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Describe4 marks2023Q41Changing Britain, 1760–1914
Describe the improvements made to housing in British towns and cities, 1760–1914.
WFQ = words from the question — reuse in every point.
🐀 RAT sheet — how to structure your answer▾
Describe · Appears in 2 sections
WFQ (words from the question)
One words from the question was …✓ 1 mark
A second words from the question was …✓ 1 mark
A third words from the question was …✓ 1 mark
A fourth words from the question was …✓ 1 mark
Example: One use of new technology on the Western Front during the First World War was mustard gas, which was used to blind soldiers and make it more difficult for them to fight.
How it's marked
1 mark for each accurate, relevant key point of knowledge.
A second mark for each point that is developed.
Full marks by four straightforward points, two developed points, or a combination.
✓ Reveal marking scheme▾
Max 4 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
1 mark for each accurate relevant key point of knowledge.
A second mark for each point that is developed, up to a maximum of 4 marks.
Candidates may achieve full marks by providing four straightforward points, by making two developed points (or any combination of these).
Possible points of knowledge
clean water supplied to houses
improved sanitation which carried away waste
slum clearances got rid of some of the poorest quality housing
new homes were built which reduced overcrowding
abolition of the Window Tax in 1851 allowed for more light and fresh air in homes
health boards were created to ensure laws were followed, for example, 1848 Public Health Act
laws were enforced on slum clearance and sewers, for example, 1875 Public Health Act
Compare the views4 marks2023Q42Changing Britain, 1760–1914
Compare the views of Sources A and B about the causes of medical problems in Britain up to 1914.
WFQ = words from the question — reuse in every point.
(Compare the sources overall and/or in detail.)
Tip: Highlight 2–3 points of comparison — either where the sources agree OR where they disagree. You do not need both; pick one set and compare them point by point.
Highlight evidence — tap the text:
Source A
Sources A and B are about the causes of medical problems in Britain up to 1914.
In 1842 Edwin Chadwick produced a report on the sanitary conditions of the labouring population of Great Britain. He concluded that disease amongst the working class was not caused by their own behaviour, but by filth on the streets. The report found a link between poor living standards such as overcrowding and the spread of disease. The lack of clean drinking water was also most likely a cause of much disease, such as cholera.
Source B
Before the discoveries and advancements of the 19th century, there were many outdated attitudes to health and medical care. Many people believed that poverty and ill-heath were caused by idleness amongst the working classes. Many blamed diseases such as cholera on bad air in the atmosphere, known as miasma. The government believed that living standards had no impact on health and were therefore not their responsibility.
Overall, do the sources agree or disagree? (worth a mark for an overall comparison)
🐀 RAT sheet — how to structure your answer▾
Compare the views · Appears in 2 sections
WFQ (words from the question)quote from the source
Overall, Sources X and Y [agree/disagree] about words from the question.✓ 1 mark (overall)
The sources agree/disagree about statement summarising the point. Source X says “direct quote” and Source Y [agrees/disagrees] when it says “direct quote”.✓ 1–2 marks
The sources also agree/disagree about statement summarising the point. Source X says “direct quote” and Source Y [agrees/disagrees] when it says “direct quote”.✓ 1–2 marks
How it's marked
1 mark for a simple comparison (what the sources agree/disagree about).
2 marks for a developed comparison, supported by specific references to each source.
Full marks by four simple comparisons, two developed comparisons, or a combination.
💡One set of points will agree, one will disagree.
✓ Reveal marking scheme▾
Max 4 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
A simple comparison will indicate what points of detail or viewpoint the sources agree or disagree on and should be awarded 1 mark.
A developed comparison of the points of detail or overall viewpoint should be awarded a second mark.
Candidates may achieve full marks by making four simple comparisons, two developed comparisons (or any combination of these).
Overall: Overall — the sources disagree about the causes of medical problems.
Points of comparison
disagree
Source A: He concluded that disease amongst the working class was not caused by their own behaviour, but by filth on the streets.
Source B: Many people believed that poverty and ill-health were caused by idleness amongst the working classes.
disagree
Source A: The report found a link between poor living standards such as overcrowding and the spread of disease.
Source B: The government believed that living standards had no impact on health and were therefore not their responsibility.
disagree
Source A: The lack of clean drinking water was also most likely a cause of much disease, such as cholera.
Source B: Many blamed diseases such as cholera on bad air in the atmosphere, known as miasma.
Explain the reasons why changes to technology and legislation improved working conditions in textile factories by 1914.
WFQ = words from the question — reuse in every point.
🐀 RAT sheet — how to structure your answer▾
Explain · Appears in all 3 sections
WFQ (words from the question)your own recalled knowledge
One reason why words from the question was fact which meant that …✓ 1 mark
A second reason why words from the question was fact which meant that …✓ 1 mark
A third reason why words from the question was fact which meant that …✓ 1 mark
A fourth reason why words from the question was fact which meant that …✓ 1 mark
A fifth reason why words from the question was fact which meant that …✓ 1 mark
A sixth reason why words from the question was fact which meant that …✓ 1 mark
Example: One reason why women gained the vote in 1918 was that women burned down buildings like cricket pavilions, which meant that they gained publicity for the cause of votes for women.
How it's marked
1 mark for each accurate, relevant reason.
A second mark for each reason that is developed.
Each sentence/point must answer the question on its own.
✓ Reveal marking scheme▾
Max 6 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
Up to a maximum of 6 marks in total, 1 mark for each accurate, relevant reason.
A second mark should be awarded for reasons that are developed.
Candidates may achieve full marks by providing six straightforward reasons, three developed reasons (or any combination of these).
Possible reasons
children’s hours were limited which reduced the possibility of injury through fatigue
women’s hours were limited which improved the health of female workers
safety provisions were introduced which reduced injuries, for example, safety guards on machines
inspectors were appointed, which helped to enforce safety laws, for example, Factory Act 1833
workers injured at work could receive limited compensation which allowed them to continue to earn money, for example, Workmen’s Compensation Act of 1897
workers’ hours were reduced, which allowed for a better standard of living
holiday provisions were introduced, which allowed workers time to relax
minimum working age for children was introduced which reduced exploitation
How fully6 marks2023Q44Changing Britain, 1760–1914
How fully does Source C explain the reasons why railways benefitted society and the economy?
WFQ = words from the question — 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) — then recall 3 points the source leaves out.
Highlight evidence — tap the text:
Source C
Source C explains the reasons why railways benefitted society and the economy.
By 1900, British railways were at their peak. Most companies had earned large profits for years, which were invested back into the economy. By this point, many of the smaller companies had joined together to create larger ones like the Great Northern Railway. Thousands of new jobs were created, such as train drivers and conductors. The demand for raw materials to build rails and stations meant industries such as iron and coal grew. The forestry industry was also boosted as timber was needed to build the rails.
🐀 RAT sheet — how to structure your answer▾
How fully · Appears in all 3 sections
WFQ (words from the question)quote from the sourceomission — your own recall
Overall, Source X partly words from the question.✓ needed for full marks
Source X says “direct quote” which meant that …✓ 1 mark (from source)
Source X also says “direct quote” which meant that …✓ 1 mark (from source)
Source X also says “direct quote” which meant that …✓ 1 mark (from source)
However, Source X doesn’t mention fact which meant that …✓ 1 mark (omission)
Source X also doesn’t mention fact which meant that …✓ 1 mark (omission)
Source X also doesn’t mention fact which meant that …✓ 1 mark (omission)
How it's marked
Up to 3 marks for points from the source that support your judgement.
Up to 4 marks for points of significant omission from recall.
Maximum 2 marks if no judgement is made, or if you refer only to the source.
💡Use the source AND recall.
💡Quote and then explain — show you understand it, don’t just repeat it.
💡You must make a judgement (e.g. “the source partly explains…”) or you are capped at 2 marks.
✓ Reveal marking scheme▾
Max 6 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
1 mark for each valid point selected from the source or each valid point of significant omission provided.
Up to 3 marks for interpretation of points from the source which support their judgement.
Up to 4 marks for identification of points of significant omission, based on their own knowledge, that support their judgement.
A maximum of 2 marks may be awarded for answers in which no judgement has been made or which refer only to the source.
Points from the source
Most companies had earned large profits for years, which were invested back into the economy. (The railways were a benefit to the economy as they earned large profits.)
Thousands of new jobs were created, such as train drivers and conductors. (Railways benefited society and the economy as they provided employment.)
The demand for raw materials to build rails and stations meant industries such as iron and coal grew. (Railways benefited the economy as they boosted other industries.)
The forestry industry was also boosted as timber was needed to build the rails. (Railways benefited the economy as they provided work for the forestry industry.)
Points of significant omission
the railways were able to transport goods quickly which benefited manufacturing
the railways allowed people to travel to and from home and work more easily
newspapers carried across the country by train allowed people to access national news
the railways encouraged tourism, which meant people could go on holiday to the coast more easily
quick transportation of fresh food improved diets
cheap train transport led to the growth of national sporting events, for example, football leagues,
Evaluate the usefulness5 marks2023Q45(a)Changing Britain, 1760–1914
Evaluate the usefulness of Source D as evidence of the extent of democratic changes brought about by the 1832 Reform Act.
WFQ = words from the question — 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) — then consider author, purpose, timing and omission.
Highlight evidence — tap the text:
Source D
Source D is from a textbook written by a modern historian in 2007.
In 1832 the Reform Act was passed — often called the Great Reform Act. The right of some depopulated areas to elect an MP was taken away. Middle class men who earned a certain amount gained the vote. However, for many, the Act did not go far enough. Most men and all women, still had no vote. In the following years, more legislation was passed which extended democracy further. By 1914, there had been improvements in almost every aspect of the democratic system.
🐀 RAT sheet — how to structure your answer▾
Evaluate the usefulness · Appears in 2 sections
Remember COAT
📄Content — what the source says
🚫Omission — what the source leaves out
✍️Author — who wrote it
🕐Timing — when it was written
WFQ (words from the question)quote from the source
Source X says “_____”. This is useful as it is accurate information about words from the question.✓ 1 mark (content)
Source X also says “_____”. This is useful as it is accurate information about words from the question.✓ 1 mark (content)
Source X omits _____. This makes the source less useful. Source X also omits _____. This makes the source less useful.✓ 1 mark (omission)
Source X was written by _____. This makes the source useful because they have personal / professional experience of, or are an expert in, words from the question.✓ 1 mark (author)
Source X was written in _____. This is useful as it was during the time of / has the benefit of hindsight about words from the question.✓ 1 mark (timing)
How it's marked
Maximum 4 marks for comments on author, type of source, purpose and timing.
Maximum 2 marks for comments on the content of the source.
Maximum 2 marks for comments on points of significant omission.
💡You can also comment on the Purpose and Type of source.
✓ Reveal marking scheme▾
Max 5 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
Candidates must evaluate the extent to which a source is useful by commenting on evidence such as the author, type of source, purpose, timing, content or omission. For a mark to be awarded, the candidate must identify an aspect of the source and make a comment which shows why this aspect makes the source more or less useful.
A maximum of 4 marks can be awarded for evaluative comments relating to the author, type of source, purpose and timing.
A maximum of 2 marks may be awarded for evaluative comments relating to the content of the source.
A maximum of 2 marks may be awarded for evaluative comments relating to points of significant omission.
Author/Type/Purpose/Timing
Author: modern historian — Useful as they are a well-informed expert on the 1832 Reform Act.
Type of Source: textbook — Useful as will be well researched to ensure correct details.
Purpose: to inform — Intended to give useful information about the 1832 Reform Act.
Timing: 2007 — Useful as written with the benefit of hindsight.
Content
The right of some depopulated areas to elect an MP was taken away. — Useful because it is accurate (describes the redistribution of seats).
Middle class men who earned a certain amount gained the vote. — Useful because it is accurate (more men were given the vote).
Most men and all women, still had no vote. — Useful because it is accurate (most men and all women, still had no vote).
Points of significant omission
MPs were still unpaid
there was still no secret ballot
bigger industrial towns got a few more MPs to represent them, for example, Manchester
the act applied new rules across the whole of the UK
Evaluate the usefulness5 marks2023Q45(b)Changing Britain, 1760–1914
Evaluate the usefulness of Source E as evidence of the reasons for opposition to the building of the railways.
WFQ = words from the question — 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) — then consider author, purpose, timing and omission.
Highlight evidence — tap the text:
Source E
Source E is from a textbook written by a modern historian in 2004.
Railway mania swept across the nation in the 1840s, however, the railways were not universally welcomed and faced opposition. Railway companies found problems buying the land they needed from owners who believed it was worth more than companies were willing to pay. Railways faced opposition from those who feared they would destroy scenery with embankments and cuttings. There were also fears the railways would set farmland on fire with sparks from the locomotives. Despite this opposition, the railways continued to expand.
🐀 RAT sheet — how to structure your answer▾
Evaluate the usefulness · Appears in 2 sections
Remember COAT
📄Content — what the source says
🚫Omission — what the source leaves out
✍️Author — who wrote it
🕐Timing — when it was written
WFQ (words from the question)quote from the source
Source X says “_____”. This is useful as it is accurate information about words from the question.✓ 1 mark (content)
Source X also says “_____”. This is useful as it is accurate information about words from the question.✓ 1 mark (content)
Source X omits _____. This makes the source less useful. Source X also omits _____. This makes the source less useful.✓ 1 mark (omission)
Source X was written by _____. This makes the source useful because they have personal / professional experience of, or are an expert in, words from the question.✓ 1 mark (author)
Source X was written in _____. This is useful as it was during the time of / has the benefit of hindsight about words from the question.✓ 1 mark (timing)
How it's marked
Maximum 4 marks for comments on author, type of source, purpose and timing.
Maximum 2 marks for comments on the content of the source.
Maximum 2 marks for comments on points of significant omission.
💡You can also comment on the Purpose and Type of source.
✓ Reveal marking scheme▾
Max 5 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
Candidates must evaluate the extent to which a source is useful by commenting on evidence such as the author, type of source, purpose, timing, content or omission. For a mark to be awarded, the candidate must identify an aspect of the source and make a comment which shows why this aspect makes the source more or less useful.
A maximum of 4 marks can be awarded for evaluative comments relating to the author, type of source, purpose and timing.
A maximum of 2 marks may be awarded for evaluative comments relating to the content of the source.
A maximum of 2 marks may be awarded for evaluative comments relating to points of significant omission.
Author/Type/Purpose/Timing
Author: modern historian — Useful as they are an expert on the topic of the building of the railways.
Type of Source: textbook — Useful as will be well researched about the building of the railways.
Purpose: to inform — Useful as intended to give accurate information about the building of the railways.
Timing: 2004 — Useful as written with the benefit of hindsight.
Content
Railway companies found problems buying the land they needed from owners who believed it was worth more than companies were willing to pay. — Useful because it is accurate (it was expensive to buy land).
Railways faced opposition from those who feared they would destroy scenery with embankments and cuttings. — Useful because it is accurate (people opposed the railways due to the destruction of the landscape).
There were also fears the railways would set farmland on fire with sparks from the locomotives. — Useful because it is accurate (farmers were scared that trains could cause fires in the surrounding fields).
Points of significant omission
farmers were concerned passing trains would disturb livestock
people in rural areas were concerned trains would bring in ‘undesirables’ from the towns and cities
many disliked the ‘navvies’ who built the railways as they believed navvies to be drunken criminals
canal workers and owners disliked railways as they were a threat to their jobs
Describe the conditions experienced by enslaved people during the Middle Passage.
WFQ = words from the question — reuse in every point.
🐀 RAT sheet — how to structure your answer▾
Describe · Appears in 2 sections
WFQ (words from the question)
One words from the question was …✓ 1 mark
A second words from the question was …✓ 1 mark
A third words from the question was …✓ 1 mark
A fourth words from the question was …✓ 1 mark
Example: One use of new technology on the Western Front during the First World War was mustard gas, which was used to blind soldiers and make it more difficult for them to fight.
How it's marked
1 mark for each accurate, relevant key point of knowledge.
A second mark for each point that is developed.
Full marks by four straightforward points, two developed points, or a combination.
✓ Reveal marking scheme▾
Max 4 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
1 mark for each accurate relevant key point of knowledge.
A second mark for each point that is developed, up to a maximum of 4 marks.
Candidates may achieve full marks by providing four straightforward points, by making two developed points (or any combination of these).
Possible points of knowledge
enslaved people were chained together
enslaved people had very little space in the hold
the floors were covered in human waste
diseases were widespread, for example, dysentery
exploitation of female slaves by crew
enslaved people were kept below deck for long periods
overcrowded conditions caused extreme heat in the hold
Compare the views4 marks2023Q37The Atlantic Slave Trade, 1770–1807
Compare the views of Sources A and B about how enslaved people were treated in slave factories.
WFQ = words from the question — reuse in every point.
(Compare the sources overall and/or in detail.)
Tip: Highlight 2–3 points of comparison — either where the sources agree OR where they disagree. You do not need both; pick one set and compare them point by point.
Highlight evidence — tap the text:
Source A
Sources A and B are about how enslaved people were treated in slave factories.
Old fortresses were often used as slave factories on the west coast of Africa by slave traders. I have seen slaves with plenty of space to walk around when they were held in slave factories. The slaves I saw during my visit were always well-fed and watered which kept them healthy. There was enough space for captives to sleep while held in the slave factories.
Source B
The slave factory was usually a large, brick building used to keep those captured secure until they were sold. Often these were buildings that were also used to trade gold and other valuable goods. Enslaved people lived in cramped, poorly ventilated dungeons. There was little room for enslaved people to lie down to rest. Captives were often kept without water and given poor quality food.
Overall, do the sources agree or disagree? (worth a mark for an overall comparison)
🐀 RAT sheet — how to structure your answer▾
Compare the views · Appears in 2 sections
WFQ (words from the question)quote from the source
Overall, Sources X and Y [agree/disagree] about words from the question.✓ 1 mark (overall)
The sources agree/disagree about statement summarising the point. Source X says “direct quote” and Source Y [agrees/disagrees] when it says “direct quote”.✓ 1–2 marks
The sources also agree/disagree about statement summarising the point. Source X says “direct quote” and Source Y [agrees/disagrees] when it says “direct quote”.✓ 1–2 marks
How it's marked
1 mark for a simple comparison (what the sources agree/disagree about).
2 marks for a developed comparison, supported by specific references to each source.
Full marks by four simple comparisons, two developed comparisons, or a combination.
💡One set of points will agree, one will disagree.
✓ Reveal marking scheme▾
Max 4 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
A simple comparison will indicate what points of detail or viewpoint the sources agree or disagree on and should be awarded 1 mark.
A developed comparison of the points of detail or overall viewpoint should be awarded a second mark.
Candidates may achieve full marks by making four simple comparisons, two developed comparisons (or any combination of these).
Overall: Overall — the sources disagree about how enslaved people were treated in a slave factory.
Points of comparison
disagree
Source A: I have seen slaves with plenty of space to walk around when they were held in slave factories.
Source B: Enslaved people lived in cramped, poorly ventilated dungeons.
disagree
Source A: The slaves I saw during my visit were always well-fed and watered which kept them healthy.
Source B: Captives were often kept without water and given poor quality food.
disagree
Source A: There was enough space for captives to sleep while held in the slave factories.
Source B: There was little room for enslaved people to lie down to rest.
Explain the reasons why the slave trade had a negative impact on the development of the Caribbean islands.
WFQ = words from the question — reuse in every point.
🐀 RAT sheet — how to structure your answer▾
Explain · Appears in all 3 sections
WFQ (words from the question)your own recalled knowledge
One reason why words from the question was fact which meant that …✓ 1 mark
A second reason why words from the question was fact which meant that …✓ 1 mark
A third reason why words from the question was fact which meant that …✓ 1 mark
A fourth reason why words from the question was fact which meant that …✓ 1 mark
A fifth reason why words from the question was fact which meant that …✓ 1 mark
A sixth reason why words from the question was fact which meant that …✓ 1 mark
Example: One reason why women gained the vote in 1918 was that women burned down buildings like cricket pavilions, which meant that they gained publicity for the cause of votes for women.
How it's marked
1 mark for each accurate, relevant reason.
A second mark for each reason that is developed.
Each sentence/point must answer the question on its own.
✓ Reveal marking scheme▾
Max 6 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
Up to a maximum of 6 marks in total, 1 mark for each accurate, relevant reason.
A second mark should be awarded for reasons that are developed.
Candidates may achieve full marks by providing six straightforward reasons, three developed reasons (or any combination of these).
Possible reasons
diseases and enslavement killed native peoples, for example, the Arawaks
plantations took over smaller farms causing a loss of livelihood for farmers on these islands
large areas of the natural environment were ruined to make way for the sugar cane
the slave trade caused an overreliance on sugar production, damaging the economy
repressive rule by a white minority caused destructive slave rebellions
slavery led to an increase in racism
Slave Laws which led to brutal punishment of enslaved people created a culture of fear in the islands
profits from slave produced goods were not reinvested in the Caribbean but sent to Britain
How fully6 marks2023Q39The Atlantic Slave Trade, 1770–1807
How fully does Source C explain the reasons why resistance on plantations was mostly unsuccessful?
WFQ = words from the question — 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) — then recall 3 points the source leaves out.
Highlight evidence — tap the text:
Source C
Source C explains the reasons why resistance on plantations was mostly unsuccessful.
Enslaved people who were branded found it difficult to run away because they were easily identified. Hunters were hired to track down missing enslaved people meaning they were often returned to their owners. One notable group of escapees were the Maroons in Jamaica. The Maroons lived in the mountains and sometimes took part in violent rebellions. Slave owners put up posters describing runaways, making it harder for them to remain free. Enslaved people who engaged in resistance faced severe punishments, making them less likely to rebel.
🐀 RAT sheet — how to structure your answer▾
How fully · Appears in all 3 sections
WFQ (words from the question)quote from the sourceomission — your own recall
Overall, Source X partly words from the question.✓ needed for full marks
Source X says “direct quote” which meant that …✓ 1 mark (from source)
Source X also says “direct quote” which meant that …✓ 1 mark (from source)
Source X also says “direct quote” which meant that …✓ 1 mark (from source)
However, Source X doesn’t mention fact which meant that …✓ 1 mark (omission)
Source X also doesn’t mention fact which meant that …✓ 1 mark (omission)
Source X also doesn’t mention fact which meant that …✓ 1 mark (omission)
How it's marked
Up to 3 marks for points from the source that support your judgement.
