โ how to structure your answerโพ
How fully ยท Appears in all 3 sections
WFQ (words from the question)quote from the sourceomission โ your own recall
Overall, Source X partly words from the question.โ needed for full marks
Source X says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
However, Source X doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
How it's marked
Up to 3 marks for points from the source that support your judgement.
Up to 4 marks for points of significant omission from recall.
Maximum 2 marks if no judgement is made, or if you refer only to the source.
๐กUse the source AND recall.
๐กQuote and then explain โ show you understand it, donโt just repeat it.
๐กYou must make a judgement (e.g. โthe source partly explainsโฆโ) or you are capped at 2 marks.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must make a judgement about the extent to which the source provides a full description or explanation of a given event or development.
Candidates should be awarded up to 3 marks for their identification of points from the source which support their judgement. Candidates should be awarded up to 4 marks for their identification of points of significant omission, based on their own knowledge, that support their judgement. A maximum of 2 marks may be awarded for answers in which no judgement has been made or which refer only to the source.
Points from the source
the Compromise of 1850 was created by Henry Clay and others to deal with the balance between slave and free states
the Kansas-Nebraska Act of 1854, however, increased tensions
Pro-slavery people of Missouri began to pour into Kansas to help force it to be a slave state
the fight over slavery even erupted on the floor of the Senate/Anti-slavery campaigner Charles Sumner was beat over the head by South Carolinaโs pro-slavery Senator Preston Brooks.
Points of significant omission
Dred Scott case caused unhappiness among abolitionists and Northern States
attack on Harperโs Ferry by John Brown heightened tension
South was alarmed by election of Lincoln who wanted to halt spread of slavery
Lincolnโs election was seen as the last straw by Southern States
South Carolina seceded and other Southern States followed
Fort Sumter was besieged by Confederate troops/food supplies cut off
the Confederates opened fire on the fort which led to an outburst of patriotic fever in the North.
Describe the work of the Freedmenโs Bureau after 1865.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Describe ยท Appears in 2 sections
WFQ (words from the question)
One words from the question was โฆโ 1 mark
A second words from the question was โฆโ 1 mark
A third words from the question was โฆโ 1 mark
A fourth words from the question was โฆโ 1 mark
Example: One use of new technology on the Western Front during the First World War was mustard gas, which was used to blind soldiers and make it more difficult for them to fight.
How it's marked
1 mark for each accurate, relevant key point of knowledge.
A second mark for each point that is developed.
Full marks by four straightforward points, two developed points, or a combination.
โ Reveal marking schemeโพ
Max 4 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must make a number of relevant, factual points. These should be key points. These do not have to be in any particular order.
1 mark should be awarded for each accurate relevant key point of knowledge. A second mark should be awarded for each point that is developed, up to a maximum of 4 marks.
Possible points of knowledge
was set up to help newly freed slaves
it helped provide food for poor freed slaves
helped former slaves buy land for farming
paid for schools/helped former slaves learn to read and write
To what extent was the discovery of gold the main reason for westward expansion?
WFQ = words from the question โ reuse in every point.amber = the isolated factor to weigh up.
(Use recalled knowledge to introduce then present a balanced assessment of the influence of different factors and come to a reasoned conclusion.)
๐ RAT sheet โ how to structure your answerโพ
To what extent / How important / How successful ยท Appears in 2 sections
WFQ (words from the question)a factor
There are several reasons why words from the question. These include the isolated factor, FACTOR 2, and FACTOR 3.โ 1 mark (introduction)
Some historians think the isolated factor was words from the question because _____. Also _____.โ 1 KU mark per fact (up to 5)
However, other historians think FACTOR 2 was words from the question because _____. Also _____.โ 1 mark (balance) + 1 KU per fact
Other historians think FACTOR 3 was words from the question because _____. Also _____.โ 1 KU mark per fact
Overall, the isolated factor / FACTOR 2 / FACTOR 3 was the most important words from the question. This is because [reason why โ does not need to be new].โ 2 marks (conclusion)
How it's marked
5 marks for knowledge โ 1 KU mark for each accurate, developed fact you give to support your factors (not too brief). If only one factor is presented, max 3 for knowledge.
Structure marks: 1 for an introduction, 1 for balance (more than one factor), 2 for a conclusion (1 for a valid judgement, 1 for a reason supporting it).
๐กIt is asking: one factor is a reason โ but there are others, so decide which was MOST important.
๐กEach fact you add (including every "Alsoโฆ") earns a KU mark, as long as it is developed and not too brief โ up to 5.
โ Reveal marking schemeโพ
Max 9 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Up to 5 marks can be awarded for relevant, factual, key points of knowledge used to support factors, with 1 mark awarded for each point. If only one factor is presented, a maximum of 3 marks should be awarded.
Up to 4 marks should be awarded for presenting the answer in a structured way, leading to a conclusion: 1 mark for an introduction, 1 mark for a structured answer, 1 mark for a conclusion with a valid judgement, 1 mark for a reason in support of the judgement.
Discovery of gold
gold prospectors moved west in the hope of making a fortune
government grants to encourage gold prospecting (Colorado and Montana in 1858/and the Black Hills in 1874) increased westward expansion
apparent ease and success of gold panning encouraged thousands to move west in search of gold
Railways
railways made it easier for settlers to move west
cheap travel encouraged westward expansion
Manifest Destiny
many Americans believed it was their destiny to move across the continent and spread their beliefs/institutions
Manifest Destiny was encouraged by the government through grants etc
Homesteaders
settlers moved west as the government encouraged/supported homesteaders to claim land
many Americans moved west to start a new life as homesteaders
Religious freedoms
Mormons travelled west to escape religious persecution
Compare the views4 marks2019 specimenQ59USA, 1850โ1880
Compare the views of Sources B and C about what happened during Reconstruction. (Compare the sources overall and/or in detail.)
WFQ = words from the question โ reuse in every point.
Tip: Highlight 2โ3 points of comparison โ either where the sources agree OR where they disagree. You do not need both; pick one set and compare them point by point.
Highlight evidence โ tap the text:
Source B
Sources B and C are about what happened during Reconstruction.
Many school houses were burned down. Hostility was shown to the school teachers like me who taught in schools for blacks. Two school board directors were warned to leave the Board. One of them did. They came at night and gave these warnings. I asked them while they were whipping me what I had done. They said I wanted to make these blacks equal to the white men; that this was a white manโs country.
Source C
The violence that the whites committed was directed not only at black people but anyone who furthered their cause. Teachers in schools for black Americans became key figures so they were frequently intimidated. These attacks usually took place at night: leaving behind a burning cross they whipped, mutilated and murdered black people. Black Americans were reluctant to resist as they wanted to be seen by others as peaceful and law-abiding.
Overall, do the sources agree or disagree? (worth a mark for an overall comparison)
๐ RAT sheet โ how to structure your answerโพ
Compare the views ยท Appears in 2 sections
WFQ (words from the question)quote from the source
Overall, Sources X and Y [agree/disagree] about words from the question.โ 1 mark (overall)
The sources agree/disagree about statement summarising the point. Source X says โdirect quoteโ and Source Y [agrees/disagrees] when it says โdirect quoteโ.โ 1โ2 marks
The sources also agree/disagree about statement summarising the point. Source X says โdirect quoteโ and Source Y [agrees/disagrees] when it says โdirect quoteโ.โ 1โ2 marks
How it's marked
1 mark for a simple comparison (what the sources agree/disagree about).
2 marks for a developed comparison, supported by specific references to each source.
Full marks by four simple comparisons, two developed comparisons, or a combination.
๐กOne set of points will agree, one will disagree.
โ Reveal marking schemeโพ
Max 4 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must interpret the evidence and make direct comparisons between sources. Candidates are expected to compare content directly on a point-by-point basis. They may compare the details in the sources and/or compare the viewpoints overall.
A simple comparison will indicate what points of detail or viewpoint the sources agree or disagree on and should be awarded 1 mark. A developed comparison of the points of detail or overall viewpoint should be awarded a second mark.
Overall: Overall โ the sources agree about what happened during Reconstruction.
Points of comparison
agree
Source B: Hostility was shown to the school teachers like me who taught in schools for blacks.
Source C: Teachers in schools for black Americans became key figures so they were frequently intimidated.
agree
Source B: They came at night and gave these warnings.
Source C: These attacks usually took place at night...
agree
Source B: ...they were whipping me...
Source C: ...they whipped, mutilated and murdered black people.
Explain the reasons why many Southerners supported slavery.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Explain ยท Appears in all 3 sections
WFQ (words from the question)your own recalled knowledge
One reason why words from the question was fact which meant that โฆโ 1 mark
A second reason why words from the question was fact which meant that โฆโ 1 mark
A third reason why words from the question was fact which meant that โฆโ 1 mark
A fourth reason why words from the question was fact which meant that โฆโ 1 mark
A fifth reason why words from the question was fact which meant that โฆโ 1 mark
A sixth reason why words from the question was fact which meant that โฆโ 1 mark
Example: One reason why women gained the vote in 1918 was that women burned down buildings like cricket pavilions, which meant that they gained publicity for the cause of votes for women.
How it's marked
1 mark for each accurate, relevant reason.
A second mark for each reason that is developed.
Each sentence/point must answer the question on its own.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
1 mark should be awarded for each accurate, relevant reason, and a second mark should be awarded for reasons that are developed.
Candidates may achieve full marks by providing six straightforward reasons, three developed reasons (or any combination of these).
Possible reasons
Southerners supported slavery as their economy was based on the continuation of free labour
Southerners supported slavery because lack of industrialisation led to over-reliance on slave crops (for example cotton)
Southerners believed that slavery was the natural order of society and thought it should be maintained/Southerners supported slavery as they believed in the uniqueness of the โpeculiar institutionโ
Southerners feared the economic consequences of emancipation (for example having to pay wages) so supported the continuation of slavery
Southerners feared the political consequences of emancipation (for example free slaves would have to be given the franchise)
Southerners pointed to the Bible as their justification for slavery
Southerners saw slavery as โcivilisingโ the slaves and therefore were supportive of it
Southerners argued that slaves were being better treated than Northern industrial workers and benefitted from slavery
To what extent9 marks2019 specimenQ60USA, 1850โ1880
To what extent was the discovery of gold the main reason for growing tension between the Native Americans and the white settlers?
WFQ = words from the question โ reuse in every point.amber = the isolated factor to weigh up.
(Use recalled knowledge to introduce, then present a balanced assessment of the influence of different factors and come to a reasoned conclusion.)
๐ RAT sheet โ how to structure your answerโพ
To what extent / How important / How successful ยท Appears in 2 sections
WFQ (words from the question)a factor
There are several reasons why words from the question. These include the isolated factor, FACTOR 2, and FACTOR 3.โ 1 mark (introduction)
Some historians think the isolated factor was words from the question because _____. Also _____.โ 1 KU mark per fact (up to 5)
However, other historians think FACTOR 2 was words from the question because _____. Also _____.โ 1 mark (balance) + 1 KU per fact
Other historians think FACTOR 3 was words from the question because _____. Also _____.โ 1 KU mark per fact
Overall, the isolated factor / FACTOR 2 / FACTOR 3 was the most important words from the question. This is because [reason why โ does not need to be new].โ 2 marks (conclusion)
How it's marked
5 marks for knowledge โ 1 KU mark for each accurate, developed fact you give to support your factors (not too brief). If only one factor is presented, max 3 for knowledge.
Structure marks: 1 for an introduction, 1 for balance (more than one factor), 2 for a conclusion (1 for a valid judgement, 1 for a reason supporting it).
๐กIt is asking: one factor is a reason โ but there are others, so decide which was MOST important.
๐กEach fact you add (including every "Alsoโฆ") earns a KU mark, as long as it is developed and not too brief โ up to 5.
โ Reveal marking schemeโพ
Max 9 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must make a judgement about the extent to which different factors contributed to an event or development, or its impact. They are required to provide a balanced account of the influence of different factors and come to a reasoned conclusion based on the evidence presented.
Up to 5 marks can be awarded for relevant, factual, key points of knowledge used to support factors, with 1 mark awarded for each point (but one mark should be deducted if the correct process is not clear in at least two factors). If only one factor is presented, a maximum of 3 marks should be awarded for relevant points of knowledge. A further 4 marks can be awarded for providing the answer in a structured way and coming to a reasoned conclusion.
Up to 4 marks should be awarded for presenting the answer in a structured way, leading to a conclusion which addresses the question: 1 mark for an introduction, 1 mark for the answer being presented in a structured way, 1 mark for a conclusion with a valid judgement (or overall summary), 1 mark for a reason in support of the judgement.
Discovery of gold
Bozeman Trail was cause of conflict/triggered war: Native Americans opposed white men building road to gold mines
Trail passed through Yellowstone River/heart of Sioux hunting grounds
Custerโs discovery of gold in Black Hills brought thousands of miners/Black Hills were sacred Sioux territory
grants to encourage gold prospecting alarmed Native Americans (Colorado and Montana in 1858 and the Black Hills in 1874).
Railways
railroads caused tension with Native Americans: opened up West/encouraged white settlers to buy prairie lands
building railways across the Plains disturbed the Native American hunting grounds/ migration of the buffalo.
Buffalo
Native Americans feared destruction of bison/buffalo herds: reliance on buffalo for all their needs
railroad companies sent in hunters to kill buffalo.
Beliefs
Native Americans believed Great Spirit created land for their care; whites had a โproperty attitudeโ
white settlers believed in Manifest Destiny that they had the right to settle where they wanted.
Treaties
treaties with the Native Americans were broken/Native Americans felt betrayed due to broken promises.
Reservations
many white Americans favoured setting up reservations to keep Native Americans out of their way/Native American feared reservations would mean the destruction of their way of life.
How fully does Source A describe the problems facing black Americans during Reconstruction?
WFQ = words from the question โ reuse in every point.
(Use the source and recall to reach a judgement.)
Tip: Highlight up to 3 pieces of evidence from the source (worth up to 3 marks) โ then recall 3 points the source leaves out.
Highlight evidence โ tap the text:
Source A
Source A describes the problems facing black Americans during Reconstruction.
After the Civil War, the Southern governments passed laws which limited most opportunities for freed slaves. In some cases, the Black Codes left freedmen not much better off than they had been before the 1863 Emancipation Proclamation. They were kept from giving evidence against white Americans in all court trials. Ex-slaves had to sign agreements with their employers with strict penalties if the terms were breached. Some Northerners believed that the laws were in effect re-establishing slavery. Racism was still rife across the South so black Americans still suffered hardship.
๐ RAT sheet โ how to structure your answerโพ
How fully ยท Appears in all 3 sections
WFQ (words from the question)quote from the sourceomission โ your own recall
Overall, Source X partly words from the question.โ needed for full marks
Source X says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
However, Source X doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
How it's marked
Up to 3 marks for points from the source that support your judgement.
Up to 4 marks for points of significant omission from recall.
Maximum 2 marks if no judgement is made, or if you refer only to the source.
๐กUse the source AND recall.
๐กQuote and then explain โ show you understand it, donโt just repeat it.
๐กYou must make a judgement (e.g. โthe source partly explainsโฆโ) or you are capped at 2 marks.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates should be given up to 3 marks for their identification of points from the source that support their judgement.
Candidates should be given up to 4 marks for their identification of points of significant omission, based on their own knowledge, that support their judgement.
A maximum of 2 marks may be given for answers in which no judgement has been made or which refer only to the source.
Points from the source
the Black Codes left freedmen not much better off than they had been before the 1863 Emancipation Proclamation
they were kept from giving evidence against Whites in all court trials
ex-slaves had to sign agreements with their employers with strict penalties if the terms were breached
racism was still rife across the South so black Americans still suffered hardship.
Points of significant omission
Northern carpetbaggers exploited many black Americans
Ku Klux Klan were active in terrorising Black American communities
examples of Black Codes that were introduced to limit the freedoms of Black Americans
economic problems due to sharecropping
extreme poverty due to lack of education
Jim Crow laws led to segregation in many walks of life
Evaluate the usefulness5 marks2019Q62USA, 1850โ1880
Evaluate the usefulness of Source B as evidence of the reasons why there was conflict between Native Americans and white settlers.
WFQ = words from the question โ reuse in every point.
(You may want to comment on what type of source it is, who wrote it, when they wrote it, why they wrote it, what they say and what has been missed out.)
Tip: Highlight up to 2 content points you would quote (content is worth up to 2 marks) โ then consider author, purpose, timing and omission.
Highlight evidence โ tap the text:
Source B โ from an interview with Big Eagle, in 1862
Source B is from an interview with Big Eagle, in 1862.
During the summer there were disagreements amongst the Sioux and also great trouble with the Whites. Many white men often abuse us and treat us badly. The Whites are always trying to make us give up our way of life and live like white men โ to work hard at farming and do as they do. We do not know how to do that, and do not want to anyway. If we attempted to make the Whites live like us, the Whites would resist this.
๐ RAT sheet โ how to structure your answerโพ
Evaluate the usefulness ยท Appears in 2 sections
Remember COAT
๐Content โ what the source says
๐ซOmission โ what the source leaves out
โ๏ธAuthor โ who wrote it
๐Timing โ when it was written
WFQ (words from the question)quote from the source
Source X says โ_____โ. This is useful as it is accurate information about words from the question.โ 1 mark (content)
Source X also says โ_____โ. This is useful as it is accurate information about words from the question.โ 1 mark (content)
Source X omits _____. This makes the source less useful. Source X also omits _____. This makes the source less useful.โ 1 mark (omission)
Source X was written by _____. This makes the source useful because they have personal / professional experience of, or are an expert in, words from the question.โ 1 mark (author)
Source X was written in _____. This is useful as it was during the time of / has the benefit of hindsight about words from the question.โ 1 mark (timing)
How it's marked
Maximum 4 marks for comments on author, type of source, purpose and timing.
Maximum 2 marks for comments on the content of the source.
Maximum 2 marks for comments on points of significant omission.
๐กYou can also comment on the Purpose and Type of source.
โ Reveal marking schemeโพ
Max 5 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
For a mark to be awarded, the candidate must identify an aspect of the source and make a comment which shows why this aspect makes the source more or less useful.
A maximum of 4 marks can be awarded for evaluative comments relating to the author, type of source, purpose and timing. A maximum of 2 marks may be awarded for evaluative comments relating to the content of the source. A maximum of 2 marks may be awarded for evaluative comments relating to points of significant omission.
Points from the source
Author: Big Eagle. Useful as he was an eyewitness.
Type of Source: interview. Useful because it shows the opinions of Native Americans.
Purpose: to record. Less useful as he may be biased.
Timing: 1862. Useful as it was written during the Sioux Wars.
Content: Many white men often abuse us and treat us badly. Useful as it is accurate (Native Americans were abused by white settlers and reservation agents).
Content: The Whites are always trying to make us give up our way of life and live like white men. Useful as it is accurate (Native Americans were encouraged to adopt the ways of the whites and go to farming).
Content: If we attempted to make the Whites live like us, the Whites would resist this. Useful as it is accurate (Native Americans were angry that federal policy was hypocritical).
Points of significant omission
Native Americans felt betrayed after broken treaties
Native Americans wanted freedom to hunt/sell furs
tensions over white โproperty aspectโ to land
disruption/killing of buffalo herds/hunting grounds disturbed by homesteaders and railway building
Native Americans felt that sacred lands had been violated (for example Black Hills of Dakota)
Explain the reasons why the German strategy of Blitzkrieg was successful in expanding German territory up to the fall of France in 1940.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Explain ยท Appears in all 3 sections
WFQ (words from the question)your own recalled knowledge
One reason why words from the question was fact which meant that โฆโ 1 mark
A second reason why words from the question was fact which meant that โฆโ 1 mark
A third reason why words from the question was fact which meant that โฆโ 1 mark
A fourth reason why words from the question was fact which meant that โฆโ 1 mark
A fifth reason why words from the question was fact which meant that โฆโ 1 mark
A sixth reason why words from the question was fact which meant that โฆโ 1 mark
Example: One reason why women gained the vote in 1918 was that women burned down buildings like cricket pavilions, which meant that they gained publicity for the cause of votes for women.
How it's marked
1 mark for each accurate, relevant reason.
A second mark for each reason that is developed.
Each sentence/point must answer the question on its own.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
1 mark should be awarded for each accurate, relevant reason, and a second mark should be awarded for reasons that are developed.
Candidates may achieve full marks by providing six straightforward reasons, three developed reasons (or any combination of these).
Possible reasons
the tactic was based on speed and surprise which helped to confuse the enemy and lead to quick defeat
dive-bombers were sent in first to destroy enemy aircraft on the ground and lines of communications making a counter-attack difficult to co-ordinate
massed tank offensives hit enemy weak points at speed which meant the enemy could not recover quick enough to fight back
behind the tanks were mechanised infantry who were able to quickly penetrate and hold enemy strong-holds
dive-bombers had the effects of causing chaos among the civilian population
German aircraft would continue to give air cover making it difficult for the enemy to co-ordinate their defence
tanks and aircraft would communicate via radio to co-ordinate movement and tactics making it easier for breakthroughs to occur efficiently and maintain pressure on the enemy
Evaluate the usefulness5 marks2019Q84World War II, 1939โ1945
Evaluate the usefulness of Source A as evidence of US raids on Japan.
