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How fully6 marks2021Q38Changing Britain, 1760โ1914
How fully does Source A describe the poor housing conditions in British cities in the nineteenth century?
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 poor housing conditions that existed in British cities in the nineteenth century.
People were attracted to the towns by the hope of higher wages and regular employment. The workers found themselves living in rows of overcrowded houses which were often built back-to-back. This was to save on building costs. Houses were usually put up by factory owners so they were close to the mills, which meant they were close to the belching smoke and fumes from the factory chimneys. The houses were often without running water which made life difficult. Privies (toilets) were shared by several families.
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 of a given event or development.
1 mark should be awarded for each valid point selected from the source or each valid point of significant omission provided.
Candidates should be awarded up to 3 marks for their identification of points from the source, and up to 4 marks for their identification of points of significant omission.
A maximum of 2 marks may be awarded for answers in which no judgement has been made or which refer only to the source.
Points from the source
the workers found themselves living in rows of overcrowded houses which were often built back to back
houses were usually put up by factory owners, so they were close to the mills, which meant they were close to the belching smoke and fumes from the factory chimneys
the houses were often without running water which made life difficult
privies (toilets) were shared by several families.
Points of significant omission
houses were poorly ventilated
rubbish was often thrown into the streets (for example, midden heaps)
open sewers
houses often had to share public taps
furnishings were limited (for example, shared beds)
Evaluate the usefulness5 marks2021Q39Changing Britain, 1760โ1914
Evaluate the usefulness of Source B as evidence of the improvements to working conditions in the nineteenth century.
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 the Factory Act passed by the Government in 1833
Source B is from the Factory Act passed by the Government in 1833.
It is important that the working hours of children and young persons employed in factories should be controlled, as there are a great number of children now employed in factories. No person under the age of 18 shall be employed for more than 12 hours in one day. It will be unlawful to employ in any factory any child who is not over 9 years old. The Inspectors shall have power to enforce the attendance at school of children employed in factories.
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 for author, type of source, purpose and timing; a maximum of 2 marks for content; a maximum of 2 marks for points of significant omission.
Author
Government: Useful as it has first-hand knowledge of the improvements to working conditions as it is an official report.
Type of Source
Act of Parliament: Useful because it contains accurate changes to the law.
Purpose
To inform: Useful as it is intended to give an overview of the new laws for factory owners.
Timing
1833: Useful as it is written at the time of improvements to working conditions.
Content
No person under the age of 18 shall be employed for more than twelve hours in one day: Useful as it is accurate (the Act restricted the number of hours for those under 18).
It will be unlawful to employ, in any factory, any child who is not over 9 years old: Useful as it is accurate (the law stopped children under 9 from working in factories).
The inspectors shall have power to enforce the attendance at school of children employed in factories: Useful as it is accurate (inspectors were employed to make sure the law was followed by factory owners).
Points of significant omission
the Coal Mining Act 1842 improved the conditions in mines (for example, no child under 10 could work in a mine)
installing ventilation fans from the 1860s improved ventilation in mines
the Factory Act 1878 meant that 10-14 year olds could only work half days
some factories increased the holiday provisions for their workers.
To what extent9 marks2021Q40Changing Britain, 1760โ1914
To what extent were social changes the most important impact of the railways in Britain?
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.
A further 4 marks can be awarded for providing the answer in a structured way and coming to a reasoned conclusion.
1 mark for an introduction; 1 mark for the answer being presented in a structured way; 1 mark for a conclusion with a valid judgement; 1 mark for a reason in support of the judgement.
Social changes
working class could travel (for example, cheap holidays, day excursions) as railway travel was affordable
people in the suburbs could travel to work because railway travel was cheap
national sporting competitions were able to develop (for example, football)
communications improved (for example, national newspapers, national postal service)
national railway timetables led to standardised time (GMT)
healthier diets as fresh produce was available in the towns (for example, milk, fish)
Economic changes
products and raw materials could be transported quickly and cheaply
industries were able to develop (for example, coal, iron, farming, fishing)
jobs created (for example, navvies, stationmasters, porters)
other forms of transport went into decline (for example, roads, canals)
Political changes
politicians travel more easily (for example, between Parliament and constituencies, national election campaigning possible)
Environmental changes
countryside changed by railway development (for example, bridges, viaducts, pollution).
Explain the reasons why there was pressure for democratic reform before 1832.
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.
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
few people could vote (for example, middle class, working class)
voter qualifications meant that only landowners could vote
MPs were not paid which meant that you had to be rich to be an MP
women could not vote which meant that over half of the population could not vote
open voting meant that voters could be bribed or intimidated
some of the growing industrial cities (for example, Manchester, Birmingham) had no MPs to represent them, which meant that not every place was fairly represented
rotten boroughs still existed which was unfair as there were places which had few people but still had an MP
pocket boroughs still existed which was undemocratic as these were controlled by the local landowner
parliament was controlled by rich landowners which meant that they often passed laws to suit themselves
issues affecting industrial towns and workers were ignored, which was unfair
businessmen resented that they lacked political influence as they did not have the right to vote.
Evaluate the usefulness5 marks2021Q34The Atlantic Slave Trade, 1770โ1807
Evaluate the usefulness of Source A as evidence of African slave factories.
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 an extract from a diary written by a visitor to an African slave factory in 1801
Source A is an extract from a diary written by a visitor to an African slave factory in 1801.
In Africa there were several tribes which captured people for the international slave trade. The first slave factory I visited was a large area, protected by a tall fence with sharp points on the top. Under some trees, were the huge pots in which the beans and rice were cooked for the slaves. Many of the slaves were ones I had seen before on my travels. Some seemed filled with dread over their future as they believed that Europeans bought Africans to eat them.
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 for author, type of source, purpose and timing; a maximum of 2 marks for content; a maximum of 2 marks for points of significant omission.
Author
written by a visitor to an African slave factory: Useful as they were an eyewitness to slave factories.
Type of Source
extract from a diary/primary source: Useful as it is an honest personal account of the visitor experiences.
Purpose
To record: Useful as it was written to record the explorerโs experiences on the west coast of Africa, so should be unbiased.
Timing
1801: Useful as it was written during the time of British involvement in the Atlantic Slave Trade.
Content
The first slave factory I visited was a large area, protected by a tall fence with sharp points on the top: Useful as it is accurate (many slave factories were enclosed like a prison).
Under some trees, were the huge pots in which the beans and rice were cooked for the slaves: Useful as it is accurate (evidence of the way slaves were fed).
Some seemed filled with dread over their future as they believed that Europeans bought Africans to eat them: Useful as it is accurate (slaves did not know why they were captured and were worried that Europeans were cannibals).
Points of significant omission
conditions in slave factories were terrible (for example, many slaves were beaten, kept in underground cells, slaves died)
female slaves were subject to exploitation
slaves could be held for many months waiting on British traders to arrive and buy them
slave factories were also used as warehouses to store goods such as guns, brandy, tobacco.
Explain the reasons why the Atlantic slave trade was so important to the British economy.
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.
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
profits from the slave trade boosted the development of British industry
more jobs were provided in industries linked to the slave trade (for example, shipbuilding, rope making, dock work, sailors)
British businesses benefited from selling slave-produced goods (for example, coffee, sugar and tobacco)
growth of manufactured goods made in Britain to be sold in Africa or exported to the plantations (for example, guns, alcohol)
British cotton mills benefited from supplies of slave-produced cotton
port cities (for example, Liverpool and Bristol) grew in size and wealth through their involvement in the transportation of slaves
many great buildings were built from the profits of the slave trade
led to the growth of banking and insurance industries (for example, in London).
How fully6 marks2021Q36The Atlantic Slave Trade, 1770โ1807
How fully does Source B describe the living and working conditions of slaves on the plantations?
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 living and working conditions of slaves on the plantations.
Approximately 12 million Africans were taken to the Caribbean to work on the plantations. Slaves were forced to work 12 hour days, at harvest time this could be much more. If slaves did not work hard enough they would be whipped by the overseers. Many slaves struggled to work these long hours. The food that was given to them was cheap and of poor quality, rarely including meat. Slaves were often made to build their own shacks by the overseers.
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 of a given event or development.
1 mark should be awarded for each valid point selected from the source or each valid point of significant omission provided.
Candidates should be awarded up to 3 marks for their identification of points from the source, and up to 4 marks for their identification of points of significant omission.
A maximum of 2 marks may be awarded for answers in which no judgement has been made or which refer only to the source.
Points from the source
slaves were forced to work 12 hour days, at harvest time this could be much more
if slaves did not work hard enough, they would be whipped by the overseers
the food that was given to them was cheap and of poor quality, rarely including meat
slaves were often made to build their own shacks by the overseers.
Points of significant omission
slave families were often broken up when slaves were bought and sold from the plantation
slaves had no rights on the plantations
there was no law against owners working their slaves to death
slaves could be tortured/branded as they were treated as possessions
slaves were forced to work with dangerous machinery that could harm them
children were forced to work from as young as five years old.
To what extent9 marks2021Q37The Atlantic Slave Trade, 1770โ1807
How important were economic circumstances to the eventual success of the abolition 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
Up to 5 marks can be awarded for relevant, factual, key points of knowledge used to support factors, with 1 mark awarded for each point. If only one factor is presented, a maximum of 3 marks should be awarded.
A further 4 marks can be awarded for providing the answer in a structured way and coming to a reasoned conclusion.
1 mark for an introduction; 1 mark for the answer being presented in a structured way; 1 mark for a conclusion with a valid judgement; 1 mark for a reason in support of the judgement.
Economic circumstances
manufacturing became more important than plantation agriculture to the British economy
people began to regard slave labour as an inefficient way to produce goods
non-slave crops were cheaper (for example, Indian sugar).
some plantations became less viable as a result of slave revolts
Public opinion
many Christians considered that the slave trade was morally wrong
increasing number of people began to think of Africans as fellow human beings
Abolitionists
William Wilberforce led the campaign against the slave trade in parliament (for example, presented bills to abolish the slave trade)
freed slaves such as Olaudah Equiano published personal accounts about the terrible nature of the slave trade
the work of individuals such as Granville Sharp who campaigned against slavery in the British courts (for example, John Newton, former slave ship captain, Amazing Grace)
Campaigns
petitions, pamphlets, posters, newspaper adverts were used to campaign against the slave trade
slogans such as โAm I not a man and a brotherโ were used (for example, appeared on Wedgwood crockery)
boycotts of slave produced goods such as sugar led to fall in demand.
Explain6 marks2021Q26The Creation of the Medieval Kingdoms, 1066โ1406
Explain the reasons why William I was able to consolidate power in England after 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
Candidates must make a number of points that make the issue plain or clear, for example by showing connections between factors or causal relationships between events or ideas.
1 mark should be awarded for each accurate, relevant reason, and a second mark should be awarded for reasons that are developed.
Candidates may achieve full marks by providing six straightforward reasons, three developed reasons (or any combination of these).
Possible reasons
William took land from Anglo-Saxons and gave it to his loyal followers, giving him a power base
Williamโs barons received land from the King and in return provided knights to fight in the Kingโs army, increasing his power
each Baron controlled his land on behalf of the King, extending the Crownโs authority
William introduced a level of taxation that was high, increasing the money that William could spend
William built Motte and Bailey castles throughout the kingdom, extending his control
after rebellion in Northumbria, William encouraged the โHarrying of the Northโ to deter further resistance
William also ordered the completion of the Domesday Book which gave him detailed information about his subjects thus extending his control
the Tower of London was built in the centre of the city as a symbol of his control
William travelled to Scotland in 1072 to visit King Malcolm, who agreed to recognise him as king, therefore securing the northern border
William dealt with any rebels severely (for example, mutilation and lifelong imprisonment) to deter further resistance
in 1086, William received an oath of loyalty from most of the major landowners in England, confirming his authority.
To what extent9 marks2021Q27The Creation of the Medieval Kingdoms, 1066โ1406
To what extent was the growing authority of the Church Henry IIโs greatest problem when he became king in 1154?
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.
A further 4 marks can be awarded for providing the answer in a structured way and coming to a reasoned conclusion.
1 mark for an introduction; 1 mark for the answer being presented in a structured way; 1 mark for a conclusion with a valid judgement; 1 mark for a reason in support of the judgement.
Growing authority of church
churches were making their own laws which they used instead of the Kingโs laws
churchmen suspected of crimes were not tried under the Kingโs authority
Henryโs empire
the size of the empire made it difficult to govern
there was no common culture to keep the empire together
Corruption in the legal system
the law was different in every area across the empire
sheriffs were corrupt and could not be trusted by Henry
barons were keeping the fines collected from criminals, instead of giving them to the King
Power of the barons
barons had built illegal castles without royal permission during the civil war
barons were stealing land from their weaker neighbours and increasing their power
barons decided the law in their own area and as a result were very powerful
Evaluate the usefulness5 marks2021Q28The Creation of the Medieval Kingdoms, 1066โ1406
Evaluate the usefulness of Source A as evidence of the reasons many went on religious pilgrimages during medieval times.
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 chronicle written by a monk in St Albans in 1260
Source A is from a chronicle written by a monk in St Albans in 1260.
A man came to St Albans with a cross of wood that was made from the same cross on which Christ was crucified. It was a miserably poor church, but the monks saw this relic as the path to a richer church glorying in the name of God. Miracles began in the monastery, the dead were raised to life and the blind had their sight. People came to the church to pray to the relic for forgiveness.
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 for author, type of source, purpose and timing; a maximum of 2 marks for content; a maximum of 2 marks for points of significant omission.
Author
a monk: Useful as he was a medieval monk and an eyewitness.
Type of Source
Chronicle: Useful as it is a detailed church record.
Purpose
To record: Useful because it was written to record reasons why people went on religious pilgrimages.
Timing
1260: Useful as it comes in the period when pilgrimages were popular.
Content
It was a miserably poor church, but the monks saw this relic as the path to a richer church glorying in the name of God: Useful as it is accurate (relics brought wealth from pilgrims).
Miracles began in the monastery, the dead were raised to life and the blind had their sight: Useful as it is accurate (many believed that relics had the power to heal).
People came to the church to pray to the relic for forgiveness: Useful as it is accurate (many believed that they would come closer to heaven by praying to relics).
Points of significant omission
pilgrimages were seen as a spiritual journey
indulgencies were given to some who went on pilgrimages
a common sentence for convicted criminals often came in the form of a forced pilgrimage
wealthy people sometimes preferred to pay others to go on a pilgrimage for them.
How fully6 marks2021Q29The Creation of the Medieval Kingdoms, 1066โ1406
How fully does Source B describe the Peasantsโ Revolt in 1381?
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 Peasantsโ Revolt in 1381.
The Revolt was centred in the south-eastern counties and East Anglia, with minor disturbances in other areas. There had been many causes but the final straw had been the Poll Tax of 1381. The government of the young Richard II was surprised by the start of the Revolt in Essex. Around 30,000 peasants marched from Essex, Norfolk, Suffolk and Kent, and converged on London. During this attack on London, Wat Tyler was chosen as one of the leaders and met the King at Smithfield.
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.
1 mark should be awarded for each valid point selected from the source or each valid point of significant omission provided.
Candidates should be awarded up to 3 marks for their identification of points from the source, and up to 4 marks for their identification of points of significant omission.
A maximum of 2 marks may be awarded for answers in which no judgement has been made or which refer only to the source.
Points from the source
the Revolt was centred in the south-eastern counties and East Anglia, with minor disturbances in other areas
the government of the young Richard II was surprised by the start of the Revolt in Essex
around 30,000 peasants marched from Essex, Norfolk, Suffolk and Kent converged on London
during this attack on London, Wat Tyler was chosen as one of the leaders and met the King at Smithfield.