Up to 4 marks for points of significant omission from recall.
Maximum 2 marks if no judgement is made, or if you refer only to the source.
💡Use the source AND recall.
💡Quote and then explain — show you understand it, don’t just repeat it.
💡You must make a judgement (e.g. “the source partly explains…”) or you are capped at 2 marks.
✓ Reveal marking scheme▾
Max 6 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
1 mark for each valid point selected from the source or each valid point of significant omission provided.
Up to 3 marks for interpretation of points from the source which support their judgement.
Up to 4 marks for identification of points of significant omission, based on their own knowledge, that support their judgement.
A maximum of 2 marks may be awarded for answers in which no judgement has been made or which refer only to the source.
Points from the source
Enslaved people who were branded found it difficult to run away because they were easily identified. (Branded enslaved people were often caught quickly making it harder to escape.)
Hunters were hired to track down missing enslaved people meaning they were often returned to their owners. (Missing slaves were often found by men hired to find them meaning it was harder to remain free.)
Slave owners put up posters describing runaways, making it harder for them to remain free. (Posters made it harder for enslaved people to remain anonymous.)
Enslaved people who engaged in resistance faced severe punishments, making them less likely to rebel. (Strict punishments would stop enslaved people rebelling.)
Points of significant omission
enslaved people came from different tribes and languages so found it harder to organise rebellions
troops stationed on the islands would be used to crush rebellion or resistance on plantations
plantation owners had guns to help subdue rebellion which made them stronger than the enslaved people
rebel ringleaders were tried and executed publicly which deterred others from rebelling
families could be split up which deterred many from resisting
enslaved people found it hard to resist as they were often too tired and hungry to do so
Evaluate the usefulness5 marks2023Q40(a)The Atlantic Slave Trade, 1770–1807
Evaluate the usefulness of Source D as evidence of the methods used by the abolitionists.
WFQ = words from the question — 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) — then consider author, purpose, timing and omission.
Highlight evidence — tap the text:
Source D
Source D is from a textbook written by a modern historian in 2018.
Members of the Society for the Abolition of the Slave Trade hated slavery and wanted to see it abolished completely. In the 1780s, Africans who had freed themselves formed the Sons of Africa, giving lectures about their horrific experiences. In 1787, Cugoano published a book on the evils of slavery in the British Caribbean, which shocked its readers. Furthermore, Thomas Clarkson travelled around Britain and West Africa collecting evidence against Atlantic slavery. These campaigns opened people’s eyes to the reality of slavery.
🐀 RAT sheet — how to structure your answer▾
Evaluate the usefulness · Appears in 2 sections
Remember COAT
📄Content — what the source says
🚫Omission — what the source leaves out
✍️Author — who wrote it
🕐Timing — when it was written
WFQ (words from the question)quote from the source
Source X says “_____”. This is useful as it is accurate information about words from the question.✓ 1 mark (content)
Source X also says “_____”. This is useful as it is accurate information about words from the question.✓ 1 mark (content)
Source X omits _____. This makes the source less useful. Source X also omits _____. This makes the source less useful.✓ 1 mark (omission)
Source X was written by _____. This makes the source useful because they have personal / professional experience of, or are an expert in, words from the question.✓ 1 mark (author)
Source X was written in _____. This is useful as it was during the time of / has the benefit of hindsight about words from the question.✓ 1 mark (timing)
How it's marked
Maximum 4 marks for comments on author, type of source, purpose and timing.
Maximum 2 marks for comments on the content of the source.
Maximum 2 marks for comments on points of significant omission.
💡You can also comment on the Purpose and Type of source.
✓ Reveal marking scheme▾
Max 5 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
Candidates must evaluate the extent to which a source is useful by commenting on evidence such as the author, type of source, purpose, timing, content or omission. For a mark to be awarded, the candidate must identify an aspect of the source and make a comment which shows why this aspect makes the source more or less useful.
A maximum of 4 marks can be awarded for evaluative comments relating to the author, type of source, purpose and timing.
A maximum of 2 marks may be awarded for evaluative comments relating to the content of the source.
A maximum of 2 marks may be awarded for evaluative comments relating to points of significant omission.
Author/Type/Purpose/Timing
Author: modern historian — Useful as it is a well-informed historian who is an expert about the methods used by the abolitionists.
Type of Source: textbook — Useful as it is a textbook which has been well researched.
Purpose: to inform — Useful as it is intended to give information about the abolitionist campaign.
Timing: 2018 — Useful as it is written with the benefit of hindsight.
Content
In the 1780s, Africans who had freed themselves formed the Sons of Africa, giving lectures about their horrific experiences. — Useful because it is accurate (former enslaved people educated the public about the slave trade).
In 1787, Cugoano published a book on the evils of slavery in the British Caribbean, which shocked its readers. — Useful because it is accurate (books were written about the horrors of the slave trade).
Thomas Clarkson travelled around Britain and West Africa collecting evidence against Atlantic slavery. — Useful because it is accurate (Clarkson gathered instruments used on the slave trade).
Points of significant omission
campaigners produced art to publicise the abolitionist cause, for example, Hannah More, Josiah Wedgewood
Equiano wrote an autobiography and toured Britain doing speaking tours educating people about the slave trade
Wilberforce presented an abolition bill in Parliament every year for 18 years
women organised a boycott on sugar produced by enslaved people
Evaluate the usefulness5 marks2023Q40(b)The Atlantic Slave Trade, 1770–1807
Evaluate the usefulness of Source E as evidence of the living and working conditions of enslaved people on plantations.
WFQ = words from the question — 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) — then consider author, purpose, timing and omission.
Highlight evidence — tap the text:
Source E
Source E is from a textbook written by a modern historian in 2011.
Millions of Africans were torn from their homeland and taken by ship thousands of miles away to the Americas and the Caribbean. Enslaved people did not have much furniture in their huts on the plantations. They slept on simple beds made from boards, with just a mat and blanket to provide basic comfort. In some ways, house slaves had better treatment and working conditions than field hands.
🐀 RAT sheet — how to structure your answer▾
Evaluate the usefulness · Appears in 2 sections
Remember COAT
📄Content — what the source says
🚫Omission — what the source leaves out
✍️Author — who wrote it
🕐Timing — when it was written
WFQ (words from the question)quote from the source
Source X says “_____”. This is useful as it is accurate information about words from the question.✓ 1 mark (content)
Source X also says “_____”. This is useful as it is accurate information about words from the question.✓ 1 mark (content)
Source X omits _____. This makes the source less useful. Source X also omits _____. This makes the source less useful.✓ 1 mark (omission)
Source X was written by _____. This makes the source useful because they have personal / professional experience of, or are an expert in, words from the question.✓ 1 mark (author)
Source X was written in _____. This is useful as it was during the time of / has the benefit of hindsight about words from the question.✓ 1 mark (timing)
How it's marked
Maximum 4 marks for comments on author, type of source, purpose and timing.
Maximum 2 marks for comments on the content of the source.
Maximum 2 marks for comments on points of significant omission.
💡You can also comment on the Purpose and Type of source.
✓ Reveal marking scheme▾
Max 5 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
Candidates must evaluate the extent to which a source is useful by commenting on evidence such as the author, type of source, purpose, timing, content or omission. For a mark to be awarded, the candidate must identify an aspect of the source and make a comment which shows why this aspect makes the source more or less useful.
A maximum of 4 marks can be awarded for evaluative comments relating to the author, type of source, purpose and timing.
A maximum of 2 marks may be awarded for evaluative comments relating to the content of the source.
A maximum of 2 marks may be awarded for evaluative comments relating to points of significant omission.
Author/Type/Purpose/Timing
Author: modern historian — Useful as it is a historian who would be an expert on the living and working conditions of enslaved people on plantations.
Type of Source: textbook — Useful as the source is a history book meaning its research is more likely to be accurate.
Purpose: to inform — Useful as the purpose of the source is to educate people about living and working conditions for enslaved people on plantations.
Timing: 2011 — Useful as the source was written with the benefit of hindsight.
Content
Enslaved people did not have much furniture in their huts on the plantations. — Useful because it is accurate (accommodation was often very basic).
They slept on simple beds made from boards, with just a mat and blanket to provide basic comfort. — Useful because it is accurate (most slaves slept on very simple beds).
In some ways, house slaves had better treatment and working conditions than field hands. — Useful because it is accurate (house slaves sometimes had preferable treatment and working conditions).
Points of significant omission
some plantation owners provided a doctor to treat enslaved people who were unwell
enslaved people were often forced to build their own accommodation
enslaved people were forced to work extremely long hours
enslaved people were forced to do back-breaking work on plantations
Describe4 marks2023Q26The Creation of the Medieval Kingdoms, 1066–1406
Describe the Normanisation of Scotland.
WFQ = words from the question — reuse in every point.
🐀 RAT sheet — how to structure your answer▾
Describe · Appears in 2 sections
WFQ (words from the question)
One words from the question was …✓ 1 mark
A second words from the question was …✓ 1 mark
A third words from the question was …✓ 1 mark
A fourth words from the question was …✓ 1 mark
Example: One use of new technology on the Western Front during the First World War was mustard gas, which was used to blind soldiers and make it more difficult for them to fight.
How it's marked
1 mark for each accurate, relevant key point of knowledge.
A second mark for each point that is developed.
Full marks by four straightforward points, two developed points, or a combination.
✓ Reveal marking scheme▾
Max 4 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
1 mark for each accurate relevant key point of knowledge.
A second mark for each point that is developed, up to a maximum of 4 marks.
Candidates may achieve full marks by providing four straightforward points, by making two developed points (or any combination of these).
Possible points of knowledge
new burghs were founded, for example, Berwick and Roxburgh
Sheriffs would collect taxes
Sheriffs would hold local courts
roles of Chancellor and Chamberlain were introduced in the Royal Household
Norman nobles invited to settle in Scotland
royal charters were issued granting Norman nobility land
landholding in return for military service was introduced
building of castles as defensive strongholds
introduction of new monastic orders to Scotland, for example, Benedictine monks
Compare the views4 marks2023Q27The Creation of the Medieval Kingdoms, 1066–1406
Compare the views of Sources A and B about the Battle of Hastings.
WFQ = words from the question — reuse in every point.
(Compare the sources overall and/or in detail.)
Tip: Highlight 2–3 points of comparison — either where the sources agree OR where they disagree. You do not need both; pick one set and compare them point by point.
Highlight evidence — tap the text:
Source A
Sources A and B are about the Battle of Hastings.
Although the English army had defeated the King of Norway, Harold Hardrada, they had suffered heavy losses. As a result, the English army that fought at Hastings was made up largely of untrained peasants. The exhausted and battle-weary English army marched to meet the Normans, just outside Hastings. The Norman forces were led by William, Duke of Normandy. The Normans pretended to retreat and successfully drew the English troops away from their defensive line.
Source B
The English army, led by King Harold, were energised and ready for battle. By the time the English army arrived at Hastings, it had been reinforced with trained knights. The English pushed the Normans back with their battle-axes and stalemate was reached. Some Normans fled because they heard a rumour that the Duke of Normandy had been killed and they were pursued by the English.
Overall, do the sources agree or disagree? (worth a mark for an overall comparison)
🐀 RAT sheet — how to structure your answer▾
Compare the views · Appears in 2 sections
WFQ (words from the question)quote from the source
Overall, Sources X and Y [agree/disagree] about words from the question.✓ 1 mark (overall)
The sources agree/disagree about statement summarising the point. Source X says “direct quote” and Source Y [agrees/disagrees] when it says “direct quote”.✓ 1–2 marks
The sources also agree/disagree about statement summarising the point. Source X says “direct quote” and Source Y [agrees/disagrees] when it says “direct quote”.✓ 1–2 marks
How it's marked
1 mark for a simple comparison (what the sources agree/disagree about).
2 marks for a developed comparison, supported by specific references to each source.
Full marks by four simple comparisons, two developed comparisons, or a combination.
💡One set of points will agree, one will disagree.
✓ Reveal marking scheme▾
Max 4 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
A simple comparison will indicate what points of detail or viewpoint the sources agree or disagree on and should be awarded 1 mark.
A developed comparison of the points of detail or overall viewpoint should be awarded a second mark.
Candidates may achieve full marks by making four simple comparisons, two developed comparisons (or any combination of these).
Overall: Overall — the sources disagree about the Battle of Hastings.
Points of comparison
disagree
Source A: As a result, the English army that fought at Hastings was made up largely of untrained peasants.
Source B: By the time the English army arrived at Hastings, it had been reinforced with trained knights.
disagree
Source A: The exhausted and battle-weary English army marched to the Normans just outside Hastings.
Source B: The English army, led by King Harold, were energised and ready for battle.
disagree
Source A: The Normans pretended to retreat and successfully drew the English troops away from their defensive line.
Source B: Some Normans fled because they heard a rumour that the Duke of Normandy had been killed and they were pursued by the English.
Explain6 marks2023Q28The Creation of the Medieval Kingdoms, 1066–1406
Explain the reasons why there were quarrels between Henry II and Archbishop Thomas Becket.
WFQ = words from the question — reuse in every point.
🐀 RAT sheet — how to structure your answer▾
Explain · Appears in all 3 sections
WFQ (words from the question)your own recalled knowledge
One reason why words from the question was fact which meant that …✓ 1 mark
A second reason why words from the question was fact which meant that …✓ 1 mark
A third reason why words from the question was fact which meant that …✓ 1 mark
A fourth reason why words from the question was fact which meant that …✓ 1 mark
A fifth reason why words from the question was fact which meant that …✓ 1 mark
A sixth reason why words from the question was fact which meant that …✓ 1 mark
Example: One reason why women gained the vote in 1918 was that women burned down buildings like cricket pavilions, which meant that they gained publicity for the cause of votes for women.
How it's marked
1 mark for each accurate, relevant reason.
A second mark for each reason that is developed.
Each sentence/point must answer the question on its own.
✓ Reveal marking scheme▾
Max 6 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
Up to a maximum of 6 marks in total, 1 mark for each accurate, relevant reason.
A second mark should be awarded for reasons that are developed.
Candidates may achieve full marks by providing six straightforward reasons, three developed reasons (or any combination of these).
Possible reasons
Becket asserted the independence of the Church from the State which antagonised Henry
Becket resigned as Chancellor and Henry felt betrayed
Becket refused to sign the Constitution of Clarendon which angered Henry
Henry kept Becket prisoner for three days until he agreed to sign the Constitution of Clarendon
Becket left the Northampton Trial which angered Henry
Henry charged Becket with contempt of court which intensified their conflict
Henry confiscated Becket’s lands which humiliated him
Becket fled to France without royal permission which made Henry feel betrayed
Henry refused to give Becket the royal kiss when they met in France which angered Becket
Henry asked the Archbishop of York, instead of Becket, to crown his son which insulted Becket
How fully6 marks2023Q29The Creation of the Medieval Kingdoms, 1066–1406
How fully does Source C explain the reasons why the Church was important to people during the medieval period?
WFQ = words from the question — 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) — then recall 3 points the source leaves out.
Highlight evidence — tap the text:
Source C
Source C explains the reasons why the Church was important to people during the medieval period.
Life was often very tough for many people during the medieval period. The Church collected taxes from everyone which meant it could provide food if a harvest failed. Religion also provided a sense of purpose and belonging in communities which brought reassurance to people. An important aspect of religious life was death, and the Church administered the last rites for a dying person. The Church was also important to the King as it was able to provide important political advice.
🐀 RAT sheet — how to structure your answer▾
How fully · Appears in all 3 sections
WFQ (words from the question)quote from the sourceomission — your own recall
Overall, Source X partly words from the question.✓ needed for full marks
Source X says “direct quote” which meant that …✓ 1 mark (from source)
Source X also says “direct quote” which meant that …✓ 1 mark (from source)
Source X also says “direct quote” which meant that …✓ 1 mark (from source)
However, Source X doesn’t mention fact which meant that …✓ 1 mark (omission)
Source X also doesn’t mention fact which meant that …✓ 1 mark (omission)
Source X also doesn’t mention fact which meant that …✓ 1 mark (omission)
How it's marked
Up to 3 marks for points from the source that support your judgement.
Up to 4 marks for points of significant omission from recall.
Maximum 2 marks if no judgement is made, or if you refer only to the source.
💡Use the source AND recall.
💡Quote and then explain — show you understand it, don’t just repeat it.
💡You must make a judgement (e.g. “the source partly explains…”) or you are capped at 2 marks.
✓ Reveal marking scheme▾
Max 6 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
1 mark for each valid point selected from the source or each valid point of significant omission provided.
Up to 3 marks for interpretation of points from the source which support their judgement.
Up to 4 marks for identification of points of significant omission, based on their own knowledge, that support their judgement.
A maximum of 2 marks may be awarded for answers in which no judgement has been made or which refer only to the source.
Points from the source
The Church collected taxes from everyone which meant it could provide food if a harvest failed. (The Church provided support for people in case of food shortages.)
Religion also provided a sense of purpose and belonging in communities which brought reassurance to people. (The Church was the focal point of the community.)
An important aspect of religious life was death, and the Church administered the last rites for a dying person. (The Church was present at the most significant points of people’s lives.)
The Church was also important to the King as it was able to provide important political advice. (The Church was able to advise the monarch.)
Points of significant omission
the Church would also hear confessions from people which was an important aspect of religious life
the Church would officiate other key life events such as marriages and baptisms
people celebrated Church Holy Days, for example, Saints Days and religious festivals such as Easter, Christmas
the Church was a major employer in the local community
the Church would provide a career for boys which was seen as important
as a major landowner it provided land to tenant farmers, collected rents
Evaluate the usefulness5 marks2023Q30(a)The Creation of the Medieval Kingdoms, 1066–1406
Evaluate the usefulness of Source D as evidence of the impact of the Black Death on medieval society.
WFQ = words from the question — 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) — then consider author, purpose, timing and omission.
Highlight evidence — tap the text:
Source D
Source D is from a textbook written by a modern historian in 2007.
The Black Death was a bubonic plague pandemic which reached England in 1348. The bacteria which caused this outbreak was carried by fleas and transferred to humans through contact with rats. Without as many peasants to work the land, those who survived demanded higher wages. Some peasants even left their home and their lord’s land in the search for higher wages. This led to disgruntled lords and relationships between landowners and peasants deteriorated following the Black Death.
🐀 RAT sheet — how to structure your answer▾
Evaluate the usefulness · Appears in 2 sections
Remember COAT
📄Content — what the source says
🚫Omission — what the source leaves out
✍️Author — who wrote it
🕐Timing — when it was written
WFQ (words from the question)quote from the source
Source X says “_____”. This is useful as it is accurate information about words from the question.✓ 1 mark (content)
Source X also says “_____”. This is useful as it is accurate information about words from the question.✓ 1 mark (content)
Source X omits _____. This makes the source less useful. Source X also omits _____. This makes the source less useful.✓ 1 mark (omission)
Source X was written by _____. This makes the source useful because they have personal / professional experience of, or are an expert in, words from the question.✓ 1 mark (author)
Source X was written in _____. This is useful as it was during the time of / has the benefit of hindsight about words from the question.✓ 1 mark (timing)
How it's marked
Maximum 4 marks for comments on author, type of source, purpose and timing.
Maximum 2 marks for comments on the content of the source.
Maximum 2 marks for comments on points of significant omission.
💡You can also comment on the Purpose and Type of source.
✓ Reveal marking scheme▾
Max 5 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
Candidates must evaluate the extent to which a source is useful by commenting on evidence such as the author, type of source, purpose, timing, content or omission. For a mark to be awarded, the candidate must identify an aspect of the source and make a comment which shows why this aspect makes the source more or less useful.
A maximum of 4 marks can be awarded for evaluative comments relating to the author, type of source, purpose and timing.
A maximum of 2 marks may be awarded for evaluative comments relating to the content of the source.
A maximum of 2 marks may be awarded for evaluative comments relating to points of significant omission.
Author/Type/Purpose/Timing
Author: modern historian — Useful as they are a well-informed expert on the Black Death.
Type of Source: textbook — Useful because the issue will have been researched thoroughly.
Purpose: to inform — Useful as it provides detailed information about the impact of the Black Death.
Timing: 2007 — Useful as it has been written with the benefit of hindsight.
Content
Without as many peasants to work the land, those who survived demanded higher wages. — Useful because it is accurate (fewer people to work the land meant lords had to pay higher wages).
Some peasants even left their home and their lord’s land in the search for higher wages. — Useful because it is accurate (peasants would work for the highest wages they could find).
This led to disgruntled lords and relationships between landowners and peasants deteriorated following the Black Death. — Useful because it is accurate (landowners and peasants were at odds over wages following the Black Death).
Points of significant omission
one third of the population of England died as a result of the Black Death
villages became derelict with farms and homes abandoned
effects on agriculture, for example, livestock died; crops rotted in fields
the feudal system collapsed when people moved chasing higher wages
Evaluate the usefulness5 marks2023Q30(b)The Creation of the Medieval Kingdoms, 1066–1406
Evaluate the usefulness of Source E as evidence of the role of saints, relics and pilgrimage during the medieval period.
WFQ = words from the question — 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) — then consider author, purpose, timing and omission.
Highlight evidence — tap the text:
Source E
Source E is from a textbook written by a modern historian in 2010.
Throughout the medieval period, people had deeply held beliefs about the correct way to live your life. The Church encouraged people to go on pilgrimage to visit special holy places called shrines. Pilgrims would pray to God and saints at these holy shrines once given access by the keeper of the shrine. Sometimes pilgrims would be allowed to touch or kiss holy relics but they would have to pay money to the keeper of the shrine.
🐀 RAT sheet — how to structure your answer▾
Evaluate the usefulness · Appears in 2 sections
Remember COAT
📄Content — what the source says
🚫Omission — what the source leaves out
✍️Author — who wrote it
🕐Timing — when it was written
WFQ (words from the question)quote from the source
Source X says “_____”. This is useful as it is accurate information about words from the question.✓ 1 mark (content)
Source X also says “_____”. This is useful as it is accurate information about words from the question.✓ 1 mark (content)
Source X omits _____. This makes the source less useful. Source X also omits _____. This makes the source less useful.✓ 1 mark (omission)
Source X was written by _____. This makes the source useful because they have personal / professional experience of, or are an expert in, words from the question.✓ 1 mark (author)
Source X was written in _____. This is useful as it was during the time of / has the benefit of hindsight about words from the question.✓ 1 mark (timing)
How it's marked
Maximum 4 marks for comments on author, type of source, purpose and timing.