WFQ = words from the question โ reuse in every point.
(You may want to comment on what type of source it is, who wrote it, when they wrote it, why they wrote it, what they say and what has been missed out.)
Tip: Highlight up to 2 content points you would quote (content is worth up to 2 marks) โ then consider author, purpose, timing and omission.
Highlight evidence โ tap the text:
Source A โ from a diary of a US pilot written in 1943
Source A is from a diary of a US pilot written in 1943.
The bomber began rolling down the 470 feet of the aircraft carrier's flight deck. We watched Doolittle's plane like hawks, wondering what the wind would do to him. If he couldn't take off, we couldn't. Our mission to take revenge for Pearl Harbour would end before it began. Doolittle picked up speed, held to his line and, just as the carrier lifted up on top of a wave, Doolittle's plane took off โ he had yards to spare. The raid was on.
๐ RAT sheet โ how to structure your answerโพ
Evaluate the usefulness ยท Appears in 2 sections
Remember COAT
๐Content โ what the source says
๐ซOmission โ what the source leaves out
โ๏ธAuthor โ who wrote it
๐Timing โ when it was written
WFQ (words from the question)quote from the source
Source X says โ_____โ. This is useful as it is accurate information about words from the question.โ 1 mark (content)
Source X also says โ_____โ. This is useful as it is accurate information about words from the question.โ 1 mark (content)
Source X omits _____. This makes the source less useful. Source X also omits _____. This makes the source less useful.โ 1 mark (omission)
Source X was written by _____. This makes the source useful because they have personal / professional experience of, or are an expert in, words from the question.โ 1 mark (author)
Source X was written in _____. This is useful as it was during the time of / has the benefit of hindsight about words from the question.โ 1 mark (timing)
How it's marked
Maximum 4 marks for comments on author, type of source, purpose and timing.
Maximum 2 marks for comments on the content of the source.
Maximum 2 marks for comments on points of significant omission.
๐กYou can also comment on the Purpose and Type of source.
โ Reveal marking schemeโพ
Max 5 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
For a mark to be awarded, the candidate must identify an aspect of the source and make a comment which shows why this aspect makes the source more or less useful.
A maximum of 4 marks can be awarded for evaluative comments relating to the author, type of source, purpose and timing. A maximum of 2 marks may be awarded for evaluative comments relating to the content of the source. A maximum of 2 marks may be awarded for evaluative comments relating to points of significant omission.
Points from the source
Author: US pilot. Useful because he was an eye-witness.
Type of Source: diary. Useful as it is an honest personal recollection.
Purpose: to record. Less useful as it may be biased/US propaganda.
Timing: 1943. Useful because it is written during the US raids on Japan.
Content: The bomber began rolling down the 470 feet of the aircraft carrier's flight deck. Useful because it is accurate (aircraft carriers were used to launch bombers during the raid).
Content: Our mission to take revenge for Pearl Harbour would end before it began. Useful because it is accurate (the Doolittle raid was the first US retaliation for Pearl Harbour).
Content: Doolittle's plane took off. He had yards to spare. Useful because it is accurate (the leader of the mission and all the other pilots managed to take off successfully).
Points of significant omission
several aircraft carriers were used
planes were successfully launched from the aircraft carriers
military and industrial targets in Tokyo, Yokohama and other major cities were successfully bombed
some planes suffered problems with fuel and made it to Russia
some planes crashed in China
some raiders were captured by the Japanese
raids were a huge propaganda success and raised American morale/lowered Japanese morale
How fully does Source B describe the nature of Nazi control in occupied Europe?
WFQ = words from the question โ reuse in every point.
(Use the source and recall to reach a judgement.)
Tip: Highlight up to 3 pieces of evidence from the source (worth up to 3 marks) โ then recall 3 points the source leaves out.
Highlight evidence โ tap the text:
Source B
Source B describes the nature of Nazi control in occupied Europe.
By mid-1940 the Nazis had gained control of most of eastern, western and northern Europe. German rule in Poland was extremely harsh and a campaign of terror was directed towards the Polish people. The Polish population was supplied with very limited rations as most of the country's food was confiscated by Germany for their own people. In western Europe, the general population was treated less harshly than in the east. Holland was targeted to become part of Germany because it was considered a more Germanic country.
๐ RAT sheet โ how to structure your answerโพ
How fully ยท Appears in all 3 sections
WFQ (words from the question)quote from the sourceomission โ your own recall
Overall, Source X partly words from the question.โ needed for full marks
Source X says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
However, Source X doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
How it's marked
Up to 3 marks for points from the source that support your judgement.
Up to 4 marks for points of significant omission from recall.
Maximum 2 marks if no judgement is made, or if you refer only to the source.
๐กUse the source AND recall.
๐กQuote and then explain โ show you understand it, donโt just repeat it.
๐กYou must make a judgement (e.g. โthe source partly explainsโฆโ) or you are capped at 2 marks.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates should be given up to 3 marks for their identification of points from the source that support their judgement.
Candidates should be given up to 4 marks for their identification of points of significant omission, based on their own knowledge, that support their judgement.
A maximum of 2 marks may be given for answers in which no judgement has been made or which refer only to the source.
Points from the source
German rule in Poland was extremely harsh and a campaign of terror was directed towards its people
the Polish population was supplied with limited rations as most of the country's food was confiscated by Germany for their own people
in Western Europe, the general population was treated less harshly than in the East
Holland was targeted to become part of Germany because it was considered a more Germanic country
Points of significant omission
each country under occupation was exploited for its economic and industrial wealth, the main function of occupation was for resources and labour
millions of people were deported to other countries as workers to help with the German war effort
Jewish populations in all occupied countries were deported to forced labour and later extermination camps all over Europe
the Nazis often left local governments in place, provided they were either sympathetic or could be easily manipulated, some countries were ruled by German military
citizens of occupied countries had to obey the same strict laws and faced the same punishments as those in Nazi Germany
To what extent9 marks2019Q86World War II, 1939โ1945
To what extent were the efforts of the Russian Army the main reason for Allied victory in Europe in 1945?
WFQ = words from the question โ reuse in every point.amber = the isolated factor to weigh up.
(Use recalled knowledge to introduce then present a balanced assessment of the influence of different factors and come to a reasoned conclusion.)
๐ RAT sheet โ how to structure your answerโพ
To what extent / How important / How successful ยท Appears in 2 sections
WFQ (words from the question)a factor
There are several reasons why words from the question. These include the isolated factor, FACTOR 2, and FACTOR 3.โ 1 mark (introduction)
Some historians think the isolated factor was words from the question because _____. Also _____.โ 1 KU mark per fact (up to 5)
However, other historians think FACTOR 2 was words from the question because _____. Also _____.โ 1 mark (balance) + 1 KU per fact
Other historians think FACTOR 3 was words from the question because _____. Also _____.โ 1 KU mark per fact
Overall, the isolated factor / FACTOR 2 / FACTOR 3 was the most important words from the question. This is because [reason why โ does not need to be new].โ 2 marks (conclusion)
How it's marked
5 marks for knowledge โ 1 KU mark for each accurate, developed fact you give to support your factors (not too brief). If only one factor is presented, max 3 for knowledge.
Structure marks: 1 for an introduction, 1 for balance (more than one factor), 2 for a conclusion (1 for a valid judgement, 1 for a reason supporting it).
๐กIt is asking: one factor is a reason โ but there are others, so decide which was MOST important.
๐กEach fact you add (including every "Alsoโฆ") earns a KU mark, as long as it is developed and not too brief โ up to 5.
โ Reveal marking schemeโพ
Max 9 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Up to 5 marks can be awarded for relevant, factual, key points of knowledge used to support factors, with 1 mark awarded for each point. If only one factor is presented, a maximum of 3 marks should be awarded.
Up to 4 marks should be awarded for presenting the answer in a structured way, leading to a conclusion: 1 mark for an introduction, 1 mark for a structured answer, 1 mark for a conclusion with a valid judgement, 1 mark for a reason in support of the judgement.
Efforts of the Russian Army
Russians defeated the largest part of the German Army (for example 4/5ths)
Russia learned from the mistakes made in earlier fighting by re-organising their army, air force and communications to mimic those of the German military meaning they could fight the Germans on their own terms
Soviet industry was larger/more efficient than that of Germany meaning they could out last the German military
the Russian Army was huge, with vast reserves meaning that they could withstand heavy losses whereas the Germans could not
Efforts of the Allied armies
bombing raids on the German economy helped to devastate the industrial capacity of Germany
the combined efforts of the US, Canadian and British forces in the D-Day landings helped to push back the German Army from the west
Resources
the combined industrial output of the USA, Soviet Union and the British Empire was much larger than that of the Axis powers meaning the Allies could supply more armaments to their forces
British and American lend-lease aid helped Russia from 1942 onwards ensuring there was enough food, raw materials and engineering equipment to help the Russian Army continue to fight
German mistakes
Hitler's tactical mistakes (for example not letting his army retreat at Stalingrad so they were soon cut off)
Nazi Germany was not efficiently organised as various government agencies competed for resources and manpower so that the Nazis did not co-ordinate their resources as efficiently as the Allies
Germany could not gain vital access to resources such as oil due to their failure to take over areas such as the Caucasus oil fields in Russia
Explain6 marks2019 specimenQ86World War II, 1939โ1945
Explain the reasons why Hitler ordered the invasion of Russia in June 1941.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Explain ยท Appears in all 3 sections
WFQ (words from the question)your own recalled knowledge
One reason why words from the question was fact which meant that โฆโ 1 mark
A second reason why words from the question was fact which meant that โฆโ 1 mark
A third reason why words from the question was fact which meant that โฆโ 1 mark
A fourth reason why words from the question was fact which meant that โฆโ 1 mark
A fifth reason why words from the question was fact which meant that โฆโ 1 mark
A sixth reason why words from the question was fact which meant that โฆโ 1 mark
Example: One reason why women gained the vote in 1918 was that women burned down buildings like cricket pavilions, which meant that they gained publicity for the cause of votes for women.
How it's marked
1 mark for each accurate, relevant reason.
A second mark for each reason that is developed.
Each sentence/point must answer the question on its own.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must make a number of points that make the issue plain or clear, for example by showing connections between factors or causal relationships between events or ideas. These should be key reasons but there is no need for any evaluation or prioritising of these reasons.
Up to a maximum of 6 marks in total, 1 mark should be awarded for each accurate, relevant reason, and a second mark should be awarded for reasons that are developed.
Possible reasons
Hitler hated the Communist ideals of the USSR/thought Communism was a threat to Germany
Hitler believed in the expansion rights of the Master Race and wanted Russian land as Lebensraum (living space)/declared plans to invade in Mein Kampf
Hitler believed the Russian army would be easily defeated due to Russiaโs failure in the Finnish war/as well as the purge of Red Army
he believed USSR would be an easy target and would fall in 6 to 8 weeks
Hitler wanted to enslave the Russian people (untermenschen) to work for the German Master Race
Hitler wanted the valuable resources contained in Russia eg grain, oil, iron ore/Germany was running short of vital raw materials by 1940
Hitler believed Russia to be a threat to Germanyโs interests in the Balkans and Scandinavia
Stalin had resisted joining Germany, Italy and Japan in the Tripartite Pact of 1940
Nazi-Soviet Pact of 1939 was only an alliance of convenience so that Hitler could successfully invade Poland/Hitler did not really trust Stalin
Hitler believed the conquest of Russia would force Britain to surrender.
Describe4 marks2019 specimenQ87World War II, 1939โ1945
Describe the Battle of Midway in June 1942.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Describe ยท Appears in 2 sections
WFQ (words from the question)
One words from the question was โฆโ 1 mark
A second words from the question was โฆโ 1 mark
A third words from the question was โฆโ 1 mark
A fourth words from the question was โฆโ 1 mark
Example: One use of new technology on the Western Front during the First World War was mustard gas, which was used to blind soldiers and make it more difficult for them to fight.
How it's marked
1 mark for each accurate, relevant key point of knowledge.
A second mark for each point that is developed.
Full marks by four straightforward points, two developed points, or a combination.
โ Reveal marking schemeโพ
Max 4 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must make a number of relevant, factual points. These should be key points. These do not have to be in any particular order.
1 mark should be awarded for each accurate relevant key point of knowledge. A second mark should be awarded for each point that is developed, up to a maximum of 4 marks.
Possible points of knowledge
as the last part of their plan to conquer a Pacific Empire, the Japanese decided to attack the American airbase on the Island of Midway
Japanese fighter aircraft launched repeated attacks on American aircraft on Midway
American torpedo bombers launched a fierce attack and fatally damaged two Japanese aircraft carriers
bombers from the Yorktown were then bombed and destroyed another Japanese carrier
Japanese dive bombers attacked the Yorktown resulting in the carrier having to be abandoned
the Americans counter-attacked and dive bombers from Enterprise mortally wounded the Japanese carrier Hiryu
this forced Admiral Yamamoto to abandon the Japanese Midway invasion plans
Battle of Midway resulted in the US Navy inflicting a huge defeat on the Japanese navy/Japanese Imperial Navy lost four large aircraft carriers, Americans only lost one.
Compare the views4 marks2019 specimenQ88World War II, 1939โ1945
Compare the views of Sources A and B about the work of the French Resistance. (Compare the sources overall and/or in detail.)
WFQ = words from the question โ reuse in every point.
Tip: Highlight 2โ3 points of comparison โ either where the sources agree OR where they disagree. You do not need both; pick one set and compare them point by point.
Highlight evidence โ tap the text:
Source A
Sources A and B are about the work of the French Resistance.
Resistance movements in occupied countries carried on the fight against Germanyโs armed forces. Their methods included sabotage of the German rail network. They also distributed anti-German propaganda. This resistance took place in all countries occupied by the Germans. The help they gave the Allies was extremely important. Some historians believe without their help the Allies would have been defeated. If members of the Resistance were caught they would almost certainly be tortured and executed.
Source B
As a result of the German invasion in 1940 a resistance movement grew in France. Over the course of the war, the French Resistance scored key victories against the German occupation forces. Resistance members organised themselves in secret groups. They destroyed trains carrying German troops and military equipment. These accomplishments carried a heavy price as many members of the Resistance paid for their bravery with their lives.
Overall, do the sources agree or disagree? (worth a mark for an overall comparison)
๐ RAT sheet โ how to structure your answerโพ
Compare the views ยท Appears in 2 sections
WFQ (words from the question)quote from the source
Overall, Sources X and Y [agree/disagree] about words from the question.โ 1 mark (overall)
The sources agree/disagree about statement summarising the point. Source X says โdirect quoteโ and Source Y [agrees/disagrees] when it says โdirect quoteโ.โ 1โ2 marks
The sources also agree/disagree about statement summarising the point. Source X says โdirect quoteโ and Source Y [agrees/disagrees] when it says โdirect quoteโ.โ 1โ2 marks
How it's marked
1 mark for a simple comparison (what the sources agree/disagree about).
2 marks for a developed comparison, supported by specific references to each source.
Full marks by four simple comparisons, two developed comparisons, or a combination.
๐กOne set of points will agree, one will disagree.
โ Reveal marking schemeโพ
Max 4 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must interpret the evidence and make direct comparisons between sources. Candidates are expected to compare content directly on a point-by-point basis. They may compare the details in the sources and/or compare the viewpoints overall.
A simple comparison will indicate what points of detail or viewpoint the sources agree or disagree on and should be awarded 1 mark. A developed comparison of the points of detail or overall viewpoint should be awarded a second mark.
Overall: Overall โ the sources agree about the work of the French Resistance.
Points of comparison
agree
Source A: Their methods included sabotage of the German rail network.
Source B: They destroyed trains carrying German troops and military equipment.
agree
Source A: The help they gave the Allies was extremely important.
Source B: ...the French Resistance scored key victories against the German occupation forces.
agree
Source A: If members of the Resistance were caught they would almost certainly be tortured and executed.
Source B: These accomplishments carried a heavy price as many members of the Resistance paid for their bravery with their lives.
To what extent9 marks2019 specimenQ89World War II, 1939โ1945
To what extent were German mistakes the main reason for the Allied success at Normandy in 1944?
WFQ = words from the question โ reuse in every point.amber = the isolated factor to weigh up.
(Use recalled knowledge to introduce, then present a balanced assessment of the influence of different factors and come to a reasoned conclusion.)
๐ RAT sheet โ how to structure your answerโพ
To what extent / How important / How successful ยท Appears in 2 sections
WFQ (words from the question)a factor
There are several reasons why words from the question. These include the isolated factor, FACTOR 2, and FACTOR 3.โ 1 mark (introduction)
Some historians think the isolated factor was words from the question because _____. Also _____.โ 1 KU mark per fact (up to 5)
However, other historians think FACTOR 2 was words from the question because _____. Also _____.โ 1 mark (balance) + 1 KU per fact
Other historians think FACTOR 3 was words from the question because _____. Also _____.โ 1 KU mark per fact
Overall, the isolated factor / FACTOR 2 / FACTOR 3 was the most important words from the question. This is because [reason why โ does not need to be new].โ 2 marks (conclusion)
How it's marked
5 marks for knowledge โ 1 KU mark for each accurate, developed fact you give to support your factors (not too brief). If only one factor is presented, max 3 for knowledge.
Structure marks: 1 for an introduction, 1 for balance (more than one factor), 2 for a conclusion (1 for a valid judgement, 1 for a reason supporting it).
๐กIt is asking: one factor is a reason โ but there are others, so decide which was MOST important.
๐กEach fact you add (including every "Alsoโฆ") earns a KU mark, as long as it is developed and not too brief โ up to 5.
โ Reveal marking schemeโพ
Max 9 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must make a judgement about the extent to which different factors contributed to an event or development, or its impact. They are required to provide a balanced account of the influence of different factors and come to a reasoned conclusion based on the evidence presented.
Up to 5 marks can be awarded for relevant, factual, key points of knowledge used to support factors, with 1 mark awarded for each point (but one mark should be deducted if the correct process is not clear in at least two factors). If only one factor is presented, a maximum of 3 marks should be awarded for relevant points of knowledge. A further 4 marks can be awarded for providing the answer in a structured way and coming to a reasoned conclusion.
Up to 4 marks should be awarded for presenting the answer in a structured way, leading to a conclusion which addresses the question: 1 mark for an introduction, 1 mark for the answer being presented in a structured way, 1 mark for a conclusion with a valid judgement (or overall summary), 1 mark for a reason in support of the judgement.
German mistakes
German High Command remained fixated on the Calais area even after the attack on Normandy had started
a number of key German commanders were absent from their posts during the critical first hours of June 6, including Rommel who was in Germany
communication problems caused German commanders to fail to react quickly enough to the assault
many of the German coastal units were made up of conscripts from Nazi-conquered lands who did not wish to die for Hitler and surrendered the first chance they had
the Luftwaffeโs last remaining fighter squadrons in France had been moved far out of range from the Normandy beaches, thus missing the chance to spot the Allied build-up and being able to disrupt or destroy it.
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
Allies took advantage of bad weather to surprise the Germans.
Allied resources
use of Mulberry harbours allowed more troops and supplies to be brought to the beach heads
use of Pluto โ pipeline transporting fuel across the Channel to allow a sustained attack by the allies.
Allied military advantages
allied superiority in men and equipment
paratroopers landed the night before to secure bridges and roads near the Normandy landing sites and hindered German counter attack
members of the French Resistance and the British Special Operations Executive (SOE) provided intelligence and helped weaken German defences through sabotage.
How fully6 marks2019 specimenQ90World War II, 1939โ1945
How fully does Source C describe events leading to the fall of Berlin? (Use the source and recall to reach a judgement.)
WFQ = words from the question โ reuse in every point.
Tip: Highlight up to 3 pieces of evidence from the source (worth up to 3 marks) โ then recall 3 points the source leaves out.
Highlight evidence โ tap the text:
Source C
Source C is about the fall of Berlin.
Friday 20th April was Hitlerโs birthday. The Soviets sent him a birthday present in the form of an artillery barrage right into the heart of Berlin. The Western Allies launched a massive air raid. The radio announced Hitler had come out of his bomb-proof bunker. He spoke to young boys who had โvolunteeredโ to join the SS and die for their Fรผhrer in defence of Berlin. What a cruel lie! They didnโt volunteer, but had no choice. Boys who were found hiding were hanged as traitors by the SS.
๐ RAT sheet โ how to structure your answerโพ
How fully ยท Appears in all 3 sections
WFQ (words from the question)quote from the sourceomission โ your own recall
Overall, Source X partly words from the question.โ needed for full marks
Source X says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
However, Source X doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
How it's marked
Up to 3 marks for points from the source that support your judgement.
Up to 4 marks for points of significant omission from recall.
Maximum 2 marks if no judgement is made, or if you refer only to the source.
๐กUse the source AND recall.
๐กQuote and then explain โ show you understand it, donโt just repeat it.
๐กYou must make a judgement (e.g. โthe source partly explainsโฆโ) or you are capped at 2 marks.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must make a judgement about the extent to which the source provides a full description or explanation of a given event or development.