Points of significant omission
two government officials were beheaded by the peasant rebels
the rebels freed John Ball and he preached to them, saying that God intended people to be equal
on 13 June, someone opened the gates of London to the rebels
the rebels entered the city and attacked the houses of Richardโs advisers
at the meeting with the King at Smithfield, Wat Tyler was attacked by the Lord Mayor and later died
Richard II declared himself the peasantsโ king and leader, leading to the end of the Revolt.
Evaluate the usefulness5 marks2021Q42The Making of Modern Britain, 1880โ1951
Evaluate the usefulness of Source A as evidence of the causes of poverty in the late 1800s.
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 book โLife and Labour of the People in Londonโ by Charles Booth, published in 1889
Source A is from the book โLife and Labour of the People in Londonโ by Charles Booth, published in 1889.
The problem of poverty has grown too large for the government to ignore. Evidence of this can be seen in the overcrowded workhouses of London. A very close connection, it is often remarked, can often be established between irregular employment and poverty in Britain. This has been the case for a number of years. Many men over the age of 50 are always out of work. A major reason for working people living in poverty is low wages.
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 for author, type of source, purpose and timing; a maximum of 2 marks for content; a maximum of 2 marks for points of significant omission.
Author
Charles Booth: Useful as he is an expert with first-hand knowledge of poverty.
Type of Source
Book: Useful as it will contain detailed evidence of the causes of poverty.
Purpose
To record: Useful as it was to reveal the true causes of poverty.
Timing
1889: Useful as it is from the time of high levels of poverty in the late 1800s.
Content
A very close connection, it is often remarked, can often be established between irregular employment and poverty in Britain: Useful because it is accurate as lack of regular work caused poverty.
Many men over the age of 50 are always out of work: Useful as it is accurate that older men often faced poverty due to unemployment.
A major reason for working people living in poverty is low wages: Useful as it is accurate that low pay was a main cause of poverty.
Points of significant omission
children born into poverty grew up in poverty
poverty was also caused by old age/when people were too old to work/no pensions
Rowntree studied York and uncovered similar levels of poverty as Booth
poverty was also sometimes secondary โ caused by drinking, gambling etc.
To what extent9 marks2021Q43The Making of Modern Britain, 1880โ1951
How successful were the reforms of the Liberal Government of 1906โ1914 in helping groups at risk in Britain?
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.
A further 4 marks can be awarded for providing the answer in a structured way and coming to a reasoned conclusion.
1 mark for an introduction; 1 mark for the answer being presented in a structured way; 1 mark for a conclusion with a valid judgement; 1 mark for a reason in support of the judgement.
The young
poor children received one free school meal a day, which improved their diet
medical inspections identified health problems in children
later (1912), school clinics were introduced to treat children
school meals were only during term-time
until school clinics were introduced, no treatment was given for problems identified during, medical inspections
The old
pensions were provided for many after 70/enough to keep pensioners out of the workhouse
many people did not live until the age of 70 to claim their pension/5s a week was below subsistence level
The sick
workers covered by the National Insurance Act (Part 1) received some sick pay (10s a week for 26 weeks, 5s a week thereafter)
free medical treatment/maternity grant/sanatorium treatment were also part of National Insurance (Part 1)
the families of workers were not covered by National Insurance
The unemployed
workers covered by the National Insurance Act (Part 2) received some unemployment benefit (7s a week for 15 weeks)
Labour Exchanges were introduced in 1909 to help the unemployed find work
Explain6 marks2021Q44The Making of Modern Britain, 1880โ1951
Explain the reasons why the experiences of the Second World War changed attitudes to poverty in Britain.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Explain ยท Appears in all 3 sections
WFQ (words from the question)your own recalled knowledge
One reason why words from the question was fact which meant that โฆโ 1 mark
A second reason why words from the question was fact which meant that โฆโ 1 mark
A third reason why words from the question was fact which meant that โฆโ 1 mark
A fourth reason why words from the question was fact which meant that โฆโ 1 mark
A fifth reason why words from the question was fact which meant that โฆโ 1 mark
A sixth reason why words from the question was fact which meant that โฆโ 1 mark
Example: One reason why women gained the vote in 1918 was that women burned down buildings like cricket pavilions, which meant that they gained publicity for the cause of votes for women.
How it's marked
1 mark for each accurate, relevant reason.
A second mark for each reason that is developed.
Each sentence/point must answer the question on its own.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must make a number of points that make the issue plain or clear, for example by showing connections between factors or causal relationships between events or ideas.
1 mark should be awarded for each accurate, relevant reason, and a second mark should be awarded for reasons that are developed.
Candidates may achieve full marks by providing six straightforward reasons, three developed reasons (or any combination of these).
Possible reasons
the rich and poor suffered alike from bombing which created a sense of unity/common purpose to rebuild after the war
everyoneโs food was rationed so people felt that they were โin it togetherโ
rationing was necessary state intervention
evacuation revealed terrible levels of poverty amongst inner-city children which created a determination to tackle this after the war
the war ended laissez-faire for good because the government had to intervene so much in peopleโs lives (for example, rationing, conscription, Ministry of Food)
school milk and meals/extra rations and vitamins for some were provided by the government
the Beveridge Report was published (in 1942), giving the country something to fight for
the Beveridge Report created an expectation of welfare reform after the war
concerns about welfare raised during the war meant that all the parties promised welfare reform in their 1945 election manifestoes.
How fully6 marks2021Q45The Making of Modern Britain, 1880โ1951
How fully does Source B describe the changes to education made after 1945?
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 changes to education made after 1945.
After the war was over, it became Labourโs job to implement the 1944 Education Act. This meant that for the first time secondary education was free and compulsory for everyone. Over 1,000 new schools were built because of this and also to replace schools that had been destroyed during the war. Some of the new secondary schools were to be technical schools, where pupils would receive a scientific and technical education. For the first time the education system was clearly organised into stages; primary, secondary and further 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.
1 mark should be awarded for each valid point selected from the source or each valid point of significant omission provided.
Candidates should be awarded up to 3 marks for their identification of points from the source, and up to 4 marks for their identification of points of significant omission.
A maximum of 2 marks may be awarded for answers in which no judgement has been made or which refer only to the source.
Points from the source
this meant that for the first time secondary education was free and compulsory for everyone
over 1,000 new schools were built (because of this and to replace schools that had been destroyed during the war)
some of the new secondary schools were to be technical schools, where pupils would receive a scientific and technical education
for the first time the education system was clearly organised into stages; primary, secondary and further education.
Points of significant omission
the 11+/โQualyโ exam was introduced at the end of primary school to determine which secondary school pupils would go to
those who passed the exam went to Grammar schools (Senior Secondaries in Scotland)
those who did not pass the exam went to Secondary Modern school (Junior Secondaries in Scotland)
very few technical schools were ever built
the school leaving age was raised to 15
more middle class children went to grammar schools/the new system did not benefit working class children.
Explain6 marks2021Q30War of the Three Kingdoms, 1603โ1651
Explain the reasons why James VI and I and Parliament argued over revenue and religion.
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.
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
Parliament were critical of Jamesโ extravagant spending (coronation, clothing, banquets, spending money on favourites)
Bates Case 1606, where the judges agreed that impositions (tax on imports and exports) were illegal, which annoyed James
failure of the Great Contract in 1610 where Parliament and King argued over finances which led to a reciprocal distrust
the 1614 Addled Parliament was dismissed due to disputes between Parliament and the King over subsidies (requested for the funeral of his son and the marriage of his daughter) which angered Parliament
James and Parliament argued over the sale of Monopolies which Parliament felt James abused his power in trying to control. (A committee was established to investigate grievances and Parliament made several efforts to curtail Jamesโ power. The result was the Statute of Monopolies, passed on 29 May 1624)
millenary position of 1603 (signed by over 1000 ministers) was rejected by James which angered Puritans and Parliament (The Puritans had several demands they wanted James to put in place such as an end to confirmation, no ring in marriage, abolition of the cross, education requirements for ministers, and freedom of not wearing ceremonial robes for ministers)
Archbishop Bancroftโs Canons (clergy to subscribe to changes to the clergy and the prayer book) were licenced by James which annoyed the clergy
1622 Direction of Preachers gave Bishops more control which worried Puritans
James had perceived Catholic sympathies which made Parliament and the clergy suspicious.
Evaluate the usefulness5 marks2021Q31War of the Three Kingdoms, 1603โ1651
Evaluate the usefulness of Source A as evidence of foreign policy failures during the early years of the reign of Charles I, 1625โ1629.
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 record of parliamentary business written by an official record keeper in 1625
Source A is from a record of parliamentary business written by an official record keeper in 1625.
At the start of October, 80 English ships set sail from Plymouth for Spain. The expedition began in failure when the fleet encountered a storm which caused around 40 ships to go missing for 7 days. Eventually the fleet came together at the Bay of Cรกdiz. When the army landed, they found a good store of wine and were soon drunk. The plan to take Cรกdiz had to be abandoned and the fleet returned home to England with dishonour.
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 for author, type of source, purpose and timing; a maximum of 2 marks for content; a maximum of 2 marks for points of significant omission.
Author
official record keeper: Useful because they were kept informed of foreign policy.
Type of Source
record of parliamentary business: Useful because it is an official record of debates regarding foreign policy in parliament.
Purpose
to record: Useful because it explains detailed accounts of parliamentary business regarding foreign policy.
Timing
1625: Useful because it was made at the time of the foreign policy failures.
Content
The expedition began in failure when the fleet encountered a storm which caused around 40 ships to go missing for 7 days: Useful because it accurately shows a reason for the failure of the expedition.
When the army landed, they found a good store of wine and were soon drunk: Useful because it accurately shows that lack of discipline was a reason for the failure of the attack on Cรกdiz.
The plan to take Cรกdiz had to be abandoned and the fleet returned home to England with dishonour: Useful because it accurately shows that the plan to take Cรกdiz was abandoned and the expedition failed.
Points of significant omission
on the way home to England many of the ships ran out of food and water and many soldiers died
England gave financial support to Christian IV of Denmark in return for attacking the Catholic Hapsburgs in North Germany, but this failed when Denmark was decisively defeated by the Hapsburgs
war against France started in February 1627
expedition to the Isle de Re failed in October 1627.
To what extent9 marks2021Q32War of the Three Kingdoms, 1603โ1651
To what extent were religious tensions the main reason for challenges to royal authority in Scotland and England during the reign of Charles I?
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.
A further 4 marks can be awarded for providing the answer in a structured way and coming to a reasoned conclusion.
1 mark for an introduction; 1 mark for the answer being presented in a structured way; 1 mark for a conclusion with a valid judgement; 1 mark for a reason in support of the judgement.
Religious tensions
Charlesโ marriage to the Catholic Henrietta Maria was resented by Protestants
Laud was appointed as Archbishop of Canterbury in 1633 which was unpopular
Laudโs changes to the Church offended Protestants who believed they were returning to more Catholic sympathies
the introduction of the Prayer Book in Scotland in 1637 caused riots
Covenant in Scotland โ drawn up in 1638 to protest against Charles I and changes to the Kirk
Bishops Wars in 1639 and 1640, Scots attacked and defeated English armies
Financial tensions
Charles was considered extravagant and Parliament accused him of wasting money (coronation, favourites, paintings, clothes)
money raising methods of Charles I caused resentment for example, Ship Money, forced loans, tonnage and poundage etc.
Political tensions
Hampden case, 1637. John Hampden refused to pay Ship Money tax and challenged the Kingโs methods through the courts
King Charles I believed in the Divine Right of Kings which annoyed Parliament because they objected to the power it gave him
Charlesโ period of Personal Rule (1629-1640) increased opposition because he ruled without consulting Parliament for 11 years
Charles recalled Parliament in 1640; the Parliament had more interest in redressing grievances with a flood of petitions, Charles dissolved the parliament after 3 weeks
How fully6 marks2021Q33War of the Three Kingdoms, 1603โ1651
How fully does Source B describe the Battle of Marston Moor in July 1644?
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 Battle of Marston Moor in July 1644.
Marston Moor was a very significant battle in the Civil War. The battle saw the two armies equally matched in cavalry, but the Royalists were outnumbered in infantry due to the Scots who had joined the Parliamentarians. The battle lasted around 2 hours. The Parliamentarian forces lost around 2,000 men and the Royalists over 4,000. In terms of numbers, the battle is thought to be one of the largest fought on English soil. Two weeks after the battle, the city of York surrendered to the Parliamentarians.
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.
1 mark should be awarded for each valid point selected from the source or each valid point of significant omission provided.
Candidates should be awarded up to 3 marks for their identification of points from the source, and up to 4 marks for their identification of points of significant omission.
A maximum of 2 marks may be awarded for answers in which no judgement has been made or which refer only to the source.
Points from the source
the Royalists were outnumbered in infantry due to the Scots who had joined with the Parliamentarians
the battle lasted around 2 hours
the Parliamentarian forces lost around 2,000 men and the Royalists over 4,000
in terms of numbers, the battle is thought to be one of the largest fought on English soil.
Points of significant omission
the two sides organised themselves in to similar formations on the battlefield with infantry in the middle and cavalry on either wing
Parliamentโs army had the advantage of occupying the high ground
from the Royalist lines much of Parliamentโs army was invisible, tucked away between folds in the hills
Prince Rupert believed the battle would happen the next day because nothing had happened by evening, so he retired to his tent, which led to the rest of the army following his lead by preparing to stand down
at 7.30pm Parliamentโs army took advantage of the situation they saw of the enemy relaxing and seized the opportunity to attack
the cavalry attacked on the left and right wings and to the rear, and the infantry crushed the Royalist army in the centre.
Evaluate the usefulness5 marks2021Q51'Tea and Freedom': the American Revolution, 1774โ1783
Evaluate the usefulness of Source A as evidence of tensions created by the defeat of France in 1763.
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 2017
Source A is from a textbook written by a modern historian in 2017.
When the 'Seven Years War' had ended in 1763, there were many tensions between Britain and her colonies. When Britain was at war with France, America was found to have been continuing to trade with France. As a result of this, British politicians called for tighter controls and restrictions over the Empire as a whole. In order to do this, Britain would need to leave an army behind in America, which created further strain on their relationship.
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.
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 they are a well-informed expert.
Type of Source (textbook): Useful because it will have been thoroughly researched.
Purpose (to inform): Useful as it gives detailed information about the tensions created by the defeat of France.
Timing (2017): Useful as it is written with the benefit of hindsight.
Content
When Britain was at war with France, America was found to have been continuing trade with France. (Useful because it is accurate that the French had close links with the colonies and continued to trade with America despite being at war with Britain.)
(As a result of this) British politicians called for tighter controls and restrictions over the empire. (Useful because it is accurate that British politicians did want more restrictions over the empire.)
(In order to do this) Britain would need to leave an army behind, which created further strain on their relationship. (Useful because it is accurate as Britain leaving an army behind in the colonies was a source of increasing tension.)
Points of significant omission
many British leaders believed that America should pay contributions towards their defence
the war was extremely expensive meaning that Britain was looking to recuperate some of the costs with new ways to raise revenue
colonists were known for evading British rules and regulations
Britain tried to limit western expansion of colonists to protect its own interests.
Explain6 marks2021Q52'Tea and Freedom': the American Revolution, 1774โ1783
Explain the reasons why the conflict between Britain and its American colonies escalated between 1774 and 1776.
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.
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
American colonists were being taxed without representation in the British Parliament
the passing of the Stamp Act and Townshend Duties in 1760s had been very hated policies
there was an increase in anti-British feeling due to events such as the Boston Massacre and the Boston Tea Party
continuing presence of British soldiers in the colonies had caused tension
some colonists were frustrated that the British were stopping them from moving west
some colonists felt that the policies of the British government were damaging trade
the First Continental Congress in 1774 had created a feeling of anti-British unity among the leaders of the colonies
the colonists started to establish their own armed forces following the First Continental Congress in 1774
clashes between British forces and colonists at Lexington and Concord in 1775 led to the outbreak of war.