Maximum 2 marks for comments on the content of the source.
Maximum 2 marks for comments on points of significant omission.
💡You can also comment on the Purpose and Type of source.
✓ Reveal marking scheme▾
Max 5 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
Candidates must evaluate the extent to which a source is useful by commenting on evidence such as the author, type of source, purpose, timing, content or omission. For a mark to be awarded, the candidate must identify an aspect of the source and make a comment which shows why this aspect makes the source more or less useful.
A maximum of 4 marks can be awarded for evaluative comments relating to the author, type of source, purpose and timing.
A maximum of 2 marks may be awarded for evaluative comments relating to the content of the source.
A maximum of 2 marks may be awarded for evaluative comments relating to points of significant omission.
Author/Type/Purpose/Timing
Author: modern historian — Useful as they are a well-informed expert on saints, relics and pilgrimage.
Type of Source: textbook — Useful because the issue will have been researched before publication.
Purpose: to inform — Useful as it has been written to explain the role of saints, relics and pilgrimage in the medieval period.
Timing: 2010 — Useful as it has been written with the benefit of hindsight.
Content
The church encouraged people to go on pilgrimage to visit special holy places called shrines. — Useful because it is accurate (the church encouraged pilgrimage).
Pilgrims would pray to God and saints at these holy shrines once given access by the keeper of the shrine. — Useful because it is accurate (people would travel to shrines to worship).
Sometimes pilgrims would be allowed to touch or kiss holy relics but they would have to pay money to the keeper of the shrine. — Useful because it is accurate (the keeper of the shrine would charge people to touch or kiss relics).
Points of significant omission
people would visit shrines to pray for their sins
shrine keepers would give stamped badges to pilgrims
some pilgrims would travel abroad
pilgrims would travel in groups to prevent attacks from outlaws
Describe4 marks2023Q46The Making of Modern Britain, 1880–1951
Describe the problems facing people living in poverty up to 1914.
WFQ = words from the question — reuse in every point.
🐀 RAT sheet — how to structure your answer▾
Describe · Appears in 2 sections
WFQ (words from the question)
One words from the question was …✓ 1 mark
A second words from the question was …✓ 1 mark
A third words from the question was …✓ 1 mark
A fourth words from the question was …✓ 1 mark
Example: One use of new technology on the Western Front during the First World War was mustard gas, which was used to blind soldiers and make it more difficult for them to fight.
How it's marked
1 mark for each accurate, relevant key point of knowledge.
A second mark for each point that is developed.
Full marks by four straightforward points, two developed points, or a combination.
✓ Reveal marking scheme▾
Max 4 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
1 mark for each accurate relevant key point of knowledge.
A second mark for each point that is developed, up to a maximum of 4 marks.
Candidates may achieve full marks by providing four straightforward points, by making two developed points (or any combination of these).
Possible points of knowledge
low wages
unemployment
poor living conditions, for example, sanitation
limited help for those who were destitute, for example, voluntary organisations, workhouses
Compare the views4 marks2023Q47The Making of Modern Britain, 1880–1951
Compare the views of Sources A and B about the surveys carried out by Booth and Rowntree.
WFQ = words from the question — reuse in every point.
(Compare the sources overall and/or in detail.)
Tip: Highlight 2–3 points of comparison — either where the sources agree OR where they disagree. You do not need both; pick one set and compare them point by point.
Highlight evidence — tap the text:
Source A
Sources A and B are about the surveys carried out by Booth and Rowntree.
In the early 20th century, the social investigators, Charles Booth and Seebohm Rowntree, looked at the reasons for poverty in London and York. Booth and Rowntree’s reports were widely read by the British public. Booth’s report was based on research in London only, so many people rejected its findings on poverty. However, these surveys did help to change the minds of the British public by proving that poverty was not the fault of the individual.
Source B
Booth and Rowntree were significant in revealing the extent of poverty in Britain. The extent of poverty revealed in Booth’s report shocked people leading to pressure for change in how poverty was dealt with. However, many people in Britain did not read the reports of Booth and Rowntree and this limited the impact of the reports. As a result, lots of people in Britain continued to believe in laissez-faire policies, that those living in poverty had to help themselves.
Overall, do the sources agree or disagree? (worth a mark for an overall comparison)
🐀 RAT sheet — how to structure your answer▾
Compare the views · Appears in 2 sections
WFQ (words from the question)quote from the source
Overall, Sources X and Y [agree/disagree] about words from the question.✓ 1 mark (overall)
The sources agree/disagree about statement summarising the point. Source X says “direct quote” and Source Y [agrees/disagrees] when it says “direct quote”.✓ 1–2 marks
The sources also agree/disagree about statement summarising the point. Source X says “direct quote” and Source Y [agrees/disagrees] when it says “direct quote”.✓ 1–2 marks
How it's marked
1 mark for a simple comparison (what the sources agree/disagree about).
2 marks for a developed comparison, supported by specific references to each source.
Full marks by four simple comparisons, two developed comparisons, or a combination.
💡One set of points will agree, one will disagree.
✓ Reveal marking scheme▾
Max 4 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
A simple comparison will indicate what points of detail or viewpoint the sources agree or disagree on and should be awarded 1 mark.
A developed comparison of the points of detail or overall viewpoint should be awarded a second mark.
Candidates may achieve full marks by making four simple comparisons, two developed comparisons (or any combination of these).
Overall: Overall — the sources disagree on the surveys carried out by Booth and Rowntree.
Points of comparison
disagree
Source A: Booth and Rowntree’s reports were widely read by the British public.
Source B: However, many people in Britain did not read the reports of Booth and Rowntree and this limited the impact of the reports.
disagree
Source A: Booth’s report was based on research in London only, so many people rejected its findings on poverty.
Source B: The extent of poverty revealed in Booth’s report shocked people leading to pressure for change in how poverty was dealt with.
disagree
Source A: These surveys helped to change the minds of the British public by proving that poverty was not the fault of the individual.
Source B: As a result, lots of people in Britain continued to believe in laissez-faire policies, that those living in poverty had to help themselves.
Explain6 marks2023Q48The Making of Modern Britain, 1880–1951
Explain the reasons why some Liberal reforms, 1906–1914, were not successful in improving the lives of the British people.
WFQ = words from the question — reuse in every point.
🐀 RAT sheet — how to structure your answer▾
Explain · Appears in all 3 sections
WFQ (words from the question)your own recalled knowledge
One reason why words from the question was fact which meant that …✓ 1 mark
A second reason why words from the question was fact which meant that …✓ 1 mark
A third reason why words from the question was fact which meant that …✓ 1 mark
A fourth reason why words from the question was fact which meant that …✓ 1 mark
A fifth reason why words from the question was fact which meant that …✓ 1 mark
A sixth reason why words from the question was fact which meant that …✓ 1 mark
Example: One reason why women gained the vote in 1918 was that women burned down buildings like cricket pavilions, which meant that they gained publicity for the cause of votes for women.
How it's marked
1 mark for each accurate, relevant reason.
A second mark for each reason that is developed.
Each sentence/point must answer the question on its own.
✓ Reveal marking scheme▾
Max 6 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
Up to a maximum of 6 marks in total, 1 mark for each accurate, relevant reason.
A second mark should be awarded for reasons that are developed.
Candidates may achieve full marks by providing six straightforward reasons, three developed reasons (or any combination of these).
Possible reasons
the reforms did not help all groups so many people still lived in poverty
some of the benefits were below subsistence level, for example, Old Age Pensions Act
some of the acts were not compulsory which meant many could not access support, for example, Free School Meals Act
medical inspections did not provide treatment so there was no health benefit
some of the reforms were difficult to enforce, for example, Children’s Charter
insurance contributions often resulted in a wage cut for the worker
families of workers were not covered by health insurance
unemployment insurance only covered certain trades, for example, shipbuilding
unemployment benefit restricted to 15 weeks leaving those without work struggling to make ends meet
How fully6 marks2023Q49The Making of Modern Britain, 1880–1951
How fully does Source C explain the reasons why World War II changed attitudes to poverty in Britain?
WFQ = words from the question — 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) — then recall 3 points the source leaves out.
Highlight evidence — tap the text:
Source C
Source C explains the reasons why World War II changed attitudes to poverty in Britain.
World War II disrupted life in Britain. Due to extensive bombings, the government provided temporary housing and many people hoped that this kind of support would continue. Owing to conscription, people were more accepting of government involvement in helping with social problems. Mothers with two or more children also appreciated the benefits of the Family Allowances Act introduced during the War, which gave additional financial support. In addition, the common experience of wartime changed what people thought the role of government should be for helping people in need.
🐀 RAT sheet — how to structure your answer▾
How fully · Appears in all 3 sections
WFQ (words from the question)quote from the sourceomission — your own recall
Overall, Source X partly words from the question.✓ needed for full marks
Source X says “direct quote” which meant that …✓ 1 mark (from source)
Source X also says “direct quote” which meant that …✓ 1 mark (from source)
Source X also says “direct quote” which meant that …✓ 1 mark (from source)
However, Source X doesn’t mention fact which meant that …✓ 1 mark (omission)
Source X also doesn’t mention fact which meant that …✓ 1 mark (omission)
Source X also doesn’t mention fact which meant that …✓ 1 mark (omission)
How it's marked
Up to 3 marks for points from the source that support your judgement.
Up to 4 marks for points of significant omission from recall.
Maximum 2 marks if no judgement is made, or if you refer only to the source.
💡Use the source AND recall.
💡Quote and then explain — show you understand it, don’t just repeat it.
💡You must make a judgement (e.g. “the source partly explains…”) or you are capped at 2 marks.
✓ Reveal marking scheme▾
Max 6 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
1 mark for each valid point selected from the source or each valid point of significant omission provided.
Up to 3 marks for interpretation of points from the source which support their judgement.
Up to 4 marks for identification of points of significant omission, based on their own knowledge, that support their judgement.
A maximum of 2 marks may be awarded for answers in which no judgement has been made or which refer only to the source.
Points from the source
Due to extensive bombings, the government provided temporary housing and many people hoped that this kind of support would continue. (This shows that Government help for housing became expected.)
Owing to conscription, people were more accepting of government involvement in helping with social problems. (People understood the need for Government action in their lives.)
Mothers with two or more children also enjoyed the benefits of the Family Allowances Act introduced during the War, which gave additional financial support. (Families liked the extra monetary payments from the Government brought in during the War.)
In addition, the common experience of wartime changed what people thought the role of government should be for helping people in need. (Beveridge’s report made people expect the Government would provide assistance after the War.)
Points of significant omission
many were shocked by the poor health of evacuated children
experience of war affected rich and poor alike which created greater sympathy for those living in poverty
the benefits of rationing highlighted the need for government help on food
many people liked increased government focus on the welfare of the British public, for example, free school milk, increased pensions
the war had revealed the extent of poverty which shocked many and led to demands for more action
Evaluate the usefulness5 marks2023Q50(a)The Making of Modern Britain, 1880–1951
Evaluate the usefulness of Source D as evidence of the impact of the National Health Service on people’s lives.
WFQ = words from the question — 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) — then consider author, purpose, timing and omission.
Highlight evidence — tap the text:
Source D
Source D is from a textbook written by a modern historian in 2010.
Before the Labour reforms, disease was widespread as many British people could not afford the cost of medical care. The introduction of the National Health Service dealt effectively with this issue as treatment and services were initially free at point of use. However, there was little money for building new facilities so many hospitals were out of date, which limited the care which could be provided. The expansion of the National Health Service created job opportunities, particularly for nurses and support staff.
🐀 RAT sheet — how to structure your answer▾
Evaluate the usefulness · Appears in 2 sections
Remember COAT
📄Content — what the source says
🚫Omission — what the source leaves out
✍️Author — who wrote it
🕐Timing — when it was written
WFQ (words from the question)quote from the source
Source X says “_____”. This is useful as it is accurate information about words from the question.✓ 1 mark (content)
Source X also says “_____”. This is useful as it is accurate information about words from the question.✓ 1 mark (content)
Source X omits _____. This makes the source less useful. Source X also omits _____. This makes the source less useful.✓ 1 mark (omission)
Source X was written by _____. This makes the source useful because they have personal / professional experience of, or are an expert in, words from the question.✓ 1 mark (author)
Source X was written in _____. This is useful as it was during the time of / has the benefit of hindsight about words from the question.✓ 1 mark (timing)
How it's marked
Maximum 4 marks for comments on author, type of source, purpose and timing.
Maximum 2 marks for comments on the content of the source.
Maximum 2 marks for comments on points of significant omission.
💡You can also comment on the Purpose and Type of source.
✓ Reveal marking scheme▾
Max 5 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
Candidates must evaluate the extent to which a source is useful by commenting on evidence such as the author, type of source, purpose, timing, content or omission. For a mark to be awarded, the candidate must identify an aspect of the source and make a comment which shows why this aspect makes the source more or less useful.
A maximum of 4 marks can be awarded for evaluative comments relating to the author, type of source, purpose and timing.
A maximum of 2 marks may be awarded for evaluative comments relating to the content of the source.
A maximum of 2 marks may be awarded for evaluative comments relating to points of significant omission.
Author/Type/Purpose/Timing
Author: modern historian — Useful as they are a well-informed expert on the National Health Service.
Type of Source: textbook — Useful as it is likely to have been thoroughly researched.
Purpose: to inform — Useful as it is intended to give a balanced account about the National Health Service.
Timing: 2010 — Useful as it was written with the benefit of hindsight.
Content
The introduction of the National Health Service dealt effectively with this issue as treatment and services were initially free at point of use. — Useful because it is accurate (medical treatment did not have to be paid for at first).
However, there was little money for building new facilities so many hospitals were out of date which limited the care which could be provided. — Useful because it is accurate (building of new hospitals was limited due to cost).
The expansion of the National Health Service created job opportunities, particularly for nurses and support staff. — Useful because it is accurate (more jobs were created in the NHS).
Points of significant omission
universal access so all British people could use NHS services
services available, for example, GP treatment, optical care, dentists
specialist hospitals and centres were created, for example, fever hospitals
reaction from British public, for example, huge demand for services
issues with NHS, for example, long waiting times for beds, rising cost of treatment
cost for some treatments began to be introduced, for example, prescriptions
Evaluate the usefulness5 marks2023Q50(b)The Making of Modern Britain, 1880–1951
Evaluate the usefulness of Source E as evidence of the problems identified by the ‘Five Giants’.
WFQ = words from the question — 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) — then consider author, purpose, timing and omission.
Highlight evidence — tap the text:
Source E
Source E is from a textbook written by a modern historian in 2004.
World War II highlighted the many issues facing the British people. As a result of intensive bombing during the war, one of the biggest problems facing the government was homelessness, ‘Squalor’. However, probably the biggest issue was ‘Want’, which meant that many people in Britain did not have what they needed to survive above the poverty line. The Labour government aimed to solve the causes of poverty and so introduced reforms to deal with the reasons for unemployment, ‘Idleness’.
🐀 RAT sheet — how to structure your answer▾
Evaluate the usefulness · Appears in 2 sections
Remember COAT
📄Content — what the source says
🚫Omission — what the source leaves out
✍️Author — who wrote it
🕐Timing — when it was written
WFQ (words from the question)quote from the source
Source X says “_____”. This is useful as it is accurate information about words from the question.✓ 1 mark (content)
Source X also says “_____”. This is useful as it is accurate information about words from the question.✓ 1 mark (content)
Source X omits _____. This makes the source less useful. Source X also omits _____. This makes the source less useful.✓ 1 mark (omission)
Source X was written by _____. This makes the source useful because they have personal / professional experience of, or are an expert in, words from the question.✓ 1 mark (author)
Source X was written in _____. This is useful as it was during the time of / has the benefit of hindsight about words from the question.✓ 1 mark (timing)
How it's marked
Maximum 4 marks for comments on author, type of source, purpose and timing.
Maximum 2 marks for comments on the content of the source.
Maximum 2 marks for comments on points of significant omission.
💡You can also comment on the Purpose and Type of source.
✓ Reveal marking scheme▾
Max 5 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
Candidates must evaluate the extent to which a source is useful by commenting on evidence such as the author, type of source, purpose, timing, content or omission. For a mark to be awarded, the candidate must identify an aspect of the source and make a comment which shows why this aspect makes the source more or less useful.
A maximum of 4 marks can be awarded for evaluative comments relating to the author, type of source, purpose and timing.
A maximum of 2 marks may be awarded for evaluative comments relating to the content of the source.
A maximum of 2 marks may be awarded for evaluative comments relating to points of significant omission.
Author/Type/Purpose/Timing
Author: modern historian — Useful because they are a well-informed expert.
Type of Source: textbook — Useful because will have been thoroughly researched.
Purpose: to inform — Useful as it gives a detailed account of the problems identified by the Five Giants.
Timing: 2004 — Useful as it was written with the benefit of hindsight.
Content
As a result of intensive bombing during the war, one of the biggest problems facing the government was homelessness, ‘Squalor’. — Useful because it is accurate (Homelessness was identified as one of the Five Giants).
However, probably the biggest issue was Want, which meant that many people in Britain did not have what they needed to survive above the poverty line. — Useful because it is accurate (Want was one of the Five Giant Evils identified).
The Labour government aimed to solve the causes of poverty and so introduced reforms to deal with the reasons for unemployment, ‘Idleness’. — Useful because it is accurate (the Labour government introduced unemployment reforms).
Points of significant omission
poor quality housing (Squalor) was another social issue facing the British people
poor health (Disease) was a cause of poverty
unemployment (Idleness) limited income causing poverty
lack of education (ignorance) prevented many from accessing jobs or opportunities
Describe4 marks2023Q31War of the Three Kingdoms, 1603–1651
Describe the personality of King James VI and I.
WFQ = words from the question — reuse in every point.
🐀 RAT sheet — how to structure your answer▾
Describe · Appears in 2 sections
WFQ (words from the question)
One words from the question was …✓ 1 mark
A second words from the question was …✓ 1 mark
A third words from the question was …✓ 1 mark
A fourth words from the question was …✓ 1 mark
Example: One use of new technology on the Western Front during the First World War was mustard gas, which was used to blind soldiers and make it more difficult for them to fight.
How it's marked
1 mark for each accurate, relevant key point of knowledge.
A second mark for each point that is developed.
Full marks by four straightforward points, two developed points, or a combination.
✓ Reveal marking scheme▾
Max 4 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
1 mark for each accurate relevant key point of knowledge.
A second mark for each point that is developed, up to a maximum of 4 marks.
Candidates may achieve full marks by providing four straightforward points, by making two developed points (or any combination of these).
Possible points of knowledge
James was perceptive
James was diplomatic
James believed he was capable of out-arguing almost anyone
James had an extravagant character and enjoyed spending money
James was paranoid and fearful of being assassinated
James had a vulgar sense of humour
James had a strong sense of duty and was aware of the dignity of kingship
Compare the views4 marks2023Q32War of the Three Kingdoms, 1603–1651
Compare the views of Sources A and B about the arguments over revenue and religion during the reign of King James VI and I.
WFQ = words from the question — reuse in every point.
(Compare the sources overall and/or in detail.)
Tip: Highlight 2–3 points of comparison — either where the sources agree OR where they disagree. You do not need both; pick one set and compare them point by point.
Highlight evidence — tap the text:
Source A
Sources A and B are about arguments over revenue and religion during the reign of King James VI and I.
King James was celebrated for overcoming years of strife in England regarding religious and financial challenges. His low taxation policy had earned him love and respect from his countrymen. He was also extremely religious and was praised for writing eloquent sermons and books on divinity. Furthermore, he was tolerant towards Catholics, even after the Gunpowder Plot when he insisted that he would not become a persecutor of Catholics.
Source B
King James treated his subjects like a bank to fund his extravagant lifestyle. The country, represented through the House of Commons, would react angrily when James introduced new taxes. In religious matters he disappointed Puritans who wanted more radical church reforms. He also hated Catholics, especially after the Gunpowder plot when he enforced strict penalties against them. Overall, James did not always deal successfully with the religious and financial challenges of his reign.
Overall, do the sources agree or disagree? (worth a mark for an overall comparison)
🐀 RAT sheet — how to structure your answer▾
Compare the views · Appears in 2 sections
WFQ (words from the question)quote from the source
Overall, Sources X and Y [agree/disagree] about words from the question.✓ 1 mark (overall)
The sources agree/disagree about statement summarising the point. Source X says “direct quote” and Source Y [agrees/disagrees] when it says “direct quote”.✓ 1–2 marks
The sources also agree/disagree about statement summarising the point. Source X says “direct quote” and Source Y [agrees/disagrees] when it says “direct quote”.✓ 1–2 marks
How it's marked
1 mark for a simple comparison (what the sources agree/disagree about).
2 marks for a developed comparison, supported by specific references to each source.
Full marks by four simple comparisons, two developed comparisons, or a combination.
💡One set of points will agree, one will disagree.
✓ Reveal marking scheme▾
Max 4 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
A simple comparison will indicate what points of detail or viewpoint the sources agree or disagree on and should be awarded 1 mark.
A developed comparison of the points of detail or overall viewpoint should be awarded a second mark.
Candidates may achieve full marks by making four simple comparisons, two developed comparisons (or any combination of these).
Overall: Overall — the sources disagree about the arguments over revenue and religion during the reign of King James VI and I.
Points of comparison
disagree
Source A: King James was celebrated for overcoming years of strife in England regarding religious and financial challenges.
Source B: Overall, James did not always deal successfully with the religious and financial challenges of his reign.
disagree
Source A: His low taxation policy had earned him love and respect from his countrymen.
Source B: The country, represented through the House of Commons, would react angrily when James introduced new taxes.
disagree
Source A: Furthermore, he was tolerant towards Catholics, even after the Gunpowder Plot when he insisted that he would not become a persecutor of Catholics.
Source B: He also hated Catholics, especially after the Gunpowder plot when he enforced strict penalties against them.