Candidates should be awarded up to 3 marks for their identification of points from the source which support their judgement. Candidates should be awarded up to 4 marks for their identification of points of significant omission, based on their own knowledge, that support their judgement. A maximum of 2 marks may be awarded for answers in which no judgement has been made or which refer only to the source.
Points from the source
the Soviets sent him a birthday present in the form of an artillery barrage right into the heart of the Berlin
the Western Allies launched a massive air raid
young boys who had โvolunteeredโ to join the SS and die for their Fรผhrer in defence of Berlin
boys who were found hiding were hanged as traitors by the SS.
Points of significant omission
before the main battle in Berlin commenced, the Russian army was able to encircle the city by mid-April due to their success in previous battles
the Russians advanced easily against poor German defences at the Oder River
the defence of the city of Berlin relied upon disorganised/poorly armed units from the German army and Hitler Youth members/elderly men
within a few days, the Soviets rapidly advanced through the city and reached the city centre where close combat raged
before the battle was over, Hitler and a number of his followers committed suicide
faced with overwhelming odds, the cityโs defenders finally surrendered on 2 May.
To what extent9 marks2019Q6Mary Queen of Scots, and the Reformation, 1542โ1587
To what extent was the 'Rough Wooing' the main reason for the tensions between Scotland and England by 1559?
WFQ = words from the question โ reuse in every point.amber = the isolated factor to weigh up.
(Use recalled knowledge to introduce then present a balanced assessment of the influence of different factors and come to a reasoned conclusion.)
๐ RAT sheet โ how to structure your answerโพ
To what extent / How important / How successful ยท Appears in 2 sections
WFQ (words from the question)a factor
There are several reasons why words from the question. These include the isolated factor, FACTOR 2, and FACTOR 3.โ 1 mark (introduction)
Some historians think the isolated factor was words from the question because _____. Also _____.โ 1 KU mark per fact (up to 5)
However, other historians think FACTOR 2 was words from the question because _____. Also _____.โ 1 mark (balance) + 1 KU per fact
Other historians think FACTOR 3 was words from the question because _____. Also _____.โ 1 KU mark per fact
Overall, the isolated factor / FACTOR 2 / FACTOR 3 was the most important words from the question. This is because [reason why โ does not need to be new].โ 2 marks (conclusion)
How it's marked
5 marks for knowledge โ 1 KU mark for each accurate, developed fact you give to support your factors (not too brief). If only one factor is presented, max 3 for knowledge.
Structure marks: 1 for an introduction, 1 for balance (more than one factor), 2 for a conclusion (1 for a valid judgement, 1 for a reason supporting it).
๐กIt is asking: one factor is a reason โ but there are others, so decide which was MOST important.
๐กEach fact you add (including every "Alsoโฆ") earns a KU mark, as long as it is developed and not too brief โ up to 5.
โ Reveal marking schemeโพ
Max 9 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Up to 5 marks can be awarded for relevant, factual, key points of knowledge used to support factors, with 1 mark awarded for each point. If only one factor is presented, a maximum of 3 marks should be awarded for relevant points of knowledge.
A further 4 marks can be awarded for providing the answer in a structured way and coming to a reasoned conclusion.
1 mark for an introduction; 1 mark for the answer being presented in a structured way; 1 mark for a conclusion with a valid judgement (or overall summary); 1 mark for a reason in support of the judgement (a summary cannot be supported).
The Rough Wooing
Henry VIII ordered the invasion of Scotland in 1544 because of the rejection of the Treaty of Greenwich
English armies burned down Edinburgh and Berwick and destroyed abbeys
Battle of Pinkie 1547 saw the Scottish army defeated by the English and most of southern Scotland came under English occupation
1548 French troops arrived in Leith, Edinburgh and drove the English out of Scotland
Mary's move to France
1548 the Treaty of Haddington was signed and Mary was moved to France
Mary was pledged to marry the French Dauphin Francis
Mary married the French Dauphin in 1558 and became Queen of France as well as Scotland in 1559
Accession of Elizabeth I
1559 Protestant Elizabeth I crowned Queen of England, many people in England questioned Elizabeth's right to become Queen and it was believed by many in Europe that Mary Stuart was the rightful heir to the throne of England
the English Parliament allowed Elizabeth to become heir to the throne of England in 1543, despite this Henry II of France announced that Mary and the Dauphin Francis were the true Queen and King of England
Religion
during the reign of Henry VIII Scottish nobles were bribed by Henry to encourage Protestantism in Scotland, despite Mary and her mother being Catholic rulers
Mary was brought up Catholic in France which caused tension between Scotland and England when she became Queen of France as well as Scotland
Describe4 marks2019Q7Mary Queen of Scots, and the Reformation, 1542โ1587
Describe events leading to the Treaty of Edinburgh, 1559 to 1560.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Describe ยท Appears in 2 sections
WFQ (words from the question)
One words from the question was โฆโ 1 mark
A second words from the question was โฆโ 1 mark
A third words from the question was โฆโ 1 mark
A fourth words from the question was โฆโ 1 mark
Example: One use of new technology on the Western Front during the First World War was mustard gas, which was used to blind soldiers and make it more difficult for them to fight.
How it's marked
1 mark for each accurate, relevant key point of knowledge.
A second mark for each point that is developed.
Full marks by four straightforward points, two developed points, or a combination.
โ Reveal marking schemeโพ
Max 4 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
1 mark should be awarded for each accurate relevant key point of knowledge. A second mark should be awarded for each point that is developed, up to a maximum of 4 marks.
Candidates may achieve full marks by providing four straightforward points, by making two developed points (or any combination of these).
Possible points of knowledge
Protestantism was spreading in Scotland with help from England
Mary of Guise began to stamp down on Protestants (for example executions) Lords of the Congregation (a group of Scottish Lords who united to promote the Protestant Faith) began to protest about Mary's treatment of Protestants
Mary of Guise used French soldiers to help crush the rebellion
English military help was sent to support the Protestants
Mary of Guise died in June 1560 whilst the two armies faced each other
both sides agreed to withdraw soldiers and leave the Scots to settle their own affairs
Mary never agreed to the Treaty (for example renounce claim to the English throne)
Explain6 marks2019Q8Mary Queen of Scots, and the Reformation, 1542โ1587
Explain the reasons why Mary faced difficulties on her return to Scotland from France in 1561.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Explain ยท Appears in all 3 sections
WFQ (words from the question)your own recalled knowledge
One reason why words from the question was fact which meant that โฆโ 1 mark
A second reason why words from the question was fact which meant that โฆโ 1 mark
A third reason why words from the question was fact which meant that โฆโ 1 mark
A fourth reason why words from the question was fact which meant that โฆโ 1 mark
A fifth reason why words from the question was fact which meant that โฆโ 1 mark
A sixth reason why words from the question was fact which meant that โฆโ 1 mark
Example: One reason why women gained the vote in 1918 was that women burned down buildings like cricket pavilions, which meant that they gained publicity for the cause of votes for women.
How it's marked
1 mark for each accurate, relevant reason.
A second mark for each reason that is developed.
Each sentence/point must answer the question on its own.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Up to a maximum of 6 marks in total, 1 mark should be awarded for each accurate, relevant reason, and a second mark should be awarded for reasons that are developed.
Candidates may achieve full marks by providing six straightforward reasons, three developed reasons (or any combination of these).
Possible reasons
Scotland had become a Protestant country and Mary was regarded with suspicion because she was Catholic
many nobles were suspicious of Mary as they thought she would replace them with Frenchmen
Mary was female and many people were suspicious of a female monarch
Mary was young so some believed she would be too inexperienced to rule a country
Mary returned to find the nobles in competition with each other (for example Huntly, Moray)
tensions were still high due to the fact that there had recently been a revolt against her mother, Mary of Guise
Mary was considered to be French and the French were still unpopular in Scotland
Elizabeth I was hostile to Mary because she claimed to be the Queen of England
How fully6 marks2019Q9Mary Queen of Scots, and the Reformation, 1542โ1587
How fully does Source A explain the reasons why Mary, Queen of Scots' marriage to Darnley caused problems for her?
WFQ = words from the question โ reuse in every point.
(Use the source and recall to reach a judgement.)
Tip: Highlight up to 3 pieces of evidence from the source (worth up to 3 marks) โ then recall 3 points the source leaves out.
Highlight evidence โ tap the text:
Source A
Source A explains the reasons why Mary, Queen of Scots' marriage to Darnley caused problems for her.
Mary, Queen of Scots and Darnley were married in July 1565. The marriage caused divisions among the Scottish lords who rebelled against Mary resulting in the Chaseabout Raid. Although Mary successfully restored order in Scotland she lost the support of important nobles involved in the rebellion such as Moray and Argyll. The marriage then deteriorated quickly when Darnley demanded the Crown Matrimonial and Mary refused. This caused tension between Mary and Darnley and led to more Scottish nobles disliking Darnley as Mary's choice of husband.
๐ RAT sheet โ how to structure your answerโพ
How fully ยท Appears in all 3 sections
WFQ (words from the question)quote from the sourceomission โ your own recall
Overall, Source X partly words from the question.โ needed for full marks
Source X says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
However, Source X doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
How it's marked
Up to 3 marks for points from the source that support your judgement.
Up to 4 marks for points of significant omission from recall.
Maximum 2 marks if no judgement is made, or if you refer only to the source.
๐กUse the source AND recall.
๐กQuote and then explain โ show you understand it, donโt just repeat it.
๐กYou must make a judgement (e.g. โthe source partly explainsโฆโ) or you are capped at 2 marks.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Up to a maximum of 6 marks in total, 1 mark should be awarded for each valid point selected from the source or each valid point of significant omission provided.
Candidates should be awarded up to 3 marks for their identification of points from the source which support their judgement.
Candidates should be awarded up to 4 marks for their identification of points of significant omission, based on their own knowledge, that support their judgement.
A maximum of 2 marks may be awarded for answers in which no judgement has been made or which refer only to the source.
Points from the source
the marriage caused divisions amongst the Scottish lords resulting in the Chaseabout Raid
Mary lost the support of important nobles because of the marriage, such as Moray and Argyll
Darnley demanded to be given the Crown Matrimonial which Mary refused
the tension created because of the demands for the Crown Matrimonial led to more Scottish nobles disliking Darnley as Mary's choice of husband
Points of significant omission
Queen Elizabeth did not approve of the marriage, which led to further tension between England and Scotland
Darnley humiliated Mary with his bad behaviour (for example drinking and womanising)
Darnley was involved in the murder of Riccio, which caused further humiliation for Mary
Darnley refused to attend his son's baptism, which was embarrassing for Mary
when Darnley was murdered, Mary was thought to be involved
Mary married Bothwell, who was assumed to be Darnley's murderer, which made Mary seem to be a co-conspirator
Compare the views4 marks2019Q10Mary Queen of Scots, and the Reformation, 1542โ1587
Compare the views of Sources B and C about why Elizabeth kept Mary, Queen of Scots prisoner.
WFQ = words from the question โ reuse in every point.
(Compare the sources overall and/or in detail.)
Tip: Highlight 2โ3 points of comparison โ either where the sources agree OR where they disagree. You do not need both; pick one set and compare them point by point.
Highlight evidence โ tap the text:
Source B
Sources B and C are about why Elizabeth I kept Mary, Queen of Scots a prisoner.
Mary was held captive by Elizabeth I for almost 19 years. During this time she was implicated in plots to overthrow Elizabeth and put herself on the throne. Elizabeth therefore could not allow her rival to be set free. One possible solution would be to kill Mary, but this would cause international outcry. It could cause further problems for Elizabeth if she were to give the idea that queens could be executed.
Source C
Whilst Mary, Queen of Scots was imprisoned by Elizabeth I she was thought to be involved in secret plans to replace her. So Elizabeth had to keep her cousin locked up. Mary could not be executed because it would not look good for Elizabeth if she was to allow another queen to be killed. If Mary was to be executed there would be strong opposition from France and Spain, which Elizabeth wished to avoid.
Overall, do the sources agree or disagree? (worth a mark for an overall comparison)
๐ RAT sheet โ how to structure your answerโพ
Compare the views ยท Appears in 2 sections
WFQ (words from the question)quote from the source
Overall, Sources X and Y [agree/disagree] about words from the question.โ 1 mark (overall)
The sources agree/disagree about statement summarising the point. Source X says โdirect quoteโ and Source Y [agrees/disagrees] when it says โdirect quoteโ.โ 1โ2 marks
The sources also agree/disagree about statement summarising the point. Source X says โdirect quoteโ and Source Y [agrees/disagrees] when it says โdirect quoteโ.โ 1โ2 marks
How it's marked
1 mark for a simple comparison (what the sources agree/disagree about).
2 marks for a developed comparison, supported by specific references to each source.
Full marks by four simple comparisons, two developed comparisons, or a combination.
๐กOne set of points will agree, one will disagree.
โ Reveal marking schemeโพ
Max 4 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
A simple comparison will indicate what points of detail or viewpoint the sources agree or disagree on and should be awarded 1 mark.
A developed comparison of the points of detail or overall viewpoint should be awarded a second mark.
Candidates may achieve full marks by making four simple comparisons, two developed comparisons (or by any combination of these).
Overall: Overall โ the sources agree about the reasons why Elizabeth kept Mary in prison.
Points of comparison
agree
Source B: During this time she (Mary) was implicated in plots to overthrow Elizabeth and put herself on the throne.
Source C: Whilst Mary, Queen of Scots was imprisoned by Elizabeth I she was thought to be involved in secret plans to replace her.
agree
Source B: One possible solution would be to kill Mary, but this would cause international outcry.
Source C: If Mary was to be executed there would be strong opposition from France and Spain.
agree
Source B: It could cause further problems for Elizabeth if she were to give the idea that queens could be executed.
Source C: Mary could not be executed because it would not look good for Elizabeth (if she was to allow another queen to be killed).
Describe4 marks2019 specimenQ6Mary Queen of Scots, and the Scottish Reformation, 1542โ1587
Describe the events of the โRough Wooingโ.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Describe ยท Appears in 2 sections
WFQ (words from the question)
One words from the question was โฆโ 1 mark
A second words from the question was โฆโ 1 mark
A third words from the question was โฆโ 1 mark
A fourth words from the question was โฆโ 1 mark
Example: One use of new technology on the Western Front during the First World War was mustard gas, which was used to blind soldiers and make it more difficult for them to fight.
How it's marked
1 mark for each accurate, relevant key point of knowledge.
A second mark for each point that is developed.
Full marks by four straightforward points, two developed points, or a combination.
โ Reveal marking schemeโพ
Max 4 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must make a number of relevant, factual points. These should be key points. These do not have to be in any particular order.
1 mark should be awarded for each accurate relevant key point of knowledge. A second mark should be awarded for each point that is developed, up to a maximum of 4 marks.
Possible points of knowledge
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
Battle of Pinkie Cleugh 1547 โ 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 and Mary was then sent to France for protection.
How fully6 marks2019 specimenQ7Mary Queen of Scots, and the Scottish Reformation, 1542โ1587
How fully does Source A explain why Protestantism spread in Scotland in the 1540s and 1550s? (Use the source and recall to reach a judgement.)
WFQ = words from the question โ reuse in every point.
Tip: Highlight up to 3 pieces of evidence from the source (worth up to 3 marks) โ then recall 3 points the source leaves out.
Highlight evidence โ tap the text:
Source A
Source A is about why Protestantism spread in Scotland in the 1540s and 1550s.
In Germany, the ideas of Martin Luther had started the Reformation movement. Some Scots began to criticise the teachings of the Catholic Church. During the Rough Wooing, English invaders had further encouraged this. This was done by the distribution of English translations of the Bible which helped the growth of Protestantism in Scotland. The Catholic Church continued to use the Latin Bible. Religious pamphlets, smuggled into Scotland from Europe, also spread Protestant ideas. The โGood and Godly Balladsโ made these ideas popular, encouraging the spread of Protestantism in Scotland.
๐ RAT sheet โ how to structure your answerโพ
How fully ยท Appears in all 3 sections
WFQ (words from the question)quote from the sourceomission โ your own recall
Overall, Source X partly words from the question.โ needed for full marks
Source X says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
However, Source X doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
How it's marked
Up to 3 marks for points from the source that support your judgement.
Up to 4 marks for points of significant omission from recall.
Maximum 2 marks if no judgement is made, or if you refer only to the source.
๐กUse the source AND recall.
๐กQuote and then explain โ show you understand it, donโt just repeat it.
๐กYou must make a judgement (e.g. โthe source partly explainsโฆโ) or you are capped at 2 marks.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must make a judgement about the extent to which the source provides a full description or explanation of a given event or development.
Candidates should be awarded up to 3 marks for their identification of points from the source which support their judgement. Candidates should be awarded up to 4 marks for their identification of points of significant omission, based on their own knowledge, that support their judgement. A maximum of 2 marks may be awarded for answers in which no judgement has been made or which refer only to the source.
Points from the source
some Scots began to criticise the teachings of the Catholic Church
the distribution of English translations of the Bible which helped the growth of Protestantism in Scotland
religious pamphlets, smuggled into Scotland from Europe, also spread Protestant ideas
the โGood and Godly Balladsโ encouraged the spread of Protestant ideas.
Points of significant omission
increasing criticism of the wealth of the Catholic Church/not using its wealth properly, eg to support the poor, sick etc
some Scots began to resent payments to the church claiming they were excessive
some churchmen lived scandalous lives which brought the Catholic Church into disrepute
John Knox returned to Scotland and helped spread Protestantism
anger at the way some Protestant preachers had been treated (eg Wishart)
resentment of French/Catholic influence over Scotland.
Compare the views4 marks2019 specimenQ8Mary Queen of Scots, and the Scottish Reformation, 1542โ1587
Compare the views of Sources B and C about how well Mary, Queen of Scots ruled Scotland. (Compare the sources overall and/or in detail.)
WFQ = words from the question โ reuse in every point.
Tip: Highlight 2โ3 points of comparison โ either where the sources agree OR where they disagree. You do not need both; pick one set and compare them point by point.
Highlight evidence โ tap the text:
Source B
Sources B and C are about how well Mary, Queen of Scots ruled Scotland.
Mary returned to Scotland as Queen in 1561. Mary was a Roman Catholic who believed that she should rule England instead of her Protestant cousin, Elizabeth. She neglected the government of Scotland. Mary was happy to leave the running of the country to a group of Protestant nobles. Despite the fact that Mary was a Catholic, she showed little interest in the issue of religion in Scotland.
Source C
To begin with Mary had been a successful ruler in Scotland. That was until she allowed her heart to rule her head by marrying her English born first cousin, Lord Darnley. She had defeated the Protestant nobles who challenged her authority and had established a successful government under her half-brother Moray. Mary was a very devout Catholic, but she decided that she would tolerate Scotland's new Protestant church.
Overall, do the sources agree or disagree? (worth a mark for an overall comparison)
๐ RAT sheet โ how to structure your answerโพ
Compare the views ยท Appears in 2 sections
WFQ (words from the question)quote from the source
Overall, Sources X and Y [agree/disagree] about words from the question.โ 1 mark (overall)
The sources agree/disagree about statement summarising the point. Source X says โdirect quoteโ and Source Y [agrees/disagrees] when it says โdirect quoteโ.โ 1โ2 marks
The sources also agree/disagree about statement summarising the point. Source X says โdirect quoteโ and Source Y [agrees/disagrees] when it says โdirect quoteโ.โ 1โ2 marks
How it's marked
1 mark for a simple comparison (what the sources agree/disagree about).
2 marks for a developed comparison, supported by specific references to each source.
Full marks by four simple comparisons, two developed comparisons, or a combination.
๐กOne set of points will agree, one will disagree.
โ Reveal marking schemeโพ
Max 4 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must interpret the evidence and make direct comparisons between sources. Candidates are expected to compare content directly on a point-by-point basis. They may compare the details in the sources and/or compare the viewpoints overall.
A simple comparison will indicate what points of detail or viewpoint the sources agree or disagree on and should be awarded 1 mark. A developed comparison of the points of detail or overall viewpoint should be awarded a second mark.
Overall: Overall - the sources disagree about how well Mary, Queen of Scots ruled Scotland
Points of comparison
disagree
Source B: โฆshe neglected the government of Scotland.
Source C: โฆto begin with, Mary had been a successful ruler in Scotland/had established a successful government.
disagree
Source B: โฆMary was happy to leave the running of the country to a group of Protestant nobles.
Source C: โฆshe had defeated the Protestant nobles who challenged her authority.
disagree
Source B: โฆshe showed little interest in the issue of religion in Scotland.
Source C: โฆshe decided that she would tolerate Scotland's new Protestant church.
Evaluate the usefulness5 marks2019 specimenQ9Mary Queen of Scots, and the Scottish Reformation, 1542โ1587
Evaluate the usefulness of Source D as evidence of why Mary, Queen of Scots, lost power over Scotland in 1567.
WFQ = words from the question โ reuse in every point.
(You may want to comment on what type of source it is, who wrote it, when they wrote it, why they wrote it, what they say and what has been missed out.)