Compare the views4 marks2021Q53'Tea and Freedom': the American Revolution, 1774โ1783
Compare the views of Sources B and C about the Battle of Bunker Hill.
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 Battle of Bunker Hill.
The Battle of Bunker Hill was a great victory for the British forces. The British soldiers were well trained and equipped, meaning that they would not take risks and make errors in judgement. Reports of the battle stated that there were a great deal of casualties with estimates of up to 400 colonists killed compared to 226 British troops. After Bunker Hill the British Army became even more unpopular in the American colonies.
Source C
The American commander was careful not to waste ammunition, ordering his men not to fire too early. Although the British Army was well prepared, they did not always use their training and their bright uniforms were a disadvantage. The colonists suffered less than half of the British casualties. Overall, the events of Bunker Hill were a huge embarrassment for the British Army. The colonists gained a great deal of confidence and were encouraged to continue their fight.
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 battle of Bunker Hill.
Points of comparison
disagree
Source B: Bunker Hill was a great victory for the British forces.
Source C: Overall, the events of Bunker Hill were a huge embarrassment for the British army.
disagree
Source B: The British soldiers were well trained and equipped, meaning that they would not take risks and make errors in judgement.
Source C: Although the British army was well prepared, they did not always use their training and their bright uniforms were a disadvantage.
disagree
Source B: Reports of the battle stated that there was a great deal of casualties with estimates of up to 400 colonists killed compared to 226 British troops.
Source C: The colonists suffered less than half of the British casualties.
Describe4 marks2021Q54'Tea and Freedom': the American Revolution, 1774โ1783
Describe the nature of the fighting during the American Revolution.
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 revolutionaries were able to regain the territory as they had the advantage of knowing the land well (for example, Princeton and Yorktown)
the colonists could use knowledge of the land to avoid capture
they could withdraw safely and return to fight the next day, making it difficult for the British to defeat them
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
the colonists were supplied from their own lands but the British had to ship in supplies.
How fully6 marks2021Q55'Tea and Freedom': the American Revolution, 1774โ1783
How fully does Source D explain the reasons why the British were defeated at Saratoga?
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 D
Source D explains the reasons why the British were defeated at Saratoga.
Having captured Fort Ticonderoga with great ease, the British mobilised to strengthen their position. However, Generals Clinton and Howe were too late to make their planned meeting with General Burgoyne who was invading southwards from Canada. Due to the mountainous terrain, the British Army moved onto their next battleground much slower than anticipated. The colonists made the progress even slower by destroying crops and burning food supplies. When Burgoyne's troops reached Saratoga, they were outnumbered by colonists and swiftly defeated.
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
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
however, Generals Clinton and Howe were too late to make their planned meeting with General Burgoyne who was invading southwards from Canada
due to the mountainous terrain, the British moved onto their next battleground much slower than anticipated
the colonists made the progress even slower by destroying crops and burning food supplies
when Burgoyne's troops reached Saratoga, they were outnumbered by colonists and swiftly defeated.
Points of significant omission
British plan was to link their armies to defeat the colonists
General Burgoyne had no reinforcements
the British were trapped in Saratoga
Americans cut down trees and blocked the British army's progress
How fully6 marks2021Q81Appeasement and the Road to War, 1918โ1939
How fully does Source A explain the reasons why the League of Nations was weak?
WFQ = words from the question โ reuse in every point.
(Use 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 League of Nations was weak.
The League first met in January 1920. The Assembly had to be unanimous and member states often could not agree, meaning it was difficult for the League to make decisions. Even when agreement was reached, a further problem was that the League did not have its own army to back up its decisions. Britain and France were reluctant to commit troops to fight for the League. Member countries were worried about damaging their own economy, so would argue against the League imposing economic sanctions.
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
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 Assembly had to be unanimous and member states often could not agree (meaning it was difficult for the League to take decisions)
(even when agreement was reached) a further problem was that the League did not have its own army to back up its decisions
Britain and France were reluctant to commit troops to fight for the League
member countries were worried about damaging their own economy, so would argue against the League imposing economic sanctions.
Points of significant omission
the USA refused to join as they were not interested in getting involved in the problems of other countries
initially Russia was not invited to join, so another great country of the world was absent
Germany was not allowed to join until 1926, so another major power was absent
member countries were reluctant to take action against a powerful member state
countries lost faith in the League with each failure.
Describe4 marks2021Q82Appeasement and the Road to War, 1918โ1939
Describe the responses of Britain and France to Germany's foreign policy actions.
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
many in Britain thought that the re-occupation of the Rhineland in 1936 was justified as it was their own territory (for example, Lord Lothian)
many thought that Germany had been harshly treated by the Treaty of Versailles and Germany was only taking back what was rightfully theirs
France was in political chaos and was not in a position to prevent Anschluss in 1938
Anschluss was not seen as a threat to Britain
the British population were against the idea of another European war
the British Prime Minister, Neville Chamberlain, was determined to follow a policy of Appeasement
neither Britain nor France were prepared militarily to oppose Nazi Germany.
Compare the views4 marks2021Q83Appeasement and the Road to War, 1918โ1939
Compare the views of Sources B and C about Germany's re-occupation of the Rhineland.
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 Germany's re-occupation of the Rhineland.
German soldiers in the Rhineland are a serious menace to the security of Holland, Belgium and France. Furthermore, the recent entry of German troops into the Rhineland breaks the terms of the Treaty of Versailles and cannot be defended. The world will be watching to see how the great nations respond. Britain and France must take this opportunity to take decisive military action against Hitler.
Source C
Three battalions of the German Army have crossed the Rhine. In sending soldiers into the Rhineland, Germany has rightly ignored the unfair terms of the Treaty of Versailles. It would be a mistake for Britain and France to listen to those who are calling upon them to take military action against Germany. The existence of these German soldiers on German soil is of no threat to any of the nations of Europe.
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 C disagree about Germany's re-occupation of the Rhineland.
Points of comparison
disagree
Source B: German soldiers in the Rhineland are a serious menace to the security of Holland, Belgium and France.
Source C: The existence of these German soldiers on German soil is of no threat to any of the nations of Europe.
disagree
Source B: Furthermore, the recent entry of German troops into the Rhineland breaks the terms of the Treaty of Versailles and cannot be defended.
Source C: In sending soldiers into the Rhineland, Germany has rightly ignored the unfair terms of the Treaty of Versailles.
disagree
Source B: Britain and France must take this opportunity to take decisive military action against Hitler.
Source C: It would be a mistake for Britain and France to listen to those who are calling upon them to take military action against Germany.
Evaluate the usefulness5 marks2021Q84Appeasement and the Road to War, 1918โ1939
Evaluate the usefulness of Source D as evidence of the reaction of the British public to the Munich Agreement.
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 โ from a textbook written by a modern historian in 2000
Source D is from a textbook written by a modern historian in 2000.
Neville Chamberlain concluded the Munich Agreement with Adolf Hitler at 1:30 am on the 30 September, 1938. On his return to Britain, Chamberlain was greeted by cheering crowds on the tarmac of the runway at Heston Airport. Over 5,000 supporters sang and danced in Downing Street as they waited to greet their returning hero. There was a widespread sense of public gratitude and relief that the Prime Minister's actions at Munich had spared Britain another war.
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.
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 (historian): Useful because they are a well-informed expert.
Type of Source (textbook): Useful because it will have been researched thoroughly.
Purpose (to inform): Useful because it provides detailed information about the reaction of the British public to the Munich Agreement.
Timing (2000): Useful because it is written with the benefit of hindsight.
Content
On his return to Britain, Chamberlain was greeted by cheering crowds on the tarmac of the runway at Heston airport. (Useful as it is accurate (that Chamberlain was greeted by cheering crowds).)
Over 5,000 supporters sang and danced in Downing Street as they waited to greet their returning hero. (Useful as it is accurate (that Chamberlain was cheered in Downing Street).)
There was a widespread sense of public gratitude and relief that the Prime Minister's actions at Munich had spared Britain another war. (Useful as it is accurate (that the British public feared another war).)
Points of significant omission
Chamberlain received thousands of letters and telegrams from the public thanking him for his achievements at Munich
members of the public sent Chamberlain gifts, such as fishing rods
some members of the public were unhappy at the Munich Agreement/thousands demonstrated against the Munich Agreement in Trafalgar Square
some members of the public felt that Britain should have taken action to defend Czechoslovakia in the face of German aggression.
Explain6 marks2021Q85Appeasement and the Road to War, 1918โ1939
Explain the reasons why Hitler declared war on Poland in 1939.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Explain ยท Appears in all 3 sections
WFQ (words from the question)your own recalled knowledge
One reason why words from the question was fact which meant that โฆโ 1 mark
A second reason why words from the question was fact which meant that โฆโ 1 mark
A third reason why words from the question was fact which meant that โฆโ 1 mark
A fourth reason why words from the question was fact which meant that โฆโ 1 mark
A fifth reason why words from the question was fact which meant that โฆโ 1 mark
A sixth reason why words from the question was fact which meant that โฆโ 1 mark
Example: One reason why women gained the vote in 1918 was that women burned down buildings like cricket pavilions, which meant that they gained publicity for the cause of votes for women.
How it's marked
1 mark for each accurate, relevant reason.
A second mark for each reason that is developed.
Each sentence/point must answer the question on its own.
โ Reveal marking schemeโพ
Max 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.
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
Hitler wanted Germany to win back control of the land lost to Poland at the end of World War I
Hitler wanted to see the millions of Germans living in Poland brought into a Greater Germany
by invading Poland Hitler would put an end to the Polish Corridor which divided East Prussia from the rest of Germany
an invasion of Poland would provide land for Lebensraum or 'living space' for Germans
by conquering Poland Hitler would gain control of Danzig, a German town and free city under the League, which was run to suit the Poles
a successful invasion of Poland would be popular with the German public and strengthen Hitler's control of Germany
Hitler felt that a successful invasion of Poland was now possible as the Nazi-Soviet Pact meant that Russia would not protect Poland
Hitler felt that a successful invasion of Poland was now possible as The Pact of Steel had assured Germany of Italy's support
Hitler felt that a successful invasion of Poland was now possible as he did not believe that Britain would help Poland in the event of war.
Explain6 marks2021Q76Free at Last? Civil Rights in the USA, 1918โ1968
Explain the reasons why immigrants were attracted to the USA.
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.
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 were attracted by the higher wages available in the United States
many were attracted by the jobs available in the United States
many were attracted by the better living conditions which the United States seemed to offer
many were attracted by the religious tolerance which America seemed to offer
many read letters from family relatives who had previously migrated to the United States and were attracted by the possibility of joining them
many hoped to benefit from the plentiful supply of land in the United States and were attracted by the prospect of owning property
many were attracted to the United States by the cheap and quick travel across the Atlantic offered by the steam ship companies
many were attracted to the United States by the 'American Dream' which seemed to offer equal opportunities and the chance of a better life.
Compare the views4 marks2021Q77Free at Last? Civil Rights in the USA, 1918โ1968
Compare the views of Sources A and B about the experience of black American migrants in the Northern cities before 1941.
WFQ = words from the question โ reuse in every point.
(Compare the sources overall and/or in detail.)
Tip: Highlight 2โ3 points of comparison โ either where the sources agree OR where they disagree. You do not need both; pick one set and compare them point by point.
Highlight evidence โ tap the text:
Source A
Sources A and B are about the experience of black American migrants in the Northern cities before 1945.
Here we live in peace, free from the racism we suffered in the Southern states. I have to work long hours in the factory but I am rewarded with good wages. At the end of my working day I am most thankful to return to my family in a home which is spacious and warm. A bright new future awaits you here in the North.
Source B
It is nearly a year since we moved from the South. Like other black Americans who live here, my whole family share a single, damp room. There are plenty of jobs in the nearby factory but my pay is just a dollar a day which is barely enough to buy the essentials. There may be no lynchings here but I still get called 'boy' and other names by white Americans.
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 experience of black American migrants to the Northern cities.
Points of comparison
disagree
Source A: Here we live in peace, free from the racism we suffered in the Southern states.
Source B: (There may be no lynchings here but) I still get called 'boy' and other names by white Americans.
disagree
Source A: I have to work long hours in the factory but I am rewarded with good wages.
Source B: There are plenty of jobs in the nearby factory but my pay is just a dollar a day which is barely enough to buy the essentials.
disagree
Source A: At the end of my working day I am most thankful to return to my family in a home which is spacious and warm.
Source B: Like other black Americans who live here, my whole family share a single, damp room.
Evaluate the usefulness5 marks2021Q78Free at Last? Civil Rights in the USA, 1918โ1968
Evaluate the usefulness of Source C as evidence of the experience of black Americans during World War Two.
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 C โ from a textbook written by a modern historian in 2006
Source C is from a textbook written by a modern historian in 2006.
Although World War Two began in 1939, the United States did not enter the war until after the Japanese bombed the American fleet in Pearl Harbour in December 1941. More than 1 million black Americans served in the armed forces during the war. The availability of work in defence industries encouraged millions of Southern black Americans to migrate to Northern cities. In crowded wartime cities the unusually close proximity in which black and white Americans lived led to violence between the races.
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.
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 they are a well-informed expert.
Type of Source (textbook): Useful because it will have been researched thoroughly.
Purpose (to Inform): Useful because it provides detailed information about the experiences of black Americans during World War Two.
Timing (2006): Useful because it is written with the benefit of hindsight.
Content
More than one million black Americans served in the armed forces during the war. (Useful as it is accurate. (Many black Americans served in the military in World War Two).)
The availability of work in defence industries encouraged millions of Southern black Americans to migrate to Northern cities. (Useful as it is accurate. (Many black Americans moved North seeking work in munitions factories).)
In crowded wartime cities the unusually close proximity in which black and white Americans lived led to violence between the races. (Useful as it is accurate. (Race riots led to black and white Americans being killed and injured).)
Points of significant omission
black American soldiers were segregated from white American soldiers in the armed forces
hundreds of black Americans had the opportunity to train as pilots in the air force
by the end of the war, all three armed forces had appointed black American officers
black American soldiers who served in Europe experienced life in a more equal society.
Describe4 marks2021Q79Free at Last? Civil Rights in the USA, 1918โ1968
Describe the non-violent protests of the Civil Rights Movement in the 1950s and 1960s.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Describe ยท Appears in 2 sections
WFQ (words from the question)
One words from the question was โฆโ 1 mark
A second words from the question was โฆโ 1 mark
A third words from the question was โฆโ 1 mark
A fourth words from the question was โฆโ 1 mark
Example: One use of new technology on the Western Front during the First World War was mustard gas, which was used to blind soldiers and make it more difficult for them to fight.
How it's marked
1 mark for each accurate, relevant key point of knowledge.
A second mark for each point that is developed.
Full marks by four straightforward points, two developed points, or a combination.
โ Reveal marking schemeโพ
Max 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
legal action leading to the decision of the Supreme Court in 1954 to declare segregation in schools unconstitutional
boycott of buses in Montgomery and other Southern cities
attempt by black American students to enter Central High School in Little Rock, Arkansas
sit-ins โ the occupation of lunch counters and other segregated places
freedom rides โ travel on buses through southern states using segregated facilities at bus stations
Project C โ marches in Birmingham, Alabama led by Martin Luther King
How fully6 marks2021Q80Free at Last? Civil Rights in the USA, 1918โ1968
How fully does Source D explain the reasons why race riots broke out in the Northern ghettos in the 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 D
Source D explains the reasons why race riots broke out in the Northern ghettos in the 1960s.
In the 1960s, hundreds of riots broke out in Northern ghettos. Riots were often sparked by acts of police discrimination and brutality against black Americans. Rioters were also angered by the poor housing conditions which they were forced to endure in the ghetto. Others felt encouraged to turn to violence by the Black Panthers. The Kerner Commission found that 40% of black Americans lived in poverty and argued that this was the main cause of the race riots in the Northern ghettos.