Explain6 marks2023Q33War of the Three Kingdoms, 1603–1651
Explain the reasons why Charles I’s policies caused problems in England, 1625–1629.
WFQ = words from the question — reuse in every point.
🐀 RAT sheet — how to structure your answer▾
Explain · Appears in all 3 sections
WFQ (words from the question)your own recalled knowledge
One reason why words from the question was fact which meant that …✓ 1 mark
A second reason why words from the question was fact which meant that …✓ 1 mark
A third reason why words from the question was fact which meant that …✓ 1 mark
A fourth reason why words from the question was fact which meant that …✓ 1 mark
A fifth reason why words from the question was fact which meant that …✓ 1 mark
A sixth reason why words from the question was fact which meant that …✓ 1 mark
Example: One reason why women gained the vote in 1918 was that women burned down buildings like cricket pavilions, which meant that they gained publicity for the cause of votes for women.
How it's marked
1 mark for each accurate, relevant reason.
A second mark for each reason that is developed.
Each sentence/point must answer the question on its own.
✓ Reveal marking scheme▾
Max 6 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
Up to a maximum of 6 marks in total, 1 mark for each accurate, relevant reason.
A second mark should be awarded for reasons that are developed.
Candidates may achieve full marks by providing six straightforward reasons, three developed reasons (or any combination of these).
Possible reasons
Parliament objected to Charles’ belief in the Divine Right of Kings
Parliament objected to his attitude to the Church of England
resentment when Charles levied taxes on tonnage and poundage
resentment at other money raising methods, for example, selling knighthoods
Parliament resented forced loans and imprisonment without trial laws (leads to Parliament presenting the Petition of Right in 1628)
Charles’ dissolving of Parliament (1626 and 1629) frustrated MPs
frustration at Charles’ failures in foreign policy, for example, France, Spain
How fully6 marks2023Q34War of the Three Kingdoms, 1603–1651
How fully does Source C explain the reasons why royal authority in Scotland was challenged under Charles I?
WFQ = words from the question — 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) — then recall 3 points the source leaves out.
Highlight evidence — tap the text:
Source C
Source C explains the reasons why royal authority in Scotland was challenged under Charles I.
When Charles I became king, relations with Scotland were already difficult. These were made worse by the Act of Revocation that took former church lands from the nobility, which angered the nobles. Some also felt that this would serve to create a rich church again, like the Catholic model. When Charles insisted his coronation be held with full Anglican rites, many were horrified and thought this was too much like Catholicism. Charles never returned to Scotland after his coronation and was resented for being an absentee monarch.
🐀 RAT sheet — how to structure your answer▾
How fully · Appears in all 3 sections
WFQ (words from the question)quote from the sourceomission — your own recall
Overall, Source X partly words from the question.✓ needed for full marks
Source X says “direct quote” which meant that …✓ 1 mark (from source)
Source X also says “direct quote” which meant that …✓ 1 mark (from source)
Source X also says “direct quote” which meant that …✓ 1 mark (from source)
However, Source X doesn’t mention fact which meant that …✓ 1 mark (omission)
Source X also doesn’t mention fact which meant that …✓ 1 mark (omission)
Source X also doesn’t mention fact which meant that …✓ 1 mark (omission)
How it's marked
Up to 3 marks for points from the source that support your judgement.
Up to 4 marks for points of significant omission from recall.
Maximum 2 marks if no judgement is made, or if you refer only to the source.
💡Use the source AND recall.
💡Quote and then explain — show you understand it, don’t just repeat it.
💡You must make a judgement (e.g. “the source partly explains…”) or you are capped at 2 marks.
✓ Reveal marking scheme▾
Max 6 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
1 mark for each valid point selected from the source or each valid point of significant omission provided.
Up to 3 marks for interpretation of points from the source which support their judgement.
Up to 4 marks for identification of points of significant omission, based on their own knowledge, that support their judgement.
A maximum of 2 marks may be awarded for answers in which no judgement has been made or which refer only to the source.
Points from the source
These were made worse by the Act of Revocation that took former church lands from the nobility, which angered the nobles. (Charles annoyed the nobles by taking back their land.)
Some also felt that this would serve to create a rich church again, like the Catholic model. (Some were annoyed that the church may become rich again.)
When Charles insisted his coronation be held with full Anglican rites, many were horrified and thought this was too much like Catholicism. (Some disapproved of Charles’ coronation.)
Charles never returned to Scotland after his coronation and was resented for being an absentee monarch. (Charles was resented for not returning to Scotland.)
Points of significant omission
the introduction of Laud’s Canons was opposed in Scotland
opposition to Bishops being introduced into Scottish churches
the introduction of the new Prayer Book was resented in Scotland
resentment at the abolition of the Presbyteries in Scotland
anger that Charles declared the General Assembly was not allowed to meet
Evaluate the usefulness5 marks2023Q35(a)War of the Three Kingdoms, 1603–1651
Evaluate the usefulness of Source D as evidence of the trial and execution of Charles I.
WFQ = words from the question — 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) — then consider author, purpose, timing and omission.
Highlight evidence — tap the text:
Source D
Source D is from a textbook written by a modern historian in 2020.
The defeat at Naseby in 1645 turned the tide against the Royalist army. Despite a series of Royalist uprisings across the country, the Battle of Preston in 1648 brought an end to Charles I’s chances of victory. Parliament then put the King on trial for treason. Charles was found guilty of being a tyrant and a traitor by a court he did not recognise as having any authority over him. His death warrant was signed by 59 officials including Oliver Cromwell.
🐀 RAT sheet — how to structure your answer▾
Evaluate the usefulness · Appears in 2 sections
Remember COAT
📄Content — what the source says
🚫Omission — what the source leaves out
✍️Author — who wrote it
🕐Timing — when it was written
WFQ (words from the question)quote from the source
Source X says “_____”. This is useful as it is accurate information about words from the question.✓ 1 mark (content)
Source X also says “_____”. This is useful as it is accurate information about words from the question.✓ 1 mark (content)
Source X omits _____. This makes the source less useful. Source X also omits _____. This makes the source less useful.✓ 1 mark (omission)
Source X was written by _____. This makes the source useful because they have personal / professional experience of, or are an expert in, words from the question.✓ 1 mark (author)
Source X was written in _____. This is useful as it was during the time of / has the benefit of hindsight about words from the question.✓ 1 mark (timing)
How it's marked
Maximum 4 marks for comments on author, type of source, purpose and timing.
Maximum 2 marks for comments on the content of the source.
Maximum 2 marks for comments on points of significant omission.
💡You can also comment on the Purpose and Type of source.
✓ Reveal marking scheme▾
Max 5 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
Candidates must evaluate the extent to which a source is useful by commenting on evidence such as the author, type of source, purpose, timing, content or omission. For a mark to be awarded, the candidate must identify an aspect of the source and make a comment which shows why this aspect makes the source more or less useful.
A maximum of 4 marks can be awarded for evaluative comments relating to the author, type of source, purpose and timing.
A maximum of 2 marks may be awarded for evaluative comments relating to the content of the source.
A maximum of 2 marks may be awarded for evaluative comments relating to points of significant omission.
Author/Type/Purpose/Timing
Author: modern historian — Useful because it is written by an expert.
Type of Source: textbook — Useful because it is well researched.
Purpose: to inform — Useful because it gives evidence of the trial and execution of Charles I.
Timing: 2020 — Useful because it has the benefit of hindsight.
Content
Parliament then put the King on trial for treason. — Useful because it is accurate (shows that the King was put on trial for betraying the country).
Charles was found guilty of being a tyrant and a traitor by a court he did not recognise as having any authority over him. — Useful because it is accurate (shows that he was found guilty of treason, but he did not recognise the court’s authority).
His death warrant was signed by 59 officials including Oliver Cromwell. — Useful because it is accurate (shows that his punishment was to be put to death).
Points of significant omission
Charles refused to speak at his trial to defend himself
Charles wore thick underclothes to stop him from shivering on the scaffold
Charles delivered a speech to the crowd before he was executed
Evaluate the usefulness5 marks2023Q35(b)War of the Three Kingdoms, 1603–1651
Evaluate the usefulness of Source E as evidence of the St Giles riot, 1637.
WFQ = words from the question — 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) — then consider author, purpose, timing and omission.
Highlight evidence — tap the text:
Source E
Source E is from a textbook written by a modern historian in 2010.
Scots prided themselves on the achievements of the Scottish Reformation. They were insulted when Charles I decided to improve Scots services by introducing an English style prayer book. When the Dean of St Giles tried to use Charles’ book during a service, the congregation protested. Groups of Scots who were unhappy with Charles’ rule, took advantage of the riot and decided to teach Charles a lesson. This event marked a significant public expression of the growing opposition to Charles in Scotland.
🐀 RAT sheet — how to structure your answer▾
Evaluate the usefulness · Appears in 2 sections
Remember COAT
📄Content — what the source says
🚫Omission — what the source leaves out
✍️Author — who wrote it
🕐Timing — when it was written
WFQ (words from the question)quote from the source
Source X says “_____”. This is useful as it is accurate information about words from the question.✓ 1 mark (content)
Source X also says “_____”. This is useful as it is accurate information about words from the question.✓ 1 mark (content)
Source X omits _____. This makes the source less useful. Source X also omits _____. This makes the source less useful.✓ 1 mark (omission)
Source X was written by _____. This makes the source useful because they have personal / professional experience of, or are an expert in, words from the question.✓ 1 mark (author)
Source X was written in _____. This is useful as it was during the time of / has the benefit of hindsight about words from the question.✓ 1 mark (timing)
How it's marked
Maximum 4 marks for comments on author, type of source, purpose and timing.
Maximum 2 marks for comments on the content of the source.
Maximum 2 marks for comments on points of significant omission.
💡You can also comment on the Purpose and Type of source.
✓ Reveal marking scheme▾
Max 5 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
Candidates must evaluate the extent to which a source is useful by commenting on evidence such as the author, type of source, purpose, timing, content or omission. For a mark to be awarded, the candidate must identify an aspect of the source and make a comment which shows why this aspect makes the source more or less useful.
A maximum of 4 marks can be awarded for evaluative comments relating to the author, type of source, purpose and timing.
A maximum of 2 marks may be awarded for evaluative comments relating to the content of the source.
A maximum of 2 marks may be awarded for evaluative comments relating to points of significant omission.
Author/Type/Purpose/Timing
Author: modern historian — Useful as they are a well-informed expert on the St Giles riot.
Type of Source: textbook — Useful because the issue will have been well-researched.
Purpose: to inform — Useful as it provides detailed information about the effects of the St Giles riot.
Timing: 2010 — Useful as it has the benefit of hindsight.
Content
When the Dean of St Giles tried to use Charles’ book during a service, the congregation protested. — Useful because it is accurate (the attempt by the Dean of St. Giles to use the new service book caused protests).
Groups of Scots who were unhappy with Charles’ rule, took advantage of the riot and decided to teach Charles a lesson. — Useful because it is accurate (Scots disgruntled with Charles’ decisions, took advantage of the popular religious discontent).
This event marked a significant public expression of the growing opposition to Charles in Scotland. — Useful as it is accurate (the riot was an important event in public opposition to Charles in Scotland).
Points of significant omission
women were to the fore of the religious protests.
a woman called Jenny Geddes is reputed to have thrown a stool at the Dean.
others threw prayer books and continued their protest outside the church.
church services were suspended for a week for fear of public uprising.
the St Giles riot led to the signing of the National Covenant in 1638.
How fully6 marks2023Q55‘Tea and Freedom’: the American Revolution, 1774–1783
How fully does Source A describe what happened during the Gaspee incident?
WFQ = words from the question — 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) — then recall 3 points the source leaves out.
Highlight evidence — tap the text:
Source A
Source A describes what happened during the Gaspee incident.
Tensions between American colonists and British soldiers had been growing for some time. The Royal Navy patrolled the American coast in search of smugglers and enforcing customs laws. The HMS Gaspee seized every boat it could, and raided Rhode Island farms for supplies. This made the locals unhappy, but Admiral Montagu warned he would hang anyone who interfered with the Gaspee’s work. In June 1772, the Gaspee ran aground in pursuit of a small merchant vessel. Local fishermen and merchants seized their chance and boarded the ship during the night.
🐀 RAT sheet — how to structure your answer▾
How fully · Appears in all 3 sections
WFQ (words from the question)quote from the sourceomission — your own recall
Overall, Source X partly words from the question.✓ needed for full marks
Source X says “direct quote” which meant that …✓ 1 mark (from source)
Source X also says “direct quote” which meant that …✓ 1 mark (from source)
Source X also says “direct quote” which meant that …✓ 1 mark (from source)
However, Source X doesn’t mention fact which meant that …✓ 1 mark (omission)
Source X also doesn’t mention fact which meant that …✓ 1 mark (omission)
Source X also doesn’t mention fact which meant that …✓ 1 mark (omission)
How it's marked
Up to 3 marks for points from the source that support your judgement.
Up to 4 marks for points of significant omission from recall.
Maximum 2 marks if no judgement is made, or if you refer only to the source.
💡Use the source AND recall.
💡Quote and then explain — show you understand it, don’t just repeat it.
💡You must make a judgement (e.g. “the source partly explains…”) or you are capped at 2 marks.
✓ Reveal marking scheme▾
Max 6 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
Up to a maximum of 6 marks in total, 1 mark should be awarded for each valid point selected from the source or each valid point of significant omission provided.
Candidates should be awarded up to 3 marks for their interpretation of points from the source which support their judgement.
Candidates should be awarded up to 4 marks for their identification of points of significant omission, based on their own knowledge, that support their judgement.
A maximum of 2 marks may be awarded for answers in which no judgement has been made or which refer only to the source.
Points from the source
The HMS Gaspee seized every boat it could, and raided Rhode Island farms for supplies (The navy seized the property of the locals which created resentment.)
This made the locals unhappy, but Admiral Montagu warned he would hang anyone who interfered with the Gaspee’s work. (The navy used severe punishments which increased hostility towards British rule.)
In June 1772, the Gaspee ran aground in pursuit of a small merchant vessel. (The Gaspee became stranded close to shore.)
Local fishermen and merchants seized their chance and boarded the ship during the night. (Locals took control of the Gaspee under cover of darkness.)
Points of significant omission
the skipper was shot and forced ashore
the skipper was arrested by the local sheriff for an earlier seizure of colonial cargo
the Gaspee was set alight and burned to the waterline
the crew were taken prisoner and held captive in a cellar
local courts brought charges against the crew of the Gaspee for illegally seizing goods
the locals who led the attack were easily identified by the crew, but no arrests were ever made
Evaluate the usefulness5 marks2023Q56‘Tea and Freedom’: the American Revolution, 1774–1783
Evaluate the usefulness of Source B as evidence of colonial loyalty to Britain.
WFQ = words from the question — 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) — then consider author, purpose, timing and omission.
Highlight evidence — tap the text:
Source B — from a leaflet written by a colonial loyalist in 1776
Source B is from a leaflet written by a colonial loyalist in 1776.
Owing to our shared background, Britain has powerfully assisted our merchants and farmers and our settlements have prospered. I am perfectly satisfied that the protection of Great Britain will secure us peace within these lands. There are those among us who resent the burden of taxation we currently carry as a result of the war with France. However, we have much better security from invasions as a result of the largest and best disciplined army under heaven.
🐀 RAT sheet — how to structure your answer▾
Evaluate the usefulness · Appears in 2 sections
Remember COAT
📄Content — what the source says
🚫Omission — what the source leaves out
✍️Author — who wrote it
🕐Timing — when it was written
WFQ (words from the question)quote from the source
Source X says “_____”. This is useful as it is accurate information about words from the question.✓ 1 mark (content)
Source X also says “_____”. This is useful as it is accurate information about words from the question.✓ 1 mark (content)
Source X omits _____. This makes the source less useful. Source X also omits _____. This makes the source less useful.✓ 1 mark (omission)
Source X was written by _____. This makes the source useful because they have personal / professional experience of, or are an expert in, words from the question.✓ 1 mark (author)
Source X was written in _____. This is useful as it was during the time of / has the benefit of hindsight about words from the question.✓ 1 mark (timing)
How it's marked
Maximum 4 marks for comments on author, type of source, purpose and timing.
Maximum 2 marks for comments on the content of the source.
Maximum 2 marks for comments on points of significant omission.
💡You can also comment on the Purpose and Type of source.
✓ Reveal marking scheme▾
Max 5 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
Candidates must 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.
Aspect of the source
Author: a colonial loyalist (Useful because he was an eyewitness and a loyalist.)
Type of Source: leaflet (Useful as it reflects the attitudes of loyalists.)
Purpose: to persuade (Useful as it shows the arguments of the loyalists. Less useful as it is biased.)
Timing: 1776 (Useful as it is from the time when many colonists were divided over loyalty to Britain.)
Content
Owing to our shared background, Britain has powerfully assisted our merchants and farmers and our settlements have prospered. (Useful because it is accurate (many loyalists believed that trade with Britain had allowed the colonies to proser).)
I am perfectly satisfied that the protection of Great Britain will secure us peace within these lands. (Useful because it is accurate (many loyalists believed independence would lead to the breakdown of law and order).)
However, we have much better security from invasions as a result of the largest and best disciplined army under heaven. (Useful because it is accurate (many loyalists believed the British army protected them from foreign invasion).)
Points of significant omission
many enslaved people remained loyal to the British Empire, for example, they were offered their freedom
more recent immigrants remained loyal as they had just arrived
the British army paid bounties to colonists to join loyalist regiments
some loyalists feared the spread of revolutionary ideas
Explain6 marks2023Q57‘Tea and Freedom’: the American Revolution, 1774–1783
Explain the reasons why British forces experienced difficulties fighting during the war.
WFQ = words from the question — reuse in every point.
🐀 RAT sheet — how to structure your answer▾
Explain · Appears in all 3 sections
WFQ (words from the question)your own recalled knowledge
One reason why words from the question was fact which meant that …✓ 1 mark
A second reason why words from the question was fact which meant that …✓ 1 mark
A third reason why words from the question was fact which meant that …✓ 1 mark
A fourth reason why words from the question was fact which meant that …✓ 1 mark
A fifth reason why words from the question was fact which meant that …✓ 1 mark
A sixth reason why words from the question was fact which meant that …✓ 1 mark
Example: One reason why women gained the vote in 1918 was that women burned down buildings like cricket pavilions, which meant that they gained publicity for the cause of votes for women.
How it's marked
1 mark for each accurate, relevant reason.
A second mark for each reason that is developed.
Each sentence/point must answer the question on its own.
✓ Reveal marking scheme▾
Max 6 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
Candidates must make a number of points that make the issue plain or clear, for example by showing connections between factors or causal relationships between events or ideas. These should be key reasons but there is no need for any evaluation or prioritising of these reasons.
Up to a maximum of 6 marks in total, 1 mark should be awarded for each accurate, relevant reason, and a second mark should be awarded for reasons that are developed.
Possible reasons
British soldiers did not know the terrain they were fighting on
British forces were fighting far from home which meant supplies took months to arrive
troops had to protect American ports under British control, which reduced the number of soldiers available for battle
colonial troops destroyed crops as they retreated, leading to shortages in supplies
the British Army was unpopular as they took supplies from the areas they occupied
British foraging parties found it hard to gather supplies due to attacks from the militia
colonial forces used guerrilla tactics to wear down British soldiers
the presence of mercenaries in the British army created hostility amongst colonists
British tactics made them easy fighting targets, for example, soldiers in straight lines, firing by volley
To what extent9 marks2023Q58(a)‘Tea and Freedom’: the American Revolution, 1774–1783
To what extent was the leadership of George Washington the main reason for American victory in the War of Independence?
WFQ = words from the question — 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.)
🐀 RAT sheet — how to structure your answer▾
To what extent / How important / How successful · Appears in 2 sections
WFQ (words from the question)a factor
There are several reasons why words from the question. These include the isolated factor, FACTOR 2, and FACTOR 3.✓ 1 mark (introduction)
Some historians think the isolated factor was words from the question because _____. Also _____.✓ 1 KU mark per fact (up to 5)
However, other historians think FACTOR 2 was words from the question because _____. Also _____.✓ 1 mark (balance) + 1 KU per fact
Other historians think FACTOR 3 was words from the question because _____. Also _____.✓ 1 KU mark per fact
Overall, the isolated factor / FACTOR 2 / FACTOR 3 was the most important words from the question. This is because [reason why — does not need to be new].✓ 2 marks (conclusion)
How it's marked
5 marks for knowledge — 1 KU mark for each accurate, developed fact you give to support your factors (not too brief). If only one factor is presented, max 3 for knowledge.
Structure marks: 1 for an introduction, 1 for balance (more than one factor), 2 for a conclusion (1 for a valid judgement, 1 for a reason supporting it).
💡It is asking: one factor is a reason — but there are others, so decide which was MOST important.
💡Each fact you add (including every "Also…") earns a KU mark, as long as it is developed and not too brief — up to 5.
✓ Reveal marking scheme▾
Max 9 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
Candidates must make a judgement about the extent to which different factors contributed to an event or development, or its impact. They are required to provide a balanced account of the influence of different factors and come to a reasoned conclusion based on the evidence presented.
Up to 5 marks can be awarded for relevant, factual, key points of knowledge used to support factors, with 1 mark awarded for each point (but one mark should be deducted if the process is not clear in at least two factors). If only one factor is presented, a maximum of 3 marks should be awarded for relevant points of knowledge.
A further 4 marks can be awarded for providing the answer in a structured way and coming to a reasoned conclusion.
George Washington
he was a skilled leader who led the Continental Army to victory in key battles, for example, Yorktown
he maintained strict discipline in the Continental Army
he kept up morale and inspired devotion in his troops
American strengths
State militias were able to control most of the country not occupied by the British
Americans had other experienced commanders who trained the army well, for example, von Steuben
Foreign intervention
France supplied the colonists with finance
France provided military assistance and supplies
French ships attacked British shipping in the Atlantic
a Franco-Spanish force threatened Britain with invasion in 1779
Poor British leadership
communication between Government and military commanders was poor
the attacks by British military and naval commanders were uncoordinated
some military commanders were too cautious and missed opportunities to destroy Washington’s army, for example, Howe
To what extent9 marks2023Q58(b)‘Tea and Freedom’: the American Revolution, 1774–1783
To what extent was the Battle of Lexington the main reason why the conflict escalated between Britain and the American colonies between 1774 and 1776?