Tip: Highlight up to 2 content points you would quote (content is worth up to 2 marks) โ then consider author, purpose, timing and omission.
Highlight evidence โ tap the text:
Source D
Source D is from a textbook written by a modern historian in 2007.
Some Scots simply did not want to be ruled by a woman, as they believed that only men should be in positions of power. John Knox wrote a book against women in power. Others were suspicious of Mary's religion, as she was a Catholic, and so they also opposed her. At that time in Europe, rulers had the power to decide their country's religion. Eventually, Mary's half-brother, the Earl of Moray, forced her into giving up her power in favour of her infant son.
๐ RAT sheet โ how to structure your answerโพ
Evaluate the usefulness ยท Appears in 2 sections
Remember COAT
๐Content โ what the source says
๐ซOmission โ what the source leaves out
โ๏ธAuthor โ who wrote it
๐Timing โ when it was written
WFQ (words from the question)quote from the source
Source X says โ_____โ. This is useful as it is accurate information about words from the question.โ 1 mark (content)
Source X also says โ_____โ. This is useful as it is accurate information about words from the question.โ 1 mark (content)
Source X omits _____. This makes the source less useful. Source X also omits _____. This makes the source less useful.โ 1 mark (omission)
Source X was written by _____. This makes the source useful because they have personal / professional experience of, or are an expert in, words from the question.โ 1 mark (author)
Source X was written in _____. This is useful as it was during the time of / has the benefit of hindsight about words from the question.โ 1 mark (timing)
How it's marked
Maximum 4 marks for comments on author, type of source, purpose and timing.
Maximum 2 marks for comments on the content of the source.
Maximum 2 marks for comments on points of significant omission.
๐กYou can also comment on the Purpose and Type of source.
โ Reveal marking schemeโพ
Max 5 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must evaluate the extent to which a source is useful by commenting on evidence such as the author, type of source, purpose, timing, content or omission. For a mark to be awarded, the candidate must identify an aspect of the source and make a comment which shows why this aspect makes the source more or less useful.
A maximum of 4 marks can be awarded for evaluative comments relating to the author, type of source, purpose and timing. A maximum of 2 marks may be awarded for evaluative comments relating to the content of the source. A maximum of 2 marks may be awarded for evaluative comments relating to points of significant omission.
Aspect
Author: Modern historian โ Useful because has expert knowledge/has studied a range of relevant sources
Type of source: Textbook โ Useful because it contains straightforward information without bias/well researched
Purpose: To inform โ Useful because it provides detailed information
Timing: 2007 โ Useful because it has the benefit of hindsight
Content
Some Scots simply did not want to be ruled by a woman, as they believed that only men should be in positions of power. โ Useful as this is accurate (as many Scots believed that a woman was too weak to rule a country properly).
Others were suspicious of Mary's religionโฆ โ Useful as this is accurate (as Mary was a Catholic while most Scots were Protestant).
โฆthe Earl of Moray, forced her into giving up her powerโฆ โ Useful as this is accurate (as Mary's brother, the Earl of Moray, made her give up the throne).
Points of significant omission
many Scots blamed her for the murder of Darnley/people would not accept being ruled by a murderess
she had caused a scandal by marrying Bothwell shortly after the murder of Darnley
Mary's Protestant critics disapproved of her frivolity (criticised Mary for dancing)
Scottish nobles, mainly Protestant, rebelled against Mary.
Explain6 marks2019 specimenQ10Mary Queen of Scots, and the Scottish Reformation, 1542โ1587
Explain the reasons why Mary Queen of Scots was executed in 1587.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Explain ยท Appears in all 3 sections
WFQ (words from the question)your own recalled knowledge
One reason why words from the question was fact which meant that โฆโ 1 mark
A second reason why words from the question was fact which meant that โฆโ 1 mark
A third reason why words from the question was fact which meant that โฆโ 1 mark
A fourth reason why words from the question was fact which meant that โฆโ 1 mark
A fifth reason why words from the question was fact which meant that โฆโ 1 mark
A sixth reason why words from the question was fact which meant that โฆโ 1 mark
Example: One reason why women gained the vote in 1918 was that women burned down buildings like cricket pavilions, which meant that they gained publicity for the cause of votes for women.
How it's marked
1 mark for each accurate, relevant reason.
A second mark for each reason that is developed.
Each sentence/point must answer the question on its own.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must make a number of points that make the issue plain or clear, for example by showing connections between factors or causal relationships between events or ideas. These should be key reasons but there is no need for any evaluation or prioritising of these reasons.
Up to a maximum of 6 marks in total, 1 mark should be awarded for each accurate, relevant reason, and a second mark should be awarded for reasons that are developed.
Possible reasons
Catholics plotted to kill Elizabeth and to make Mary Queen of England, which convinced English Protestants Mary was a menace
Mary claimed that she was the true, Catholic Queen of England, which worried English Protestants
Mary was Elizabeth's heir and she didn't trust Mary/saw Mary as a threat
Elizabeth was afraid if Mary got free she would return to Scotland where she could cause trouble for Elizabeth by making it a base for French and Roman Catholic activities
Mary's son, who was next in line to the English crown, was a Protestant, so Mary's death would ensure England remained Protestant
1580: the Pope's policy of encouraging plots against Elizabeth persuaded many Protestants that Mary was a threat
1585: after several plots, the English government passed a law stating that Mary would be executed if she was actively involved in any plot against Elizabeth
Mary had not been involved in any of these plots but the law was changed to make beneficiaries of plots liable to the death penalty
1586: Babington contacted Mary to inform her of his plans to kill Elizabeth and help Mary to escape and Mary replied agreeing to Elizabeth's death
the incriminating letter was intercepted by Elizabeth's spies which proved she was plotting against Elizabeth
Elizabeth hesitated to execute her cousin but the death warrant was concealed amongst a pile of letters all of which Elizabeth signed.
To what extent9 marks2019Q16Migration and Empire, 1830โ1939
To what extent were better trading opportunities the main impact of the Empire on Scotland?
WFQ = words from the question โ reuse in every point.amber = the isolated factor to weigh up.
(Use recalled knowledge to introduce then present a balanced assessment of the influence of different factors and come to a reasoned conclusion.)
๐ RAT sheet โ how to structure your answerโพ
To what extent / How important / How successful ยท Appears in 2 sections
WFQ (words from the question)a factor
There are several reasons why words from the question. These include the isolated factor, FACTOR 2, and FACTOR 3.โ 1 mark (introduction)
Some historians think the isolated factor was words from the question because _____. Also _____.โ 1 KU mark per fact (up to 5)
However, other historians think FACTOR 2 was words from the question because _____. Also _____.โ 1 mark (balance) + 1 KU per fact
Other historians think FACTOR 3 was words from the question because _____. Also _____.โ 1 KU mark per fact
Overall, the isolated factor / FACTOR 2 / FACTOR 3 was the most important words from the question. This is because [reason why โ does not need to be new].โ 2 marks (conclusion)
How it's marked
5 marks for knowledge โ 1 KU mark for each accurate, developed fact you give to support your factors (not too brief). If only one factor is presented, max 3 for knowledge.
Structure marks: 1 for an introduction, 1 for balance (more than one factor), 2 for a conclusion (1 for a valid judgement, 1 for a reason supporting it).
๐กIt is asking: one factor is a reason โ but there are others, so decide which was MOST important.
๐กEach fact you add (including every "Alsoโฆ") earns a KU mark, as long as it is developed and not too brief โ up to 5.
โ Reveal marking schemeโพ
Max 9 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Up to 5 marks can be awarded for relevant, factual, key points of knowledge used to support factors, with 1 mark awarded for each point. If only one factor is presented, a maximum of 3 marks should be awarded for relevant points of knowledge.
A further 4 marks can be awarded for providing the answer in a structured way and coming to a reasoned conclusion.
1 mark for an introduction; 1 mark for the answer being presented in a structured way; 1 mark for a conclusion with a valid judgement (or overall summary); 1 mark for a reason in support of the judgement (a summary cannot be supported).
International trade
jute from India enabled the industry to develop in Dundee
locomotives built in Scotland exported to Empire helped the industry boom.
ships built on Clyde used for international trade/1851-1870 โ 70% of iron ships produced on Clydeside (for example Companies like Fairfields/Beardmores/Dennys thrived)
coal and iron production benefited from booming shipyards and demand for locomotives
Wealth from the Empire
some families made huge fortunes from exports (for example Tenants โ chemicals, Coats โ cotton thread and Weirs โ iron and coal)
middle classes made money investing abroad
wealth used to build elegant mansions in suburbs (for example Broughty Ferry)
some wealth invested back in Scotland (public buildings for example hospitals)
Job opportunities
many job opportunities (for example civil servants in India)/many Scottish soldiers served throughout the Empire
Competition from the Empire
areas in the Empire developed their own agriculture and industry and Scotland struggled to be competitive (for example chilled meat imported from Australia)
immigrant workers were used as a cheap labour force in Scotland
How fully6 marks2019 specimenQ16Migration and Empire, 1830โ1939
How fully does Source A explain why many Irish people moved to Scotland between 1830 and 1939? (Use the source and recall to reach a judgement.)
WFQ = words from the question โ reuse in every point.
Tip: Highlight up to 3 pieces of evidence from the source (worth up to 3 marks) โ then recall 3 points the source leaves out.
Highlight evidence โ tap the text:
Source A
Source A is about why many Irish people moved to Scotland.
Among those who moved to Scotland, the largest group of immigrants came from Ireland. The Irish potato famine of the mid-1840s led to a sharp increase in numbers moving to Scotland. Others left for Scotland as some landlords evicted those who could not pay their rent. Transport costs were cheap making it easy to travel to Scotland. The Irish were attracted to the west of Scotland as wages were higher than those in Ireland. However, by the end of the 19th century, it wasn't just Irish who were attracted to Scotland.
๐ RAT sheet โ how to structure your answerโพ
How fully ยท Appears in all 3 sections
WFQ (words from the question)quote from the sourceomission โ your own recall
Overall, Source X partly words from the question.โ needed for full marks
Source X says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
However, Source X doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
How it's marked
Up to 3 marks for points from the source that support your judgement.
Up to 4 marks for points of significant omission from recall.
Maximum 2 marks if no judgement is made, or if you refer only to the source.
๐กUse the source AND recall.
๐กQuote and then explain โ show you understand it, donโt just repeat it.
๐กYou must make a judgement (e.g. โthe source partly explainsโฆโ) or you are capped at 2 marks.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must make a judgement about the extent to which the source provides a full description or explanation of a given event or development.
Candidates should be awarded up to 3 marks for their identification of points from the source which support their judgement. Candidates should be awarded up to 4 marks for their identification of points of significant omission, based on their own knowledge, that support their judgement. A maximum of 2 marks may be awarded for answers in which no judgement has been made or which refer only to the source.
Points from the source
the Irish potato famine of the mid-1840s led to a sharp increase in numbers moving to Scotland
others left for Scotland as some landlords evicted those who could not pay their rent
transport costs were cheap making it easy to travel to Scotland
the Irish were attracted to the west of Scotland as wages were higher than those in Ireland.
Points of significant omission
some Irish already had family in Scotland who helped them with the cost of emigrating/encouraged them to come to Scotland
poverty of Irish tenants encouraged them to leave home
work was available for unskilled workers in factories eg jute mills and cotton mills
building railways and canals/work in the coal and iron ore mines provided employment for many Irish
seasonal labour on farms also provided a lot of jobs for the Irish
housing was available/often better (not 'good') in Scotland's growing towns and cities.
Describe4 marks2019Q17Migration and Empire, 1830โ1939
Describe the contribution of Irish immigrants to Scotland, 1830โ1939.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Describe ยท Appears in 2 sections
WFQ (words from the question)
One words from the question was โฆโ 1 mark
A second words from the question was โฆโ 1 mark
A third words from the question was โฆโ 1 mark
A fourth words from the question was โฆโ 1 mark
Example: One use of new technology on the Western Front during the First World War was mustard gas, which was used to blind soldiers and make it more difficult for them to fight.
How it's marked
1 mark for each accurate, relevant key point of knowledge.
A second mark for each point that is developed.
Full marks by four straightforward points, two developed points, or a combination.
โ Reveal marking schemeโพ
Max 4 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
1 mark should be awarded for each accurate relevant key point of knowledge. A second mark should be awarded for each point that is developed, up to a maximum of 4 marks.
Candidates may achieve full marks by providing four straightforward points, by making two developed points (or any combination of these).
Possible points of knowledge
Irish labourers built much of the infrastructure/built roads, bridges, canals
Irish immigrants supplied seasonal labour in agriculture/harvesting, lifting potatoes
Irish immigrants made up large part of workforce in textile industry/jute mills in Dundee, cotton mills elsewhere
Irish immigrants worked extensively in coalmines
Irish immigrants worked in ironworking and steelmaking
Irish immigrants were employed in docks and in shipyards
Irish immigrants help to develop football (including teams such as Celtic, Hibernian)
Irish immigrants heavily involved in trade union movement/made up 75% of Lanarkshire miners' union/involved in the Labour Party.
Irish immigrants brought their traditional culture/music, Irish dance
Describe4 marks2019 specimenQ17Migration and Empire, 1830โ1939
Describe how Scotland benefited from the Empire between 1830 and 1939.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Describe ยท Appears in 2 sections
WFQ (words from the question)
One words from the question was โฆโ 1 mark
A second words from the question was โฆโ 1 mark
A third words from the question was โฆโ 1 mark
A fourth words from the question was โฆโ 1 mark
Example: One use of new technology on the Western Front during the First World War was mustard gas, which was used to blind soldiers and make it more difficult for them to fight.
How it's marked
1 mark for each accurate, relevant key point of knowledge.
A second mark for each point that is developed.
Full marks by four straightforward points, two developed points, or a combination.
โ Reveal marking schemeโพ
Max 4 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must make a number of relevant, factual points. These should be key points. These do not have to be in any particular order.
1 mark should be awarded for each accurate relevant key point of knowledge. A second mark should be awarded for each point that is developed, up to a maximum of 4 marks.
Possible points of knowledge
Empire cultures and religions brought to Scotland
provided raw materials for factories, such as cotton, jute and sugar
many jobs were created in manufacturing industries to produce goods for export to the Empire eg locomotives and ships
trade with the Empire increased the wealth/population of cities such as Glasgow
profits from the Empire led to impressive new public buildings and mansions being built
provided jobs for Scots in the Empire (such as in the armed forces and civil service)
immigrant workers provided a cheap labour force which kept wages down
later the Empire became a source of competition to Scottish economy: farm produce from Australia, Jute mill development in India, etc.
How fully6 marks2019Q18Migration and Empire, 1830โ1939
How fully does Source A explain the reasons why Scots emigrated from the Highlands?
WFQ = words from the question โ reuse in every point.
(Use the source and recall to reach a judgement.)
Tip: Highlight up to 3 pieces of evidence from the source (worth up to 3 marks) โ then recall 3 points the source leaves out.
Highlight evidence โ tap the text:
Source A
Source A explains reasons why Scots emigrated from the Highlands.
I am not sure what will become of this miserable population. There has been a total failure of the potato crop and there is not any oatmeal to be had. Most of the tenants have only small plots of land so cannot produce more than they do now. Many families have no land at all to support themselves. Lord MacDonald is one of the better landlords anywhere but he has had to write to between forty and fifty tenants who are behind with their rents. Evictions will surely follow.
๐ RAT sheet โ how to structure your answerโพ
How fully ยท Appears in all 3 sections
WFQ (words from the question)quote from the sourceomission โ your own recall
Overall, Source X partly words from the question.โ needed for full marks
Source X says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
However, Source X doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
How it's marked
Up to 3 marks for points from the source that support your judgement.
Up to 4 marks for points of significant omission from recall.
Maximum 2 marks if no judgement is made, or if you refer only to the source.
๐กUse the source AND recall.
๐กQuote and then explain โ show you understand it, donโt just repeat it.
๐กYou must make a judgement (e.g. โthe source partly explainsโฆโ) or you are capped at 2 marks.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Up to a maximum of 6 marks in total, 1 mark should be awarded for each valid point selected from the source or each valid point of significant omission provided.
Candidates should be awarded up to 3 marks for their identification of points from the source which support their judgement.
Candidates should be awarded up to 4 marks for their identification of points of significant omission, based on their own knowledge, that support their judgement.
A maximum of 2 marks may be awarded for answers in which no judgement has been made or which refer only to the source.
Points from the source
there has been a total failure of the potato crop/there is not any oatmeal to be had
most of the tenants have only small plots of land so cannot produce more than they do now
many families have no land at all to support themselves
between forty and fifty tenants who are behind with their rents/evictions will surely follow
Points of significant omission
many Highland landlords cleared their tenants to make way for sheep farms/paid fares for tenants to go
the kelp industry had failed leaving a large population without work or income so many left/were cleared
Scottish fishing industry was in decline and many fishermen asked for help to emigrate
letters from people who had already emigrated encouraged others to join them
agents encouraged people to emigrate/newspaper adverts, meetings etc
availability of cheap land overseas/higher living standards
Compare the views4 marks2019 specimenQ18Migration and Empire, 1830โ1939
Compare the views of Sources B and C about Scottish attitudes to Irish immigration. (Compare the sources overall and/or in detail.)
WFQ = words from the question โ reuse in every point.
Tip: Highlight 2โ3 points of comparison โ either where the sources agree OR where they disagree. You do not need both; pick one set and compare them point by point.
Highlight evidence โ tap the text:
Source B
Sources B and C are about Scottish attitudes to Irish immigration.
By the mid-nineteenth century many Irish immigrants had settled in the Glasgow area. Newspapers were eager to describe the violent activities of groups of Irish men. They were also blamed for being dirty and responsible for spreading disease. Some Irish men and women came to Scotland and worked for part of the year and then returned home. Other Irish however were accused of being too lazy to work and for relying on charity.
Source C
In the nineteenth century many Irish came to Scotland to escape poverty back home. When they first came over they were, in general, very clean. The Irish in Paisley are almost all poor and I can only remember one Irish shopkeeper. But when more labourers are needed, the Irish are always ready to work hard for their pay. Although they live in the worst housing, the Irish are of good character and behave very well.
Overall, do the sources agree or disagree? (worth a mark for an overall comparison)
๐ RAT sheet โ how to structure your answerโพ
Compare the views ยท Appears in 2 sections
WFQ (words from the question)quote from the source
Overall, Sources X and Y [agree/disagree] about words from the question.โ 1 mark (overall)
The sources agree/disagree about statement summarising the point. Source X says โdirect quoteโ and Source Y [agrees/disagrees] when it says โdirect quoteโ.โ 1โ2 marks
The sources also agree/disagree about statement summarising the point. Source X says โdirect quoteโ and Source Y [agrees/disagrees] when it says โdirect quoteโ.โ 1โ2 marks
How it's marked
1 mark for a simple comparison (what the sources agree/disagree about).
2 marks for a developed comparison, supported by specific references to each source.
Full marks by four simple comparisons, two developed comparisons, or a combination.
๐กOne set of points will agree, one will disagree.
โ Reveal marking schemeโพ
Max 4 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must interpret the evidence and make direct comparisons between sources. Candidates are expected to compare content directly on a point-by-point basis. They may compare the details in the sources and/or compare the viewpoints overall.
A simple comparison will indicate what points of detail or viewpoint the sources agree or disagree on and should be awarded 1 mark. A developed comparison of the points of detail or overall viewpoint should be awarded a second mark.
Overall: Overall - the sources disagree about Scottish attitudes to Irish immigration.
Points of comparison
disagree
Source B: Newspapers were eager to describe the violent activities of groups of Irish men.
Source C: โฆthe Irish are of good character and behave very well.
disagree
Source B: They were also blamed for being dirty and responsible for spreading disease.
Source C: When they first came over they were, in general, very clean.
disagree
Source B: โฆIrish however were accused of being too lazy to work (and for relying on charity).
Source C: โฆthe Irish are always ready to work hard for their pay.
Explain6 marks2019Q19Migration and Empire, 1830โ1939
Explain the reasons why many Scottish emigrants experienced difficulties in their new lands abroad.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Explain ยท Appears in all 3 sections
WFQ (words from the question)your own recalled knowledge
One reason why words from the question was fact which meant that โฆโ 1 mark
A second reason why words from the question was fact which meant that โฆโ 1 mark
A third reason why words from the question was fact which meant that โฆโ 1 mark
A fourth reason why words from the question was fact which meant that โฆโ 1 mark
A fifth reason why words from the question was fact which meant that โฆโ 1 mark
A sixth reason why words from the question was fact which meant that โฆโ 1 mark
Example: One reason why women gained the vote in 1918 was that women burned down buildings like cricket pavilions, which meant that they gained publicity for the cause of votes for women.
How it's marked
1 mark for each accurate, relevant reason.
A second mark for each reason that is developed.
Each sentence/point must answer the question on its own.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Up to a maximum of 6 marks in total, 1 mark should be awarded for each accurate, relevant reason, and a second mark should be awarded for reasons that are developed.
Candidates may achieve full marks by providing six straightforward reasons, three developed reasons (or any combination of these).