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
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
riots were often sparked by acts of police discrimination and brutality against black Americans
rioters were also angered by the poor housing conditions which they were forced to endure in the ghetto
others felt encouraged to turn to violence by the Black Panthers
the Kerner Commission found that 40% of black Americans lived in poverty and argued that this was the main cause of the race riots in the Northern ghettos.
Points of significant omission
black Americans in the ghetto were angry at a government which they believed to have ignored their needs for far too long
black Americans in the ghetto had become disillusioned with the Civil Rights Movement and its emphasis on non-violence
black Americans in the ghetto were angry at the lack of health services in the ghetto
low educational standards which meant that black Americans saw no way out of the ghetto
high crime rates in the ghetto led to even greater feelings of despair
discontent resulting from poverty (for example, low pay, high levels of unemployment).
Evaluate the usefulness5 marks2021Q61Hitler and Nazi Germany, 1919โ1939
Evaluate the usefulness of Source A as evidence of the events of the Beer Hall Putsch in 1923.
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 1999
Source A is from a textbook written by a modern historian in 1999.
Outside the Beer Hall a shot was fired and in the next instant many shots rang out from both sides. Hitler's meetings were usually very well attended because of his public speaking skills. More shooting started after which 16 Nazis and 3 policemen lay dead or dying on the streets of Munich and many more were wounded. Several Nazis fled the scene, including Hitler. However, the Nazi Party would recover to challenge the authorities again.
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.
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 they are a well-informed expert.
Type of Source (textbook): Useful because the issue will have been researched thoroughly.
Purpose (to inform): Useful as it provides detailed information of Hitler's role in the Beer Hall Putsch.
Timing (1999): Useful as it has the benefit of hindsight.
Content
Outside the beer hall a shot was fired and in the next instant many shots rang out from both sides. (Useful as it is accurate (shots were fired).)
Mass shooting started after which 16 Nazis and 3 policemen lay dead or dying on the streets of Munich and many more were wounded. (Useful as it is accurate (there were several casualties).)
Several Nazis fled the scene quickly including Hitler who suffered an injury when he fell to the ground. (Useful as it is accurate (Hitler did try to escape).)
Points of significant omission
Hitler and the SA interrupted a meeting of Bavarian politicians, including Kahr, in the Beer Hall threatening violence
Kahr, General Jon Lossow and Colonel von Seisser were forced to publicly announce their support for the Nazi's
when Hitler left the Beer Hall, Ludendorff allowed the politicians to go free but they immediately alerted the police and army
How fully6 marks2021Q62Hitler and Nazi Germany, 1919โ1939
How fully does Source B explain the reasons why the German people were unhappy with the Weimar Republic?
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 explains the reasons why the German people were unhappy with the Weimar Republic.
The Weimar Republic's Proportional Representation voting system was fair and democratic. However it confused people who were not used to voting in this way. Proportional Representation produced coalitions which meant people never got the party policies they wanted because different parties shared power. Many important Germans remained loyal to 'Old Germany' and did not see why the government should be handed over to people they believed incapable of governing. Many working class Germans did not like the new system that allowed the wealthier classes to keep most of the power.
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
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
(Proportional Representation voting system) confused people who were not used to voting in this way
Proportional Representation produced coalitions which meant people never got the party policies they wanted because different parties shared power
many important Germans remained loyal to 'Old Germany' and did not see why the government should be handed over to people they believed incapable of governing
many working class Germans did not like the new system that allowed the wealthier classes to keep most of the power.
Points of significant omission
German army officers claimed Germany lost the war because of the Weimar politicians. They believed Germany had been 'stabbed in the back' by enemies like the SPD
firing on the Spartacists angered the German people
many Germans blamed the Government for the humiliation of the Treaty of Versailles
the Government were blamed for hyperinflation
Weimar politicians were criticized for high unemployment
Weimar was unpopular because they were seen as being incapable of dealing with crimes and riots/seemed unable to deal with political violence.
Describe4 marks2021Q63Hitler and Nazi Germany, 1919โ1939
Describe the events of the Reichstag fire in February 1933.
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
a Dutch communist, called Van der Lubbe, was found in the building so the Nazis blamed communists for the fire giving the Nazis more support
Hindenburg declared a state of emergency using Article 48 of the Weimar Constitution allowing the Nazi Party to use the law to get rid of opposition.
the Nazis expelled the communists from Parliament and imprisoned many leaders leaving many opposition parties without leaders
newspapers were censored and letters and phone calls being checked which hindered opposition to the Nazis
the Nazis used propaganda to spread the 'dangers' of the communists, creating more support for the Nazis
the Reichstag fire was so beneficial to the Nazis that it has been suggested they started it themselves
in the election of 5 March 1933, increasing their share of the vote from 33 per cent to 44 per cent.
Explain6 marks2021Q64Hitler and Nazi Germany, 1919โ1939
Explain the reasons why there was so little organised opposition to the Nazis between 1933 and 1939.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Explain ยท Appears in all 3 sections
WFQ (words from the question)your own recalled knowledge
One reason why words from the question was fact which meant that โฆโ 1 mark
A second reason why words from the question was fact which meant that โฆโ 1 mark
A third reason why words from the question was fact which meant that โฆโ 1 mark
A fourth reason why words from the question was fact which meant that โฆโ 1 mark
A fifth reason why words from the question was fact which meant that โฆโ 1 mark
A sixth reason why words from the question was fact which meant that โฆโ 1 mark
Example: One reason why women gained the vote in 1918 was that women burned down buildings like cricket pavilions, which meant that they gained publicity for the cause of votes for women.
How it's marked
1 mark for each accurate, relevant reason.
A second mark for each reason that is developed.
Each sentence/point must answer the question on its own.
โ Reveal marking schemeโพ
Max 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.
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
communists and socialists refused to cooperate with each other
communist and socialist opposition leaders were arrested, killed or sent to concentration camps
many communist and socialist leaders fled Germany
all other political parties and trade unions were banned
communist and socialist groups had to meet in secret
many Germans informed on opposition groups to the Gestapo and SS
opposition groups such as the Edelweiss Pirates and Navaho were disorganised
most church groups agreed to co-operate with the Nazis
outspoken individuals (for example, Pastor Neimoller) were sent to concentration camps
the Concordat between Rome and the Nazis in July 1933 worked well initially.
Compare the views4 marks2021Q65Hitler and Nazi Germany, 1919โ1939
Compare the views of Sources C and D about the economic policies of the Nazis.
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 economic policies of the Nazis.
By 1939 the number of unemployed dropped from 6 million to almost nothing thanks to Nazi job creation schemes. Under the German Labour Front workers were grateful for regular wages and job security. It was almost impossible to be sacked. German workers had frequent breaks and regular working hours. Workers were contented because they had access to more leisure time than they had previously enjoyed during the Weimar regime.
Source D
By 1939 unemployment in Nazi Germany had fallen due to the sacking of anti-Nazis, Jews and women from the workforce. German workers were unhappy because they were working longer hours so they had little spare time left for hobbies or spending with family. Workers complained that wages did not increase despite the rising costs of living. However there were no recorded strikes in Nazi Germany.
Overall, do the sources agree or disagree? (worth a mark for an overall comparison)
๐ RAT sheet โ how to structure your answerโพ
Compare the views ยท Appears in 2 sections
WFQ (words from the question)quote from the source
Overall, Sources X and Y [agree/disagree] about words from the question.โ 1 mark (overall)
The sources agree/disagree about statement summarising the point. Source X says โdirect quoteโ and Source Y [agrees/disagrees] when it says โdirect quoteโ.โ 1โ2 marks
The sources also agree/disagree about statement summarising the point. Source X says โdirect quoteโ and Source Y [agrees/disagrees] when it says โdirect quoteโ.โ 1โ2 marks
How it's marked
1 mark for a simple comparison (what the sources agree/disagree about).
2 marks for a developed comparison, supported by specific references to each source.
Full marks by four simple comparisons, two developed comparisons, or a combination.
๐กOne set of points will agree, one will disagree.
โ Reveal marking schemeโพ
Max 4 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
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 economic policies.
Points of comparison
disagree
Source C: By 1939 the number of unemployed dropped from six million to almost nothing thanks to Nazi job creation schemes.
Source D: by 1939 unemployment had fallen due to the sacking of anti-Nazis, Jews and women from the workforce.
disagree
Source C: Under the German Labour Front workers were grateful for regular wages and job security.
Source D: Workers complained that wages did not increase despite the rising costs of living.
disagree
Source C: Workers were contented because they had access to more leisure time than they had previously enjoyed during the Weimar regime.
Source D: German workers were unhappy because they were working longer hours, so they had little spare time left for hobbies or spending with family.
Explain6 marks2021Q71Mussolini and Fascist Italy, 1919โ1939
Explain the reasons why Mussolini was able to seize power by 1925.
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.
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
Mussolini manipulated his image/exploited weaknesses of other groups through his newspaper, 'Il Popolo D'Italia'
by 1921 โ fascism was anti-communist/anti-trade union/anti-socialist/pro-nationalist and thus became attractive to the middle and upper classes
Fascism appealed to conservative family values
Fascism gained the support of the Catholic church/monarchists
violence showed fascism was strong and ruthless (it appealed to many ex-soldiers)
Fascists appeared to be the only Party prepared to stand up to the Communists
Fascists promised strong government, which was attractive after a period of extreme instability
Mussolini attracted many with his powerful oratory/distinctive image of Blackshirts and fascist flag
parliamentary government was weak and corruption commonplace
the Acerbo law was used to secure a Fascist parliamentary majority
the King gave in to Fascist pressure during the March on Rome
Mussolini's' political opponents were divided and this weakened them.
Compare the views4 marks2021Q72Mussolini and Fascist Italy, 1919โ1939
Compare the views of Sources A and B about the role of the King in Fascist Italy.
WFQ = words from the question โ reuse in every point.
(Compare the sources overall and/or in detail.)
Tip: Highlight 2โ3 points of comparison โ either where the sources agree OR where they disagree. You do not need both; pick one set and compare them point by point.
Highlight evidence โ tap the text:
Source A
Sources A and B are about the role of the King in Fascist Italy.
People often forget that Italy remained a monarchy during the entire Fascist era. Victor Emmanuel III was King from 1900 to 1946. As King, he supported the aggressive Abyssinian and Albanian wars. Since he signed Benito Mussolini's anti-Semitic decrees, it has to be concluded that he was an anti-Semite. Much of the Italian public thought that the King agreed with the aims of Mussolini's government.
Source B
As soon as Mussolini came to power in 1922, he made major policy changes. The King had serious concerns about Fascist aggressive foreign policy, which he expressed to Mussolini in private. He did his best to discourage discrimination against Italy's Jewish population. His failure to provide stronger opposition against Mussolini's leadership can be explained by his lack of confidence. Victor Emmanuel died on 28 December 1947, aged 78.
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 role of the King in Fascist Italy.
Points of comparison
disagree
Source A: Since he signed Benito Mussolini's anti-Semitic decrees it has to be concluded that he was an anti-Semite.
Source B: He did his best to discourage discrimination against Italy's Jewish population.
disagree
Source A: As King, he supported the aggressive Abyssininan and Albanian wars.
Source B: The King had severe concerns about aggressive Fascist foreign policy, which he expressed to Mussolini in private.
disagree
Source A: Much of the Italian public thought that the King agreed with the aims of Mussolini's government.
Source B: His failure to provide stronger opposition to Mussolini's leadership.
Describe4 marks2021Q73Mussolini and Fascist Italy, 1919โ1939
Describe Fascist economic policies.
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
trade unions were outlawed
the currency was revalued in the 'Battle for the Lira'
high tariffs were placed on foreign imports
the Battle for Grain was established
Battle for Land to make marshland useable for farming/provided employment
the Ministry of Corporations was established, headed by Giuseppe Bottai
government investment to create employment and modernise industry, for example, electrification of railways, growth of car industry
Evaluate the usefulness5 marks2021Q74Mussolini and Fascist Italy, 1919โ1939
Evaluate the usefulness of Source C as evidence of Italy's involvement in the Spanish Civil 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 C โ from a textbook written by a modern historian in 2009
Source C is from a textbook written by a modern historian in 2009.
The Spanish Civil War began in 1936. In July 1936 Mussolini responded to a request from the right-wing rebels fighting against the left-wing Spanish Republican government. He was keen to aid the fight against democracy and socialism. Initially he sent 12 planes, which together with German aircraft proved crucial in allowing General Franco to transport his Army of Morocco to Spain. The Soviet Union provided support to the Republican government in the hope of preventing its defeat.
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.
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 they will be a well-informed expert.
Type of Source (textbook): Useful because it will have been thoroughly researched.
Purpose (to inform): Useful as it provides detailed information about Italy's involvement in the Spanish Civil War.
Timing (2009): Useful because it is written with the benefit of hindsight.
Content
In July 1936 Mussolini responded to a request from the right-wing rebels fighting against the left-wing Spanish Republican government. (Useful because it is accurate (as Franco did request help from like-minded leaders).)
He was keen to aid the fight against democracy and socialism. (Useful as it is accurate (that Mussolini regarded these as dangerous).)
Initially he sent 12 planes, which together with German aircraft proved crucial in allowing General Franco to transport his Army of Morocco to Spain. (Useful as it is accurate (as these planes were sent).)
Points of significant omission
Mussolini wanted to establish greater Italian influence in the Mediterranean
Mussolini sent Italian troops to fight in Spain
Italian submarines attacked ships supplying the Republican government
the Italians were defeated by the International Brigades at Guadalajara in 1937.
How fully6 marks2021Q75Mussolini and Fascist Italy, 1919โ1939
How fully does Source D explain the reasons why the Fascists were able to crush opposition?
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 D
Source D explains the reasons why the Fascists were able to crush opposition.
Opposition did exist in Fascist Italy from groups such as the Communists and Socialists. The government was able to deal easily with opposition groups because they failed to unite against the Fascists. A lack of courage helps explain the failure of some opposition groups. Mussolini cleverly used the Lateran Treaty to stop potential opposition from the Catholic Church. The opposition received little publicity as loyal journalists received extra pay in the form of government grants. Many of Mussolini's opponents lived to see the end of the regime and his death.
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
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 government was able deal easily with opposition groups because they failed to unite against the Fascists
a lack of courage helps explain the failure of some opposition groups
Mussolini cleverly used the Lateran Treaty to stop potential opposition from the Catholic Church
the opposition received little publicity as loyal journalists received extra pay in the form of government grants.
Points of significant omission
many opponents of the regime were intimidated/murdered which silenced potential rivals
some opponents were sent to concentration camps which scared people
Mussolini banned all other political parties
censorship made it difficult to oppose Mussolini
the banning of trade unions removed another potential source of opposition
opposition was hard to organise due to fear of the secret police.
Describe4 marks2021Q66Red Flag: Lenin and the Russian Revolution, 1894โ1921
Describe the role of the Russian Church in maintaining the Tsar's power.
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 Tsar was the head of the Church, which most Russians followed
the Church was an official government department and took its direction from the Tsar
the Church was run by the Chief Procurator, who was appointed by the Tsar
the Church preached that to disobey the Tsar was to disobey God
the Church controlled education and used this to spread the authority of the Tsar
the Church happily preached the Tsar's message against any changes.
Compare the views4 marks2021Q67Red Flag: Lenin and the Russian Revolution, 1894โ1921
Compare the views of Sources A and B about the causes of the 1905 Revolution.
WFQ = words from the question โ reuse in every point.
(Compare the sources overall and/or in detail.)
Tip: Highlight 2โ3 points of comparison โ either where the sources agree OR where they disagree. You do not need both; pick one set and compare them point by point.
Highlight evidence โ tap the text:
Source A
Sources A and B are about the causes of the 1905 Revolution.