WFQ = words from the question — 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.)
🐀 RAT sheet — how to structure your answer▾
To what extent / How important / How successful · Appears in 2 sections
WFQ (words from the question)a factor
There are several reasons why words from the question. These include the isolated factor, FACTOR 2, and FACTOR 3.✓ 1 mark (introduction)
Some historians think the isolated factor was words from the question because _____. Also _____.✓ 1 KU mark per fact (up to 5)
However, other historians think FACTOR 2 was words from the question because _____. Also _____.✓ 1 mark (balance) + 1 KU per fact
Other historians think FACTOR 3 was words from the question because _____. Also _____.✓ 1 KU mark per fact
Overall, the isolated factor / FACTOR 2 / FACTOR 3 was the most important words from the question. This is because [reason why — does not need to be new].✓ 2 marks (conclusion)
How it's marked
5 marks for knowledge — 1 KU mark for each accurate, developed fact you give to support your factors (not too brief). If only one factor is presented, max 3 for knowledge.
Structure marks: 1 for an introduction, 1 for balance (more than one factor), 2 for a conclusion (1 for a valid judgement, 1 for a reason supporting it).
💡It is asking: one factor is a reason — but there are others, so decide which was MOST important.
💡Each fact you add (including every "Also…") earns a KU mark, as long as it is developed and not too brief — up to 5.
✓ Reveal marking scheme▾
Max 9 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
Candidates must make a judgement about the extent to which different factors contributed to an event or development, or its impact. They are required to provide a balanced account of the influence of different factors and come to a reasoned conclusion based on the evidence presented.
Up to 5 marks can be awarded for relevant, factual, key points of knowledge used to support factors, with 1 mark awarded for each point. If only one factor is presented, a maximum of 3 marks should be awarded for relevant points of knowledge.
A further 4 marks can be awarded for providing the answer in a structured way and coming to a reasoned conclusion.
Continental Congresses
produced a Declaration of Rights which stated the colonies could not be taxed by Parliament without representation
endorsed the Suffolk Resolves, which called for resistance to British rule
acted as a national government, for example, raising armies and issuing currency
Actions of Government
refused to lift the duty on tea which damaged colonial trade
passed the Coercive (Intolerable) Acts which closed off Boston Port
passed the American Prohibitory Act which ordered all trade with the colonies cease
Actions of British armed forces
the continuing presence of British soldiers in the colonies caused tension
colonies were responsible for housing troops which created resentment
British troops seized cannons and ammunition from local settlements
Troop clashes
British troops tried to seize weapons from colonists at Lexington and Concord but fighting broke out
militiamen from neighbouring colonies marched to defend Boston and further fighting occurred at Bunker Hill
How fully6 marks2023Q79Appeasement and the Road to War, 1918–1939
How fully does Source A describe the impact of the Treaty of Versailles on Germany?
WFQ = words from the question — 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) — then recall 3 points the source leaves out.
Highlight evidence — tap the text:
Source A
Source A describes the impact of the Treaty of Versailles on Germany.
In June the Treaty was finalised, it was clear before then that we would not be consulted. We ask you now, how will this treaty impact Germany in years to come? If we accept this treaty we will abandon generations of our people to foreign rule. We are effectively agreeing to make Germany defenceless against attack by other nations. There is also the matter of theft of our overseas territory. If we do not accept, we cannot survive. So we must agree, but we believe this Treaty is a Diktat.
🐀 RAT sheet — how to structure your answer▾
How fully · Appears in all 3 sections
WFQ (words from the question)quote from the sourceomission — your own recall
Overall, Source X partly words from the question.✓ needed for full marks
Source X says “direct quote” which meant that …✓ 1 mark (from source)
Source X also says “direct quote” which meant that …✓ 1 mark (from source)
Source X also says “direct quote” which meant that …✓ 1 mark (from source)
However, Source X doesn’t mention fact which meant that …✓ 1 mark (omission)
Source X also doesn’t mention fact which meant that …✓ 1 mark (omission)
Source X also doesn’t mention fact which meant that …✓ 1 mark (omission)
How it's marked
Up to 3 marks for points from the source that support your judgement.
Up to 4 marks for points of significant omission from recall.
Maximum 2 marks if no judgement is made, or if you refer only to the source.
💡Use the source AND recall.
💡Quote and then explain — show you understand it, don’t just repeat it.
💡You must make a judgement (e.g. “the source partly explains…”) or you are capped at 2 marks.
✓ Reveal marking scheme▾
Max 6 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
Up to a maximum of 6 marks in total, 1 mark should be awarded for each valid point selected from the source or each valid point of significant omission provided.
Candidates should be awarded up to 3 marks for their interpretation of points from the source which supports 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
If we accept this treaty we will abandon generations of our people to foreign rule. (Some people currently living as part of Germany will be forced into the rule of another country.)
We are effectively agreeing to make Germany defenceless against attack by other nations. (Germany will not be able to defend itself from future attack.)
There is also the matter of theft of our overseas territory. (Germany will lose their overseas territory.)
So we must agree, but we believe this Treaty is a Diktat. (This shows that Germans resented the Treaty.)
Points of significant omission
military terms of the Treaty of Versailles reduced the German armed forces
Germany felt humiliated by being blamed for starting the war, for example, War Guilt Clause
reparations strained the German economy
some Germans blamed the new democratic government for signing the Treaty
Germany was forbidden from joining the League of Nations
Evaluate the usefulness5 marks2023Q80Appeasement and the Road to War, 1918–1939
Evaluate the usefulness of Source B as evidence of British attitudes to the reoccupation of the Rhineland.
WFQ = words from the question — 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) — then consider author, purpose, timing and omission.
Highlight evidence — tap the text:
Source B — from a diary of a member of the British Government in 1936
Source B is from a diary of a member of the British Government in 1936.
Against the advice of his Generals, Hitler has pursued more aggressive tactics in the Rhineland. The Treaties of Versailles and Locarno forbade this but Hitler has calculated that this move would seem of little importance to Britain compared with the Abyssinian crisis. He is right of course; there is no section of British public opinion that would support action against Germany on this issue. I believe that we should not go to war, and most British people would agree with me.
🐀 RAT sheet — how to structure your answer▾
Evaluate the usefulness · Appears in 2 sections
Remember COAT
📄Content — what the source says
🚫Omission — what the source leaves out
✍️Author — who wrote it
🕐Timing — when it was written
WFQ (words from the question)quote from the source
Source X says “_____”. This is useful as it is accurate information about words from the question.✓ 1 mark (content)
Source X also says “_____”. This is useful as it is accurate information about words from the question.✓ 1 mark (content)
Source X omits _____. This makes the source less useful. Source X also omits _____. This makes the source less useful.✓ 1 mark (omission)
Source X was written by _____. This makes the source useful because they have personal / professional experience of, or are an expert in, words from the question.✓ 1 mark (author)
Source X was written in _____. This is useful as it was during the time of / has the benefit of hindsight about words from the question.✓ 1 mark (timing)
How it's marked
Maximum 4 marks for comments on author, type of source, purpose and timing.
Maximum 2 marks for comments on the content of the source.
Maximum 2 marks for comments on points of significant omission.
💡You can also comment on the Purpose and Type of source.
✓ Reveal marking scheme▾
Max 5 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
Candidates must 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.
Aspect of the source
Author: member of the British Government (Useful as they were a member of the British government who would be well informed about British attitudes towards the Rhineland.)
Type of source: diary (Useful as it contains an honest opinion. May be less useful as possibility of bias.)
Purpose: to record (Useful as it a diary entry and likely to be more truthful.)
Timing: 1936 (Useful as it will provide a firsthand account of opinions at the time of the re-occupation of the Rhineland.)
Content
The Treaties of Versailles and Locarno forbade this but Hitler has calculated that this move would seem of little importance to Britain compared with the Abyssinian crisis. (Useful because it is accurate (the Italian invasion of Abyssinia was seen as a more serious threat to peace).)
He is right of course; there is no section of British public opinion that would support action against Germany on this issue. (Useful because it is accurate (the British people would not have supported Britain taking action against Germany).)
I believe that we should not go to war, and most British people would agree with me. (Useful because it is accurate (many in Britain were anti-war).)
Points of significant omission
the British government overestimated Germany’s armed forces
Britain did not have the military forces to intervene
intervention would be costly and the British government did not have the money
Britain and France were divided and could not agree about how to respond
Explain6 marks2023Q81Appeasement and the Road to War, 1918–1939
Explain the reasons why Britain adopted the policy of appeasement in the 1930s.
WFQ = words from the question — reuse in every point.
🐀 RAT sheet — how to structure your answer▾
Explain · Appears in all 3 sections
WFQ (words from the question)your own recalled knowledge
One reason why words from the question was fact which meant that …✓ 1 mark
A second reason why words from the question was fact which meant that …✓ 1 mark
A third reason why words from the question was fact which meant that …✓ 1 mark
A fourth reason why words from the question was fact which meant that …✓ 1 mark
A fifth reason why words from the question was fact which meant that …✓ 1 mark
A sixth reason why words from the question was fact which meant that …✓ 1 mark
Example: One reason why women gained the vote in 1918 was that women burned down buildings like cricket pavilions, which meant that they gained publicity for the cause of votes for women.
How it's marked
1 mark for each accurate, relevant reason.
A second mark for each reason that is developed.
Each sentence/point must answer the question on its own.
✓ Reveal marking scheme▾
Max 6 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
Candidates must make a number of points that make the issue plain or clear, for example by showing connections between factors or causal relationships between events or ideas. These should be key reasons but there is no need for any evaluation or prioritising of these reasons.
Up to a maximum of 6 marks in total, 1 mark should be awarded for each accurate, relevant reason, and a second mark should be awarded for reasons that are developed.
Possible reasons
the Great Depression meant there was less money for rearmament
the British people were opposed to war because of loss of life in the First World War
there was a strong pacifist movement in Britain, for example, White Poppy campaign
Chamberlain believed that he could negotiate with Hitler
some people in Britain believed that Communism was a bigger threat than Fascism
some people in Britain felt that the Treaty of Versailles had been too harsh
there was a fear of the destructiveness of bombing in the event of war
British forces were unprepared for a large-scale military conflict
Germany had rearmed with a powerful army and air force
Britain felt she had no reliable allies, for example, France was not trusted, USA was isolationist
countries of the Empire warned that they might not support Britain in another European war
To what extent9 marks2023Q82(a)Appeasement and the Road to War, 1918–1939
To what extent was the Nazi invasion of Poland the main reason for the declaration of war in 1939?
WFQ = words from the question — 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.)
🐀 RAT sheet — how to structure your answer▾
To what extent / How important / How successful · Appears in 2 sections
WFQ (words from the question)a factor
There are several reasons why words from the question. These include the isolated factor, FACTOR 2, and FACTOR 3.✓ 1 mark (introduction)
Some historians think the isolated factor was words from the question because _____. Also _____.✓ 1 KU mark per fact (up to 5)
However, other historians think FACTOR 2 was words from the question because _____. Also _____.✓ 1 mark (balance) + 1 KU per fact
Other historians think FACTOR 3 was words from the question because _____. Also _____.✓ 1 KU mark per fact
Overall, the isolated factor / FACTOR 2 / FACTOR 3 was the most important words from the question. This is because [reason why — does not need to be new].✓ 2 marks (conclusion)
How it's marked
5 marks for knowledge — 1 KU mark for each accurate, developed fact you give to support your factors (not too brief). If only one factor is presented, max 3 for knowledge.
Structure marks: 1 for an introduction, 1 for balance (more than one factor), 2 for a conclusion (1 for a valid judgement, 1 for a reason supporting it).
💡It is asking: one factor is a reason — but there are others, so decide which was MOST important.
💡Each fact you add (including every "Also…") earns a KU mark, as long as it is developed and not too brief — up to 5.
✓ Reveal marking scheme▾
Max 9 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
Candidates must make a judgement about the extent to which different factors contributed to an event or development, or its impact. They are required to provide a balanced account of the influence of different factors and come to a reasoned conclusion based on the evidence presented.
Up to 5 marks can be awarded for relevant, factual, key points of knowledge used to support factors, with 1 mark awarded for each point. If only one factor is presented, a maximum of 3 marks should be awarded for relevant points of knowledge.
A further 4 marks can be awarded for providing the answer in a structured way and coming to a reasoned conclusion.
Invasion of Poland
France and Britain had a defensive pact with Poland committing them to declare war on Germany if they threatened Polish independence
appeasement was discredited as a policy for dealing with Fascist aggression forcing Britain and France to act
Britain and France’s strategic interests in Europe were threatened by the expansion of Germany into Poland
Nazi-Soviet Pact
the agreement stated that Germany and the USSR would not fight one another, this left Germany free to attack Poland
by agreeing to divide Poland between Russia and Germany, Hitler was confident that Russia would not stand in Germany’s way
Hitler believed that Britain and France would not go to war over Poland without Russian assistance
Britain’s changing attitudes
many people in Britain were influenced by Churchill’s anti-appeasement speeches
there were many British people who did not agree with appeasing Hitler and who would support military action against Nazi aggression, for example, the Oxford by-election
rearmament and preparation now made many in Britain feel more ready for war with Germany
Germany’s invasion of Czechoslovakia
the invasion of Czechoslovakia in March 1939 proved that Hitler could not be trusted
the invasion of Czechoslovakia proved that Hitler did not just want land where Germans lived
Growing Fascist threat
the military alliance between Germany and Italy showed that appeasement had failed to satisfy Hitler and that he was planning for war
Fascists were growing in power across Europe, for example, Franco came to power in Spain in 1939
To what extent9 marks2023Q82(b)Appeasement and the Road to War, 1918–1939
How successful was Hitler in achieving his foreign policy aims in the years 1933–1938?
WFQ = words from the question — 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.)
🐀 RAT sheet — how to structure your answer▾
To what extent / How important / How successful · Appears in 2 sections
WFQ (words from the question)a factor
There are several reasons why words from the question. These include the isolated factor, FACTOR 2, and FACTOR 3.✓ 1 mark (introduction)
Some historians think the isolated factor was words from the question because _____. Also _____.✓ 1 KU mark per fact (up to 5)
However, other historians think FACTOR 2 was words from the question because _____. Also _____.✓ 1 mark (balance) + 1 KU per fact
Other historians think FACTOR 3 was words from the question because _____. Also _____.✓ 1 KU mark per fact
Overall, the isolated factor / FACTOR 2 / FACTOR 3 was the most important words from the question. This is because [reason why — does not need to be new].✓ 2 marks (conclusion)
How it's marked
5 marks for knowledge — 1 KU mark for each accurate, developed fact you give to support your factors (not too brief). If only one factor is presented, max 3 for knowledge.
Structure marks: 1 for an introduction, 1 for balance (more than one factor), 2 for a conclusion (1 for a valid judgement, 1 for a reason supporting it).
💡It is asking: one factor is a reason — but there are others, so decide which was MOST important.
💡Each fact you add (including every "Also…") earns a KU mark, as long as it is developed and not too brief — up to 5.
✓ Reveal marking scheme▾
Max 9 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
Candidates must make a judgement about the extent to which different factors contributed to an event or development, or its impact. They are required to provide a balanced account of the influence of different factors and come to a reasoned conclusion based on the evidence presented.
Up to 5 marks can be awarded for relevant, factual, key points of knowledge used to support factors, with 1 mark awarded for each point. If only one factor is presented, a maximum of 3 marks should be awarded for relevant points of knowledge.
A further 4 marks can be awarded for providing the answer in a structured way and coming to a reasoned conclusion.
Rearming Germany
Hitler began to rearm — this was known to Britain and France but no action was taken
Hitler announced the German army was to increase to 500,000 men. He succeeded in doing this
conscription was introduced and the existence of the German air force was revealed
Destroy the Treaty of Versailles
Hitler engineered an exit for Germany from the Disarmament Conference, enabling him to start rearmament
Britain and France were divided by the Anglo-German Naval Agreement, 1935 which broke the Treaty of Versailles
Reuniting German speaking people
the Saarland voted to return to Germany after 15 years of League of Nations control, which united all German speaking people
German troops reoccupied the Rhineland – Britain and France took no action
Hitler used the threat of war to force Czechoslovakia to hand over the Sudetenland to Germany
Lebensraum
Hitler had attempted an Anschluss with Austria in 1934 but had to back down when Mussolini threatened military action to stop him
Hitler used the threat of invasion to force Austria to accept the Anschluss – Britain and France protested but took no action
Destroy Communism
failed to make progress in his aim to destroy Communism
How fully6 marks2023Q75Free at Last? Civil Rights in the USA, 1918–1968
How fully does Source A describe the immigrant experience in the USA in the 1920s?
WFQ = words from the question — 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) — then recall 3 points the source leaves out.
Highlight evidence — tap the text:
Source A
Source A describes the immigrant experience in the USA in the 1920s.
New immigrants were often exploited by landlords who charged them high rents as they had nowhere else to go. These tenements typically consisted of six floors and four apartments per floor. Most tenements were built to house the maximum number of people in the smallest amount of space and led to extremely overcrowded conditions. Shared toilets were common as working-class housing rarely came with their own modern conveniences. Under such conditions, immigrants suffered high rates of disease often transmitted through unsafe drinking water.
🐀 RAT sheet — how to structure your answer▾
How fully · Appears in all 3 sections
WFQ (words from the question)quote from the sourceomission — your own recall
Overall, Source X partly words from the question.✓ needed for full marks
Source X says “direct quote” which meant that …✓ 1 mark (from source)
Source X also says “direct quote” which meant that …✓ 1 mark (from source)
Source X also says “direct quote” which meant that …✓ 1 mark (from source)
However, Source X doesn’t mention fact which meant that …✓ 1 mark (omission)
Source X also doesn’t mention fact which meant that …✓ 1 mark (omission)
Source X also doesn’t mention fact which meant that …✓ 1 mark (omission)
How it's marked
Up to 3 marks for points from the source that support your judgement.
Up to 4 marks for points of significant omission from recall.
Maximum 2 marks if no judgement is made, or if you refer only to the source.
💡Use the source AND recall.
💡Quote and then explain — show you understand it, don’t just repeat it.
💡You must make a judgement (e.g. “the source partly explains…”) or you are capped at 2 marks.
✓ Reveal marking scheme▾
Max 6 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
Up to a maximum of 6 marks in total, 1 mark should be awarded for each valid point selected from the source or each valid point of significant omission provided.
Candidates should be awarded up to 3 marks for their interpretation of points from the source which support their judgement.
Candidates should be awarded up to 4 marks for their identification of points of significant omission, based on their own knowledge, that support their judgement.
A maximum of 2 marks may be awarded for answers in which no judgement has been made or which refer only to the source.
Points from the source
New immigrants were often exploited by landlords who charged them high rents as they had nowhere else to go. (Immigrants struggled to afford the cost of rent.)
Most tenements were built to house the maximum number of people in the smallest amount of space and led to extremely overcrowded conditions. (Tenement housing was often small and cramped and overcrowded.)
Shared toilets were common as working-class housing rarely came with their own modern conveniences. (Housing lacked modern conveniences.)
Under such conditions, immigrants suffered high rates of disease often transmitted through unsafe drinking water. (Immigrants became ill due to their living conditions.)
Points of significant omission
humiliating physical examination on Ellis Island
many immigrants could not speak English so struggled to find work
many immigrants had a poor education leading to low paid and unskilled jobs
areas immigrants settled in often had high levels of crime
integration was often difficult because of racist attitudes prejudice
many immigrants were blamed for spreading ideas, such as communism
Evaluate the usefulness5 marks2023Q76Free at Last? Civil Rights in the USA, 1918–1968
Evaluate the usefulness of Source B as evidence of the experience of black Americans during World War Two.
WFQ = words from the question — 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) — then consider author, purpose, timing and omission.
Highlight evidence — tap the text:
Source B — from a letter written by an American army general in 1942
Source B is from a letter written by an American army general in 1942.
There are more than 70,000 black Americans who have signed up to serve in the US military. It is important to look in more detail at the contribution of these men in the defence effort so far. Some black Americans have been provided with officer training and there are now more than 400 black officers in our army. However, many black American soldiers are being given support roles which has prevented them from gaining frontline experience.
🐀 RAT sheet — how to structure your answer▾
Evaluate the usefulness · Appears in 2 sections
Remember COAT
📄Content — what the source says
🚫Omission — what the source leaves out
✍️Author — who wrote it
🕐Timing — when it was written
WFQ (words from the question)quote from the source
Source X says “_____”. This is useful as it is accurate information about words from the question.✓ 1 mark (content)
Source X also says “_____”. This is useful as it is accurate information about words from the question.✓ 1 mark (content)
Source X omits _____. This makes the source less useful. Source X also omits _____. This makes the source less useful.✓ 1 mark (omission)
Source X was written by _____. This makes the source useful because they have personal / professional experience of, or are an expert in, words from the question.✓ 1 mark (author)
Source X was written in _____. This is useful as it was during the time of / has the benefit of hindsight about words from the question.✓ 1 mark (timing)
How it's marked
Maximum 4 marks for comments on author, type of source, purpose and timing.
Maximum 2 marks for comments on the content of the source.
Maximum 2 marks for comments on points of significant omission.
💡You can also comment on the Purpose and Type of source.
✓ Reveal marking scheme▾
Max 5 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
Candidates must 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.
Aspect of the source
Author: American army general (Useful as they will be an eyewitness to black Americans serving in the US military.)
Type of Source: letter (Useful as it is likely to give an accurate description of black American soldiers’ experience.)
Purpose: to inform (Useful as it gives detailed information about black Americans in the US military.)
Timing: 1942 (Useful as it was written at the time when black Americans were serving in the US military during World War Two.)
Content
There are more than 70,000 black Americans who have signed up to serve in the US military. (Useful because it is accurate (many black Americans volunteered to fight).)
Some black Americans have been provided with officer training and there are now more than 400 black officers in our army. (Useful because it is accurate (black Americans were trained as officers).)
However, many black American soldiers are being given support roles which has prevented them from gaining frontline experience. (Useful because it is accurate (many black American soldiers were given non-combatant roles).)