Possible reasons
many had little or no money when they arrived so had to rely on charities to help them with food, clothing and shelter
settlers had to clear forests for farm land and many had no experience of felling trees/did not manage to plant their crops in time leading to hardship
there was no housing so settlers had to construct homes/shelters for themselves as quickly as possible to protect themselves from the weather, wild animals etc
Scots were unused to the extremes of climate (for example very cold winters in Canada, heat and drought in Australia and found it difficult to cope)
there were few, sometimes no, roads and this made communication difficult in vast countries such as Canada and Australia/settlers could feel very isolated
early settlers had taken most of the good land near the coasts so later arrivals had to travel further, often to more difficult land
native peoples were being displaced by the settlers and many became hostile to them, leading to fighting and bloodshed, for example in the USA and New Zealand
Scots โ especially Highland Scots โ were often extremely homesick so did not settle happily
Highland Scots who did not speak English sometimes had difficulty being accepted in English speaking areas such as Western Australia
Scots had difficulties finding work if they didn't have a trade
Evaluate the usefulness5 marks2019 specimenQ19Migration and Empire, 1830โ1939
Evaluate the usefulness of Source D as evidence of why many Scots were able to emigrate between 1830 and 1939.
WFQ = words from the question โ reuse in every point.
(You may want to comment on what type of source it is, who wrote it, when they wrote it, why they wrote it, what they say and what has been missed out.)
Tip: Highlight up to 2 content points you would quote (content is worth up to 2 marks) โ then consider author, purpose, timing and omission.
Highlight evidence โ tap the text:
Source D
Source D is from a textbook written by a modern historian in 1992.
Scots were typical of emigrants throughout history in that they moved abroad for economic reasons. Many Scots had farms which they could sell to raise funds for emigration. Countries such as Canada were keen to attract Scots. Once settled, many emigrants were happy to help pay for relatives to come and join them. The journey became much easier and cheaper with the development of faster and more efficient steam ships. Only about a quarter of Scots returned home; most made a better living abroad.
๐ RAT sheet โ how to structure your answerโพ
Evaluate the usefulness ยท Appears in 2 sections
Remember COAT
๐Content โ what the source says
๐ซOmission โ what the source leaves out
โ๏ธAuthor โ who wrote it
๐Timing โ when it was written
WFQ (words from the question)quote from the source
Source X says โ_____โ. This is useful as it is accurate information about words from the question.โ 1 mark (content)
Source X also says โ_____โ. This is useful as it is accurate information about words from the question.โ 1 mark (content)
Source X omits _____. This makes the source less useful. Source X also omits _____. This makes the source less useful.โ 1 mark (omission)
Source X was written by _____. This makes the source useful because they have personal / professional experience of, or are an expert in, words from the question.โ 1 mark (author)
Source X was written in _____. This is useful as it was during the time of / has the benefit of hindsight about words from the question.โ 1 mark (timing)
How it's marked
Maximum 4 marks for comments on author, type of source, purpose and timing.
Maximum 2 marks for comments on the content of the source.
Maximum 2 marks for comments on points of significant omission.
๐กYou can also comment on the Purpose and Type of source.
โ Reveal marking schemeโพ
Max 5 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must evaluate the extent to which a source is useful by commenting on evidence such as the author, type of source, purpose, timing, content or omission. For a mark to be awarded, the candidate must identify an aspect of the source and make a comment which shows why this aspect makes the source more or less useful.
A maximum of 4 marks can be awarded for evaluative comments relating to the author, type of source, purpose and timing. A maximum of 2 marks may be awarded for evaluative comments relating to the content of the source. A maximum of 2 marks may be awarded for evaluative comments relating to points of significant omission.
Aspect
Author: Modern historian โ Useful because has expert knowledge/has studied a range of relevant sources
Type of source: Textbook โ Useful because it contains straightforward information without bias/well researched
Purpose: To inform โ Useful because it provides detailed information
Timing: 1992 โ Useful because it has the benefit of hindsight
Content
Many Scots had farms which they could sell to raise funds for emigration. โ Useful as this is accurate (many Scots farmers sold their land to pay for the cost of emigrating)
โฆmany emigrants were happy to help pay for relatives to come and join them. โ Useful as this is accurate (as Scots who had prospered were willing to help pay for other family members to emigrate)
The journey became much easier and cheaper with the development of faster and more efficient steam ships. โ Useful as this is accurate (as improvements in steam ships made the journey more affordable for Scots).
Points of significant omission
landowners, especially in Highlands, were willing to help pay for their tenants to emigrate/landlords wrote off rent arrears so that emigrants had money to emigrate
various Scottish societies provided support for poorer Scots to emigrate
the government gave help after the First World War to those who wanted to emigrate/1922 Empire Settlement Act โ money for travel, trading and land purchase
charities such as Barnardos, Quarriers and the YMCA assisted with passages.
Compare the views4 marks2019Q20Migration and Empire, 1830โ1939
Compare the views of Sources B and C about the activities of Scots in India.
WFQ = words from the question โ reuse in every point.
(Compare the sources overall and/or in detail.)
Tip: Highlight 2โ3 points of comparison โ either where the sources agree OR where they disagree. You do not need both; pick one set and compare them point by point.
Highlight evidence โ tap the text:
Source B
Sources B and C are about the activities of Scots in India.
India offered attractive opportunities for ambitious young men from the Scots middle classes, such as Andrew Yule from Stonehaven who set up a tea trading company and later expanded successfully into the jute business. Other Scots felt called to missionary work either through giving medical care or by offering education, even to girls. Scots were also prominent as senior officers in the British army in India. Others sought to convert Indians to European beliefs in Christianity.
Source C
General Colin Campbell from Glasgow was one of the most famous army officers to help defeat the 'Indian Mutiny'. Scots were important in 'westernising' India through setting up schools and colleges and banning Hindu customs such as suttee, where wives were burned alive on the funeral pyres of their dead husbands. Britain's original involvement with India had been for trade, and Scots continued to play their part in the tea trade and the jute industry.
Overall, do the sources agree or disagree? (worth a mark for an overall comparison)
๐ RAT sheet โ how to structure your answerโพ
Compare the views ยท Appears in 2 sections
WFQ (words from the question)quote from the source
Overall, Sources X and Y [agree/disagree] about words from the question.โ 1 mark (overall)
The sources agree/disagree about statement summarising the point. Source X says โdirect quoteโ and Source Y [agrees/disagrees] when it says โdirect quoteโ.โ 1โ2 marks
The sources also agree/disagree about statement summarising the point. Source X says โdirect quoteโ and Source Y [agrees/disagrees] when it says โdirect quoteโ.โ 1โ2 marks
How it's marked
1 mark for a simple comparison (what the sources agree/disagree about).
2 marks for a developed comparison, supported by specific references to each source.
Full marks by four simple comparisons, two developed comparisons, or a combination.
๐กOne set of points will agree, one will disagree.
โ Reveal marking schemeโพ
Max 4 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
A simple comparison will indicate what points of detail or viewpoint the sources agree or disagree on and should be awarded 1 mark.
A developed comparison of the points of detail or overall viewpoint should be awarded a second mark.
Candidates may achieve full marks by making four simple comparisons, two developed comparisons (or by any combination of these).
Overall: Overall โ the sources agree that Scots were involved in a wide range of activities in India.
Points of comparison
agree
Source B: Andrew Yule โฆ set up a tea trading company and later expanded successfully into the jute business.
Source C: Scots continued to play their part in the tea trade and the jute industry.
agree
Source B: Other Scots felt called to missionary work, either through giving medical care or offering education, even to girls.
Source C: Scots were important in 'westernising' India through setting up schools and colleges.
agree
Source B: Scots were also prominent as senior officers in the British army in India.
Source C: General Colin Campbell from Glasgow was one of the most famous army officers to help defeat the 'Indian Mutiny'.
Explain6 marks2019 specimenQ20Migration and Empire, 1830โ1939
Explain the reasons why so many Scots were successful in the countries to which they emigrated.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Explain ยท Appears in all 3 sections
WFQ (words from the question)your own recalled knowledge
One reason why words from the question was fact which meant that โฆโ 1 mark
A second reason why words from the question was fact which meant that โฆโ 1 mark
A third reason why words from the question was fact which meant that โฆโ 1 mark
A fourth reason why words from the question was fact which meant that โฆโ 1 mark
A fifth reason why words from the question was fact which meant that โฆโ 1 mark
A sixth reason why words from the question was fact which meant that โฆโ 1 mark
Example: One reason why women gained the vote in 1918 was that women burned down buildings like cricket pavilions, which meant that they gained publicity for the cause of votes for women.
How it's marked
1 mark for each accurate, relevant reason.
A second mark for each reason that is developed.
Each sentence/point must answer the question on its own.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must make a number of points that make the issue plain or clear, for example by showing connections between factors or causal relationships between events or ideas. These should be key reasons but there is no need for any evaluation or prioritising of these reasons.
Up to a maximum of 6 marks in total, 1 mark should be awarded for each accurate, relevant reason, and a second mark should be awarded for reasons that are developed.
Possible reasons
Scottish emigrants usually had a good level of education which helped them succeed
most Scots spoke English which helped them settle in the USA and countries of the Empire
some Scots had great financial and business skills which they used to develop a variety of industries
many Scots brought capital with them to start farms and businesses
they made their fortune from developing businesses, banks and trading companies
Scottish farmers were successful as they were skilled at working more difficult land/developed sheep farming in Australia
Scots were entrepreneurial and had a reputation for hard work which helped them succeed
Scots were imaginative and came up with new ideas eg William Davidson organised the first shipment of frozen meat from New Zealand to Britain
Scots founded many industries eg paper-making in New Zealand (credit examples such as wool/brewing/steel) which made them rich
money from Scottish banks was skilfully invested in business and industry
Scottish emigrants helped each other by providing work and housing
tradesmen such as stonemasons were in demand to work in the building industry in USA.
To what extent9 marks2019Q21The Era of the Great War, 1900โ1928
To what extent was propaganda the most important reason for Scots volunteering to fight on the Western Front in 1914?
WFQ = words from the question โ reuse in every point.amber = the isolated factor to weigh up.
(Use recalled knowledge to introduce then present a balanced assessment of the influence of different factors and come to a reasoned conclusion.)
๐ RAT sheet โ how to structure your answerโพ
To what extent / How important / How successful ยท Appears in 2 sections
WFQ (words from the question)a factor
There are several reasons why words from the question. These include the isolated factor, FACTOR 2, and FACTOR 3.โ 1 mark (introduction)
Some historians think the isolated factor was words from the question because _____. Also _____.โ 1 KU mark per fact (up to 5)
However, other historians think FACTOR 2 was words from the question because _____. Also _____.โ 1 mark (balance) + 1 KU per fact
Other historians think FACTOR 3 was words from the question because _____. Also _____.โ 1 KU mark per fact
Overall, the isolated factor / FACTOR 2 / FACTOR 3 was the most important words from the question. This is because [reason why โ does not need to be new].โ 2 marks (conclusion)
How it's marked
5 marks for knowledge โ 1 KU mark for each accurate, developed fact you give to support your factors (not too brief). If only one factor is presented, max 3 for knowledge.
Structure marks: 1 for an introduction, 1 for balance (more than one factor), 2 for a conclusion (1 for a valid judgement, 1 for a reason supporting it).
๐กIt is asking: one factor is a reason โ but there are others, so decide which was MOST important.
๐กEach fact you add (including every "Alsoโฆ") earns a KU mark, as long as it is developed and not too brief โ up to 5.
โ Reveal marking schemeโพ
Max 9 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Up to 5 marks can be awarded for relevant, factual, key points of knowledge used to support factors, with 1 mark awarded for each point. If only one factor is presented, a maximum of 3 marks should be awarded for relevant points of knowledge.
A further 4 marks can be awarded for providing the answer in a structured way and coming to a reasoned conclusion.
1 mark for an introduction; 1 mark for the answer being presented in a structured way; 1 mark for a conclusion with a valid judgement (or overall summary); 1 mark for a reason in support of the judgement (a summary cannot be supported).
Propaganda
posters were printed that made the army look exciting
other posters told men it was their duty to join and they would feel proud if they did
some posters even tried to make them feel guilty, saying their children would be embarrassed if their father had done nothing in the war
stories about German atrocities were encouraged (the Government knew people would be angry and even frightened)
Patriotism
people were carried away by a wave of patriotism
Scotland had a proud military/martial tradition
Pals Battalions
after 13 Hearts players signed up, 600 Hearts supporters in six days also joined the 16th Royal Scots which became known as McCrae's Battalion/other Pals Battalions
Opportunities
adventure/opportunity to see new places and countries and perform heroic deeds
leave behind a boring or difficult job
unemployment was a factor in joining up/recruitment in high unemployment areas more successful than in low
Peer Pressure
peer pressure from family or friends and wider society
women encouraged men into service (for example white feather campaign)
Describe4 marks2019 specimenQ21The Era of the Great War, 1900โ1928
Describe the use of new technology on the Western Front during the First World War.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Describe ยท Appears in 2 sections
WFQ (words from the question)
One words from the question was โฆโ 1 mark
A second words from the question was โฆโ 1 mark
A third words from the question was โฆโ 1 mark
A fourth words from the question was โฆโ 1 mark
Example: One use of new technology on the Western Front during the First World War was mustard gas, which was used to blind soldiers and make it more difficult for them to fight.
How it's marked
1 mark for each accurate, relevant key point of knowledge.
A second mark for each point that is developed.
Full marks by four straightforward points, two developed points, or a combination.
โ Reveal marking schemeโพ
Max 4 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must make a number of relevant, factual points. These should be key points. These do not have to be in any particular order.
1 mark should be awarded for each accurate relevant key point of knowledge. A second mark should be awarded for each point that is developed, up to a maximum of 4 marks.
Possible points of knowledge
poison gas was used to cause confusion/disable enemy during an attack
gas was unreliable as a change in wind direction could blow it back
chlorine gas caused choking, while mustard gas caused burns and blindness
the development of gas masks helped protect soldiers from poison gas
tanks crushed barbed wire/provided cover for advancing soldiers
tanks frequently broke down, ran out of fuel or got stuck in the mud
range and speed of machine guns meant they could kill large numbers of attacking soldiers
aircraft could spot enemy activity/take aerial photographs to help plan more effective attacks/drop bombs on enemy trenches.
Describe4 marks2019Q22The Era of the Great War, 1900โ1928
Describe the militant tactics used by the Suffragettes.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Describe ยท Appears in 2 sections
WFQ (words from the question)
One words from the question was โฆโ 1 mark
A second words from the question was โฆโ 1 mark
A third words from the question was โฆโ 1 mark
A fourth words from the question was โฆโ 1 mark
Example: One use of new technology on the Western Front during the First World War was mustard gas, which was used to blind soldiers and make it more difficult for them to fight.
How it's marked
1 mark for each accurate, relevant key point of knowledge.
A second mark for each point that is developed.
Full marks by four straightforward points, two developed points, or a combination.
โ Reveal marking schemeโพ
Max 4 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
1 mark should be awarded for each accurate relevant key point of knowledge. A second mark should be awarded for each point that is developed, up to a maximum of 4 marks.
Candidates may achieve full marks by providing four straightforward points, by making two developed points (or any combination of these).
Possible points of knowledge
paintings slashed/Mary Slasher Richardson
smashing windows
chalk/paint on roads/acid on golf courses/tar/set fire to post boxes
cutting telegraph/telephone wires
MPs heckled in Parliament/political meetings interrupted
high-profile politicians attacked Prime Minister Asquith 'assaulted' on golf course/stones thrown at Lloyd George's car/Winston Churchill attacked with a whip
suffragettes chained themselves to railings (of Parliament/Buckingham Palace/Downing Street)
death of Emily Davison at the Derby
once arrested refused to pay fines/imprisonment or hunger strikes
Evaluate the usefulness5 marks2019 specimenQ22The Era of the Great War, 1900โ1928
Evaluate the usefulness of Source A as evidence of Government control of everyday life in Britain during the war.
WFQ = words from the question โ reuse in every point.
(You may want to comment on what type of source it is, who wrote it, when they wrote it, why they wrote it, what they say and what has been missed out.)
Tip: Highlight up to 2 content points you would quote (content is worth up to 2 marks) โ then consider author, purpose, timing and omission.
Highlight evidence โ tap the text:
Source A
Source A is from a textbook written by a modern historian in 1984.
In August 1914, Parliament passed the Defence of the Realm Act. This allowed the Government to introduce whatever restrictions were necessary to protect the country during wartime. British Summer Time was introduced to give more daylight working hours. Pub opening hours were limited to prevent drunkenness. People who believed, in 1914, that life in Britain would not be affected much, were quickly proved wrong. High casualties on the Western Front led to conscription, forcing unmarried men between 18 and 41 to join the armed forces.
๐ RAT sheet โ how to structure your answerโพ
Evaluate the usefulness ยท Appears in 2 sections
Remember COAT
๐Content โ what the source says
๐ซOmission โ what the source leaves out
โ๏ธAuthor โ who wrote it
๐Timing โ when it was written
WFQ (words from the question)quote from the source
Source X says โ_____โ. This is useful as it is accurate information about words from the question.โ 1 mark (content)
Source X also says โ_____โ. This is useful as it is accurate information about words from the question.โ 1 mark (content)
Source X omits _____. This makes the source less useful. Source X also omits _____. This makes the source less useful.โ 1 mark (omission)
Source X was written by _____. This makes the source useful because they have personal / professional experience of, or are an expert in, words from the question.โ 1 mark (author)
Source X was written in _____. This is useful as it was during the time of / has the benefit of hindsight about words from the question.โ 1 mark (timing)
How it's marked
Maximum 4 marks for comments on author, type of source, purpose and timing.
Maximum 2 marks for comments on the content of the source.
Maximum 2 marks for comments on points of significant omission.
๐กYou can also comment on the Purpose and Type of source.
โ Reveal marking schemeโพ
Max 5 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must evaluate the extent to which a source is useful by commenting on evidence such as the author, type of source, purpose, timing, content or omission. For a mark to be awarded, the candidate must identify an aspect of the source and make a comment which shows why this aspect makes the source more or less useful.
A maximum of 4 marks can be awarded for evaluative comments relating to the author, type of source, purpose and timing. A maximum of 2 marks may be awarded for evaluative comments relating to the content of the source. A maximum of 2 marks may be awarded for evaluative comments relating to points of significant omission.
Aspect
Author: Modern historian โ Useful because has expert knowledge/has studied a range of relevant sources
Type of source: Textbook โ Useful because it contains straightforward information without bias/well researched
Purpose: To inform โ Useful because it provides detailed information
Timing: 1984 โ Useful because it has the benefit of hindsight
Content
British Summer Time was introduced to give more daylight working hours. โ Useful as this is accurate (the government did this to increase daylight working hours and so increase food production)
Pub opening hours were limited to prevent drunkenness. โ Useful as this is accurate (as the government restricted drinking hours to try and reduce drunkenness damaging war production)
(High casualties on the Western Front) led to conscription, forcing unmarried men between 18 and 41 to join the armed forces, โ Useful as this is accurate (the government made it compulsory for single men between 18-41 to fight for their country)
Points of significant omission
the government censored newspapers to keep morale high
restrictions were imposed on aliens (foreign citizens) to protect Britain from spies
rationing was introduced to ensure everyone got a fair share of the food
government took greater control over essential industries to ensure strikes didn't damage essential war production.
Explain6 marks2019Q23The Era of the Great War, 1900โ1928
Explain the reasons why rationing was introduced during the Great War.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Explain ยท Appears in all 3 sections
WFQ (words from the question)your own recalled knowledge
One reason why words from the question was fact which meant that โฆโ 1 mark
A second reason why words from the question was fact which meant that โฆโ 1 mark
A third reason why words from the question was fact which meant that โฆโ 1 mark
A fourth reason why words from the question was fact which meant that โฆโ 1 mark
A fifth reason why words from the question was fact which meant that โฆโ 1 mark
A sixth reason why words from the question was fact which meant that โฆโ 1 mark
Example: One reason why women gained the vote in 1918 was that women burned down buildings like cricket pavilions, which meant that they gained publicity for the cause of votes for women.
How it's marked
1 mark for each accurate, relevant reason.
A second mark for each reason that is developed.
Each sentence/point must answer the question on its own.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Up to a maximum of 6 marks in total, 1 mark should be awarded for each accurate, relevant reason, and a second mark should be awarded for reasons that are developed.
Candidates may achieve full marks by providing six straightforward reasons, three developed reasons (or any combination of these).
Possible reasons
food shortages due to German U-Boat campaign
concern that food shortages would lead to malnutrition/starvation
need to slow down rising prices/fear that only the rich could afford food and the poorest in society would go without
priority was to provide food to soldiers at the front meant food shortages at home
lack of food produced at home as farm horses/mules had been requisitioned by the military
lack of skilled workers on farms so food production suffered
adding to concerns about British food stocks, the wheat harvest of 1916 was lower than usual and the potato crop in Scotland failed
campaigns for voluntary rationing and growing your own food although initially successful were limited and more was needed
fear of food riots/effects of food shortages on public morale
Compare the views4 marks2019 specimenQ23The Era of the Great War, 1900โ1928
Compare the views of Sources B and C about the impact of the First World War on employment opportunities for women. (Compare the sources overall and/or in detail.)