The 1905 Revolution in Russia shocked the Tsar and his family. It is clear that one of the main causes of the Revolution was the failure of the Russian Army to defeat the Japanese in the 1905 war. The economy also had problems that Russians were unhappy with which led to revolution. The middle class made it clear that they wanted change because they had no direct say in the running of the country.
Source B
It is too simple to say that economic problems, such as low pay, caused the 1905 Revolution. Similarly, revolution did not come about simply because the middle class wanted more say in the government. Officers of the Russian Army claimed that the causes of the 1905 Revolution predated the army's defeat against Japan. The Revolution was brought about by Father Gapon and his unlawful march on the Winter Palace.
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 causes of the 1905 Revolution.
Points of comparison
disagree
Source A: It is clear that one of the main causes of the revolution was the failure of the Russian army to defeat the Japanese in the 1905 war.
Source B: Officers of the Russian army claimed that the causes of the 1905 Revolution predated the army's defeat against Japan.
disagree
Source A: The economy also had problems that Russians were unhappy with which led to revolution.
Source B: We do not have severe economic problems, such as low pay, that could have caused the revolution.
disagree
Source A: The middle class made it clear that they wanted change because they had no direct say in the running of the country.
Source B: Similarly, revolution did not come about simply because the middle class wanted more say in the government.
Evaluate the usefulness5 marks2021Q68Red Flag: Lenin and the Russian Revolution, 1894โ1921
Evaluate the usefulness of Source C as evidence of the reasons why the Tsar's regime was unpopular.
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 C โ from a textbook written by a modern historian in 2017
Source C is from a textbook written by a modern historian in 2017.
By 1917, the Tsar's regime was experiencing a wide variety of challenges. During the war, Rasputin's reputation got worse as rumours spread that he was having an affair with the Tsarina whilst the Tsar was at the Front Line. Rasputin was known to take bribes to help people get jobs in the government, which the Tsar did nothing about. Some people in the Duma believed Rasputin was influencing foreign policy decisions. However, the Tsar and Tsarina were distraught when they were told of his assassination.
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.
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 they are a well-informed expert.
Type of Source (textbook): Useful because the issue will have been researched thoroughly.
Purpose (to inform): Useful as it has been written to explain the reasons why the Tsar was unpopular.
Timing (2017): Useful as it has been written with the benefit of hindsight.
Content
During the war, Rasputin's reputation got worse as rumours spread that he was having an affair with the Tsarina whilst the Tsar was at the Front line. (Useful as it is accurate (accusations of an affair made the regime unpopular).)
Rasputin was known to take bribes to help people get jobs in the government, which the Tsar did nothing about. (Useful as it is accurate (accusations that Rasputin was corrupt made the regime unpopular).)
Some people in the Duma believed Rasputin was influencing foreign policy decisions. (Useful as it is accurate (the Tsar was blamed for not doing anything to stop Rasputin becoming involved in foreign policy decisions).)
Points of significant omission
the Tsar was blamed for the losses and destruction caused during the First World War
Tsar's regime was unpopular as he appeared to do nothing about the food and fuel shortages during the war
Tsar's regime was unpopular as Tsarina was German and left in charge and accused of being a German spy
Tsar's regime was unpopular as Russians were becoming unhappy with his continued autocratic rule/many were calling for an elected government.
Explain6 marks2021Q69Red Flag: Lenin and the Russian Revolution, 1894โ1921
Explain the reasons why the Provisional Government failed in 1917.
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.
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 Provisional Government failed because they had to share power with the Petrograd Soviet who they disagreed with
the Provisional Government failed because it represented the old ruling class (Duma) and was disliked by many ordinary Russians
the Provisional Government did nothing to stop the war (for example, failure of Kerensky's June Offensive) which angered many Russians
the Provisional Government ordered that deserters from the war be shot, which further angered many Russians
the Provisional Government was in charge during a time that Germans were gaining more land and achieving victories in the war which many Russians saw as a failure
the Provisional Government failed as they were unable to solve the problems of food and fuel shortages in parts of Russia (for example, Petrograd)
the Provisional Government failed as Russians were angry that they had not stopped the problems of inflation and rising prices
many peasants came to hate the Provisional Government as they did not attempt to solve the land problem/soldiers were sent to take back land by force which angered many peasants
the Provisional Government failed because they did not do anything to deal with their opponents (for example, Lenin was still allowed to continue attacking the Provisional Government in his speeches)
the Kornilov Revolt had forced the Provisional Government to seek help from the Bolsheviks to put it down which made it look weak in the eyes of many Russians
arming the Bolsheviks in the long run was a serious mistake as it made their enemies stronger.
How fully6 marks2021Q70Red Flag: Lenin and the Russian Revolution, 1894โ1921
How fully does Source D explain the reasons why the October Revolution of 1917 was successful?
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 D
Source D explains the reasons why the October Revolution of 1917 was successful.
The October Revolution created the first Communist state in Russia. The main reason for the success of the October Revolution was the Bolsheviks' promise to end Russian involvement in the First World War. Some members of the army turned to the Bolsheviks due to this promise. The Provisional Government made the mistake of giving weapons to the Bolsheviks to help fight the Kornilov Revolt which they refused to give back. Some Russian peasants wanted the October Revolution to succeed so that the land problem could be solved. Many Russians also supported the Bolsheviks because they believed in Lenin's promises.
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
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 main reason for the success of the October Revolution was the Bolsheviks' promise to end Russian involvement in the First World War
it was also successful because some members of the army turned to the Bolsheviks due to this promise
some Russian peasants wanted the October Revolution to succeed so that the land problem could be solved
many Russians also supported the Bolsheviks because they believed in Lenin's promises.
Points of significant omission
the October Revolution was successful because Lenin was an excellent leader of the movement
the October Revolution was successful as Lenin had a clear plan for success through his April Thesis/Peace, Bread & Land message that appealed to the masses
the October Revolution was successful as Trotsky was another excellent leader who took control of the Military Revolutionary Committee/he was an excellent motivational figure
the October Revolution was successful because the Provisional Government had little armed support
the October Revolution was successful because the Bolsheviks captured key targets (for example, bridges, Post Office, and the Winter Palace).
Compare the views4 marks2021Q91The Cold War, 1945โ1989
Compare the views of Sources A and B about the success of American tactics in the Korean 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 A
Sources A and B are about the success of American tactics in the Korean War.
In June 1950 North Korea attacked South Korea. The Americans were able to react quickly in 1950 and a brilliant sea borne attack on Inchon led to the recovery of Seoul. President Truman was correct in deciding not to use weapons of mass destruction as it would have escalated the war. The defensive strategy adopted from 1951 was the correct decision as the United States lacked the numbers to go on the attack.
Source B
The slow start by the USA in 1950 allowed North Korean forces to push far into South Korea. Had the United States adopted more aggressive tactics in late 1951 they could have retaken large amounts of North Korean territory. They should have used nuclear weapons as the Chinese didn't have their own nuclear weapons to respond with. The armistice of 1953 left North and South Korea divided at the 38th Parallel.
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 American tactics in the Korean war.
Points of comparison
disagree
Source A: The Americans were able to react quickly in 1950 and a brilliant sea borne attack on Inchon led to the recovery of Seoul.
Source B: The slow start by the USA in 1950 allowed North Korean forces to push far into South Korea.
disagree
Source A: President Truman was correct in deciding not to use weapons of mass destruction as it would have escalated the war.
Source B: They should have used nuclear weapons as the Chinese didn't have their own nuclear weapons to respond with.
disagree
Source A: The defensive strategy adopted from 1951 was the correct decision as the United States lacked the numbers to go on the attack.
Source B: Had the United States been bolder in late 1951 they could have retaken large amounts of North Korean territory.
Describe the demands of the protestors in Hungary in 1956.
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).
How fully does Source C explain the reasons why President Kennedy demanded the withdrawal of nuclear missiles from Cuba?
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 C
Source C explains the reasons why President Kennedy demanded the withdrawal of nuclear missiles from Cuba.
President Kennedy felt he must defend the Monroe Doctrine, which stated that the United States would not allow any European country to interfere in the American hemisphere. Kennedy demanded the removal of Soviet missiles as he knew that if he instead reacted by invading Cuba this could lead to war. He had to take this strong response in order to keep the support of the American public. Kennedy also felt he needed to recover from the Vienna Summit, where Khrushchev had got the better of him. Kennedy died in 1963.
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
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
President Kennedy felt he must defend the Monroe Doctrine, which stated that the United States would not allow any European country to interfere in the American hemisphere
JFK demanded the removal of Soviet missiles as he knew that if he instead reacted by invading Cuba this could lead to war
he had to take this strong response in order to keep the support of the American public
Kennedy also felt he needed to recover from the Vienna Summit, where Khrushchev had got the better of him.
Points of significant omission
it was necessary to act as the missiles would be close enough to strike most major US cities with very little warning
after the Bay of Pigs fiasco Kennedy could not risk another failure over Cuba
Kennedy had to act, as if he did nothing Communism would be secured in Cuba
failure to act could lead to non-aligned countries supporting the Soviets
a strong response was needed as he was under pressure from the American military to act
if they didn't take action America's allies would doubt their willingness to stand-up to the Soviet Union in the future.
Explain the reasons why the United States lost the war in Vietnam.
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.
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
America was trying to supply a war 8,000 miles from home which made it very difficult for them
the Vietcong were familiar with the terrain which gave them a clear advantage
it was very difficult for US forces to identify the Vietcong from Vietnamese civilians
the Vietcong were highly motivated as they were fighting to drive out invaders from their country
the hit and run tactics of the Vietcong sapped US morale
the Vietcong were able to use tunnels to avoid detection by U.S. forces
the morale of US soldiers was very low and this reduced their combat effectiveness
President Johnson refused General Westmoreland's request for additional troops
many Vietnamese wanted to see the defeat of the US and the corrupt South Vietnamese regime
the brutality of the Americans (for example, My Lai Massacre) alienated the Vietnamese
the American war effort was undermined by growing opposition on the Home Front
both Russia and China supported the North Vietnamese and Vietcong with vital weapons.
Evaluate the usefulness5 marks2021Q95The Cold War, 1945โ1989
Evaluate the usefulness of Source D as evidence of attempts at dรฉtente.
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 โ from a textbook written by a modern historian in 2003
Source D is from a textbook written by a modern historian in 2003.
The 1960s and 1970s saw various attempts by the two great superpowers to reduce tension. This became known as the era of dรฉtente. In 1963 the USA and USSR signed a nuclear test ban treaty, which banned most nuclear testing. In the 1968 Non-Proliferation Treaty the nuclear powers agreed not to give any other countries nuclear technology. An important 1971 treaty saw both countries commit to not placing nuclear weapons on the seabed.
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.
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 they are a well-informed expert.
Type of Source (textbook): Useful because it will have been thoroughly researched.
Purpose (to inform): Useful as it provides detailed information about the attempts at dรฉtente.
Timing (2003): Useful because it is written with the benefit of hindsight.
Content
In 1963 the USA and USSR signed a nuclear test ban treaty, which banned most nuclear testing. (Useful as it is accurate (that this ban on testing was agreed).)
In the 1968 Non Proliferation Treaty the nuclear powers agreed not to give any other countries nuclear technology. (Useful as it is accurate (that there was an attempt to limit the spread of nuclear weapons).)
An important 1971 treaty saw both countries commit to not placing nuclear weapons on the seabed. (Useful as it is accurate (that this ban on seabed weapons did come into force).)
Points of significant omission
joint Soyuz-Apollo space flight
the SALT 1 treaty was an agreement to limit the number of anti-ballistic missiles/freeze the number of long range missiles
SALT 2 placed limits on the number of missiles/bombers
in the Helsinki Accords both countries agreed not to use force to change borders in Europe.
Describe4 marks2021Q46The Cross and the Crescent: the Crusades, 1071โ1192
Describe the role of a knight 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
knights received land from the barons and in return fought for the King on behalf of the barons
knights could pay money to their lord instead of providing military service (for example, Scutage)
the role of knights in war time was as mounted soldiers
the Code of Chivalry dictated that a Knight should be brave and fearless in battle but would also display knightly qualities showing themselves to be devout, courteous and generous
they lived on estates and supervised peasants, who were agricultural labourers
knights granted land to the serfs in return for food, money (taxes) and services
knights could guard the castles of a baron or the King
knights were expected to help the weak and vulnerable.
Explain6 marks2021Q47The Cross and the Crescent: the Crusades, 1071โ1192
Explain the reasons why so many people joined the First Crusade.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Explain ยท Appears in all 3 sections
WFQ (words from the question)your own recalled knowledge
One reason why words from the question was fact which meant that โฆโ 1 mark
A second reason why words from the question was fact which meant that โฆโ 1 mark
A third reason why words from the question was fact which meant that โฆโ 1 mark
A fourth reason why words from the question was fact which meant that โฆโ 1 mark
A fifth reason why words from the question was fact which meant that โฆโ 1 mark
A sixth reason why words from the question was fact which meant that โฆโ 1 mark
Example: One reason why women gained the vote in 1918 was that women burned down buildings like cricket pavilions, which meant that they gained publicity for the cause of votes for women.
How it's marked
1 mark for each accurate, relevant reason.
A second mark for each reason that is developed.
Each sentence/point must answer the question on its own.
โ Reveal marking schemeโพ
Max 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.
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 peasants and knights went to recapture the holy city of Jerusalem
Pope Urban II inspired many with his speeches
preachers such as Peter the Hermit encouraged many
many went for religious reasons (for example, to seek forgiveness for sins)
many younger knights went on crusade to gain their own lands
a Holy Crusade was seen as a religious duty (for example, Raymond of Toulouse)
many knights went to gain valuable military skills
many knights were encouraged to go to represent their families
many wanted to improve their lives (for example, peasants wanted better life)
many wanted to stop the spread of Islam through Europe (for example, in Spain).
How fully6 marks2021Q48The Cross and the Crescent: the Crusades, 1071โ1192
How fully does Source A explain the reasons why the First Crusade was such a success?
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 explains why the First Crusade was a success.
The Church helped support the Crusade by claiming that they were doing God's work thus motivating the Crusaders to victory. Leadership also helped the First Crusade to succeed as each army followed a clear chain of command. However, the success of the First Crusade was affected by attacks on Jewish people en-route to the Holy Land. A united European front made of large and organised armies of loyal Christians meant that the Crusade had more chance of success. Also, divisions in the Muslim world left them vulnerable.
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
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 Church helped support the Crusade by claiming that they were doing God's work thus motivating the Crusaders to victory
leadership also helped the First Crusade to success as each army followed a clear chain of command
a united European front made of large and organised armies of loyal Christians
also, divisions in the Muslim world left them vulnerable.
Points of significant omission
Crusaders used effective tactics to defeat the Muslims (for example, the use of siege engines at Jerusalem)
Crusading knights were militarily superior (for example, the use of the knights charging at Antioch)
Muslim communities often paid the crusaders rather than fighting them
Muslims often fought against each other
Crusaders had better leaders (for example, Bohemond of Taranto and Raymond of Toulouse)
the Crusaders received help from Emperor Alexius (for example, provided additional soldiers/supplies at Constantinople).
Evaluate the usefulness5 marks2021Q49The Cross and the Crescent: the Crusades, 1071โ1192
Evaluate the usefulness of Source B as evidence of the long-term problems faced by the Crusaders after the First Crusade.
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 2010
Source B is from a textbook written by a modern historian in 2010.
The Crusaders could not rely on using the local population in their armies as they were mostly Muslim and had no training anyway. Despite this, the states did well for a number of years and held onto the gains they had made. However, the employment of mercenaries depended on money available which was not always as easy to find for some of the states. The squabbles between kings, knights, and barons made Christian agreements more difficult to achieve.
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.
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 they are a well-informed expert.
Type of Source (textbook): Useful because the issue would have been researched thoroughly.
Purpose (to inform): Useful as it is intended to give detailed information about long term problems faced by Crusader States.
Timing (2010): Useful as it is written with the benefit of hindsight.