Points of significant omission
black American soldiers were often poorly treated in Southern training bases
black Americans fought the Double V campaign during war against racism in the USA
Tuskegee Airmen were the first black American military aviation unit in American history
black American women contributed to the war effort by nursing and working in the postal service
Explain6 marks2023Q77Free at Last? Civil Rights in the USA, 1918–1968
Explain the reasons why Martin Luther King was important in the campaigns for civil rights.
WFQ = words from the question — reuse in every point.
🐀 RAT sheet — how to structure your answer▾
Explain · Appears in all 3 sections
WFQ (words from the question)your own recalled knowledge
One reason why words from the question was fact which meant that …✓ 1 mark
A second reason why words from the question was fact which meant that …✓ 1 mark
A third reason why words from the question was fact which meant that …✓ 1 mark
A fourth reason why words from the question was fact which meant that …✓ 1 mark
A fifth reason why words from the question was fact which meant that …✓ 1 mark
A sixth reason why words from the question was fact which meant that …✓ 1 mark
Example: One reason why women gained the vote in 1918 was that women burned down buildings like cricket pavilions, which meant that they gained publicity for the cause of votes for women.
How it's marked
1 mark for each accurate, relevant reason.
A second mark for each reason that is developed.
Each sentence/point must answer the question on its own.
✓ Reveal marking scheme▾
Max 6 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
Candidates must make a number of points that make the issue plain or clear, for example by showing connections between factors or causal relationships between events or ideas. These should be key reasons but there is no need for any evaluation or prioritising of these reasons.
Up to a maximum of 6 marks in total, 1 mark should be awarded for each accurate, relevant reason, and a second mark should be awarded for reasons that are developed.
Possible reasons
MLK promoted the use of non-violent civil disobedience which gained support for civil rights
MLK established the civil rights group, the Southern Christian Leadership Conference (SCLC), to co-ordinate civil rights protest
MLK led effective protests to improve civil rights, for example the Montgomery Bus Boycott
MLK’s leadership forced some Southern States to desegregate public facilities
MLK motivated many through his public speaking, for example, ‘I Have a Dream’ speech
MLK’s moderate leadership gained the support of many white Americans
MLK gained publicity for civil rights worldwide through his personal achievements, for example the Nobel Peace Prize
MLK convinced different presidents to pass new civil rights laws.
MLK’s assassination increased support for civil rights
To what extent9 marks2023Q78(a)Free at Last? Civil Rights in the USA, 1918–1968
To what extent was crime the main problem faced by black Americans in the Northern ghettos?
WFQ = words from the question — 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.)
🐀 RAT sheet — how to structure your answer▾
To what extent / How important / How successful · Appears in 2 sections
WFQ (words from the question)a factor
There are several reasons why words from the question. These include the isolated factor, FACTOR 2, and FACTOR 3.✓ 1 mark (introduction)
Some historians think the isolated factor was words from the question because _____. Also _____.✓ 1 KU mark per fact (up to 5)
However, other historians think FACTOR 2 was words from the question because _____. Also _____.✓ 1 mark (balance) + 1 KU per fact
Other historians think FACTOR 3 was words from the question because _____. Also _____.✓ 1 KU mark per fact
Overall, the isolated factor / FACTOR 2 / FACTOR 3 was the most important words from the question. This is because [reason why — does not need to be new].✓ 2 marks (conclusion)
How it's marked
5 marks for knowledge — 1 KU mark for each accurate, developed fact you give to support your factors (not too brief). If only one factor is presented, max 3 for knowledge.
Structure marks: 1 for an introduction, 1 for balance (more than one factor), 2 for a conclusion (1 for a valid judgement, 1 for a reason supporting it).
💡It is asking: one factor is a reason — but there are others, so decide which was MOST important.
💡Each fact you add (including every "Also…") earns a KU mark, as long as it is developed and not too brief — up to 5.
✓ Reveal marking scheme▾
Max 9 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
Candidates must make a judgement about the extent to which different factors contributed to an event or development, or its impact. They are required to provide a balanced account of the influence of different factors and come to a reasoned conclusion based on the evidence presented.
Up to 5 marks can be awarded for relevant, factual, key points of knowledge used to support factors, with 1 mark awarded for each point. If only one factor is presented, a maximum of 3 marks should be awarded for relevant points of knowledge.
A further 4 marks can be awarded for providing the answer in a structured way and coming to a reasoned conclusion.
Crime
high rates of crime in the ghettos due to the high levels of poverty
gang and drug violence were commonplace in most ghetto areas
high rates of drug addiction and alcohol abuse within the ghettos
discrimination by police
Employment
high rates of unemployment increased poverty
jobs were often low paid
Housing
Northern ghettos were often made up of slum housing
black Americans found it difficult to afford the high rents
Education
ghetto schools were often underfunded
schools found it difficult to attract teachers affecting the quality of education
Health
black Americans found it difficult to access adequate health care
To what extent9 marks2023Q78(b)Free at Last? Civil Rights in the USA, 1918–1968
To what extent were ‘Jim Crow’ laws the main reason for the migration of black Americans to the North before 1945?
WFQ = words from the question — 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.)
🐀 RAT sheet — how to structure your answer▾
To what extent / How important / How successful · Appears in 2 sections
WFQ (words from the question)a factor
There are several reasons why words from the question. These include the isolated factor, FACTOR 2, and FACTOR 3.✓ 1 mark (introduction)
Some historians think the isolated factor was words from the question because _____. Also _____.✓ 1 KU mark per fact (up to 5)
However, other historians think FACTOR 2 was words from the question because _____. Also _____.✓ 1 mark (balance) + 1 KU per fact
Other historians think FACTOR 3 was words from the question because _____. Also _____.✓ 1 KU mark per fact
Overall, the isolated factor / FACTOR 2 / FACTOR 3 was the most important words from the question. This is because [reason why — does not need to be new].✓ 2 marks (conclusion)
How it's marked
5 marks for knowledge — 1 KU mark for each accurate, developed fact you give to support your factors (not too brief). If only one factor is presented, max 3 for knowledge.
Structure marks: 1 for an introduction, 1 for balance (more than one factor), 2 for a conclusion (1 for a valid judgement, 1 for a reason supporting it).
💡It is asking: one factor is a reason — but there are others, so decide which was MOST important.
💡Each fact you add (including every "Also…") earns a KU mark, as long as it is developed and not too brief — up to 5.
✓ Reveal marking scheme▾
Max 9 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
Candidates must make a judgement about the extent to which different factors contributed to an event or development, or its impact. They are required to provide a balanced account of the influence of different factors and come to a reasoned conclusion based on the evidence presented.
Up to 5 marks can be awarded for relevant, factual, key points of knowledge used to support factors, with 1 mark awarded for each point. If only one factor is presented, a maximum of 3 marks should be awarded for relevant points of knowledge.
A further 4 marks can be awarded for providing the answer in a structured way and coming to a reasoned conclusion.
‘Jim Crow’ laws
Supreme Court decisions allowed segregation
limited economic opportunities for black Americans, for example sharecropping, low paid jobs
inferior segregated facilities for southern black Americans, for example hospitals, rest rooms
interracial marriage was illegal
Ku Klux Klan
the KKK burned crosses to intimidate black Americans
the KKK attacked black Americans who opposed them
some police officers were members of the KKK so complaints were ignored
Opportunities in the North
industrial jobs in the North often offered higher wages
letters from family in the North often encouraged black Americans to migrate
many black Americans believed the Northern cities offered better lifestyles, better education
How fully6 marks2023Q63Hitler and Nazi Germany, 1919–1939
How fully does Source A describe the terms of the Treaty of Versailles?
WFQ = words from the question — 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) — then recall 3 points the source leaves out.
Highlight evidence — tap the text:
Source A
Source A describes the terms of the Treaty of Versailles.
In May 1919 the terms of the Treaty were presented to a horrified German delegation. There was resentment in Germany in particular to Article 231, the ‘War Guilt’ clause. The Rhineland was to become a demilitarised zone to act as a buffer between France and Germany. Some terms were resented much more than others. The Anschluss (union with Austria) was forbidden by Article 80 of the Treaty. All of Germany’s colonies were to be handed over to the Allies as decided by the League of Nations.
🐀 RAT sheet — how to structure your answer▾
How fully · Appears in all 3 sections
WFQ (words from the question)quote from the sourceomission — your own recall
Overall, Source X partly words from the question.✓ needed for full marks
Source X says “direct quote” which meant that …✓ 1 mark (from source)
Source X also says “direct quote” which meant that …✓ 1 mark (from source)
Source X also says “direct quote” which meant that …✓ 1 mark (from source)
However, Source X doesn’t mention fact which meant that …✓ 1 mark (omission)
Source X also doesn’t mention fact which meant that …✓ 1 mark (omission)
Source X also doesn’t mention fact which meant that …✓ 1 mark (omission)
How it's marked
Up to 3 marks for points from the source that support your judgement.
Up to 4 marks for points of significant omission from recall.
Maximum 2 marks if no judgement is made, or if you refer only to the source.
💡Use the source AND recall.
💡Quote and then explain — show you understand it, don’t just repeat it.
💡You must make a judgement (e.g. “the source partly explains…”) or you are capped at 2 marks.
✓ Reveal marking scheme▾
Max 6 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
Up to a maximum of 6 marks in total, 1 mark should be awarded for each valid point selected from the source or each valid point of significant omission provided.
Candidates should be awarded up to 3 marks for their interpretation of points from the source which support their judgement.
Candidates should be awarded up to 4 marks for their identification of points of significant omission, based on their own knowledge, that support their judgement.
A maximum of 2 marks may be awarded for answers in which no judgement has been made or which refer only to the source.
Points from the source
There was resentment in Germany in particular to Article 231, the ‘war guilt’ clause. (Germany was blamed for starting the war.)
The Rhineland was to become a demilitarized zone to act as a buffer between France and Germany. (Germany was not allowed to have any military presence in the Rhineland.)
The Anschluss (union with Austria) was forbidden by Article 80 of the Treaty. (Germany was not allowed to unite with Austria.)
All of Germany’s colonies were to be handed over to the Allies as decided by the League of Nations. (Germany lost all of its overseas colonies.)
Points of significant omission
Saar coalfields were to be controlled by France
Germany’s army was limited to 100,000 men
the Navy was restricted, for example, six battleships, no submarines
Germany was to have no military aircraft
Germany was to pay reparations, which were set in 1921
Germany lost land to other countries in Europe, for example Denmark, France, Poland
Evaluate the usefulness5 marks2023Q64Hitler and Nazi Germany, 1919–1939
Evaluate the usefulness of Source B as evidence of the reasons why the Nazis appealed to Germans up to 1933.
WFQ = words from the question — 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) — then consider author, purpose, timing and omission.
Highlight evidence — tap the text:
Source B — from an election leaflet produced by the Nazi Party in 1929
Source B is from an election leaflet produced by the Nazi Party in 1929.
What have your Weimar political parties done for you? They made weak coalitions that soon collapsed leaving Germany without leadership. Remember when inflation robbed you of your savings and businesses? Middle class voters, the Communist Party is a threat to your livelihood, join us in fighting it wherever it is to be found. Farmers and workers, for a long time you have believed that obeying law and order was the first duty of the citizen. Now, you should look after yourselves. Vote National Socialist!
🐀 RAT sheet — how to structure your answer▾
Evaluate the usefulness · Appears in 2 sections
Remember COAT
📄Content — what the source says
🚫Omission — what the source leaves out
✍️Author — who wrote it
🕐Timing — when it was written
WFQ (words from the question)quote from the source
Source X says “_____”. This is useful as it is accurate information about words from the question.✓ 1 mark (content)
Source X also says “_____”. This is useful as it is accurate information about words from the question.✓ 1 mark (content)
Source X omits _____. This makes the source less useful. Source X also omits _____. This makes the source less useful.✓ 1 mark (omission)
Source X was written by _____. This makes the source useful because they have personal / professional experience of, or are an expert in, words from the question.✓ 1 mark (author)
Source X was written in _____. This is useful as it was during the time of / has the benefit of hindsight about words from the question.✓ 1 mark (timing)
How it's marked
Maximum 4 marks for comments on author, type of source, purpose and timing.
Maximum 2 marks for comments on the content of the source.
Maximum 2 marks for comments on points of significant omission.
💡You can also comment on the Purpose and Type of source.
✓ Reveal marking scheme▾
Max 5 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
Candidates must 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.
Aspect of the source
Author: the Nazi Party (Useful as it is a first-hand account of Nazi policies.)
Type of Source: leaflet (Useful as this would have been widely distributed throughout Germany.)
Purpose: to persuade (Useful as it shows how the Nazis appealed to Germans.)
Timing: 1929 (Useful as it was written at the time support was growing for the Nazis.)
Content
They made weak coalitions that soon collapsed leaving Germany without leadership. (Useful because it is accurate (Germans were dissatisfied with weak coalitions).)
Remember when inflation robbed you of your savings and businesses? (Useful because it is accurate (middle classes suffered during the hyperinflation crisis).)
Middle class voters, the Communist Party is a threat to your livelihood, join us in fighting it wherever it is to be found. (Useful because it is accurate (the Nazis promised to defend Germany from Communism which attracted lots of support).)
Points of significant omission
appeal of Hitler as a strong leader
Nazi promises appealed to a wide variety of Germans
the Nazis held large public meetings and rallies which enthused people
Explain6 marks2023Q65Hitler and Nazi Germany, 1919–1939
Explain the reasons why Jews and other minorities were treated so badly in Nazi Germany, 1933–1939.
WFQ = words from the question — reuse in every point.
🐀 RAT sheet — how to structure your answer▾
Explain · Appears in all 3 sections
WFQ (words from the question)your own recalled knowledge
One reason why words from the question was fact which meant that …✓ 1 mark
A second reason why words from the question was fact which meant that …✓ 1 mark
A third reason why words from the question was fact which meant that …✓ 1 mark
A fourth reason why words from the question was fact which meant that …✓ 1 mark
A fifth reason why words from the question was fact which meant that …✓ 1 mark
A sixth reason why words from the question was fact which meant that …✓ 1 mark
Example: One reason why women gained the vote in 1918 was that women burned down buildings like cricket pavilions, which meant that they gained publicity for the cause of votes for women.
How it's marked
1 mark for each accurate, relevant reason.
A second mark for each reason that is developed.
Each sentence/point must answer the question on its own.
✓ Reveal marking scheme▾
Max 6 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
Candidates must make a number of points that make the issue plain or clear, for example by showing connections between factors or causal relationships between events or ideas. These should be key reasons but there is no need for any evaluation or prioritising of these reasons.
Up to a maximum of 6 marks in total, 1 mark should be awarded for each accurate, relevant reason, and a second mark should be awarded for reasons that are developed.
Possible reasons
Jews were denied access to professional jobs so they could not earn a living
Jews were denied access to education, affecting their opportunities
Jews were subjected to violence and intimidation, for example, Kristallnacht
Jews were blamed for adverse events, for example, defeat in the First World War
Jews were imprisoned and sent to concentration camps
Nazi racial ideas meant minority groups were treated badly, for example, Roma, Sinti
Nazi ideas on science meant people with disabilities were treated badly for example, sterilisation, euthanasia
religious groups who would not cooperate with the Nazis were persecuted, for example, Jehovah’s Witnesses
homosexuals were persecuted by the Nazi Government, for example, imprisonment
Germans from ethnic minorities were excluded from certain jobs and education, denying them ‘opportunities’
To what extent9 marks2023Q66(a)Hitler and Nazi Germany, 1919–1939
How successful were the Nazis in controlling youth movements and education up to 1939?
WFQ = words from the question — 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.)
🐀 RAT sheet — how to structure your answer▾
To what extent / How important / How successful · Appears in 2 sections
WFQ (words from the question)a factor
There are several reasons why words from the question. These include the isolated factor, FACTOR 2, and FACTOR 3.✓ 1 mark (introduction)
Some historians think the isolated factor was words from the question because _____. Also _____.✓ 1 KU mark per fact (up to 5)
However, other historians think FACTOR 2 was words from the question because _____. Also _____.✓ 1 mark (balance) + 1 KU per fact
Other historians think FACTOR 3 was words from the question because _____. Also _____.✓ 1 KU mark per fact
Overall, the isolated factor / FACTOR 2 / FACTOR 3 was the most important words from the question. This is because [reason why — does not need to be new].✓ 2 marks (conclusion)
How it's marked
5 marks for knowledge — 1 KU mark for each accurate, developed fact you give to support your factors (not too brief). If only one factor is presented, max 3 for knowledge.
Structure marks: 1 for an introduction, 1 for balance (more than one factor), 2 for a conclusion (1 for a valid judgement, 1 for a reason supporting it).
💡It is asking: one factor is a reason — but there are others, so decide which was MOST important.
💡Each fact you add (including every "Also…") earns a KU mark, as long as it is developed and not too brief — up to 5.
✓ Reveal marking scheme▾
Max 9 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
Candidates must make a judgement about the extent to which different factors contributed to an event or development, or its impact. They are required to provide a balanced account of the influence of different factors and come to a reasoned conclusion based on the evidence presented.
Up to 5 marks can be awarded for relevant, factual, key points of knowledge used to support factors, with 1 mark awarded for each point. If only one factor is presented, a maximum of 3 marks should be awarded for relevant points of knowledge.
A further 4 marks can be awarded for providing the answer in a structured way and coming to a reasoned conclusion.
Hitler Youth
some children loved Hitler Youth activities, for example, outdoor activities
some Hitler Youth members fully embraced Nazi ideals, for example, antisemitism
some children informed the Gestapo against their families
reinforced belief in traditional values, for example, girls would do activities focussed on their role as future mothers, BDM
lack of enthusiasm meant attendance at Hitler Youth had to be made compulsory
Opposition
some children acted against the Nazi regime, for example, the Edelweiss Pirates
the Nazis were unable to indoctrinate all young people in Germany as parents taught different values
some children passively resisted, for example, listening to American music
Education
all teachers had to join the Nazi Teachers League and indoctrinate young people in Nazi ideas
girls were taught Nazi beliefs on housewife roles, for example, Kinder, Kirche, Kücher
boys were conditioned to prepare for war through instruction on military training
some children were bored by/rejected the Nazi curriculum
To what extent9 marks2023Q66(b)Hitler and Nazi Germany, 1919–1939
How important was violence and intimidation as a reason why the Nazis were able to consolidate their power up to 1934?
WFQ = words from the question — 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.)
🐀 RAT sheet — how to structure your answer▾
To what extent / How important / How successful · Appears in 2 sections
WFQ (words from the question)a factor
There are several reasons why words from the question. These include the isolated factor, FACTOR 2, and FACTOR 3.✓ 1 mark (introduction)
Some historians think the isolated factor was words from the question because _____. Also _____.✓ 1 KU mark per fact (up to 5)
However, other historians think FACTOR 2 was words from the question because _____. Also _____.✓ 1 mark (balance) + 1 KU per fact
Other historians think FACTOR 3 was words from the question because _____. Also _____.✓ 1 KU mark per fact
Overall, the isolated factor / FACTOR 2 / FACTOR 3 was the most important words from the question. This is because [reason why — does not need to be new].✓ 2 marks (conclusion)
How it's marked
5 marks for knowledge — 1 KU mark for each accurate, developed fact you give to support your factors (not too brief). If only one factor is presented, max 3 for knowledge.
Structure marks: 1 for an introduction, 1 for balance (more than one factor), 2 for a conclusion (1 for a valid judgement, 1 for a reason supporting it).
💡It is asking: one factor is a reason — but there are others, so decide which was MOST important.
💡Each fact you add (including every "Also…") earns a KU mark, as long as it is developed and not too brief — up to 5.
✓ Reveal marking scheme▾
Max 9 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
Candidates must make a judgement about the extent to which different factors contributed to an event or development, or its impact. They are required to provide a balanced account of the influence of different factors and come to a reasoned conclusion based on the evidence presented.
Up to 5 marks can be awarded for relevant, factual, key points of knowledge used to support factors, with 1 mark awarded for each point. If only one factor is presented, a maximum of 3 marks should be awarded for relevant points of knowledge.
A further 4 marks can be awarded for providing the answer in a structured way and coming to a reasoned conclusion.
Violence and intimidation
political opponents were intimidated, for example, the 1933 March election
concentration camp opened for political prisoners, for example, Dachau
Gestapo established in April 1933
Use of emergency powers
Night of the Long Knives eliminated opposition from SA
Emergency Decrees passed (in February 1933 after the Reichstag Fire) suspended rights
Enabling Act passed (in March 1933) which gave emergency powers to the government
outlawing of other parties eliminated opposition, for example, the Communists
Propaganda
Ministry of Information and Propaganda controlled all media
Wider appeal
many voted in favour of Hitler combining the offices of President and Chancellor, for example, 90% voted in favour
the army swore an oath of loyalty to Hitler
Nazi promises were popular with many Germans, for example, unemployment
How fully6 marks2023Q71Mussolini and Fascist Italy,1919–1939
How fully does Source A describe the appeal of the Fascists?
WFQ = words from the question — 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) — then recall 3 points the source leaves out.
Highlight evidence — tap the text:
Source A
Source A describes the appeal of the Fascists.
Benito Mussolini created a new political movement in the Fascists who were to seize power in the 1920s. Mussolini’s speeches were well received and won many over to the Fascist cause. Many listeners agreed with his view that democracy had made Italy weak and only the Fascists could make her strong. Mussolini convinced the poor that he would create a fairer society by tackling unfair business practices. Mussolini was able to exploit resentment against the peace settlement to strengthen his appeal.
🐀 RAT sheet — how to structure your answer▾
How fully · Appears in all 3 sections
WFQ (words from the question)quote from the sourceomission — your own recall
Overall, Source X partly words from the question.✓ needed for full marks
Source X says “direct quote” which meant that …✓ 1 mark (from source)
Source X also says “direct quote” which meant that …✓ 1 mark (from source)
Source X also says “direct quote” which meant that …✓ 1 mark (from source)
However, Source X doesn’t mention fact which meant that …✓ 1 mark (omission)
Source X also doesn’t mention fact which meant that …✓ 1 mark (omission)
Source X also doesn’t mention fact which meant that …✓ 1 mark (omission)
How it's marked
Up to 3 marks for points from the source that support your judgement.
Up to 4 marks for points of significant omission from recall.