WFQ = words from the question โ reuse in every point.
Tip: Highlight 2โ3 points of comparison โ either where the sources agree OR where they disagree. You do not need both; pick one set and compare them point by point.
Highlight evidence โ tap the text:
Source B
Sources B and C are about the impact of the First World War on employment opportunities for women.
Women wanted to be involved in the First World War from the start. From the outbreak of war there was a steady increase in the female workforce as men enlisted. Glasgow was the first city in Britain to employ women tram drivers. The vital role they played in the war helped change many people's attitude to women. When the war ended, many women voluntarily gave up their jobs to men returning from the fighting.
Source C
For women in particular, the First World War brought about many changes. At the beginning of the war, thousands of women were unemployed. Despite women's contribution to the war effort, it didn't change deep-seated beliefs many people had about the role of women. At the end of the war many newspapers became critical of women workers. Many women wanted to keep their jobs but when the fighting ended, large numbers of women were sacked.
Overall, do the sources agree or disagree? (worth a mark for an overall comparison)
๐ RAT sheet โ how to structure your answerโพ
Compare the views ยท Appears in 2 sections
WFQ (words from the question)quote from the source
Overall, Sources X and Y [agree/disagree] about words from the question.โ 1 mark (overall)
The sources agree/disagree about statement summarising the point. Source X says โdirect quoteโ and Source Y [agrees/disagrees] when it says โdirect quoteโ.โ 1โ2 marks
The sources also agree/disagree about statement summarising the point. Source X says โdirect quoteโ and Source Y [agrees/disagrees] when it says โdirect quoteโ.โ 1โ2 marks
How it's marked
1 mark for a simple comparison (what the sources agree/disagree about).
2 marks for a developed comparison, supported by specific references to each source.
Full marks by four simple comparisons, two developed comparisons, or a combination.
๐กOne set of points will agree, one will disagree.
โ Reveal marking schemeโพ
Max 4 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must interpret the evidence and make direct comparisons between sources. Candidates are expected to compare content directly on a point-by-point basis. They may compare the details in the sources and/or compare the viewpoints overall.
A simple comparison will indicate what points of detail or viewpoint the sources agree or disagree on and should be awarded 1 mark. A developed comparison of the points of detail or overall viewpoint should be awarded a second mark.
Overall: Overall โ the sources disagree about the impact of the First World War on employment opportunities for women
Points of comparison
disagree
Source B: From the outbreak of war there was a steady increase in the female workforceโฆ
Source C: At the beginning of the war, thousands of women were unemployed.
disagree
Source B: The vital role they played in the war helped change many people's attitude to women.
Source C: Despite women's contribution to the war effort, it didn't change deep-seated beliefs many people had about the role of women.
disagree
Source B: When the war ended, many women voluntarily gave up their jobs to men returning from the fighting.
Source C: Many women wanted to keep their jobs but when the fighting ended, large numbers of women were sacked.
How fully6 marks2019Q24The Era of the Great War, 1900โ1928
How fully does Source A explain the reasons why the Great War changed employment opportunities for women?
WFQ = words from the question โ reuse in every point.
(Use the source and recall to reach a judgement.)
Tip: Highlight up to 3 pieces of evidence from the source (worth up to 3 marks) โ then recall 3 points the source leaves out.
Highlight evidence โ tap the text:
Source A
Source A explains the reasons why the Great War changed employment opportunities for women.
The war brought employment opportunities which otherwise would not have been available to women. Wartime recruitment among Glasgow tramways staff meant that there were few men left to run the system. Glasgow was the first city in Britain to employ women tram drivers and conductresses. They were a familiar sight in their green uniforms and long green tartan skirts. Women took over a variety of jobs such as postwomen. One particular factory in Bridgeton employed only war widows. However, women lasted only the length of the war in men's jobs.
๐ RAT sheet โ how to structure your answerโพ
How fully ยท Appears in all 3 sections
WFQ (words from the question)quote from the sourceomission โ your own recall
Overall, Source X partly words from the question.โ needed for full marks
Source X says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
However, Source X doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
How it's marked
Up to 3 marks for points from the source that support your judgement.
Up to 4 marks for points of significant omission from recall.
Maximum 2 marks if no judgement is made, or if you refer only to the source.
๐กUse the source AND recall.
๐กQuote and then explain โ show you understand it, donโt just repeat it.
๐กYou must make a judgement (e.g. โthe source partly explainsโฆโ) or you are capped at 2 marks.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Up to a maximum of 6 marks in total, 1 mark should be awarded for each valid point selected from the source or each valid point of significant omission provided.
Candidates should be awarded up to 3 marks for their identification of points from the source which support their judgement.
Candidates should be awarded up to 4 marks for their identification of points of significant omission, based on their own knowledge, that support their judgement.
A maximum of 2 marks may be awarded for answers in which no judgement has been made or which refer only to the source.
Points from the source
the war brought employment opportunities which otherwise would not have been available to women
Glasgow was the first city in Britain to employ women tram drivers and conductresses
women also took over a variety of new jobs such as postwomen
one particular factory in Bridgeton employed only war widows
Points of significant omission
the war gave women the chance of a better paid job/in some cases double the wages they had been on before the war/however their pay was still not equal to a man doing the same job
huge expansion of munition industries created a great deal of employment opportunities for women
The Great War made it more acceptable for women to work/changing attitudes to female workforce/improved working conditions for women canteens, toilets, nurseries
women began to be employed in a range of traditional male jobs (for example engineering/offices/white collar/women were employed in a range of wartime industries such as land army/shipbuilding)
a great deal of employment opportunities were created in nursing/medical care (for example VAD FANY)
women gained new skills which helped some keep some jobs after the war
How fully6 marks2019 specimenQ24The Era of the Great War, 1900โ1928
How fully does Source D explain the reasons for the decline of Scottish industries in the 1920s? (Use the source and recall to reach a judgement.)
WFQ = words from the question โ reuse in every point.
Tip: Highlight up to 3 pieces of evidence from the source (worth up to 3 marks) โ then recall 3 points the source leaves out.
Highlight evidence โ tap the text:
Source D
Source D is about the decline of Scottish industries in the 1920s.
Before the First World War, the Scottish economy was very dependent on the traditional industries. When the war ended, there was a sharp drop in demand for Clyde-built warships. This decline in shipbuilding in the 1920s had a damaging effect on the iron and steel industries. Many of the companies had depended on shipbuilding for their orders. Despite increased competition from abroad, Scotland's manufacturers failed to invest in new technology. Not surprisingly, overseas markets lost during the war often preferred to stay with their new suppliers.
๐ RAT sheet โ how to structure your answerโพ
How fully ยท Appears in all 3 sections
WFQ (words from the question)quote from the sourceomission โ your own recall
Overall, Source X partly words from the question.โ needed for full marks
Source X says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
However, Source X doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
How it's marked
Up to 3 marks for points from the source that support your judgement.
Up to 4 marks for points of significant omission from recall.
Maximum 2 marks if no judgement is made, or if you refer only to the source.
๐กUse the source AND recall.
๐กQuote and then explain โ show you understand it, donโt just repeat it.
๐กYou must make a judgement (e.g. โthe source partly explainsโฆโ) or you are capped at 2 marks.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must make a judgement about the extent to which the source provides a full description or explanation of a given event or development.
Candidates should be awarded up to 3 marks for their identification of points from the source which support their judgement. Candidates should be awarded up to 4 marks for their identification of points of significant omission, based on their own knowledge, that support their judgement. A maximum of 2 marks may be awarded for answers in which no judgement has been made or which refer only to the source.
Points from the source
when the war ended, there was a sharp drop in demand for Clyde-built warships
this decline of shipbuilding in the 1920s had a damaging effect on the iron and steel industries
Scotland's manufacturers failed to invest in new technology
overseas markets lost during the war often preferred to stay with their new suppliers.
Points of significant omission
pre-war lack of investment left Scottish shipyards using outdated methods/facilities/bad management
the slump of the 1920s had led to a drop in demand for merchant ships
industrial unrest (strikes) damaged the reputation of Scottish industries
overseas competitors continued to produce quality goods more cheaply than Scottish industries could after the war
increased use of electricity and oil cut demand for coal
new textiles such as rayon and nylon cut demand for traditional textiles such as cotton and wool.
Compare the views4 marks2019Q25The Era of the Great War, 1900โ1928
Compare the views of Sources B and C about the post-war decline of Scotland's heavy industries.
WFQ = words from the question โ reuse in every point.
(Compare the sources overall and/or in detail.)
Tip: Highlight 2โ3 points of comparison โ either where the sources agree OR where they disagree. You do not need both; pick one set and compare them point by point.
Highlight evidence โ tap the text:
Source B
Sources B and C are about the post-war decline of Scotland's heavy industries.
After the war there was a slump in international trade. This and the adoption of new production methods combined to worsen the problems of Scottish heavy industries. During the 1920s, employment in Scottish shipbuilding and its associated industries fell. In the face of foreign competition, some of Scotland's shipyards had to close. The coal industry employed one-third fewer people in the 1920s than before the war as other countries could produce coal more cheaply.
Source C
Shipbuilding was the most important industry in Scotland and thousands of jobs depended on it. Many shipyards had to close because of foreign competition. Government spending on ships was cut to save money. Jobs were also lost in all of the industries that provided materials for the shipyards โ iron, steel and coal. Coalmining declined because other countries could produce coal more efficiently. New sources of energy such as electricity also meant less demand for coal.
Overall, do the sources agree or disagree? (worth a mark for an overall comparison)
๐ RAT sheet โ how to structure your answerโพ
Compare the views ยท Appears in 2 sections
WFQ (words from the question)quote from the source
Overall, Sources X and Y [agree/disagree] about words from the question.โ 1 mark (overall)
The sources agree/disagree about statement summarising the point. Source X says โdirect quoteโ and Source Y [agrees/disagrees] when it says โdirect quoteโ.โ 1โ2 marks
The sources also agree/disagree about statement summarising the point. Source X says โdirect quoteโ and Source Y [agrees/disagrees] when it says โdirect quoteโ.โ 1โ2 marks
How it's marked
1 mark for a simple comparison (what the sources agree/disagree about).
2 marks for a developed comparison, supported by specific references to each source.
Full marks by four simple comparisons, two developed comparisons, or a combination.
๐กOne set of points will agree, one will disagree.
โ Reveal marking schemeโพ
Max 4 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
A simple comparison will indicate what points of detail or viewpoint the sources agree or disagree on and should be awarded 1 mark.
A developed comparison of the points of detail or overall viewpoint should be awarded a second mark.
Candidates may achieve full marks by making four simple comparisons, two developed comparisons (or by any combination of these).
Overall: Overall โ the sources agree that Scotland's heavy industries all suffered after the Great War due to foreign competition and lack of demand.
Points of comparison
agree
Source B: During the 1920s, employment in Scottish shipbuilding and its associated industries fell.
Source C: Jobs were also lost in all of the industries that provided materials for the shipyards โ iron, steel and coal.
agree
Source B: In the face of foreign competition, some of Scotland's shipyards had to close.
Source C: Many shipyards had to close because of foreign competition.
agree
Source B: The coal industry employed one-third fewer people in the 1920s than before the war as other countries could produce coal more cheaply.
Source C: Coalmining declined because other countries could produce coal more efficiently.
Explain6 marks2019 specimenQ25The Era of the Great War, 1900โ1928
Explain the reasons why women gained the vote in 1918.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Explain ยท Appears in all 3 sections
WFQ (words from the question)your own recalled knowledge
One reason why words from the question was fact which meant that โฆโ 1 mark
A second reason why words from the question was fact which meant that โฆโ 1 mark
A third reason why words from the question was fact which meant that โฆโ 1 mark
A fourth reason why words from the question was fact which meant that โฆโ 1 mark
A fifth reason why words from the question was fact which meant that โฆโ 1 mark
A sixth reason why words from the question was fact which meant that โฆโ 1 mark
Example: One reason why women gained the vote in 1918 was that women burned down buildings like cricket pavilions, which meant that they gained publicity for the cause of votes for women.
How it's marked
1 mark for each accurate, relevant reason.
A second mark for each reason that is developed.
Each sentence/point must answer the question on its own.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must make a number of points that make the issue plain or clear, for example by showing connections between factors or causal relationships between events or ideas. These should be key reasons but there is no need for any evaluation or prioritising of these reasons.
Up to a maximum of 6 marks in total, 1 mark should be awarded for each accurate, relevant reason, and a second mark should be awarded for reasons that are developed.
Possible reasons
the women's campaigns for the vote had gradually gained momentum before the War
Suffragist peaceful campaign of persuasion gained support from across the social spectrum including men as well as women
women had gained voting rights in local elections and showed they could use it sensibly
there was a gradual widening of the franchise to men and a sense that it was only a matter of time before women were given the vote
the Suffragette militant campaigns kept the issue in the public eye/gained a lot of publicity
hunger strikes/force feeding in prison won public sympathy for votes for women
by calling off their campaign during the war, the women's groups gained a lot of respect and support for them being given the vote
women's work during the war was recognised as significant and persuaded many men that women deserved the vote
militant actions such as the Glasgow Rent Strikes reminded the government that women could resume their pre-war campaigning if ignored
voting laws had to be changed to allow returning soldiers the vote, which created the opportunity to give the vote to some women in 1918.
To what extent9 marks2019Q11The Treaty of Union, 1689โ1715
To what extent was the failure of the Darien Scheme the most important reason for the worsening relations between Scotland and England by 1707?
WFQ = words from the question โ reuse in every point.amber = the isolated factor to weigh up.
(Use recalled knowledge to introduce then present a balanced assessment of the influence of different factors and come to a reasoned conclusion.)
๐ RAT sheet โ how to structure your answerโพ
To what extent / How important / How successful ยท Appears in 2 sections
WFQ (words from the question)a factor
There are several reasons why words from the question. These include the isolated factor, FACTOR 2, and FACTOR 3.โ 1 mark (introduction)
Some historians think the isolated factor was words from the question because _____. Also _____.โ 1 KU mark per fact (up to 5)
However, other historians think FACTOR 2 was words from the question because _____. Also _____.โ 1 mark (balance) + 1 KU per fact
Other historians think FACTOR 3 was words from the question because _____. Also _____.โ 1 KU mark per fact
Overall, the isolated factor / FACTOR 2 / FACTOR 3 was the most important words from the question. This is because [reason why โ does not need to be new].โ 2 marks (conclusion)
How it's marked
5 marks for knowledge โ 1 KU mark for each accurate, developed fact you give to support your factors (not too brief). If only one factor is presented, max 3 for knowledge.
Structure marks: 1 for an introduction, 1 for balance (more than one factor), 2 for a conclusion (1 for a valid judgement, 1 for a reason supporting it).
๐กIt is asking: one factor is a reason โ but there are others, so decide which was MOST important.
๐กEach fact you add (including every "Alsoโฆ") earns a KU mark, as long as it is developed and not too brief โ up to 5.
โ Reveal marking schemeโพ
Max 9 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Up to 5 marks can be awarded for relevant, factual, key points of knowledge used to support factors, with 1 mark awarded for each point. If only one factor is presented, a maximum of 3 marks should be awarded for relevant points of knowledge.
A further 4 marks can be awarded for providing the answer in a structured way and coming to a reasoned conclusion.
1 mark for an introduction; 1 mark for the answer being presented in a structured way; 1 mark for a conclusion with a valid judgement (or overall summary); 1 mark for a reason in support of the judgement (a summary cannot be supported).
The failure of the Darien Scheme
feeling that William had acted against Scottish interests to discourage investment in the Company of Scotland and therefore ensure the failure of the Darien Scheme
belief among Scots that William wanted to see Darien fail as he wanted to avoid upsetting the Spanish
the anger at failure of English in West Indies to supply relief expedition to Darien
The Glencoe Massacre
there was anger at the nature of the massacre โ women and children killed/slaughter under trust
there was a belief in Scotland that the massacre had been approved in London
some Scots saw the massacre as an attempt to ethnically cleanse the Gaels
The Worcester incident
the execution of Captain Green by the Scots caused anger in England
Green and his crew had been denied a fair trial
the baying crowd at the execution on Leith Sands was a reflection of Scots hostility towards the English
The Legislative Wars
the Scots were annoyed that the English had passed the Act of Settlement without consulting them
the English were upset that the Act Anent Peace and War meant there was no guarantee of Scots military support
the Scots were unhappy at the proposed economic sanctions contained in the Aliens Act
Explain6 marks2019 specimenQ11The Treaty of Union, 1689โ1715
Explain the reasons why relations between Scotland and England got worse between 1689 and 1707.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Explain ยท Appears in all 3 sections
WFQ (words from the question)your own recalled knowledge
One reason why words from the question was fact which meant that โฆโ 1 mark
A second reason why words from the question was fact which meant that โฆโ 1 mark
A third reason why words from the question was fact which meant that โฆโ 1 mark
A fourth reason why words from the question was fact which meant that โฆโ 1 mark
A fifth reason why words from the question was fact which meant that โฆโ 1 mark
A sixth reason why words from the question was fact which meant that โฆโ 1 mark
Example: One reason why women gained the vote in 1918 was that women burned down buildings like cricket pavilions, which meant that they gained publicity for the cause of votes for women.
How it's marked
1 mark for each accurate, relevant reason.
A second mark for each reason that is developed.
Each sentence/point must answer the question on its own.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must make a number of points that make the issue plain or clear, for example by showing connections between factors or causal relationships between events or ideas. These should be key reasons but there is no need for any evaluation or prioritising of these reasons.
Up to a maximum of 6 marks in total, 1 mark should be awarded for each accurate, relevant reason, and a second mark should be awarded for reasons that are developed.
Possible reasons
Scots were excluded from trading with England's colonies which offered great wealth
the monarch was in England but was out of touch with the wishes of the Scots
many Scots, loyal to the House of Stewart, felt that King James was their rightful king
the wars between England and France had damaged Scottish trade with France
Scotland gained nothing from peace treaties at the end of these wars
the Scots blamed the English for the failure of the Darien Scheme as they offered no financial, military or political support
Queen Anne found it difficult to govern Scotland from Westminster
Scots accused Queen Anne of policies which were damaging to Scotland
the Worcester Affair turned ordinary Scots against what they regarded as English pirates
England feared a French threat in the future if the discontented Scots ever wanted to revive the Auld Alliance
the English were angry that the Scots were intruding into their colonies/markets
the religious differences between Scotland and England caused mistrust.
Describe4 marks2019Q12The Treaty of Union, 1689โ1715
Describe the arguments used by supporters of the Union in Scotland.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Describe ยท Appears in 2 sections
WFQ (words from the question)
One words from the question was โฆโ 1 mark
A second words from the question was โฆโ 1 mark
A third words from the question was โฆโ 1 mark
A fourth words from the question was โฆโ 1 mark
Example: One use of new technology on the Western Front during the First World War was mustard gas, which was used to blind soldiers and make it more difficult for them to fight.
How it's marked
1 mark for each accurate, relevant key point of knowledge.
A second mark for each point that is developed.
Full marks by four straightforward points, two developed points, or a combination.
โ Reveal marking schemeโพ
Max 4 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
1 mark should be awarded for each accurate relevant key point of knowledge. A second mark should be awarded for each point that is developed, up to a maximum of 4 marks.
Candidates may achieve full marks by providing four straightforward points, by making two developed points (or any combination of these).
Possible points of knowledge
Union would protect Scottish Protestantism/Presbyterianism
Union would ensure the Hanoverian Succession
Union would ensure access to England's colonies/boost the Scottish economy
Scots trade/traders would gain protection from the English fleet
Union would prevent the damaging Alien Act from coming into effect
Union would protect Scotland's distinct legal system
Union would end years of dispute/uncertainty between Scotland and England
if Scots failed to agree to the Union the English might invade and enforce a worse settlement
Compare the views4 marks2019 specimenQ12The Treaty of Union, 1689โ1715
Compare the views of Sources A and B about Scottish attitudes to a possible Union of the Parliaments. (Compare the sources overall and/or in detail.)
WFQ = words from the question โ reuse in every point.
Tip: Highlight 2โ3 points of comparison โ either where the sources agree OR where they disagree. You do not need both; pick one set and compare them point by point.
Highlight evidence โ tap the text:
Source A
Sources A and B are about Scottish attitudes to a possible Union of the Parliaments.
The issue of a Union of Parliaments between Scotland and England stirred up heated debate. Supporters of the Union saw it as a way of settling the Protestant Succession and closing the door to the Jacobite claimant to the throne. They weren't worried about wanting a closer relationship with England. A Union would end the danger of future wars between Scotland and England. Other Scots saw the economic benefits of gaining access to England's colonies.
Source B
Many Scots disliked the idea of entering a Union with โthe Auld Enemyโ. This resulted from centuries of bad feeling between the two countries. They feared that Scotland's economy would be ruined by cheap goods flooding up from England. The Jacobites encouraged opposition to the Union in the hope of restoring their king to his throne. They organised petitions against the Union and burned copies of the Treaty to stir up opposition to the Union.