Content
The Crusader States could not rely on using the local population in their armies as they were mostly Muslim and had no training anyway. (Useful as it is accurate that there was no access to lots of knights.)
The employment of mercenaries depended on money available which was not always as easy to find for some of the states. (Useful as it is accurate that many had to rely on the use of mercenaries and pay for them.)
The squabbles between Kings, knights, and Barons made Christian agreements more difficult to achieve. (Useful as it is accurate that the four states found it difficult to agree to a strategy.)
Points of significant omission
2 factions meant it was difficult for Crusader states to agree (for example, the doves and the hawks)
Muslims started to unite against the Crusaders (for example, Nur al-Din in 1146)
Christians were outnumbered by Muslims in the Crusader States by five to one
the land was infertile, so it was difficult to grow crops.
Compare the views4 marks2021Q50The Cross and the Crescent: the Crusades, 1071โ1192
Compare the views of Sources C and D about Richard I's military successes in the Third Crusade.
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 Richard I's military successes in the Third Crusade.
Richard's leadership of the Third Crusade received admiration from Christian and Muslim alike. Richard showed great military tactics in forcing Saladin into signing a peace treaty. Many believe that Richard brought new energy to the Crusades which gained the respect of his soldiers. Also despite not being able to capture Jerusalem, Richard's campaign was considered successful because evidence shows that this was never his main aim.
Source D
Twice Richard led his forces to within a few miles of Jerusalem, but the recapture of the city did not happen. Many Crusaders thought that Richard's leadership of the Third Crusade was a failure as he was unsuccessful in taking Jerusalem. Richard argued with Phillip II of France and Leopold V of Austria who did not like his leadership. Richard had to resort to making peace with Saladin which left many questioning his military skills.
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 Richards military successes
Points of comparison
disagree
Source C: Richard's leadership of the Third Crusade received respect from Christian and Muslim alike.
Source D: Richard argued with Phillip II of France and Leopold V of Austria who did not like his leadership.
disagree
Source C: Richard showed great military tactics in forcing Saladin into a peace treaty.
Source D: Richard had to resort to making peace with Saladin which left many questioning his military skills.
disagree
Source C: Also, despite not being able to capture Jerusalem, Richard's campaign was considered successful because evidence shows that this was never his main aim.
Source D: Many Crusaders thought that Richard's leadership of the Third Crusade was a failure as he was unsuccessful in taking Jerusalem.
Explain the reasons why life was difficult for homesteaders in the West.
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.
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
few materials to build cabins (for example, wood) which made life difficult
poorly built houses often led to health problems (for example, diphtheria)
extreme weather conditions often caused difficulties (for example, summer, winter)
little or no access to medical care
lack of law enforcement led to lawlessness
threat of attack from Native Americans created fear for homesteaders
lack of clean water caused disease
homesteaders often struggled to make a living (for example, drought, crop failure, affording machinery)
insects would swarm homesteader farms destroying crops that were vital for survival
because they lived on their land, homesteaders were often socially isolated from others
threatened by danger of attacks from wild animals.
Evaluate the usefulness5 marks2021Q57USA, 1850โ1880
Evaluate the usefulness of Source A as evidence of the life of slaves on Southern plantations.
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 2010
Source A is from a textbook written by a modern historian in 2010.
The vast majority of plantations were along the Mississippi River in South Carolina, Alabama and Virginia. Some slave owners encouraged 'marriage' because they believed it made their slaves more stable. However, most slaves lived in one-roomed cabins that were cold in the winter and hot in the summer. Disease spread very quickly in these conditions. These conditions were similar for most slaves who lived in the South in the years before the American Civil War.
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.
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 they are a well-informed expert.
Type of Source (textbook): Useful because the issue will have been researched thoroughly.
Purpose (to inform): Useful as they are writing to explain the poor conditions for slaves living on plantations.
Timing (2010): Useful as the author has the benefit of hindsight.
Content
Some slave owners encouraged 'marriage' because they believed it made their slaves more stable. (Useful as it is accurate (some slaves were allowed to marry).)
However, most slaves lived in one-roomed cabins that were cold in the winter and hot in the summer. (Useful as it is accurate (slaves were made to live in very poor quality housing).)
Disease spread very quickly in these conditions. (Useful as it is accurate (diseases were common for slaves).)
Points of significant omission
slaves had no freedom on the plantations (for example, had to gain a pass to leave, some were chained at night)
slaves were often harshly punished (for example, whippings, mutilations, murder)
female slaves were exploited
slaves had to work very long hours (for example, during harvest time).
How fully does Source B explain the reasons why the Freedmen's Bureau was considered successful?
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 explains the reasons why the Freedmen's Bureau was considered successful.
The Freedmen's Bureau was set up in 1865 by Congress to help millions of former black slaves and poor Whites in the South in the aftermath of the Civil War. The Freedmen's Bureau was successful in building hospitals in the South. They also built schools for ex-slaves allowing access to education. They also supported ex-slaves by settling disagreements with employers. Also, the Bureau was praised for its work in reuniting ex-slaves and their families after the end of 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
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 Freedmen's Bureau was successful in building hospitals in the South
they also built schools for ex-slaves allowing access to education
they also supported ex-slaves by settling disagreements with employers
also, the Bureau were praised for their work in reuniting ex-slaves and their families after the end of the war.
Points of significant omission
the Bureau provided food for millions
helped ex-slaves back into work by finding jobs
the Bureau built colleges for ex-slaves (for example, Howard University in Washington DC)
the Bureau attempted to promote land redistribution.
Compare the views of Sources C and D about the movement of the Native American tribes to the reservations.
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 movement of the Native American tribes to the reservations.
The Whites were always breaking promises. We were told that if we gave up our way of life and moved to the reservations, we would have enough to live. There was never enough to eat. They also promised us medical care, but there was none. On the reservations, many of us died due to starvation and disease. But the Whites didn't care, they just wanted to build their railroad.
Source D
Native Americans had to move to the reservations for their own survival. They would not have survived without the medical care that was available from reservation doctors. Similarly, reservations provided farming land so that Native peoples could grow a plentiful supply of food. White agents did all they could to look after the Native Americans. It is wrong to say that many Native Americans died on the reservations.
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 movement of the Native American tribes to the reservations.
Points of comparison
disagree
Source C: There was never enough to eat.
Source D: reservations provided farming land so that Native peoples had a plentiful supply of food.
disagree
Source C: They also promised us medical care, but there was none.
Source D: They would not have survived without the medical care that was available from reservation doctors.
disagree
Source C: Many of us died due to starvation and disease.
Source D: It is wrong to say that many Native Americans died on the reservations.
Describe the events of the Sand Creek Massacre in 1864.
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
Sand Creek was a settlement of Cheyenne and Arapaho natives
the massacre was committed by Colorado Cavalry troops
an estimated 700 cavalry troops were involved in the attack
the attack was led by Colonel John Chivington
Native American men, women and children were killed in the attack
an estimated 148 Native Americans were killed
the Native Americans were hunted down after the attack
wounded Native Americans were killed and their bodies were mutilated.
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 pact is also known as the Molotov-Ribbentrop Pact
Non-Aggression Pact agreed that there would be no military action between the two nations for the next ten years
there was also a secret agreement between the two countries to divide up Eastern Europe
included in the Pact was an agreement that neither side would make any other alliance or aid an enemy of the other country involved in the Pact
the first part of the Pact was signed on August 19, 1939 and the second part was signed four days later
it stated that Germany would exchange manufactured goods for Soviet raw materials (for example, grain).
Compare the views4 marks2021Q87World War II, 1939โ1945
Compare the views of Sources A and B about the events at Dunkirk in 1940.
WFQ = words from the question โ reuse in every point.
(Compare the sources overall and/or in detail.)
Tip: Highlight 2โ3 points of comparison โ either where the sources agree OR where they disagree. You do not need both; pick one set and compare them point by point.
Highlight evidence โ tap the text:
Source A
Sources A and B are about the events at Dunkirk in 1940.
A significant part of the story of Dunkirk is the thousands of small boats and fishing vessels that rescued the remaining British troops. The soldiers had been retreating to the beaches due to the German Blitzkrieg attack through France. Over 338,000 British and French soldiers were saved and Britain lived to fight another day. Churchill publicly described the rescue as a 'miracle of deliverance' and many people at home were relieved.
Source B
Events in Dunkirk were described by Churchill privately as a 'colossal military disaster'. Britain could not possibly continue fighting due to leaving behind thousands of tons of ammunition, vehicles and weapons. The British media exaggerated the events in order to raise morale. Only 861 small boats transported the soldiers back home which was a small proportion of the total, however, this was better than anticipated.
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 events at Dunkirk.
Points of comparison
disagree
Source A: (A significant part of the story of Dunkirk is) the thousands of small boats and fishing vessels that rescued the remaining British troops.
Source B: Only 861 small boats transported the soldiers back to England which was a small proportion of the total, (however, this was better than anticipated).
disagree
Source A: Over 338,000 British and French soldiers were saved and Britain lived to fight another day.
Source B: Britain could not possibly continue fighting (due to leaving behind thousands of tons of ammunition, vehicles and weapons).
disagree
Source A: Churchill publicly described the rescue as a 'miracle of deliverance' and many people at home were relieved.
Source B: Events in Dunkirk were described by Churchill privately as a 'colossal military disaster'.
Evaluate the usefulness5 marks2021Q88World War II, 1939โ1945
Evaluate the usefulness of Source C as evidence of the experience of prisoners of war by the Japanese during World War II.
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 C โ from a textbook written by a modern historian in 2017
Source C is from a textbook written by a modern historian in 2017.
There were more than 140,000 prisoners in camps which were situated in Japan, Taiwan, Singapore, and other Japanese occupied countries. One in three of these prisoners died as a result of the dreadful conditions in the camps. Prisoners suffered as Red Cross parcels were not given out. The terms of the Geneva Convention stated that prisoners should be treated fairly. However, camp commandants made up their own rules and inflicted harsh punishments for even minor rule breaking.
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.
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 they are a well-informed expert.
Type of Source (textbook): Useful because it will have researched the issue thoroughly.
Purpose (to inform): Useful because it provides detailed information about the treatment of prisoners of war by the Japanese.
Timing (2017): Useful because it has the benefit of hindsight.
Content
One in three of these prisoners died as a result of the dreadful conditions. (Useful because it is accurate (that many prisoners did lose their lives in the camps).)
Prisoners suffered as Red Cross parcels were not given out. (Useful because it is accurate (that prisoners were denied this help).)
Camp commandants made up their own rules and inflicted harsh punishments for even minor rule breaking. (Useful because it is accurate (that harsh treatment of prisoners was commonplace).)
Points of significant omission
POWs had limited food (for example, barley, green stew, seaweed stew, beans, rice; vegetables/meat and fish were rare
accommodation was basic and unsanitary which spread disease (for example, barracks, slept on mats, open latrines)
work was hard and labour intensive (for example, mines, fields, shipyards, munitions factories, railroad buildings)
examples of severe punishments (for example, beatings, standing to attention for hours, various forms of torture, solitary confinement).
Explain the reasons why life was difficult for ordinary citizens in Nazi occupied Europe.
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.
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
citizens of occupied countries had to live under the same strict laws as those in Nazi Germany with harsh punishments for offences against German rule
many lived in fear of the Gestapo/SS brutality and the Police State, which was imposed over occupied countries
all newspapers and radio were controlled by the Nazi regime so information about the war was limited
the occupied territories were provided with limited rations and food was confiscated by Germany for their own people
the economy and industry in occupied territories was exploited meaning resources were limited for ordinary citizens
curfews were put in place meaning that movement was restricted and controlled
all citizens had to carry an ID card and punishments were severe for those who did not have one/could not produce theirs on demand
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 death camps all over Europe
Jews were forced to register and wear the Star of David
their movements were restricted
ghettos were created for Jews in places like Warsaw where food supply was limited, and conditions were harsh such as overcrowding and disease and starvation.
How fully does Source D explain the reasons for the surrender of Japan on 15 August 1945?
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 D
Source D explains the reasons for the surrender of Japan on 15 August 1945.
There is much debate among historians about the reasons for Japan's surrender on 15 August 1945. Some believe the surrender was the result of the atomic bombs dropped on Hiroshima and Nagasaki. Many politicians in Japan were also discouraged by Germany's surrender. In February 1945, the Japanese military conducted a survey that concluded that Japan could not win the war. More than 60 Japanese cities where subjected to extensive firebombing in 1945, displacing, injuring and killing several hundred thousand civilians.
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
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 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 believe the surrender was the result of the atomic bombs dropped on Hiroshima and Nagasaki
many politicians in Japan were also discouraged by Germany's surrender
the Japanese military conducted a survey that concluded that Japan could not win the war
more than 60 Japanese cities were subjected to extensive firebombing in 1945, displacing, maiming and killing several hundred thousand civilians.
Points of significant omission
Soviet troops invaded on Marachuria before the Nagasaki bombing which threatened Japan
submarine blockade virtually shut down Japans oil imports and the coastal shipping of coal and food
demoralised workers were abandoning factories, compounding existing shortages of war-related production
Japan's diplomats in Europe were shocked by the devastation of Germany and conveyed their concerns about Hitler's 'fighting to the finish' strategy
the Japanese Government was divided between civilians who wanted peace and military who wanted to continue the war, the Emperor favoured peace
the surrender also guaranteed the survival of the Imperial Family.
Compare the views4 marks2021Q6Mary Queen of Scots, and the Scottish Reformation, 1542โ1587
Compare the views of Sources A and B about the โRough Wooingโ between England and 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 A
Sources A and B are about the โRough Wooingโ between England and Scotland.
In December 1543 Scotland rejected the Treaty of Greenwich. In May 1544, Henry VIII ordered an invasion of Scotland to force the Scots to change their minds. This was not the first time that there had been issues about succession to the Scottish throne. Important towns, such as Edinburgh and Berwick, were attacked and burned. The French provided military support by getting Scotland to sign the Treaty of Haddington โ which promised Mary would marry Francis, who was the heir to the French throne.
Source B
The โRough Wooingโ was a war between England and Scotland lasting 7 years. The conflict resulted in many Scottish towns being attacked by the English. Henry VIII ordered these attacks to make Scots accept the Treaty of Greenwich. He was angry that Mary was no longer going to marry his son Edward. In return for Maryโs marriage to the French Dauphin, military support arrived from France and Mary was sent to live there in 1548.
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. They may compare the details in the sources and/or compare the viewpoints overall.
A simple comparison will indicate what points of detail or viewpoint the sources agree or disagree on and should be awarded 1 mark. A developed comparison should be awarded a second mark.
Candidates may achieve full marks by making four simple comparisons, two developed comparisons (or by any combination of these).
Overall: Overall โ the sources agree about the โRough Wooingโ.
Points of comparison
agree
Source A: In May 1544, Henry VIII ordered an invasion of Scotland (to force the Scots to change their minds).
Source B: Henry VIII ordered these attacks to make Scots accept the Treaty of Greenwich.
agree
Source A: Important towns, such as Edinburgh and Berwick, were attacked and burned.
Source B: The conflict resulted in many Scottish towns being attacked by the English.
agree
Source A: The French provided military support by getting Scotland to sign the Treaty of Haddington โ which promised Mary would marry Francis, who was the heir to the French throne.
Source B: In return for Maryโs marriage to the French Dauphin, military support arrived from France and Mary was sent to live there in 1548.
Explain6 marks2021Q7Mary Queen of Scots, and the Scottish Reformation, 1542โ1587
Explain the reasons why there was a rebellion against Mary of Guise.
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.