Maximum 2 marks if no judgement is made, or if you refer only to the source.
💡Use the source AND recall.
💡Quote and then explain — show you understand it, don’t just repeat it.
💡You must make a judgement (e.g. “the source partly explains…”) or you are capped at 2 marks.
✓ Reveal marking scheme▾
Max 6 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
Up to a maximum of 6 marks in total, 1 mark should be awarded for each valid point selected from the source or each valid point of significant omission provided.
Candidates should be awarded up to 3 marks for their interpretation of points from the source which support their judgement.
Candidates should be awarded up to 4 marks for their identification of points of significant omission, based on their own knowledge, that support their judgement.
A maximum of 2 marks may be awarded for answers in which no judgement has been made or which refer only to the source.
Points from the source
Mussolini’s speeches were well received and won many over to the Fascist cause. (Mussolini’s speeches were popular.)
Many listeners agreed with his view that democracy had made Italy weak and that only the Fascists could make her strong. (The view that democracy had failed was a widespread one.)
Mussolini convinced the poor that he would create a fairer society by tackling unfair business practices. (Mussolini was good at exploiting the masses.)
Mussolini was able to exploit resentment against the peace settlement to strengthen his appeal. (Many felt Italy had been snubbed by the Allies.)
Points of significant omission
young people were attracted to Fascism as it seemed to offer the prospect of action
the Fascists also gained working class support by offering fair wages
Fascism appealed to nationalists
Fascism appealed to ex-soldiers by promising recognition of their service
the promise of an eight-hour day appealed to many
the wealthy were attracted by strong anti-Communist views
Evaluate the usefulness5 marks2023Q72Mussolini and Fascist Italy,1919–1939
Evaluate the usefulness of Source B as evidence of Fascist propaganda.
WFQ = words from the question — 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) — then consider author, purpose, timing and omission.
Highlight evidence — tap the text:
Source B — from a school textbook published by the Italian government in 1928
Source B is from a school textbook published by the Italian government in 1928.
What is the role of young people in our brave new Italy? To love your parents as much as your country and your country as much as you love your parents. To be totally devoted and give thanks always for the Duce who has made our wonderful country stronger and greater. To feel love and warmth for all those who have unselfishly sacrificed their lives for a new Italy and for Fascism which has saved us all.
🐀 RAT sheet — how to structure your answer▾
Evaluate the usefulness · Appears in 2 sections
Remember COAT
📄Content — what the source says
🚫Omission — what the source leaves out
✍️Author — who wrote it
🕐Timing — when it was written
WFQ (words from the question)quote from the source
Source X says “_____”. This is useful as it is accurate information about words from the question.✓ 1 mark (content)
Source X also says “_____”. This is useful as it is accurate information about words from the question.✓ 1 mark (content)
Source X omits _____. This makes the source less useful. Source X also omits _____. This makes the source less useful.✓ 1 mark (omission)
Source X was written by _____. This makes the source useful because they have personal / professional experience of, or are an expert in, words from the question.✓ 1 mark (author)
Source X was written in _____. This is useful as it was during the time of / has the benefit of hindsight about words from the question.✓ 1 mark (timing)
How it's marked
Maximum 4 marks for comments on author, type of source, purpose and timing.
Maximum 2 marks for comments on the content of the source.
Maximum 2 marks for comments on points of significant omission.
💡You can also comment on the Purpose and Type of source.
✓ Reveal marking scheme▾
Max 5 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
Candidates must 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.
Aspect of the source
Author: Italian government (Useful as the Italian government sent out propaganda.)
Type of Source: school textbook (Useful as it shows the Fascists were keen to target the young.)
Purpose: to persuade (Useful as propaganda was designed to get people to act in a certain way.)
Timing: 1928 (Useful as it is from the period when the Fascists had established their control over Italy.)
Content
To love your parents as much as your country and your country as much as you love your parents. (Useful because it is accurate (the Fascists stressed the importance of family).)
To be totally devoted and give thanks always for the Duce who has made our country stronger and greater. (Useful because it is accurate (devotion to Mussolini was encouraged).)
To feel love and warmth for all those who have unselfishly sacrificed their lives for a new Italy and for Fascism which has saved us all. (Useful because it is accurate (Fascism was portrayed as Italy’s saviour).)
Points of significant omission
mass rallies were used as a means of propaganda
the Fascists censored opposition views
the Government produced newsreels to be shown at cinemas
Explain6 marks2023Q73Mussolini and Fascist Italy,1919–1939
Explain the reasons why Italy attacked Abyssinia in 1935.
WFQ = words from the question — reuse in every point.
🐀 RAT sheet — how to structure your answer▾
Explain · Appears in all 3 sections
WFQ (words from the question)your own recalled knowledge
One reason why words from the question was fact which meant that …✓ 1 mark
A second reason why words from the question was fact which meant that …✓ 1 mark
A third reason why words from the question was fact which meant that …✓ 1 mark
A fourth reason why words from the question was fact which meant that …✓ 1 mark
A fifth reason why words from the question was fact which meant that …✓ 1 mark
A sixth reason why words from the question was fact which meant that …✓ 1 mark
Example: One reason why women gained the vote in 1918 was that women burned down buildings like cricket pavilions, which meant that they gained publicity for the cause of votes for women.
How it's marked
1 mark for each accurate, relevant reason.
A second mark for each reason that is developed.
Each sentence/point must answer the question on its own.
✓ Reveal marking scheme▾
Max 6 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
Candidates must make a number of points that make the issue plain or clear, for example by showing connections between factors or causal relationships between events or ideas. These should be key reasons but there is no need for any evaluation or prioritising of these reasons.
Up to a maximum of 6 marks in total, 1 mark should be awarded for each accurate, relevant reason, and a second mark should be awarded for reasons that are developed.
Possible reasons
to avenge defeat at Adwa (Adowa) in 1896
to develop the cult of the Duce
to consolidate Italy’s position in East Africa (where they had had a presence since the 1880s)
to increase Italian prestige
to show that Italy was capable of acting as an imperial power like Britain and France
a successful war abroad could rally support at home
to put Italy in a position to exploit Abyssinian resources
to develop export markets for Italian businesses
to demonstrate to Hitler that Italy was a powerful nation (and therefore a valuable ally)
Mussolini believed that Britain and France would not act to stop him
a border clash provided the pretext for invasion
failure of the League to act over German breaches of Versailles had emboldened Mussolini
To what extent9 marks2023Q74(a)Mussolini and Fascist Italy,1919–1939
To what extent was the use of fear and intimidation the main reason why opposition was not effective in Fascist Italy?
WFQ = words from the question — 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.)
🐀 RAT sheet — how to structure your answer▾
To what extent / How important / How successful · Appears in 2 sections
WFQ (words from the question)a factor
There are several reasons why words from the question. These include the isolated factor, FACTOR 2, and FACTOR 3.✓ 1 mark (introduction)
Some historians think the isolated factor was words from the question because _____. Also _____.✓ 1 KU mark per fact (up to 5)
However, other historians think FACTOR 2 was words from the question because _____. Also _____.✓ 1 mark (balance) + 1 KU per fact
Other historians think FACTOR 3 was words from the question because _____. Also _____.✓ 1 KU mark per fact
Overall, the isolated factor / FACTOR 2 / FACTOR 3 was the most important words from the question. This is because [reason why — does not need to be new].✓ 2 marks (conclusion)
How it's marked
5 marks for knowledge — 1 KU mark for each accurate, developed fact you give to support your factors (not too brief). If only one factor is presented, max 3 for knowledge.
Structure marks: 1 for an introduction, 1 for balance (more than one factor), 2 for a conclusion (1 for a valid judgement, 1 for a reason supporting it).
💡It is asking: one factor is a reason — but there are others, so decide which was MOST important.
💡Each fact you add (including every "Also…") earns a KU mark, as long as it is developed and not too brief — up to 5.
✓ Reveal marking scheme▾
Max 9 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
Candidates must make a judgement about the extent to which different factors contributed to an event or development, or its impact. They are required to provide a balanced account of the influence of different factors and come to a reasoned conclusion based on the evidence presented.
Up to 5 marks can be awarded for relevant, factual, key points of knowledge used to support factors, with 1 mark awarded for each point (but one mark should be deducted if the process is not clear in at least two factors). If only one factor is presented, a maximum of 3 marks should be awarded for relevant points of knowledge.
A further 4 marks can be awarded for providing the answer in a structured way and coming to a reasoned conclusion.
Fear and intimidation
Blackshirts’ use of violence caused terror
castor oil was poured down the throat of opponents which led to fear of speaking out
the murder of Matteotti intimidated potential opponents
police informers successfully penetrated opposition groups
Control of powerful groups
use of government patronage to reward loyalty
local government was abolished
arrest of some Mafia figures caused a loss of opposition leadership
Fascist popularity
many were happy that the Dopolavoro provided leisure facilities
a strong foreign policy pleased many Italians, for example, Locarno, Corfu, Abyssinia
Neutralisation of Catholic opposition
Mussolini rejected earlier anti-clericalism
the Lateran Treaty ensured good relations with the Church and its followers
Pius XI praised Mussolini and this encouraged many to support him
To what extent9 marks2023Q74(b)Mussolini and Fascist Italy,1919–1939
How successful was Fascist economic policy in Italy?
WFQ = words from the question — 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.)
🐀 RAT sheet — how to structure your answer▾
To what extent / How important / How successful · Appears in 2 sections
WFQ (words from the question)a factor
There are several reasons why words from the question. These include the isolated factor, FACTOR 2, and FACTOR 3.✓ 1 mark (introduction)
Some historians think the isolated factor was words from the question because _____. Also _____.✓ 1 KU mark per fact (up to 5)
However, other historians think FACTOR 2 was words from the question because _____. Also _____.✓ 1 mark (balance) + 1 KU per fact
Other historians think FACTOR 3 was words from the question because _____. Also _____.✓ 1 KU mark per fact
Overall, the isolated factor / FACTOR 2 / FACTOR 3 was the most important words from the question. This is because [reason why — does not need to be new].✓ 2 marks (conclusion)
How it's marked
5 marks for knowledge — 1 KU mark for each accurate, developed fact you give to support your factors (not too brief). If only one factor is presented, max 3 for knowledge.
Structure marks: 1 for an introduction, 1 for balance (more than one factor), 2 for a conclusion (1 for a valid judgement, 1 for a reason supporting it).
💡It is asking: one factor is a reason — but there are others, so decide which was MOST important.
💡Each fact you add (including every "Also…") earns a KU mark, as long as it is developed and not too brief — up to 5.
✓ Reveal marking scheme▾
Max 9 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
Candidates must make a judgement about the extent to which different factors contributed to an event or development, or its impact. They are required to provide a balanced account of the influence of different factors and come to a reasoned conclusion based on the evidence presented.
Up to 5 marks can be awarded for relevant, factual, key points of knowledge used to support factors, with 1 mark awarded for each point (but one mark should be deducted if the process is not clear in at least two factors). If only one factor is presented, a maximum of 3 marks should be awarded for relevant points of knowledge.
A further 4 marks can be awarded for providing the answer in a structured way and coming to a reasoned conclusion.
The Battle for the Lira
banks introduced tight controls on the money supply
industries dependent on imports were boosted by protectionist policies
Italian exports declined
The Battle for Grain
new land brought into use for farming
cereal production doubled
cost of bread increased for consumers
Transport
Autostrada were built
5,000 kilometres of railway were electrified
claim that the railways now ran on time
Cartels
as a result of government policy cartels continued to fix prices
How fully6 marks2023Q67Red Flag: Lenin and the Russian Revolution, 1894–1921
How fully does Source A describe how the Tsarist government controlled Russia before 1905?
WFQ = words from the question — 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) — then recall 3 points the source leaves out.
Highlight evidence — tap the text:
Source A
Source A describes how the Tsarist government controlled Russia before 1905.
Nicholas II had become Tsar in 1894 after the death of his father. By 1900, Russia had become the fourth largest industrial country in the world. If any Russians disobeyed the Tsar, they could be flogged, beaten or even executed. The Tsar’s ministers, whom he chose personally, helped him to rule Russia. At this time, there was no parliament in Russia so there were no elections. The Russian Orthodox Church also helped maintain the Tsar’s rule by promoting him as the ‘Little Father’, who was appointed by God.
🐀 RAT sheet — how to structure your answer▾
How fully · Appears in all 3 sections
WFQ (words from the question)quote from the sourceomission — your own recall
Overall, Source X partly words from the question.✓ needed for full marks
Source X says “direct quote” which meant that …✓ 1 mark (from source)
Source X also says “direct quote” which meant that …✓ 1 mark (from source)
Source X also says “direct quote” which meant that …✓ 1 mark (from source)
However, Source X doesn’t mention fact which meant that …✓ 1 mark (omission)
Source X also doesn’t mention fact which meant that …✓ 1 mark (omission)
Source X also doesn’t mention fact which meant that …✓ 1 mark (omission)
How it's marked
Up to 3 marks for points from the source that support your judgement.
Up to 4 marks for points of significant omission from recall.
Maximum 2 marks if no judgement is made, or if you refer only to the source.
💡Use the source AND recall.
💡Quote and then explain — show you understand it, don’t just repeat it.
💡You must make a judgement (e.g. “the source partly explains…”) or you are capped at 2 marks.
✓ Reveal marking scheme▾
Max 6 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
Up to a maximum of 6 marks in total, 1 mark should be awarded for each valid point selected from the source or each valid point of significant omission provided.
Candidates should be awarded up to 3 marks for their interpretation of points from the source which support their judgement.
Candidates should be awarded up to 4 marks for their identification of points of significant omission, based on their own knowledge, that support their judgement.
A maximum of 2 marks may be awarded for answers in which no judgement has been made or which refer only to the source.
Points from the source
If any Russians disobeyed the Tsar, they could be flogged, beaten or even executed. (Discipline in Tsarist Russia was very harsh.)
The Tsar’s ministers, whom he chose personally, helped him to rule Russia. (This shows that the Tsar had people to help him rule Russia.)
At this time, there was no parliament in Russia so there were no elections. (This shows that the Russian people had no say in their government.)
The Russian Orthodox Church also helped maintain the Tsar’s rule by promoting him as the ‘Little Father’, who was appointed by God. (The Russian Orthodox Church promoted the Tsar as the ultimate ruler in Russia.)
Points of significant omission
the Okhrana (secret police) were used to identify and spy on enemies of the Tsarist government
the army was used to enforce the Tsarist government
the Russian legal system was designed to maintain autocracy and the power of the Tsar
the Civil Service was used by the Tsar to control everyday life
Russification was used to control non-Russian peoples
Evaluate the usefulness5 marks2023Q68Red Flag: Lenin and the Russian Revolution, 1894–1921
Evaluate the usefulness of Source B as evidence of Stolypin’s reforms.
WFQ = words from the question — 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) — then consider author, purpose, timing and omission.
Highlight evidence — tap the text:
Source B — from a speech made by Pyotr Stolypin in 1907
Source B is from a speech made by Pyotr Stolypin in 1907.
Gentlemen, and members of the State Duma. The government has just recently set up a land fund. The Russian peasants are the backbone of our society, we must try and give them true freedom. The peasant bank, which has also been established by this government, must now be improved. Our poorest must also be helped financially, so we will award them with credit facilities too. All of Russia must come together to make these reforms successful.
🐀 RAT sheet — how to structure your answer▾
Evaluate the usefulness · Appears in 2 sections
Remember COAT
📄Content — what the source says
🚫Omission — what the source leaves out
✍️Author — who wrote it
🕐Timing — when it was written
WFQ (words from the question)quote from the source
Source X says “_____”. This is useful as it is accurate information about words from the question.✓ 1 mark (content)
Source X also says “_____”. This is useful as it is accurate information about words from the question.✓ 1 mark (content)
Source X omits _____. This makes the source less useful. Source X also omits _____. This makes the source less useful.✓ 1 mark (omission)
Source X was written by _____. This makes the source useful because they have personal / professional experience of, or are an expert in, words from the question.✓ 1 mark (author)
Source X was written in _____. This is useful as it was during the time of / has the benefit of hindsight about words from the question.✓ 1 mark (timing)
How it's marked
Maximum 4 marks for comments on author, type of source, purpose and timing.
Maximum 2 marks for comments on the content of the source.
Maximum 2 marks for comments on points of significant omission.
💡You can also comment on the Purpose and Type of source.
✓ Reveal marking scheme▾
Max 5 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
Candidates must 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.
Aspect of the source
Author: Pyotr Stolypin (Useful as he is an eyewitness and creator of the reforms.)
Type of Source: speech (Useful as it will contain details of the reforms.)
Purpose: to inform (Useful as it has been said to explain what the reforms were and why they were being introduced.)
Timing: 1907 (Useful as it is from the time the reforms were being introduced.)
Content
The government has just recently set up a land fund. (Useful because it is accurate (a land fund had been established).)
The peasant bank, which has also been established by this government, must now be improved. (Useful because it is accurate (a peasant bank had been established).)
Our poorest must also be helped financially, so we will award them with credit facilities too. (Useful because it is accurate (peasants had access to credit facilities).)
Points of significant omission
Stolypin’s reforms led to an expansion of health services
Stolypin’s reforms abolished redemption payments
Stolypin’s reforms led to large numbers of primary schools being established
Stolypin’s reforms led to land reform, for example, the ending of control by the village mir, encouragement of migration to Siberia
Stolypin’s reforms led to an expansion of secondary and higher educational institutions
Explain6 marks2023Q69Red Flag: Lenin and the Russian Revolution, 1894–1921
Explain the reasons for the failure of the Provisional Government in 1917.
WFQ = words from the question — reuse in every point.
🐀 RAT sheet — how to structure your answer▾
Explain · Appears in all 3 sections
WFQ (words from the question)your own recalled knowledge
One reason why words from the question was fact which meant that …✓ 1 mark
A second reason why words from the question was fact which meant that …✓ 1 mark
A third reason why words from the question was fact which meant that …✓ 1 mark
A fourth reason why words from the question was fact which meant that …✓ 1 mark
A fifth reason why words from the question was fact which meant that …✓ 1 mark
A sixth reason why words from the question was fact which meant that …✓ 1 mark
Example: One reason why women gained the vote in 1918 was that women burned down buildings like cricket pavilions, which meant that they gained publicity for the cause of votes for women.
How it's marked
1 mark for each accurate, relevant reason.
A second mark for each reason that is developed.
Each sentence/point must answer the question on its own.
✓ Reveal marking scheme▾
Max 6 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
Candidates must make a number of points that make the issue plain or clear, for example by showing connections between factors or causal relationships between events or ideas. These should be key reasons but there is no need for any evaluation or prioritising of these reasons.
Up to a maximum of 6 marks in total, 1 mark should be awarded for each accurate, relevant reason, and a second mark should be awarded for reasons that are developed.
Possible reasons
they had to share power with the Petrograd Soviet who challenged the Provisional Government’s authority
they represented the old ruling class (Duma), leading to a loss of support
the Provisional Government did nothing to stop the war
the Provisional Government ordered that deserters from the war be shot, which further angered many Russians
the war effort by the Provisional Government was a failure, leading to a loss of support, for example, failure of Kerensky’s June Offensive, which angered many Russians
the Provisional Government failed to resolve the problems of food and fuel shortages in parts of Russia, for example, Petrograd
Russians were angry that the Provisional Government 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
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
To what extent9 marks2023Q70(a)Red Flag: Lenin and the Russian Revolution, 1894–1921
To what extent were the weaknesses of the Whites the main reason for Bolshevik victory in the Russian Civil War?
WFQ = words from the question — 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.)
🐀 RAT sheet — how to structure your answer▾
To what extent / How important / How successful · Appears in 2 sections
WFQ (words from the question)a factor
There are several reasons why words from the question. These include the isolated factor, FACTOR 2, and FACTOR 3.✓ 1 mark (introduction)
Some historians think the isolated factor was words from the question because _____. Also _____.✓ 1 KU mark per fact (up to 5)
However, other historians think FACTOR 2 was words from the question because _____. Also _____.✓ 1 mark (balance) + 1 KU per fact
Other historians think FACTOR 3 was words from the question because _____. Also _____.✓ 1 KU mark per fact
Overall, the isolated factor / FACTOR 2 / FACTOR 3 was the most important words from the question. This is because [reason why — does not need to be new].✓ 2 marks (conclusion)
How it's marked
5 marks for knowledge — 1 KU mark for each accurate, developed fact you give to support your factors (not too brief). If only one factor is presented, max 3 for knowledge.
Structure marks: 1 for an introduction, 1 for balance (more than one factor), 2 for a conclusion (1 for a valid judgement, 1 for a reason supporting it).
💡It is asking: one factor is a reason — but there are others, so decide which was MOST important.
💡Each fact you add (including every "Also…") earns a KU mark, as long as it is developed and not too brief — up to 5.
✓ Reveal marking scheme▾
Max 9 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
Candidates must make a judgement about the extent to which different factors contributed to an event or development, or its impact. They are required to provide a balanced account of the influence of different factors and come to a reasoned conclusion based on the evidence presented.
Up to 5 marks can be awarded for relevant, factual, key points of knowledge used to support factors, with 1 mark awarded for each point. If only one factor is presented, a maximum of 3 marks should be awarded for relevant points of knowledge.
A further 4 marks can be awarded for providing the answer in a structured way and coming to a reasoned conclusion.
Weakness of the Whites
White leadership was disorganised, and divided
corruption amongst White leadership alienated Russian people
the White armies were geographically distant from each other
Red leadership
Trotsky was an excellent military leader and strategist
experienced former Tsarist officers were used to lead the Red Army
political commissars helped to spread socialist ideas and maintain loyalty to the Bolsheviks
Red Terror
fear of the Cheka led to strict discipline of the Red Army
former Tsarist officers were forced to lead Bolshevik forces as their families were held hostage
Bolshevik control
War Communism was used to help supply the war effort
Red Army controlled a compact central area with key industries and transport
Propaganda
the Bolsheviks distributed effective propaganda such as films, speeches, newspapers, and leaflets which boosted support
Foreign intervention
foreign nations did not commit to supplying the White Army in any strength
To what extent9 marks2023Q70(b)Red Flag: Lenin and the Russian Revolution, 1894–1921
To what extent was growing opposition to the Tsar the main reason for the 1905 Revolution?