Overall, do the sources agree or disagree? (worth a mark for an overall comparison)
๐ RAT sheet โ how to structure your answerโพ
Compare the views ยท Appears in 2 sections
WFQ (words from the question)quote from the source
Overall, Sources X and Y [agree/disagree] about words from the question.โ 1 mark (overall)
The sources agree/disagree about statement summarising the point. Source X says โdirect quoteโ and Source Y [agrees/disagrees] when it says โdirect quoteโ.โ 1โ2 marks
The sources also agree/disagree about statement summarising the point. Source X says โdirect quoteโ and Source Y [agrees/disagrees] when it says โdirect quoteโ.โ 1โ2 marks
How it's marked
1 mark for a simple comparison (what the sources agree/disagree about).
2 marks for a developed comparison, supported by specific references to each source.
Full marks by four simple comparisons, two developed comparisons, or a combination.
๐กOne set of points will agree, one will disagree.
โ Reveal marking schemeโพ
Max 4 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must interpret the evidence and make direct comparisons between sources. Candidates are expected to compare content directly on a point-by-point basis. They may compare the details in the sources and/or compare the viewpoints overall.
A simple comparison will indicate what points of detail or viewpoint the sources agree or disagree on and should be awarded 1 mark. A developed comparison of the points of detail or overall viewpoint should be awarded a second mark.
Overall: Overall the sources disagree about Scottish attitudes to a possible Union of the Parliaments
Points of comparison
disagree
Source A: Supporters of the Union saw it as a way of settling the Protestant Succession and closing the door to the Jacobite claimant to the throne.
Source B: The Jacobites encouraged opposition to the Union in the hope of restoring their king to his throne.
disagree
Source A: Other Scots saw the economic benefits of gaining access to England's colonies.
Source B: They feared that Scotland's economy would be ruined by cheap goods flooding up from England.
disagree
Source A: They weren't worried about wanting a closer relationship with England.
Source B: Many Scots disliked the idea of entering a Union with โthe Auld Enemyโ.
How fully6 marks2019Q13The Treaty of Union, 1689โ1715
How fully does Source A explain the reasons why many Scots argued against Union with England?
WFQ = words from the question โ reuse in every point.
(Use the source and recall to reach a judgement.)
Tip: Highlight up to 3 pieces of evidence from the source (worth up to 3 marks) โ then recall 3 points the source leaves out.
Highlight evidence โ tap the text:
Source A
Source A explains the arguments used by many Scots against the Union with England.
Strong opinions were expressed on both sides of the Union debate. Opponents claimed that Union would lead to a rise in Scottish taxes. It was argued that, in the aftermath of Union, Scottish businesses would not be able to compete with stronger English businesses. Others expressed fears that Union would create a united British Parliament which would not reflect Scottish views as it would be dominated by English MPs. Some feared that Union would lead to the end of Scotland's identity as an independent nation.
๐ RAT sheet โ how to structure your answerโพ
How fully ยท Appears in all 3 sections
WFQ (words from the question)quote from the sourceomission โ your own recall
Overall, Source X partly words from the question.โ needed for full marks
Source X says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
However, Source X doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
How it's marked
Up to 3 marks for points from the source that support your judgement.
Up to 4 marks for points of significant omission from recall.
Maximum 2 marks if no judgement is made, or if you refer only to the source.
๐กUse the source AND recall.
๐กQuote and then explain โ show you understand it, donโt just repeat it.
๐กYou must make a judgement (e.g. โthe source partly explainsโฆโ) or you are capped at 2 marks.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Up to a maximum of 6 marks in total, 1 mark should be awarded for each valid point selected from the source or each valid point of significant omission provided.
Candidates should be awarded up to 3 marks for their identification of points from the source which support their judgement.
Candidates should be awarded up to 4 marks for their identification of points of significant omission, based on their own knowledge, that support their judgement.
A maximum of 2 marks may be awarded for answers in which no judgement has been made or which refer only to the source.
Points from the source
opponents claimed that Union would lead to a rise in Scottish taxes
it was argued that in the aftermath of Union Scottish businesses would not be able to compete with stronger English businesses
others expressed fears that Union would create a United British Parliament which would not reflect Scottish views as it would be dominated by English MPs
some feared that Union would lead to the end of Scotland's identity as an independent nation
Points of significant omission
Episcopalians in Scotland opposed Union as it would secure the Hanoverian succession (only a return to the Stuart dynasty could restore episcopacy to the Scottish church)
there were already fears that English foreign policy was operating against Scottish interests (for example anger in Scotland over failure of English to consult before entry into the War of the Spanish Succession)
some Presbyterians had fears over the position of the Church of Scotland (as the English Parliament was dominated by the Episcopalian Anglican church with Bishops' seats in the House of Lords)
many Scots would have preferred a Federal Union as this would have allowed Scotland to keep its own Parliament
Union would be wrong as a majority of the Scottish people opposed it
Describe4 marks2019 specimenQ13The Treaty of Union, 1689โ1715
Describe the unrest in Edinburgh and other parts of Scotland to the proposed Treaty of Union.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Describe ยท Appears in 2 sections
WFQ (words from the question)
One words from the question was โฆโ 1 mark
A second words from the question was โฆโ 1 mark
A third words from the question was โฆโ 1 mark
A fourth words from the question was โฆโ 1 mark
Example: One use of new technology on the Western Front during the First World War was mustard gas, which was used to blind soldiers and make it more difficult for them to fight.
How it's marked
1 mark for each accurate, relevant key point of knowledge.
A second mark for each point that is developed.
Full marks by four straightforward points, two developed points, or a combination.
โ Reveal marking schemeโพ
Max 4 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must make a number of relevant, factual points. These should be key points. These do not have to be in any particular order.
1 mark should be awarded for each accurate relevant key point of knowledge. A second mark should be awarded for each point that is developed, up to a maximum of 4 marks.
Possible points of knowledge
when the draft of the treaty was made public there were riots on the streets of Scottish towns and cities
violent demonstrations took place outside Parliament House in Edinburgh
the Edinburgh mob threatened and insulted judges and Members of the Scottish Parliament
serious riots took place in Glasgow
in Glasgow, Dumfries and Lanark people had taken up arms
there were protests and demonstrations against the Union in many Scottish burghs
in Edinburgh a huge crowd marched up the High Street shouting, โNo Union, No Unionโ
the Edinburgh mob threw stones at house windows which showed a light.
Explain6 marks2019Q14The Treaty of Union, 1689โ1715
Explain the reasons why the Treaty of Union was passed by the Scottish Parliament.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Explain ยท Appears in all 3 sections
WFQ (words from the question)your own recalled knowledge
One reason why words from the question was fact which meant that โฆโ 1 mark
A second reason why words from the question was fact which meant that โฆโ 1 mark
A third reason why words from the question was fact which meant that โฆโ 1 mark
A fourth reason why words from the question was fact which meant that โฆโ 1 mark
A fifth reason why words from the question was fact which meant that โฆโ 1 mark
A sixth reason why words from the question was fact which meant that โฆโ 1 mark
Example: One reason why women gained the vote in 1918 was that women burned down buildings like cricket pavilions, which meant that they gained publicity for the cause of votes for women.
How it's marked
1 mark for each accurate, relevant reason.
A second mark for each reason that is developed.
Each sentence/point must answer the question on its own.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Up to a maximum of 6 marks in total, 1 mark should be awarded for each accurate, relevant reason, and a second mark should be awarded for reasons that are developed.
Candidates may achieve full marks by providing six straightforward reasons, three developed reasons (or any combination of these).
Possible reasons
the offer of almost ยฃ400,000 in the Equivalent persuaded many to vote in favour of Union
the Squadrone Volante were persuaded to vote in favour by the prospect of gaining control of the Equivalent
bribery of Scottish Ministers/politicians through ยฃ20,000 issued to the Earl of Glasgow by English government to issue as 'arrears of salary'
promise of favours, pensions, military patronage, high-ranking positions and cash ensured government majorities
Presbyterians were reassured by promises to protect the Church of Scotland
many were attracted by the prospect of trade with America and the riches this could bring
the political management of the Court Party was better than that of the Country Party
Hamilton was an erratic and divisive leader of Country Party/opposition to Union
How fully6 marks2019 specimenQ14The Treaty of Union, 1689โ1715
How fully does Source C explain why opponents of the Treaty of Union were unable to stop it being passed? (Use the source and recall to reach a judgement.)
WFQ = words from the question โ reuse in every point.
Tip: Highlight up to 3 pieces of evidence from the source (worth up to 3 marks) โ then recall 3 points the source leaves out.
Highlight evidence โ tap the text:
Source C
Source C is about why the opponents of the Treaty of Union were unable to stop it being passed.
At first, there was widespread public opposition in Scotland to the Union. Opposition to it in Parliament was led by the Duke of Hamilton who could have become king if Scotland and England separated. Hamilton however was indecisive and unreliable. One night, without any warning, he suddenly changed sides. There was widespread belief that, like many, Hamilton had been bribed to support the Union. Hamilton's activities kept the opponents of the Union disorganised. Opponents of the Union were unable to overcome the ruthless methods used by supporters of the Union.
๐ RAT sheet โ how to structure your answerโพ
How fully ยท Appears in all 3 sections
WFQ (words from the question)quote from the sourceomission โ your own recall
Overall, Source X partly words from the question.โ needed for full marks
Source X says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
However, Source X doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
How it's marked
Up to 3 marks for points from the source that support your judgement.
Up to 4 marks for points of significant omission from recall.
Maximum 2 marks if no judgement is made, or if you refer only to the source.
๐กUse the source AND recall.
๐กQuote and then explain โ show you understand it, donโt just repeat it.
๐กYou must make a judgement (e.g. โthe source partly explainsโฆโ) or you are capped at 2 marks.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must make a judgement about the extent to which the source provides a full description or explanation of a given event or development.
Candidates should be awarded up to 3 marks for their identification of points from the source which support their judgement. Candidates should be awarded up to 4 marks for their identification of points of significant omission, based on their own knowledge, that support their judgement. A maximum of 2 marks may be awarded for answers in which no judgement has been made or which refer only to the source.
Points from the source
Hamilton however was indecisive and unreliable/he suddenly changed sides
there was widespread belief that, like many, Hamilton had been bribed to support the Union
Hamilton's activities kept the opponents of the Union disorganised
opponents of the Union were unable to overcome the ruthless methods used by supporters of the Union.
Points of significant omission
the government had sent Argyll and then Queensberry/secret agents, to organise and promote support for the Union
the government threatened Scottish trade if the Union was not passed
government officials in Scotland were warned they would not be paid wage arrears unless they supported the Union
the Church of Scotland was won over to the Union by guaranteeing its position
the Equivalent, which made money available to Scotland, won over many people
people were offered titles and jobs in return for supporting the Union.
Compare the views4 marks2019Q15The Treaty of Union, 1689โ1715
Compare the views of Sources B and C on the economic effects of Union in Scotland.
WFQ = words from the question โ reuse in every point.
(Compare the sources overall and/or in detail.)
Tip: Highlight 2โ3 points of comparison โ either where the sources agree OR where they disagree. You do not need both; pick one set and compare them point by point.
Highlight evidence โ tap the text:
Source B
Sources B and C are about the economic effects of the Union in Scotland.
The Treaty of Union, which came into effect on the 1st of May 1707, was very significant. The Union damaged the Scottish linen industry as it found it was unable to compete with the English linen industry. East coast fishing suffered because of the introduction of a tax on salt. Brewing, paper-making and Dundee candle-making all did badly in the aftermath of the Union.
Source C
The Treaty of Union was to result in big political and religious changes for Scotland. It was also to have some major economic effects. Scots linen manufacturers suffered from increased English competition and simply could not match them for quality. The introduction of the salt tax in 1711 caused great anger and did great damage to the fishing industry. Paper manufacturers also lost money after 1707.
Overall, do the sources agree or disagree? (worth a mark for an overall comparison)
๐ RAT sheet โ how to structure your answerโพ
Compare the views ยท Appears in 2 sections
WFQ (words from the question)quote from the source
Overall, Sources X and Y [agree/disagree] about words from the question.โ 1 mark (overall)
The sources agree/disagree about statement summarising the point. Source X says โdirect quoteโ and Source Y [agrees/disagrees] when it says โdirect quoteโ.โ 1โ2 marks
The sources also agree/disagree about statement summarising the point. Source X says โdirect quoteโ and Source Y [agrees/disagrees] when it says โdirect quoteโ.โ 1โ2 marks
How it's marked
1 mark for a simple comparison (what the sources agree/disagree about).
2 marks for a developed comparison, supported by specific references to each source.
Full marks by four simple comparisons, two developed comparisons, or a combination.
๐กOne set of points will agree, one will disagree.
โ Reveal marking schemeโพ
Max 4 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
A simple comparison will indicate what points of detail or viewpoint the sources agree or disagree on and should be awarded 1 mark.
A developed comparison of the points of detail or overall viewpoint should be awarded a second mark.
Candidates may achieve full marks by making four simple comparisons, two developed comparisons (or by any combination of these).
Overall: Overall โ the sources agree about the economic effects of Union in Scotland.
Points of comparison
agree
Source B: The Union damaged the Scottish linen industry as it found it was unable to compete with the English linen industry.
Source C: Scots' linen manufacturers suffered from increased English competition and simply could not match them for quality.
agree
Source B: East coast fishing suffered because of the introduction of a tax on salt.
Source C: The introduction of the salt tax in 1711 caused great anger and did great damage to the fishing industry.
agree
Source B: Brewing, paper-making and Dundee candle-making all did badly in the aftermath of the Union.
Source C: Paper manufacturers also lost money after 1707.
Evaluate the usefulness5 marks2019 specimenQ15The Treaty of Union, 1689โ1715
Evaluate the usefulness of Source D as evidence of reasons for Scottish disappointment with the Union.
WFQ = words from the question โ reuse in every point.
(You may want to comment on what type of source it is, who wrote it, when they wrote it, why they wrote it, what they say and what has been missed out.)
Tip: Highlight up to 2 content points you would quote (content is worth up to 2 marks) โ then consider author, purpose, timing and omission.
Highlight evidence โ tap the text:
Source D
Source D is from a textbook written by a modern historian in 1994.
For most people in Scotland after the Union, life in most matters was unchanged. Some however were soon disappointed. The Church of Scotland was outraged when patronage was reintroduced into the church and Episcopalians were to be tolerated. Within a few years other significant changes were made. Many Scots thought these changes also broke the terms of the Treaty of Union. They were unhappy with the introduction of the Malt Tax as this could have had serious consequences.
๐ RAT sheet โ how to structure your answerโพ
Evaluate the usefulness ยท Appears in 2 sections
Remember COAT
๐Content โ what the source says
๐ซOmission โ what the source leaves out
โ๏ธAuthor โ who wrote it
๐Timing โ when it was written
WFQ (words from the question)quote from the source
Source X says โ_____โ. This is useful as it is accurate information about words from the question.โ 1 mark (content)
Source X also says โ_____โ. This is useful as it is accurate information about words from the question.โ 1 mark (content)
Source X omits _____. This makes the source less useful. Source X also omits _____. This makes the source less useful.โ 1 mark (omission)
Source X was written by _____. This makes the source useful because they have personal / professional experience of, or are an expert in, words from the question.โ 1 mark (author)
Source X was written in _____. This is useful as it was during the time of / has the benefit of hindsight about words from the question.โ 1 mark (timing)
How it's marked
Maximum 4 marks for comments on author, type of source, purpose and timing.
Maximum 2 marks for comments on the content of the source.
Maximum 2 marks for comments on points of significant omission.
๐กYou can also comment on the Purpose and Type of source.
โ Reveal marking schemeโพ
Max 5 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must evaluate the extent to which a source is useful by commenting on evidence such as the author, type of source, purpose, timing, content or omission. For a mark to be awarded, the candidate must identify an aspect of the source and make a comment which shows why this aspect makes the source more or less useful.
A maximum of 4 marks can be awarded for evaluative comments relating to the author, type of source, purpose and timing. A maximum of 2 marks may be awarded for evaluative comments relating to the content of the source. A maximum of 2 marks may be awarded for evaluative comments relating to points of significant omission.
Aspect
Author: Modern historian โ Useful because has expert knowledge/has studied a range of relevant sources
Type of source: Textbook โ Useful because it contains straightforward information without bias/well researched
Purpose: To inform โ Useful because it provides detailed information
Timing: 1994 โ Useful because it has the benefit of hindsight
Content
The Church of Scotland was outraged when patronage was reintroduced into the church and Episcopalians were to be tolerated. โ Useful as this is accurate (because the reintroduction of church patronage angered the Church of Scotland)
Many Scots thought these changes also broke the terms of the Treaty of Union. โ Useful as this is accurate (because Scots were disappointed with the results of the Treaty of Union and believed they'd been cheated)
They were unhappy with the introduction of the Malt Taxโฆ โ Useful as this is accurate (because Scots opposed having to pay tax on malt)
Points of significant omission
were soon disillusioned because the Union did not bring immediate prosperity
they disliked the changes in Scotland's weights, measures, money, etc
nobles and important politicians had left Edinburgh for London
some believed that English imports were ruining Scottish businesses.
To what extent9 marks2019Q1The Wars of Independence, 1286โ1328
To what extent was the death of the Maid of Norway the main reason for the succession problem facing Scotland between 1286 and 1292?
WFQ = words from the question โ reuse in every point.amber = the isolated factor to weigh up.
(Use recalled knowledge to introduce then present a balanced assessment of the influence of different factors and come to a reasoned conclusion.)
๐ RAT sheet โ how to structure your answerโพ
To what extent / How important / How successful ยท Appears in 2 sections
WFQ (words from the question)a factor
There are several reasons why words from the question. These include the isolated factor, FACTOR 2, and FACTOR 3.โ 1 mark (introduction)
Some historians think the isolated factor was words from the question because _____. Also _____.โ 1 KU mark per fact (up to 5)
However, other historians think FACTOR 2 was words from the question because _____. Also _____.โ 1 mark (balance) + 1 KU per fact
Other historians think FACTOR 3 was words from the question because _____. Also _____.โ 1 KU mark per fact
Overall, the isolated factor / FACTOR 2 / FACTOR 3 was the most important words from the question. This is because [reason why โ does not need to be new].โ 2 marks (conclusion)
How it's marked
5 marks for knowledge โ 1 KU mark for each accurate, developed fact you give to support your factors (not too brief). If only one factor is presented, max 3 for knowledge.
Structure marks: 1 for an introduction, 1 for balance (more than one factor), 2 for a conclusion (1 for a valid judgement, 1 for a reason supporting it).
๐กIt is asking: one factor is a reason โ but there are others, so decide which was MOST important.
๐กEach fact you add (including every "Alsoโฆ") earns a KU mark, as long as it is developed and not too brief โ up to 5.
โ Reveal marking schemeโพ
Max 9 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Up to 5 marks can be awarded for relevant, factual, key points of knowledge used to support factors, with 1 mark awarded for each point. If only one factor is presented, a maximum of 3 marks should be awarded for relevant points of knowledge.
A further 4 marks can be awarded for providing the answer in a structured way and coming to a reasoned conclusion.
1 mark for an introduction; 1 mark for the answer being presented in a structured way; 1 mark for a conclusion with a valid judgement (or overall summary); 1 mark for a reason in support of the judgement (a summary cannot be supported).
Death of the Maid of Norway
Margaret died soon after reaching Orkney in 1290 (removed Scotland's direct heir)
Treaty of Birgham (1290) agreed marriage between Margaret and Edward's son/Scotland would remain separate from England (treaty useless after Margaret's death)
Death of King Alexander III
Alexander III died without any sons/there was no direct male heirs to the throne
Alexander's closest relation was Margaret Maid of Norway. There were worries about her being too young to rule
Role of Edward I
Edward asked for help by the Scottish Guardians after Margaret's death
Edward convinces Guardians to resign so he could replace them
Edward brought an army with him to Norham to intimidate the Scots
The Great Cause
13 competitors for the throne โ Robert Bruce and John Balliol chief claimants
the Award of Norham 1291 โ Edward demanded Scotland accept him as their overlord and he would choose the next king
Evaluate the usefulness5 marks2019 specimenQ1The Wars of Independence, 1286โ1328
Evaluate the usefulness of Source A as evidence of the succession problem following the death of the Maid of Norway.
WFQ = words from the question โ reuse in every point.
(You may want to comment on what type of source it is, who wrote it, when they wrote it, why they wrote it, what they say and what has been missed out.)
Tip: Highlight up to 2 content points you would quote (content is worth up to 2 marks) โ then consider author, purpose, timing and omission.
Highlight evidence โ tap the text:
Source A
Source A is from a textbook written by a modern historian in 2011.
John Balliol claimed the strongest right to be King of Scots. Balliol argued this because he was descended from the eldest daughter in the family of David, Earl of Huntingdon, brother of King William the Lion. According to Balliol it didn't matter that he was a generation younger than Bruce because the feudal law of primogeniture always supported the eldest line of a family. Robert Bruce claimed he should be the next King. Bruce argued the feudal law of primogeniture did not apply to kingdoms.