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
there was opposition to Mary of Guise because she was a female ruler
there was general opposition to Mary of Guise because she was a foreigner ruling Scotland
there was opposition because Mary of Guise used Frenchmen to help her govern Scotland which upset many nobles because they wanted the top jobs for themselves
Mary of Guise used French soldiers in key strongholds in Scotland and many Scots feared they would be replaced
French soldiers and noblemen brought their families with them to live in Scotland and many Scots feared they would stay for good
Mary of Guise was Catholic, and she began to clamp down heavily on Protestants, which upset many
the Lords of the Congregation were formed to oppose the actions of Mary of Guise, encouraging further unrest
Mary of Guise attempted to introduce a new tax which was not popular amongst the nobles
John Knoxโs sermon in Perth encouraged rebellion against the Catholic Church and Mary of Guise headed to Perth with troops to quell the rebellions
Elizabeth I encouraged opposition in Scotland against Mary of Guise.
Describe4 marks2021Q8Mary Queen of Scots, and the Scottish Reformation, 1542โ1587
Describe the murder of Riccio in 1566.
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 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
Lord Darnley and a group of conspirators attacked Riccio
the murder took place in Maryโs private rooms
Darnley entered Maryโs private rooms first to reassure her
the conspirators (Lord Ruthven) justified their actions by telling Mary that Riccio had offended her honour
Riccio was terrified and hid behind Mary
the murder of Riccio was an attempt on the life of Mary and that of her unborn baby
How fully6 marks2021Q9Mary Queen of Scots, and the Scottish Reformation, 1542โ1587
How fully does Source C describe the Battle of Langside in 1568?
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 C
Source C describes the Battle of Langside in 1568.
Mary escaped from Lochleven Castle in May 1568 where she had been imprisoned by the Scottish nobles and forced to abdicate. By the time Mary arrived at Langside, she was able to gather over 6,000 supporters. At Langside she was opposed by the army of the Scottish Lords led by Moray and Kirkcaldy of Grange. Maryโs troops outnumbered those of Morayโs, but his army had good leadership in Morton and Kirkcaldy of Grange. Maryโs army was defeated so she fled to Dumfries then to England.
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.
1 mark should be awarded for each valid point selected from the source or each valid point of significant omission provided.
Candidates should be awarded up to 3 marks for their identification of points from the source, and up to 4 marks for their identification of points of significant omission.
A maximum of 2 marks may be awarded for answers in which no judgement has been made or which refer only to the source.
Points from the source
by the time Mary arrived at Langside, she was able to gather over 6,000 supporters
at Langside she was opposed by the army of the Scottish Lords led by Moray and Kirkcaldy of Grange
Maryโs troops outnumbered those of Morayโs, but his army had good leadership in Morton and Kirkcaldy of Grange
Maryโs army was defeated so she fled to Dumfries then to England.
Points of significant omission
Mary had been headed for Dumbarton Castle but was intercepted by Moray at Langside
Moray positioned his troops on Langside Hill, while Maryโs troops were on the lesser Clincart Hill
Mary watched the battle from Cathcart Hills
Maryโs army made an unsuccessful cavalry charge
one hundred of Maryโs men were killed
the battle had only taken three quarters of an hour.
To what extent9 marks2021Q10Mary Queen of Scots, and the Scottish Reformation, 1542โ1587
To what extent was Maryโs involvement in Catholic plots the main reason why she was executed by Elizabeth I in 1587?
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 given for each point. If only one factor is presented, a maximum of 3 marks should be awarded.
A further 4 marks can be awarded for providing the answer in a structured way and coming to a reasoned conclusion.
1 mark for an introduction; 1 mark for the answer being presented in a structured way; 1 mark for a conclusion with a valid judgement; 1 mark for a reason in support of the judgement.
Catholic plots
the Ridolfi plot 1571 planned to depose Elizabeth and replace her with Mary as Queen
Throckmorton plot 1583 planned the murder of Elizabeth and her replacement with Mary
the Parry plot 1585, where Maryโs double agent William Parry planned to kill Queen Elizabeth either in a private meeting or ambushing her
the Babington plot 1586, an English Catholic nobleman plotted to restore the Roman Catholic religion by placing Mary on the English throne
Succession
Mary claimed she had a right to the throne of England
after the death of Mary Tudor, Mary Queen of Scots, had called herself Queen of England
Mary was Elizabethโs heir and she did not trust her
1570, Mary received the backing of the Pope which enhanced Maryโs claim to the English throne as the nearest legal heir
Religion
Protestants thought Mary was a threat, especially since her son and heir was a Protestant
as a Catholic, Mary threatened the stability of Protestant England so Elizabeth executed her so she would not become a focus for Catholics in England
Elizabeth did not want to set Mary free in case she could cause trouble for Elizabeth by encouraging French and Roman Catholic opposition.
How fully6 marks2021Q16Migration and Empire, 1830โ1939
How fully does Source A describe the impact that the Empire had on Scotland?
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 impact that the Empire had on Scotland.
England was not the only country to see significant growth as a result of the Empire. In the mid-nineteenth century Dundee became the jute capital of Europe, producing great quantities of yarn which was woven into sacks, carpets and linoleum. The harbour at the mouth of the River Tay was crammed with sailing ships from Calcutta. In the 1860s about half of the townโs workers were employed in the jute mills. Huge fortunes were made by a relatively few โJute Baronsโ from families such as the Baxters, Bonars and Grimmonds.
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.
1 mark should be awarded for each valid point selected from the source or each valid point of significant omission provided.
Candidates should be awarded up to 3 marks for their identification of points from the source, and up to 4 marks for their identification of points of significant omission.
A maximum of 2 marks may be awarded for answers in which no judgement has been made or which refer only to the source.
Points from the source
in the mid-nineteenth century Dundee became the jute capital of Europe
the harbour at the mouth of the River Tay was crammed with sailing ships from Calcutta
in the 1860s about half of the townโs workers were employed in the jute mill
huge fortunes were made by a relative few โJute Baronsโ from families such as the Baxters, Bonars and Grimmonds.
Points of significant omission
public buildings and mansions built with the profits of the Empire for successful entrepreneurs
jobs were created in Scotland in manufacturing goods for export to the Empire (for example, railway locomotives, ships and shipbuilding)
wealth of cities such as Glasgow increased, and cities grew in population
Empire cultures introduced into Scotland (for example, food, language)
created many opportunities for Scots within the Empire (for example, armed forces, civil service)
the Empire boosted the banking and commerce industries.
Compare the views4 marks2021Q17Migration and Empire, 1830โ1939
Compare the views of Sources B and C about the jobs done by Irish immigrants 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 jobs done by Irish immigrants.
By 1841, 5% of the population of Scotland were Irish born, concentrated mostly in Glasgow, Edinburgh and Dundee. These Irish provided a hardworking source of unskilled labour. Gangs of Irish navvies did great service in all sorts of construction projects. In addition, the Irish provided a supply of seasonal harvest workers. They also acted as cut-price labour in the mines where they were frequently employed to break strikes.
Source C
The Irish made a substantial contribution to the development of the Scottish economy. In the mining districts the Irish gained a bad reputation as strike-breakers, hired by employers to weaken the Trade Unions. In the long run however, they were willing to take on the unskilled jobs that were not always attractive to Scots. Young Irishmen formed a great mobile army of navvies moving across the country building railways, canals and bridges.
Overall, do the sources agree or disagree? (worth a mark for an overall comparison)
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. They may compare the details in the sources and/or compare the viewpoints overall.
A simple comparison will indicate what points of detail or viewpoint the sources agree or disagree on and should be awarded 1 mark. A developed comparison should be awarded a second mark.
Candidates may achieve full marks by making four simple comparisons, two developed comparisons (or by any combination of these).
Overall: Overall โ the sources agree about the jobs done by Irish immigrants in Scotland.
Points of comparison
agree
Source B: These Irish provided a hardworking source of unskilled labour.
Source C: They were willing to take on the unskilled jobs that were not always attractive to Scots.
agree
Source B: Gangs of Irish navvies did great service in all sorts of construction projects.
Source C: Young Irishmen formed a great mobile army of navvies moving across the country building railways, canals and bridges.
agree
Source B: They also acted as cut-price labour in the mines where they were frequently employed as โblacklegsโ to break strikes.
Source C: In the mining districts the Irish gained a bad reputation as strike-breakers.
Describe4 marks2021Q18Migration and Empire, 1830โ1939
Describe the ways in which the Church was important to Irish Catholic immigrants 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
Candidates must make a number of relevant, factual points. These do not have to be in any particular order.
1 mark should be awarded for each accurate relevant key point of knowledge. A second mark should be awarded for each point that is developed, up to a maximum of 4 marks.
Possible points of knowledge
priests provided practical help (for example, writing letters, providing help finding accommodation, finding jobs)
the Church was a place of comfort for people living and working in terrible conditions
the Church provided a support for immigrants in financial difficulties (for example, charities like St Vincent de Paul)
the Church was a focal point for social gatherings (for example, family events, fetes, dances and Irish cultural celebrations like St Patrickโs Day)
the Church provided schooling for Catholic children
football teams were formed by Irish Catholics as a way of keeping communities together (for example, Hibernian in Edinburgh in 1875 and Celtic in Glasgow in 1888).
Explain6 marks2021Q19Migration and Empire, 1830โ1939
Explain the reasons why some Scots were forced to emigrate after 1830.
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.
1 mark should be awarded for each accurate, relevant reason, and a second mark should be awarded for reasons that are developed.
Candidates may achieve full marks by providing six straightforward reasons, three developed reasons (or any combination of these).
Possible reasons
Scots who committed serious crimes risked being sent as prisoners to convict colonies (Australia was a convict colony until the 1860s)
orphaned children were sent to new families in the New World (for example, by William Quarrier, YMCA)
poor land in some parts of Scotland meant that it was difficult to grow crops, so people emigrated to escape hunger
Highland Potato Famine 1847โ1851 caused some Scots to emigrate due to starvation
lack of opportunity for land ownership caused many to emigrate
the collapse of the kelp industry meant that people had no income, so people emigrated to escape poverty
the collapse of the herring trade left people unemployed so people emigrated to get jobs
the Highland Clearances meant some people were evicted from their homes, so some people emigrated as they had nothing left in Scotland
changes in agriculture and new farming machines meant that the skills of some farm labourers were no longer required so they emigrated as there was no alternative work in Scotland
poor working and living conditions in the industrial towns forced some people to emigrate
periods of unemployment forced people to emigrate to try and find regular employment.
To what extent9 marks2021Q20Migration and Empire, 1830โ1939
To what extent was education the most important role of Scots in the development of the New World?
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.
A further 4 marks can be awarded for providing the answer in a structured way and coming to a reasoned conclusion.
1 mark for an introduction; 1 mark for the answer being presented in a structured way; 1 mark for a conclusion with a valid judgement; 1 mark for a reason in support of the judgement.
Education
Queenโs University at Kingston, Ontario was founded in 1841
Alexander Duff from Perthshire founded the Scottish Church College in Calcutta in 1830
in Australia there was a large number of Presbyterian secondary schools and Melbourne Academy was known as the โScotch Collegeโ
Scots influenced education in New Zealand (for example the 1872 Education Act formed the basis of the education system in New Zealand)
Agriculture
in Australia and New Zealand, Scots were instrumental in introducing sheep-farming
William Davidson was the first Scot to send frozen meat back from New Zealand in 1882
John MacArthur introduced merino sheep, which made Australia the worldโs biggest producer of wool
Politics
John MacDonald became involved in politics and was elected as Canadaโs first Prime Minister
Andrew Fisher from Ayrshire became Australiaโs first Prime Minister in 1908
Peter Fraser emigrated from Tain to Auckland and was elected as Prime Minister of New Zealand in 1940
Manufacture
a considerable number of Scots came to Australia to invest in mining. (For example, many Scots came for the Gold Rush and some gold camps had a distinctive Scottish character)
Scots were prominent in the development of tea plantations and the jute industry
Describe4 marks2021Q21The Era of the Great War, 1900โ1928
Describe the methods used to recruit Scottish soldiers in the Great 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 do not have to be in any particular order.
1 mark should be awarded for each accurate relevant key point of knowledge. A second mark should be awarded for each point that is developed, up to a maximum of 4 marks.
Possible points of knowledge
propaganda posters were used to encourage Scottish men to volunteer (for example, Kitchener poster)
well-known Scots made personal appeals for men to volunteer
recruitment meetings were held, and speeches given across Scotland
adverts in Scottish newspapers
women used white feathers to signify cowardice (for example, in Edinburgh)
anywhere young Scottish men gathered (for example, football games, music hall, places of employment were targets for recruitment)
Pals battalions were set up in Glasgow and Edinburgh (for example, HLI and Royal Scots).
How fully6 marks2021Q22The Era of the Great War, 1900โ1928
How fully does Source A describe the experience of Scottish soldiers in the trenches?
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 Scottish soldiers in the trenches.
The failure of the Schlieffen Plan led to the development of the trench system on the Western Front. As a result, warfare changed significantly for Scottish troops. The threat of death kept soldiers on edge. Poor living conditions and a lack of sleep wore away at menโs health and stamina. Random shelling, earth-shattering mortar bombs and deadly rifle shots from snipers broke the boredom of trench life. The enemy remained hidden from view and soldiers often felt powerless against sudden death.
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.
1 mark should be awarded for each valid point selected from the source or each valid point of significant omission provided.
Candidates should be awarded up to 3 marks for their identification of points from the source, and up to 4 marks for their identification of points of significant omission.
A maximum of 2 marks may be awarded for answers in which no judgement has been made or which refer only to the source.
Points from the source
the threat of death kept soldiers on edge
poor living conditions and a lack of sleep wore away at menโs health and stamina
random shelling, earth-shattering mortar bombs and deadly rifle shots from snipers broke the boredom of trench life
the enemy remained hidden from view and soldiers often felt powerless against random and sudden death.
Points of significant omission
rats spread disease and were feared and hated by Scottish soldiers
lice were a constant irritant (for example, to Scottish soldiers in kilts)
cold and wet conditions resulted in trench foot for Scottish soldiers (for example, extreme cases could lead to amputation)
Scottish soldiers were often surrounded by dead bodies
in hot weather Scottish soldiers could be plagued by flies and smells
Compare the views4 marks2021Q23The Era of the Great War, 1900โ1928
Compare the views of Sources B and C about rationing in Scotland during the Great 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 B
Sources B and C are about rationing in Scotland during the Great War.
Compulsory rationing was introduced in stages between December 1917 and April 1918. Ration cards were issued and everyone had to register with a local butcher and grocer. One of the first items to be rationed was sugar in February 1918. However by the end of April, meat, butter, cheese and margarine were added to the list. Rationing benefited the health of the country, decreasing the average calorie intake only slightly.
Source C
People began to fear that the country was running out of food. Panic buying led to shortages. In February 1918, one of the first items the Ministry of Food decided to ration was sugar. This was later followed by butchersโ meat and dairy products. The idea of rationing food was to guarantee supplies, not to reduce consumption. This kept the Scottish people healthy as the intake of calories almost kept up to the pre-war level.
Overall, do the sources agree or disagree? (worth a mark for an overall comparison)
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. They may compare the details in the sources and/or compare the viewpoints overall.
A simple comparison will indicate what points of detail or viewpoint the sources agree or disagree on and should be awarded 1 mark. A developed comparison should be awarded a second mark.
Candidates may achieve full marks by making four simple comparisons, two developed comparisons (or by any combination of these).
Overall: Overall โ the sources agree about rationing during the Great War.
Points of comparison
agree
Source B: One of the first items to be rationed was sugar in February 1918.
Source C: In February 1918, one of the first items the Ministry of Food decided to ration was sugar.
agree
Source B: However, by the end of April, meat, butter, cheese and margarine were added to the list.
Source C: This was later followed by butchersโ meat and dairy products.
agree
Source B: Rationing benefited the health of the country, decreasing the average calorie intake only slightly.
Source C: This kept the Scottish people healthy as the intake of calories almost kept up to the pre-war level.