๐ RAT sheet โ how to structure your answerโพ
Evaluate the usefulness ยท Appears in 2 sections
Remember COAT
๐Content โ what the source says
๐ซOmission โ what the source leaves out
โ๏ธAuthor โ who wrote it
๐Timing โ when it was written
WFQ (words from the question)quote from the source
Source X says โ_____โ. This is useful as it is accurate information about words from the question.โ 1 mark (content)
Source X also says โ_____โ. This is useful as it is accurate information about words from the question.โ 1 mark (content)
Source X omits _____. This makes the source less useful. Source X also omits _____. This makes the source less useful.โ 1 mark (omission)
Source X was written by _____. This makes the source useful because they have personal / professional experience of, or are an expert in, words from the question.โ 1 mark (author)
Source X was written in _____. This is useful as it was during the time of / has the benefit of hindsight about words from the question.โ 1 mark (timing)
How it's marked
Maximum 4 marks for comments on author, type of source, purpose and timing.
Maximum 2 marks for comments on the content of the source.
Maximum 2 marks for comments on points of significant omission.
๐กYou can also comment on the Purpose and Type of source.
โ Reveal marking schemeโพ
Max 5 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must evaluate the extent to which a source is useful by commenting on evidence such as the author, type of source, purpose, timing, content or omission. For a mark to be awarded, the candidate must identify an aspect of the source and make a comment which shows why this aspect makes the source more or less useful.
A maximum of 4 marks can be awarded for evaluative comments relating to the author, type of source, purpose and timing. A maximum of 2 marks may be awarded for evaluative comments relating to the content of the source. A maximum of 2 marks may be awarded for evaluative comments relating to points of significant omission.
Aspect
Author: Modern historian โ Useful because he has expert knowledge/has studied a range of relevant sources
Type of source: Textbook โ Useful because it contains straightforward information without bias/well researched
Purpose: To inform โ Useful because it provides detailed information
Timing: 2011 โ Useful because it has the benefit of hindsight
Content
Bruce argued the feudal law of primogeniture did not apply to kingdoms. โ Useful as this is accurate (as Bruce said the law of primogeniture didn't apply when determining Scotland's next king).
Balliol argued this because he was descended from the eldest daughter in the family of David, Earl of Huntingdon, brother of King William the Lion. โ Useful as this is accurate (as Balliol claimed being descended from David's eldest daughter he should be the next king).
According to Balliol it didn't matter that he was a generation younger than Bruce because the feudal law of primogeniture always supported the eldest line of a family. โ Useful as this is accurate (as Balliol argued that the feudal law of primogeniture meant he should be Scotland's next king).
Points of significant omission
Bruce said that Imperial Law supported him because he was one generation closer to the Earl of Huntingdon's family than Balliol
many nobles thought that they should be the next ruler of Scotland (eg thirteen competitors/factionalism amongst the Scottish nobility over the succession)
concerns that the succession problem could threaten law and order in Scotland
fears that a civil war could break out over the succession issue.
How fully6 marks2019Q2The Wars of Independence, 1286โ1328
How fully does Source A explain the reasons why Balliol and the Scots were angered by the actions of Edward I by 1296?
WFQ = words from the question โ reuse in every point.
(Use the source and recall to reach a judgement.)
Tip: Highlight up to 3 pieces of evidence from the source (worth up to 3 marks) โ then recall 3 points the source leaves out.
Highlight evidence โ tap the text:
Source A
Source A explains why Balliol and the Scots were angered by the actions of Edward I by 1296.
After Balliol was crowned, Edward insulted him by treating him like one of his barons and not as his equal. He annoyed the Scots by ordering Balliol to attend ceremonies at his court in England, which emphasised that Edward was superior. However, Edward had made the competitors for the Scottish throne agree that he was the overlord of Scotland. The Scots were furious that Edward interfered in Scottish legal judgements. The Treaty of Birgham agreed that Scotland would keep its own laws and so Edward was not respecting Scotland's concerns.
๐ RAT sheet โ how to structure your answerโพ
How fully ยท Appears in all 3 sections
WFQ (words from the question)quote from the sourceomission โ your own recall
Overall, Source X partly words from the question.โ needed for full marks
Source X says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
However, Source X doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
How it's marked
Up to 3 marks for points from the source that support your judgement.
Up to 4 marks for points of significant omission from recall.
Maximum 2 marks if no judgement is made, or if you refer only to the source.
๐กUse the source AND recall.
๐กQuote and then explain โ show you understand it, donโt just repeat it.
๐กYou must make a judgement (e.g. โthe source partly explainsโฆโ) or you are capped at 2 marks.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Up to a maximum of 6 marks in total, 1 mark should be awarded for each valid point selected from the source or each valid point of significant omission provided.
Candidates should be awarded up to 3 marks for their identification of points from the source which support their judgement.
Candidates should be awarded up to 4 marks for their identification of points of significant omission, based on their own knowledge, that support their judgement.
A maximum of 2 marks may be awarded for answers in which no judgement has been made or which refer only to the source.
Points from the source
Edward insulted him by treating him like one of his barons and not as his equal
Edward annoyed the Scots by ordering Balliol to attend ceremonies at his court in England, which emphasised that Edward was superior/Edward had made the competitors to the Scottish throne agree that he was the overlord of Scotland
the Scots were furious that Edward interfered in Scottish legal judgements
the Treaty of Birgham had agreed that Scotland would keep its own laws and Edward was not respecting Scotland's concerns
Points of significant omission
Edward sent orders directly to Scottish nobles without consulting Balliol which was insulting to the Scottish crown
the Pope agreed that because the Scots had been bullied into making agreements with Edward they could break them
Edward ordered the Scots to send soldiers to join his army to fight in France but the Scots refused because they had no quarrel with the French/made a treaty with France instead
the Council of Twelve encouraged Balliol to rebel instead of obeying Edward
Explain6 marks2019 specimenQ2The Wars of Independence, 1286โ1328
Explain the reasons why John Balliol was a failure as King of Scots.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Explain ยท Appears in all 3 sections
WFQ (words from the question)your own recalled knowledge
One reason why words from the question was fact which meant that โฆโ 1 mark
A second reason why words from the question was fact which meant that โฆโ 1 mark
A third reason why words from the question was fact which meant that โฆโ 1 mark
A fourth reason why words from the question was fact which meant that โฆโ 1 mark
A fifth reason why words from the question was fact which meant that โฆโ 1 mark
A sixth reason why words from the question was fact which meant that โฆโ 1 mark
Example: One reason why women gained the vote in 1918 was that women burned down buildings like cricket pavilions, which meant that they gained publicity for the cause of votes for women.
How it's marked
1 mark for each accurate, relevant reason.
A second mark for each reason that is developed.
Each sentence/point must answer the question on its own.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must make a number of points that make the issue plain or clear, for example by showing connections between factors or causal relationships between events or ideas. These should be key reasons but there is no need for any evaluation or prioritising of these reasons.
Up to a maximum of 6 marks in total, 1 mark should be awarded for each accurate, relevant reason, and a second mark should be awarded for reasons that are developed.
Possible reasons
Balliol had accepted Edward as his overlord, so weakening his authority
he was inexperienced in Scottish affairs as he was essentially an English noble
Balliol was unable to stop Edward interfering in the government of Scotland
Edward undermined him by summoning him to appear at court/before his parliament
Edward heard Scottish legal appeals which angered the Scots
Edward sent direct orders to the Scottish nobles which undermined Balliol as king
Edward forced him to appoint an Englishman as his Chancellor, further humiliating him
Balliol had been defeated by Edward at the Battle of Dunbar, which weakened his power
Edward had stripped John Balliol of his crown and title publicly, so humiliating him
Edward took Balliol away as a prisoner, leaving Scotland without a king
Bruce and other nobles had never supported Balliol, which weakened his authority
the Community of the Realm of Scotland made John Balliol share power with 12 Scottish Guardians, which showed little faith in him.
Explain6 marks2019Q3The Wars of Independence, 1286โ1328
Explain the reasons why Wallace lost the support of many Scottish nobles between 1297 and 1305.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Explain ยท Appears in all 3 sections
WFQ (words from the question)your own recalled knowledge
One reason why words from the question was fact which meant that โฆโ 1 mark
A second reason why words from the question was fact which meant that โฆโ 1 mark
A third reason why words from the question was fact which meant that โฆโ 1 mark
A fourth reason why words from the question was fact which meant that โฆโ 1 mark
A fifth reason why words from the question was fact which meant that โฆโ 1 mark
A sixth reason why words from the question was fact which meant that โฆโ 1 mark
Example: One reason why women gained the vote in 1918 was that women burned down buildings like cricket pavilions, which meant that they gained publicity for the cause of votes for women.
How it's marked
1 mark for each accurate, relevant reason.
A second mark for each reason that is developed.
Each sentence/point must answer the question on its own.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Up to a maximum of 6 marks in total, 1 mark should be awarded for each accurate, relevant reason, and a second mark should be awarded for reasons that are developed.
Candidates may achieve full marks by providing six straightforward reasons, three developed reasons (or any combination of these).
Possible reasons
many nobles were always reluctant to accept Wallace as leader because he was not of noble birth
many nobles were jealous of Wallace's success at Stirling Bridge after their own capitulation at Irvine
many nobles blamed Wallace for the defeat at Falkirk because he chose the site for the battle/led the Scots in the battle
Wallace had only been made Guardian because he was successful; defeat meant there was no reason for many nobles to continue to support him
Wallace continued to support Balliol as king which lost him some support from Bruce's followers
Edward had won round the nobles with an amnesty if they promised their loyalty to him; Wallace was excluded from
at Edward's behest the Scots parliament agreed Wallace was an outlaw ending any support
Wallace's continued opposition to Edward became an embarrassment to the nobles because they had agreed to end rebellion
the Scots were exhausted by years of war so no longer wanted an antagonistic leader
Describe4 marks2019 specimenQ3The Wars of Independence, 1286โ1328
Describe the actions of William Wallace during the Wars of Independence.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Describe ยท Appears in 2 sections
WFQ (words from the question)
One words from the question was โฆโ 1 mark
A second words from the question was โฆโ 1 mark
A third words from the question was โฆโ 1 mark
A fourth words from the question was โฆโ 1 mark
Example: One use of new technology on the Western Front during the First World War was mustard gas, which was used to blind soldiers and make it more difficult for them to fight.
How it's marked
1 mark for each accurate, relevant key point of knowledge.
A second mark for each point that is developed.
Full marks by four straightforward points, two developed points, or a combination.
โ Reveal marking schemeโพ
Max 4 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must make a number of relevant, factual points. These should be key points. These do not have to be in any particular order.
1 mark should be awarded for each accurate relevant key point of knowledge. A second mark should be awarded for each point that is developed, up to a maximum of 4 marks.
Possible points of knowledge
murdered Sheriff of Lanark which made him an outlaw and forced him into open rebellion
his use of guerrilla tactics was very successful against the English
he united people under his leadership as Guardian
he organised the army of Scotland
worked with Andrew Moray to defeat the English at the Battle of Stirling Bridge
tried to establish trade with the Low Countries
when he was defeated at the Battle of Falkirk he resigned the Guardianship
he continued to resist Edward till he was executed.
Compare the views4 marks2019Q4The Wars of Independence, 1286โ1328
Compare the views of Sources B and C about the relationship between Bruce and the church in Scotland.
WFQ = words from the question โ reuse in every point.
(Compare the sources overall and/or in detail.)
Tip: Highlight 2โ3 points of comparison โ either where the sources agree OR where they disagree. You do not need both; pick one set and compare them point by point.
Highlight evidence โ tap the text:
Source B
Sources B and C are about the relationship between Bruce and the church in Scotland.
Bruce murdered Comyn in church but Bishop Wishart did not punish him for this act of sacrilege. Instead Wishart helped Bruce to become king, giving him robes for his coronation and a banner which had belonged to the last king of Scots. Wishart took timber Edward had given him to repair the cathedral roof and used it to make weapons to attack castles held by the English. Edward later imprisoned him for eight years.
Source C
Bruce was aided throughout by Scottish churchmen. Bishop Lamberton had agreed to support him in a secret pact. Bishop Wishart pardoned him after the murder of Comyn. Three bishops attended his coronation at Scone where he was dressed in royal robes supplied by Wishart. Wishart was active for Bruce against Edward, even seizing the castle at Cupar like a man of war. The English called him the 'bad bishop'.
Overall, do the sources agree or disagree? (worth a mark for an overall comparison)
๐ RAT sheet โ how to structure your answerโพ
Compare the views ยท Appears in 2 sections
WFQ (words from the question)quote from the source
Overall, Sources X and Y [agree/disagree] about words from the question.โ 1 mark (overall)
The sources agree/disagree about statement summarising the point. Source X says โdirect quoteโ and Source Y [agrees/disagrees] when it says โdirect quoteโ.โ 1โ2 marks
The sources also agree/disagree about statement summarising the point. Source X says โdirect quoteโ and Source Y [agrees/disagrees] when it says โdirect quoteโ.โ 1โ2 marks
How it's marked
1 mark for a simple comparison (what the sources agree/disagree about).
2 marks for a developed comparison, supported by specific references to each source.
Full marks by four simple comparisons, two developed comparisons, or a combination.
๐กOne set of points will agree, one will disagree.
โ Reveal marking schemeโพ
Max 4 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
A simple comparison will indicate what points of detail or viewpoint the sources agree or disagree on and should be awarded 1 mark.
A developed comparison of the points of detail or overall viewpoint should be awarded a second mark.
Candidates may achieve full marks by making four simple comparisons, two developed comparisons (or by any combination of these).
Overall: Overall โ the sources agree that Bruce had help and support from Scottish churchmen.
Points of comparison
agree
Source B: Bruce murdered Comyn in church but Bishop Wishart did not punish him for this act of sacrilege.
Source C: Bishop Wishart pardoned him after the murder of Comyn.
agree
Source B: Wishart helped Bruce to become king, giving him robes for his coronation.
Source C: Three bishops attended his coronation at Scone where he was dressed in royal robes supplied by Wishart.
agree
Source B: Wishart took timber and used it to make weapons to attack castles held by the English.
Source C: Wishart was active for Bruce against Edward, even seizing the castle at Cupar like a man of war.
How fully6 marks2019 specimenQ4The Wars of Independence, 1286โ1328
How fully does Source B explain why the Scots won the Battle of Bannockburn? (Use the source and recall to reach a judgement.)
WFQ = words from the question โ reuse in every point.
Tip: Highlight up to 3 pieces of evidence from the source (worth up to 3 marks) โ then recall 3 points the source leaves out.
Highlight evidence โ tap the text:
Source B
Source B is about the Battle of Bannockburn.
Bruce's careful preparations for battle were ruined when Edward II moved his army to attack from the east and not from the south. However, this gave the much larger English army no room to move because they were surrounded by marshes and streams. Bruce decided to take advantage of this mistake and to attack them. The English were so jammed together and so tangled up that their leaders struggled to organise any defence. They lost all confidence in Edward II for leading them into this trap.
๐ RAT sheet โ how to structure your answerโพ
How fully ยท Appears in all 3 sections
WFQ (words from the question)quote from the sourceomission โ your own recall
Overall, Source X partly words from the question.โ needed for full marks
Source X says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
However, Source X doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
How it's marked
Up to 3 marks for points from the source that support your judgement.
Up to 4 marks for points of significant omission from recall.
Maximum 2 marks if no judgement is made, or if you refer only to the source.
๐กUse the source AND recall.
๐กQuote and then explain โ show you understand it, donโt just repeat it.
๐กYou must make a judgement (e.g. โthe source partly explainsโฆโ) or you are capped at 2 marks.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must make a judgement about the extent to which the source provides a full description or explanation of a given event or development.
Candidates should be awarded up to 3 marks for their identification of points from the source which support their judgement. Candidates should be awarded up to 4 marks for their identification of points of significant omission, based on their own knowledge, that support their judgement. A maximum of 2 marks may be awarded for answers in which no judgement has been made or which refer only to the source.
Points from the source
gave the much larger English army no room to move because they were surrounded by marshes and streams
Bruce decided to take advantage of this mistake and to attack them
the English were so jammed together and so tangled up that their leaders struggled to organise any defence
they lost all confidence in Edward II for leading them into this trap.
Points of significant omission
Bruce organised the Scots into schiltrons which was an effective defensive formation
Bruce chose the higher ground which gave the Scots a positional advantage
Bruce trained his schiltrons to move which allowed them to respond to attacks
the death of de Bohun demoralised the English
the English had been arguing among themselves and could not agree on a plan
many English were trapped by the ditches by the Pelstream and Bannock burns and drowned.
Describe4 marks2019Q5The Wars of Independence, 1286โ1328
Describe the events leading to the signing of the Treaty of Edinburgh โ Northampton between Scotland and England, 1314 to 1328.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Describe ยท Appears in 2 sections
WFQ (words from the question)
One words from the question was โฆโ 1 mark
A second words from the question was โฆโ 1 mark
A third words from the question was โฆโ 1 mark
A fourth words from the question was โฆโ 1 mark
Example: One use of new technology on the Western Front during the First World War was mustard gas, which was used to blind soldiers and make it more difficult for them to fight.
How it's marked
1 mark for each accurate, relevant key point of knowledge.
A second mark for each point that is developed.
Full marks by four straightforward points, two developed points, or a combination.
โ Reveal marking schemeโพ
Max 4 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
1 mark should be awarded for each accurate relevant key point of knowledge. A second mark should be awarded for each point that is developed, up to a maximum of 4 marks.
Candidates may achieve full marks by providing four straightforward points, by making two developed points (or any combination of these).
Possible points of knowledge
the temporary truces agreed between the Scots and English were repeatedly broken
the Scots recaptured Berwick, the last part of Scotland in English hands
Bruce put pressure on Edward's authority by continuing to raid the north of England
some English nobles paid the Scots not to raid their lands which infuriated Edward
Edward was deposed and replaced as ruler by his wife and young son
Isabella and Mortimer were becoming unpopular in England so wanted peace
Bruce began granting land in northern England to his own Scottish supporters
Scotland's relationship with the Pope improved which weakened the English case
Compare the views4 marks2019 specimenQ5The Wars of Independence, 1286โ1328
Compare the views of Sources C and D about support for Robert Bruce in 1320. (Compare the sources overall and/or in detail.)
WFQ = words from the question โ reuse in every point.
Tip: Highlight 2โ3 points of comparison โ either where the sources agree OR where they disagree. You do not need both; pick one set and compare them point by point.
Highlight evidence โ tap the text:
Source C
Sources C and D are about support for Robert Bruce in 1320.
In the Declaration of Arbroath, Scottish nobles explained to the Pope why all the Scots thought Robert Bruce was their rightful king. They argued Bruce had royal blood. His actions had won him the support of the Scottish people. In addition, they argued that they wanted him as king because, by saving Scotland from being taken over by England, he proved that he was worthy of being King of Scotland.
Source D
Even while the Declaration of Arbroath was being written, some Scottish nobles were plotting against Robert Bruce. They felt he was a ruthless thug who had murdered his main rival in a church and so he was unworthy of being King of Scots. Other Scottish nobles claimed their blood ties meant they were more closely related to the Scottish royal family than Robert Bruce. These disagreements caused problems in Scotland.
Overall, do the sources agree or disagree? (worth a mark for an overall comparison)
๐ RAT sheet โ how to structure your answerโพ
Compare the views ยท Appears in 2 sections
WFQ (words from the question)quote from the source
Overall, Sources X and Y [agree/disagree] about words from the question.โ 1 mark (overall)
The sources agree/disagree about statement summarising the point. Source X says โdirect quoteโ and Source Y [agrees/disagrees] when it says โdirect quoteโ.โ 1โ2 marks
The sources also agree/disagree about statement summarising the point. Source X says โdirect quoteโ and Source Y [agrees/disagrees] when it says โdirect quoteโ.โ 1โ2 marks
How it's marked
1 mark for a simple comparison (what the sources agree/disagree about).
2 marks for a developed comparison, supported by specific references to each source.
Full marks by four simple comparisons, two developed comparisons, or a combination.
๐กOne set of points will agree, one will disagree.
โ Reveal marking schemeโพ
Max 4 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must interpret the evidence and make direct comparisons between sources. Candidates are expected to compare content directly on a point-by-point basis. They may compare the details in the sources and/or compare the viewpoints overall.
A simple comparison will indicate what points of detail or viewpoint the sources agree or disagree on and should be awarded 1 mark. A developed comparison of the points of detail or overall viewpoint should be awarded a second mark.
Overall: Overall โ the sources disagree about how much support Bruce had in 1320.
Points of comparison
disagree
Source C: โฆall the Scots thought Robert Bruce was their rightful king.
Source D: โฆsome Scottish nobles were plotting against Robert Bruce.
disagree
Source C: (โฆby saving Scotland from being taken over by England) he proved that he was worthy of being King of Scotland.
Source D: (They felt he was a ruthless thug who had murdered his main rival in a church and) so he was unworthy of being King of Scots.
disagree
Source C: They argued Bruce had royal blood.
Source D: Other Scottish nobles claimed their blood ties meant they were more closely related to the Scottish royal family than Robert Bruce.