Explain6 marks2021Q24The Era of the Great War, 1900โ1928
Explain the reasons why there was a decline in heavy industry in Scotland after the Great War.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Explain ยท Appears in all 3 sections
WFQ (words from the question)your own recalled knowledge
One reason why words from the question was fact which meant that โฆโ 1 mark
A second reason why words from the question was fact which meant that โฆโ 1 mark
A third reason why words from the question was fact which meant that โฆโ 1 mark
A fourth reason why words from the question was fact which meant that โฆโ 1 mark
A fifth reason why words from the question was fact which meant that โฆโ 1 mark
A sixth reason why words from the question was fact which meant that โฆโ 1 mark
Example: One reason why women gained the vote in 1918 was that women burned down buildings like cricket pavilions, which meant that they gained publicity for the cause of votes for women.
How it's marked
1 mark for each accurate, relevant reason.
A second mark for each reason that is developed.
Each sentence/point must answer the question on its own.
โ Reveal marking schemeโพ
Max 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.
1 mark should be awarded for each accurate, relevant reason, and a second mark should be awarded for reasons that are developed.
Candidates may achieve full marks by providing six straightforward reasons, three developed reasons (or any combination of these).
Possible reasons
cheaper coal from abroad so demand for Scottish coal fell
development of new fuels, so coal production went into decline
when the demand for war goods ended, this led to the decline in iron and steel production
increasing foreign competition led to the closing of over half of Scotlandโs iron furnaces by 1927
the loss of international export markets led to a decline in many Scottish heavy industries
after 1920 Scottish ship yards went into decline due to lack of orders
Scotlandโs poor industrial relations record discouraged orders from foreign companies, leading to a decline in heavy industries
failure of Scottish companies to invest in new technology led to a lack of competitiveness, which caused a decline in orders
global economic downturn led to fewer orders for the Scottish railway industry
post-war management of Scottish industry failed to adapt to new practices leading to a decline in heavy industries.
To what extent9 marks2021Q25The Era of the Great War, 1900โ1928
To what extent were the peaceful methods of Suffragists in Scotland the main reason for the extension of the right to vote in 1918?
WFQ = words from the question 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 given for each point. If only one factor is presented, a maximum of 3 marks should be awarded.
A further 4 marks can be awarded for providing the answer in a structured way and coming to a reasoned conclusion.
1 mark for an introduction; 1 mark for the answer being presented in a structured way; 1 mark for a conclusion with a valid judgement; 1 mark for a reason in support of the judgement.
Peaceful methods of Suffragists in Scotland
NUWSS in Scotland used moderate peaceful tactics which won the support of politicians (for example, 1909 Edinburgh march, activities of Elsie Inglis)
Scottish Suffragists used pamphlets, petitions and parliamentary bills to persuade the public and politicians
Members of Suffragist groups in Scotland grew substantially by 1914, showing support for peaceful methods (for example, NUWSS and Womenโs Freedom League)
Methods of Suffragettes in Scotland
Scottish members of WSPU adopted militancy (for example, Marion Gilchrist, Jessie Stephen)
gained publicity for their cause (for example, heckling of Churchill in Dundee, and Asquith in Fife)
violent protest followed (for example, setting fire to grandstands at Ayr and Perth racecourses, tried to blow up Burnsโ Cottage in Alloway)
Suffragettes prisoners at Perth used hunger strikes and forced feeding as a political weapon to embarrass the government
the Scottish Suffragette campaign helped force politicians to discuss the issue of womenโs suffrage in Parliament
Womenโs war effort in Scotland
Scottish womenโs war effort gained respect and balanced the negative publicity of the earlier Suffragette campaign (for example, munitions, Elsie Inglis)
over 30,000 women were employed in Scotland making munitions which proved them worthy to vote
women in Scotland taking over menโs jobs leading to a change in attitude from the British government on the issue of votes for women (for example, agriculture, banking, trams, engineering)
Compare the views4 marks2021Q11The Treaty of Union, 1689โ1715
Compare the views of Sources A and B about the Worcester incident.
WFQ = words from the question โ reuse in every point.
(Compare the sources overall and/or in detail.)
Tip: Highlight 2โ3 points of comparison โ either where the sources agree OR where they disagree. You do not need both; pick one set and compare them point by point.
Highlight evidence โ tap the text:
Source A
Sources A and B are about the Worcester incident.
By 1705 relations between Scotland and England were bad. Matters were made worse by the Worcester incident. An English ship, the Worcester, was seized at Leith, outside Edinburgh. Captain Green and two of his crew were charged with piracy. This was a ridiculous charge, but the sailors were hanged on Leith Sands on 11 April 1705, in front of a crowd of 80,000 angry people.
Source B
In 1701 the English Parliament had passed the Act of Settlement. In 1703 the Scottish Parliament had passed the Wool Act. In 1705 an English merchant ship called the Worcester was captured by the Scots. Three sailors were accused of being pirates. The Scottish court showed no mercy and the three sailors were executed. It was now difficult to see how the two countries could join in 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. They may compare the details in the sources and/or compare the viewpoints overall.
A simple comparison will indicate what points of detail or viewpoint the sources agree or disagree on and should be awarded 1 mark. A developed comparison should be awarded a second mark.
Candidates may achieve full marks by making four simple comparisons, two developed comparisons (or by any combination of these).
Overall: Overall โ the sources agree about the Worcester incident.
Points of comparison
agree
Source A: An English ship, the Worcester, was seized at Leith, outside Edinburgh.
Source B: In 1705 an English ship called the Worcester was captured by the Scots.
agree
Source A: Captain Green and two of his crew were charged with piracy.
Source B: Three sailors were accused of being pirates.
agree
Source A: This was a ridiculous charge, but the sailors were hanged on Leith Sands.
Source B: The Scottish court showed no mercy and the three sailors were executed.
Explain6 marks2021Q12The Treaty of Union, 1689โ1715
Explain the reasons why many Scots supported the Union with England.
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.
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 points of knowledge
Union would secure a Protestant succession, which would prevent a Catholic monarch
Union would help keep the peace with England
Union would prevent an English invasion
Union would allow Scots ships to trade freely under protection from the English Navy
Union would give the Scots access to English colonies, which would improve trade
guarantees were given that the Union would preserve Scotlandโs legal system, which led many to support the Union
guarantees were given that the Union would protect the Kirk and Scotlandโs distinctive religious practices, which led many to support the Union
Union would allow Scots to access the Equivalent, which made it attractive financially
Union would make less likely invasion of Scotland from other European powers like France
Union with England would enhance job opportunities for Scots in England
Union would help consolidate the shared history and cultural identity of Scotland and England.
Describe4 marks2021Q13The Treaty of Union, 1689โ1715
Describe the arguments used by Scots who were against the Union with England.
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 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 reasons
Union would lead to higher taxes
end of Scotland as an independent nation
fears that the Union would give the English control of Scottish trade
Scotland would have little influence in a London Parliament
Episcopalians argued the Union would secure the Hanoverian succession
some Presbyterians feared Union would sacrifice the distinctive nature of the church
Catholics argued the Union would secure Protestant succession
Jacobites argued the Union would prevent a Stuart restoration.
To what extent9 marks2021Q14The Treaty of Union, 1689โ1715
To what extent was corruption the most important reason for the passing of the Treaty of Union by the Scottish 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
Up to 5 marks can be awarded for relevant, factual, key points of knowledge used to support factors, with 1 mark awarded for each point. If only one factor is presented, a maximum of 3 marks should be awarded.
A further 4 marks can be awarded for providing the answer in a structured way and coming to a reasoned conclusion.
1 mark for an introduction; 1 mark for the answer being presented in a structured way; 1 mark for a conclusion with a valid judgement; 1 mark for a reason in support of the judgement.
Corruption
the Earl of Glasgow distributed ยฃ20,000 to encourage support for Union
many opponents were offered jobs, pensions and promotions were all offered to encourage support for Union
Lord Godolphin also handed out individual payments to opponents to guarantee Union
Pressure from England
Queen Anne was determined to form a Union
Queensberry acted on Queen Anneโs behalf to encourage Union
the Alien Act would mean economic difficulties in Scotland if Union was not passed
Squadrone Volante
many in the Squadrone believed that support for the Union would give them control over the distribution of the Equivalent
many in the Squadrone were Presbyterians and supported Union as they believed this was the only way to protect the Kirk
the role of the Squadrone was key to blocking the opposition from the Country Party
Division among the opposition
Hamilton as leader of the opposition refused to participate in planned walkout of parliament
the opposition was led by Hamilton who was a weak leader and may also have been bribed
How fully6 marks2021Q15The Treaty of Union, 1689โ1715
How fully does Source C describe the effects of the Union on Scotland up to 1715?
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 C
Source C describes the effects of the Union on Scotland up to 1715.
The Treaty of Union came into effect in 1707. In the aftermath of the Union the Parliament in London discussed many changes. The Yule Vacance Act of 1711 recognised Christmas as a holiday in the Scottish law courts. The Toleration Act of 1712 allowed freedom of worship for Episcopalians. The Patronage Act of 1711 prevented Kirk congregations from selecting their own ministers. In addition, in 1712 the House of Lords became the court of appeal for all Scottish legal cases.
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.
1 mark should be awarded for each valid point selected from the source or each valid point of significant omission provided.
Candidates should be awarded up to 3 marks for their identification of points from the source, and up to 4 marks for their identification of points of significant omission.
A maximum of 2 marks may be awarded for answers in which no judgement has been made or which refer only to the source.
Points from the source
the Yule Vacance Act of 1711 recognised Christmas as a holiday in the Scottish law courts
the Toleration Act of 1712 allowed freedom of worship for Episcopalians
the Patronage Act of 1711 prevented Kirk congregations from selecting their own ministers
in addition, in 1712 the House of Lords became the court of appeal for all Scottish legal cases.
Points of significant omission
the number of Scots involved in the tobacco trade increased
agricultural techniques improved
the Scottish Privy Council was abolished in 1708
some Scots benefited from the opportunities provided by the Empire, for example, by taking up land in the West Indies
some Scottish industries (for example, brewing, paper making, fishing, shoe making, candle making) were badly affected by the Union
To what extent9 marks2021Q1The Wars of Independence, 1286โ1328
To what extent was the death of Alexander III the main reason for the succession problem in Scotland from 1286โ1292?
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 given for each point. If only one factor is presented, a maximum of 3 marks should be given.
A further 4 marks can be awarded for providing the answer in a structured way and coming to a reasoned conclusion.
1 mark for an introduction; 1 mark for the answer being presented in a structured way; 1 mark for a conclusion with a valid judgement; 1 mark for a reason in support of the judgement.
The death of Alexander III
Alexanderโs death was sudden and unexpected, which meant the Scots were not prepared
Alexanderโs children had already died
Yolande was not pregnant, so there was no new heir
Margaret Maid of Norway
Alexanderโs only surviving heir was his very young granddaughter (Margaret, Maid of Norway)
as a female Margaret Maid of Norway may not have been accepted as ruler
Margaret died on her way to Scotland (in 1290)
The Competitors
there was great rivalry between the competitors
danger of a civil war
Edward I had to be asked to intervene
it took two years to decide who had the best claim to the throne (the Great Cause)
when Balliol was chosen, some of the other noble families were angry (for example, the Bruces).
Compare the views4 marks2021Q2The Wars of Independence, 1286โ1328
Compare the views of Sources A and B about the Franco-Scottish Treaty.
WFQ = words from the question โ reuse in every point.
(Compare the sources overall and/or in detail.)
Tip: Highlight 2โ3 points of comparison โ either where the sources agree OR where they disagree. You do not need both; pick one set and compare them point by point.
Highlight evidence โ tap the text:
Source A
Sources A and B are about the Franco-Scottish Treaty.
In 1294, King John Balliol was asked to send a Scottish army to France to fight for Edward I. The Scots were opposed to this idea because they had trading links with France, so they refused Edwardโs demands. Instead they agreed to help the French against the English. This treaty was called the Franco-Scottish Alliance. It helped Scotland to be allied to an important European power.
Source B
When Edward I was preparing for war with France in 1294, he asked his lords, including King John Balliol, to send soldiers to help him. The Scots were unhappy with Edwardโs demands and refused to send an army to help Edward. The Scots then formed a new council of 12 Guardians. Scotland signed a treaty with France, which stated that if France was attacked Scotland would invade England to help them.
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. They may compare the details in the sources and/or compare the viewpoints overall.
A simple comparison will indicate what points of detail or viewpoint the sources agree or disagree on and should be awarded 1 mark. A developed comparison should be awarded a second mark.
Candidates may achieve full marks by making four simple comparisons, two developed comparisons (or by any combination of these).
Overall: Overall โ the sources agree about the Franco-Scottish Treaty.
Points of comparison
agree
Source A: In 1294, King John Balliol was asked to send a Scottish army to France to fight for Edward I.
Source B: When Edward I was preparing for war with France in 1294, he asked his lords, including King John Balliol, to send soldiers to help him.
agree
Source A: The Scots were opposed to this idea because they had trading links with France, so they refused Edwardโs demands.
Source B: The Scots were unhappy with Edwardโs demands and refused to send an army.
agree
Source A: Instead they agreed to help the French against the English.
Source B: Scotland signed a treaty with France, which stated that if France was attacked Scotland would invade England to help them.
Describe4 marks2021Q3The Wars of Independence, 1286โ1328
Describe the ways in which Edward I took control of Scotland in 1296.
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 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
attacked the Scots at Berwick
defeated the Scots at the Battle of Dunbar
stripped Balliol of his royal title
had Scottish nobles sign the Ragman Rolls
confiscated Scottish crown jewels
confiscated the Stone of Destiny
declared that Scotland should no longer be referred to as a kingdom, but instead as a land
How fully6 marks2021Q4The Wars of Independence, 1286โ1328
How fully does Source C describe the capture and death of William Wallace?
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 C
Source C describes the capture and death of William Wallace.
In August 1305, Wallace was betrayed to the English by Sir John Menteith, when he was hiding in a barn at Robroyston near Glasgow. Sir John Menteith would later fight alongside Robert Bruce against the English. Wallace was taken to London by boat, to make a rescue attempt more difficult. He was then led through the streets to Westminster, where he was declared an outlaw and a traitor. Without a proper trial, Wallace was found guilty of treason and was executed.
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.
1 mark should be awarded for each valid point selected from the source or each valid point of significant omission provided.
Candidates should be awarded up to 3 marks for their identification of points from the source, and up to 4 marks for their identification of points of significant omission.
A maximum of 2 marks may be awarded for answers in which no judgement has been made or which refer only to the source.
Points from the source
Wallace was betrayed to the English by Sir John Menteith
Wallace was taken to London by boat, to make a rescue attempt more difficult
he was then led through the streets to Westminster, where he was declared an outlaw and a traitor
without a proper trial, Wallace was found guilty of treason and executed.
Points of significant omission
Wallace was executed at Smithfield (just outside the city walls)
Wallace was hung until nearly dead, then cut down
Wallace was drawn/had his insides removed while still alive
Explain6 marks2021Q5The Wars of Independence, 1286โ1328
Explain the reasons why Robert Bruce was able to win independence for Scotland by 1328.
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.
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
Edward I died (in 1307) which meant that Bruce did not have to fight such an experienced opponent
Edward II was not as interested in Scotland which allowed Bruce time to prepare his campaign
Edward II not as experienced a soldier as his father which meant that Bruce had less opposition from England
Bruce gained the support of many of the Scottish nobles which meant that he had their support in his fight against the English
Bruce defeated his Scottish enemies which meant that he could then focus his attention on winning independence from England
Bruce took control of most of Scotlandโs castles which meant that it was difficult for the English to control Scotland
Bruce defeated the English Army at Bannockburn which meant that he was able to secure his throne
Bruce carried out raids on the north of England (as far south as York) which helped convince the English to make peace with Scotland
the Declaration of Arbroath meant that Bruce had continuing support from the nobles in his fight for independence
Edward II was murdered which meant that his Queen (Isabella) made peace with Scotland.