WFQ = words from the question — 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.)
🐀 RAT sheet — how to structure your answer▾
To what extent / How important / How successful · Appears in 2 sections
WFQ (words from the question)a factor
There are several reasons why words from the question. These include the isolated factor, FACTOR 2, and FACTOR 3.✓ 1 mark (introduction)
Some historians think the isolated factor was words from the question because _____. Also _____.✓ 1 KU mark per fact (up to 5)
However, other historians think FACTOR 2 was words from the question because _____. Also _____.✓ 1 mark (balance) + 1 KU per fact
Other historians think FACTOR 3 was words from the question because _____. Also _____.✓ 1 KU mark per fact
Overall, the isolated factor / FACTOR 2 / FACTOR 3 was the most important words from the question. This is because [reason why — does not need to be new].✓ 2 marks (conclusion)
How it's marked
5 marks for knowledge — 1 KU mark for each accurate, developed fact you give to support your factors (not too brief). If only one factor is presented, max 3 for knowledge.
Structure marks: 1 for an introduction, 1 for balance (more than one factor), 2 for a conclusion (1 for a valid judgement, 1 for a reason supporting it).
💡It is asking: one factor is a reason — but there are others, so decide which was MOST important.
💡Each fact you add (including every "Also…") earns a KU mark, as long as it is developed and not too brief — up to 5.
✓ Reveal marking scheme▾
Max 9 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
Candidates must make a judgement about the extent to which different factors contributed to an event or development, or its impact. They are required to provide a balanced account of the influence of different factors and come to a reasoned conclusion based on the evidence presented.
Up to 5 marks can be awarded for relevant, factual, key points of knowledge used to support factors, with 1 mark awarded for each point. If only one factor is presented, a maximum of 3 marks should be awarded for relevant points of knowledge.
A further 4 marks can be awarded for providing the answer in a structured way and coming to a reasoned conclusion.
Opposition to the Tsar
middle classes resented having no political power
political challenges from organised opposition groups, for example, Social Revolutionaries and the Social Democrats
Tsar was seen as being too weak and unable to make good decisions for Russia
Russification had alienated national minorities
Bloody Sunday
Russian troops firing on an unarmed crowd led to anger across Russia, for example, widespread strikes
Tsar blamed for the massacre and many Russians held him responsible
outbreak of terrorist attacks targeted at government officials and landowners
Defeat in the Russo-Japanese War
defeat by Japan were humiliating for Russia and led to widespread discontent
Potemkin naval mutiny in the Black Sea fleet threatened support for the Tsar
the government was accused of providing inadequate supplies and equipment to Russia’s armed forces
How fully does Source A describe what happened during the Korean War?
WFQ = words from the question — 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) — then recall 3 points the source leaves out.
Highlight evidence — tap the text:
Source A
Source A describes what happened during the Korean War.
Korea had once been part of Japan’s empire but gained independence after World War Two. At this stage, the USA did not consider Korea to be a strategically important location. However, in 1950, North Korea invaded South Korea. The Soviet Union gave different types of help to the North Koreans, including medical assistance. Large numbers of Chinese troops also fought in the war. This forced the USA to take action and eventually the United Nations sent military support to assist the South Koreans.
🐀 RAT sheet — how to structure your answer▾
How fully · Appears in all 3 sections
WFQ (words from the question)quote from the sourceomission — your own recall
Overall, Source X partly words from the question.✓ needed for full marks
Source X says “direct quote” which meant that …✓ 1 mark (from source)
Source X also says “direct quote” which meant that …✓ 1 mark (from source)
Source X also says “direct quote” which meant that …✓ 1 mark (from source)
However, Source X doesn’t mention fact which meant that …✓ 1 mark (omission)
Source X also doesn’t mention fact which meant that …✓ 1 mark (omission)
Source X also doesn’t mention fact which meant that …✓ 1 mark (omission)
How it's marked
Up to 3 marks for points from the source that support your judgement.
Up to 4 marks for points of significant omission from recall.
Maximum 2 marks if no judgement is made, or if you refer only to the source.
💡Use the source AND recall.
💡Quote and then explain — show you understand it, don’t just repeat it.
💡You must make a judgement (e.g. “the source partly explains…”) or you are capped at 2 marks.
✓ Reveal marking scheme▾
Max 6 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
Up to a maximum of 6 marks in total, 1 mark should be awarded for each valid point selected from the source or each valid point of significant omission provided.
Candidates should be awarded up to 3 marks for their interpretation of points from the source which support their judgement. Candidates should be awarded up to 4 marks for their identification of points of significant omission, based on their own knowledge, that support their judgement.
A maximum of 2 marks may be awarded for answers in which no judgement has been made or which refer only to the source.
Points from the source
However, in 1950, North Korea invaded South Korea. (The war started after North Korea invaded South Korea.)
The Soviet Union gave different types of help to the North Koreans, including medical assistance. (The Soviet Union supported North Korea, such as giving medical help.)
Large numbers of Chinese troops also fought in the war. (Chinese troops were involved in the war.)
This forced the USA to take action and eventually the United Nations sent military support to assist the South Koreans. (South Korea was supported by United Nations troops.)
Points of significant omission
both sides gained and lost control of Seoul at different stages of the war
there were numerous land battles during the war, for example, the Battle of Bloody Ridge
air battles took place between USA and Soviet planes
huge numbers of civilians were killed during the war
Evaluate the usefulness5 marks2023Q88The Cold War, 1945–1989
Evaluate the usefulness of Source B as evidence of events during the Cuban Missile Crisis.
WFQ = words from the question — 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) — then consider author, purpose, timing and omission.
Highlight evidence — tap the text:
Source B — from a speech given by US President John F. Kennedy in 1962
Source B is from a speech given by US President John F. Kennedy in 1962.
Good evening, my fellow citizens. Within the past week unmistakable evidence has been revealed that the Soviet Union has placed nuclear weapons in Cuba. The size of this undertaking makes it clear that it has been planned for some months. I have ordered immediate action, including increased surveillance of Cuba. I have also reinforced our military base in Cuba. Our goal is both peace and freedom, here and around the world. God willing, that aim will be achieved.
🐀 RAT sheet — how to structure your answer▾
Evaluate the usefulness · Appears in 2 sections
Remember COAT
📄Content — what the source says
🚫Omission — what the source leaves out
✍️Author — who wrote it
🕐Timing — when it was written
WFQ (words from the question)quote from the source
Source X says “_____”. This is useful as it is accurate information about words from the question.✓ 1 mark (content)
Source X also says “_____”. This is useful as it is accurate information about words from the question.✓ 1 mark (content)
Source X omits _____. This makes the source less useful. Source X also omits _____. This makes the source less useful.✓ 1 mark (omission)
Source X was written by _____. This makes the source useful because they have personal / professional experience of, or are an expert in, words from the question.✓ 1 mark (author)
Source X was written in _____. This is useful as it was during the time of / has the benefit of hindsight about words from the question.✓ 1 mark (timing)
How it's marked
Maximum 4 marks for comments on author, type of source, purpose and timing.
Maximum 2 marks for comments on the content of the source.
Maximum 2 marks for comments on points of significant omission.
💡You can also comment on the Purpose and Type of source.
✓ Reveal marking scheme▾
Max 5 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
Candidates must 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.
Aspect of the source
Author: US President John F. Kennedy (Useful because as US leader he was aware of events during the crisis.)
Type of Source: speech (Useful as it was aimed at people in the USA.)
Purpose: to inform (Useful as it describes US actions in response to the Soviet threat.)
Timing: 1962 (Useful because this was the same time as the Cuban Missile Crisis was taking place.)
Content
Within the past week unmistakable evidence has been revealed that the Soviet Union has placed nuclear weapons in Cuba. (Useful as it is accurate (the Soviets did place nuclear missiles in Cuba).)
I have ordered immediate action, including increased surveillance of Cuba. (Useful as it is accurate (the US did increase its spying activities on Cuba).)
I have also reinforced our military base in Cuba. (Useful because it is accurate (the US did increase its military presence in Cuba).)
Points of significant omission
the US imposed a blockade on Cuba, warning Soviet ships not to go to the island
an American spy plane was shot down over Cuba
the US navy dropped depth charges on Soviet submarines
the Soviets eventually agreed to remove their missiles from Cuba
Explain the reasons why the USA failed to win the Vietnam War.
WFQ = words from the question — reuse in every point.
🐀 RAT sheet — how to structure your answer▾
Explain · Appears in all 3 sections
WFQ (words from the question)your own recalled knowledge
One reason why words from the question was fact which meant that …✓ 1 mark
A second reason why words from the question was fact which meant that …✓ 1 mark
A third reason why words from the question was fact which meant that …✓ 1 mark
A fourth reason why words from the question was fact which meant that …✓ 1 mark
A fifth reason why words from the question was fact which meant that …✓ 1 mark
A sixth reason why words from the question was fact which meant that …✓ 1 mark
Example: One reason why women gained the vote in 1918 was that women burned down buildings like cricket pavilions, which meant that they gained publicity for the cause of votes for women.
How it's marked
1 mark for each accurate, relevant reason.
A second mark for each reason that is developed.
Each sentence/point must answer the question on its own.
✓ Reveal marking scheme▾
Max 6 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
Candidates must make a number of points that make the issue plain or clear, for example by showing connections between factors or causal relationships between events or ideas. These should be key reasons but there is no need for any evaluation or prioritising of these reasons.
Up to a maximum of 6 marks in total, 1 mark should be awarded for each accurate, relevant reason, and a second mark should be awarded for reasons that are developed.
Possible reasons
strategic hamlets, removal of South Vietnamese peasants from their villages, very unpopular and lost local support
Operation Rolling Thunder, bombs hit schools and hospitals, lost local support
My Lai massacre led to innocent civilians being killed, population turned on US soldiers
Vietcong tactics used brutal guerrilla warfare, for example, punji sticks
mental health impact on US soldiers affected their morale
Vietcong were fighting in familiar terrain
foreign aid from Soviet Union and China, for example, radar, pilot training, and MIG fighters
Vietnamese soldiers were more committed to the effort as they were fighting a foreign invader
opposition in the US because of media coverage, for example, ‘Napalm girl’
opposition to the draft in the US, for example, civil rights movement opposed it
To what extent9 marks2023Q90(a)The Cold War, 1945–1989
To what extent was Mikhail Gorbachev’s leadership the main reason for changing relations between the USA and the USSR, 1968–1989?
WFQ = words from the question — 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.)
🐀 RAT sheet — how to structure your answer▾
To what extent / How important / How successful · Appears in 2 sections
WFQ (words from the question)a factor
There are several reasons why words from the question. These include the isolated factor, FACTOR 2, and FACTOR 3.✓ 1 mark (introduction)
Some historians think the isolated factor was words from the question because _____. Also _____.✓ 1 KU mark per fact (up to 5)
However, other historians think FACTOR 2 was words from the question because _____. Also _____.✓ 1 mark (balance) + 1 KU per fact
Other historians think FACTOR 3 was words from the question because _____. Also _____.✓ 1 KU mark per fact
Overall, the isolated factor / FACTOR 2 / FACTOR 3 was the most important words from the question. This is because [reason why — does not need to be new].✓ 2 marks (conclusion)
How it's marked
5 marks for knowledge — 1 KU mark for each accurate, developed fact you give to support your factors (not too brief). If only one factor is presented, max 3 for knowledge.
Structure marks: 1 for an introduction, 1 for balance (more than one factor), 2 for a conclusion (1 for a valid judgement, 1 for a reason supporting it).
💡It is asking: one factor is a reason — but there are others, so decide which was MOST important.
💡Each fact you add (including every "Also…") earns a KU mark, as long as it is developed and not too brief — up to 5.
✓ Reveal marking scheme▾
Max 9 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
Candidates must make a judgement about the extent to which different factors contributed to an event or development, or its impact. They are required to provide a balanced account of the influence of different factors and come to a reasoned conclusion based on the evidence presented.
Up to 5 marks can be awarded for relevant, factual, key points of knowledge used to support factors, with 1 mark awarded for each point. If only one factor is presented, a maximum of 3 marks should be awarded for relevant points of knowledge.
A further 4 marks can be awarded for providing the answer in a structured way and coming to a reasoned conclusion.
Role of Mikhail Gorbachev
Gorbachev was more open to making changes than previous leaders
Gorbachev believed that the Soviet Union could not survive without reform
Gorbachev developed positive relations with other world leaders
Soviet economic problems
the Soviet Union’s economy was struggling and needed outside investment
poor living standards in the USSR led to public complaints
Soviet military problems
Soviet struggles in the Afghanistan War showed their limitations
it was becoming more difficult to control Eastern Bloc countries
Role of Ronald Reagan
Reagan’s huge increase in US military spending was something the USSR could not match
the USA’s ‘Star Wars’ defence system worried the Soviets that their weapons would soon become useless against the USA
Other factors
the Chernobyl explosion shocked Soviet leaders into more cooperation with the West
impact of Western media on raising awareness of living standards outside the Soviet Union
To what extent9 marks2023Q90(b)The Cold War, 1945–1989
To what extent was the need to stop Western spying the main reason for the building of the Berlin Wall?
WFQ = words from the question — 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.)
🐀 RAT sheet — how to structure your answer▾
To what extent / How important / How successful · Appears in 2 sections
WFQ (words from the question)a factor
There are several reasons why words from the question. These include the isolated factor, FACTOR 2, and FACTOR 3.✓ 1 mark (introduction)
Some historians think the isolated factor was words from the question because _____. Also _____.✓ 1 KU mark per fact (up to 5)
However, other historians think FACTOR 2 was words from the question because _____. Also _____.✓ 1 mark (balance) + 1 KU per fact
Other historians think FACTOR 3 was words from the question because _____. Also _____.✓ 1 KU mark per fact
Overall, the isolated factor / FACTOR 2 / FACTOR 3 was the most important words from the question. This is because [reason why — does not need to be new].✓ 2 marks (conclusion)
How it's marked
5 marks for knowledge — 1 KU mark for each accurate, developed fact you give to support your factors (not too brief). If only one factor is presented, max 3 for knowledge.
Structure marks: 1 for an introduction, 1 for balance (more than one factor), 2 for a conclusion (1 for a valid judgement, 1 for a reason supporting it).
💡It is asking: one factor is a reason — but there are others, so decide which was MOST important.
💡Each fact you add (including every "Also…") earns a KU mark, as long as it is developed and not too brief — up to 5.
✓ Reveal marking scheme▾
Max 9 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
Candidates must make a judgement about the extent to which different factors contributed to an event or development, or its impact. They are required to provide a balanced account of the influence of different factors and come to a reasoned conclusion based on the evidence presented.
Up to 5 marks can be awarded for relevant, factual, key points of knowledge used to support factors, with 1 mark awarded for each. If only one factor is presented, a maximum of 3 marks should be awarded for relevant points of knowledge.
A further 4 marks can be awarded for providing the answer in a structured way and coming to a reasoned conclusion.
Stop Western spies
many East Berliners were spying on behalf of Western countries
Western countries used East Berlin to spy on Communists, for example, tapping East Berlin phone lines
Soviet authorities claimed that Western spies used access to Berlin to get into the USSR
Stop population loss
many East Germans that left were the country’s most skilled, for example, scientists, mathematicians
many East Germans moved west between 1949 and 1961
many East Germans went to West Berlin before travelling out of Germany to other Western countries
Protect and defend Communism
East Germany government claimed the Wall was to stop ‘fascist’ access
Soviets did not want the embarrassment of East Germans appearing to choose Capitalism over Communism
Anger towards West Germany and its allies
Soviets resented Western presence in East Germany and were angry that the West would not give up control of their sectors of Berlin
failure of Soviet diplomacy to gain recognition for East Germany
growing concerns in East Germany and the USSR at the increasing military strength of West Germany
How fully6 marks2023Q51The Cross and the Crescent: the Crusades, 1071–1192
How fully does Source A describe the weapons and battle tactics used by knights?
WFQ = words from the question — 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) — then recall 3 points the source leaves out.
Highlight evidence — tap the text:
Source A
Source A describes the weapons and battle tactics used by knights.
Knights captured a series of strategically important cities using a combination of siege tactics and speed. Many of these cities had large populations and were very well defended. Another tactic used by knights was that they sometimes divided their army, helping them to surround important cities and castles. The knights conducted long sieges of powerful cities to deny them food and supplies. They did not always rely on military strength to take castle walls. Sometimes the knights benefited from the treachery of castle commanders during battles.
🐀 RAT sheet — how to structure your answer▾
How fully · Appears in all 3 sections
WFQ (words from the question)quote from the sourceomission — your own recall
Overall, Source X partly words from the question.✓ needed for full marks
Source X says “direct quote” which meant that …✓ 1 mark (from source)
Source X also says “direct quote” which meant that …✓ 1 mark (from source)
Source X also says “direct quote” which meant that …✓ 1 mark (from source)
However, Source X doesn’t mention fact which meant that …✓ 1 mark (omission)
Source X also doesn’t mention fact which meant that …✓ 1 mark (omission)
Source X also doesn’t mention fact which meant that …✓ 1 mark (omission)
How it's marked
Up to 3 marks for points from the source that support your judgement.
Up to 4 marks for points of significant omission from recall.
Maximum 2 marks if no judgement is made, or if you refer only to the source.
💡Use the source AND recall.
💡Quote and then explain — show you understand it, don’t just repeat it.
💡You must make a judgement (e.g. “the source partly explains…”) or you are capped at 2 marks.
✓ Reveal marking scheme▾
Max 6 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
Up to a maximum of 6 marks in total, 1 mark should be awarded for each valid point selected from the source or each valid point of significant omission provided.
Candidates should be awarded up to 3 marks for their interpretation of points from the source which support their judgement.
Candidates should be awarded up to 4 marks for their identification of points of significant omission, based on their own knowledge, that support their judgement.
A maximum of 2 marks may be awarded for answers in which no judgement has been made or which refer only to the source.
Points from the source
Knights captured a series of strategically important cities using a combination of siege tactics and speed. (Knights quickly moved to capture important cities by siege tactics.)
Another tactic used by knights was that they sometimes divided their army, helping them to surround important cities and castles. (The knights split their army to surround the key cities and castles.)
The knights conducted long sieges of powerful cities to deny them food and supplies. (The knights used siege warfare to capture important cities.)
Sometimes the knights benefited from the treachery of castle commanders during battles. (The knights sometimes used defenders to help them capture cities.)
Points of significant omission
army tactics generally relied on heavily armoured knights
knights often tried to defeat opponents with powerful cavalry charges
knights sometimes fought on foot and were equipped with armour, shields, and hand weapons, for example, spears or swords
knights built siege engines to help them capture large, powerful castles
knights also built powerful fortresses to hold onto conquered land
knights were supplied from the sea from the port cities they captured
Evaluate the usefulness5 marks2023Q52The Cross and the Crescent: the Crusades, 1071–1192
Evaluate the usefulness of Source B as evidence of the failure of the People’s Crusade.
WFQ = words from the question — 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) — then consider author, purpose, timing and omission.
Highlight evidence — tap the text:
Source B — from a letter written by an adviser to Emperor Alexius I in 1148
Source B is from a letter written by an adviser to Emperor Alexius I in 1148.
Despite a long and hard journey, the pilgrims of the People’s Crusade were still so numerous that they threatened to swamp the Byzantine Empire. Alexius I asked Crusader knights to leave Byzantium because of poor discipline, which deprived them of money and supplies. The Crusaders were shipped to Nicomedia, where they received some supplies but they were still isolated. Peter the Hermit and the leadership of the People’s Crusade were very inexperienced, putting the Crusade in great danger.
🐀 RAT sheet — how to structure your answer▾
Evaluate the usefulness · Appears in 2 sections
Remember COAT
📄Content — what the source says
🚫Omission — what the source leaves out
✍️Author — who wrote it
🕐Timing — when it was written
WFQ (words from the question)quote from the source
Source X says “_____”. This is useful as it is accurate information about words from the question.✓ 1 mark (content)
Source X also says “_____”. This is useful as it is accurate information about words from the question.✓ 1 mark (content)
Source X omits _____. This makes the source less useful. Source X also omits _____. This makes the source less useful.✓ 1 mark (omission)
Source X was written by _____. This makes the source useful because they have personal / professional experience of, or are an expert in, words from the question.✓ 1 mark (author)
Source X was written in _____. This is useful as it was during the time of / has the benefit of hindsight about words from the question.✓ 1 mark (timing)
How it's marked
Maximum 4 marks for comments on author, type of source, purpose and timing.
Maximum 2 marks for comments on the content of the source.
Maximum 2 marks for comments on points of significant omission.
💡You can also comment on the Purpose and Type of source.
✓ Reveal marking scheme▾
Max 5 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
Candidates must 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.
Aspect of the source
Author: an adviser of Emperor Alexius I (Useful as they were an eyewitness to the events of the Crusades.)
Type of Source: letter (Useful as it is an accurate account of her experience.)
Purpose: to record (Useful as it would aim to record the events connected to the People’s Crusade.)
Timing: 1148 (Useful as written at the time of the Crusades.)
Content
Alexius I asked Crusader knights to leave Byzantium because of indiscipline, which deprived them of money and supplies. (Useful because it is accurate. (the People’s Crusade was so violent that they were asked to leave Byzantium).)
The Crusaders were shipped to Nicomedia, where they received some supplies but they were still isolated. (Useful because it is accurate. (the People’s Crusade was isolated when it left Byzantium).)
Peter the Hermit and the leadership of the People’s Crusade were very inexperienced, putting the Crusade in great danger. (Useful because it is accurate. (the leadership of the People’s Crusade was poor).)
Points of significant omission
they refused to wait for the more experienced Crusaders before marching on the Holy Land
faced a more powerful and experienced Muslim enemy
launched badly planned attacks, for example, the attack at Civetot in 1096
the People’s Crusade’s military leader (Walter Sans Avoir) was killed leaving the Crusade poorly led
Explain6 marks2023Q53The Cross and the Crescent: the Crusades, 1071–1192
Explain the reasons why Saladin was able to unite the Muslims.
WFQ = words from the question — reuse in every point.
🐀 RAT sheet — how to structure your answer▾
Explain · Appears in all 3 sections
WFQ (words from the question)your own recalled knowledge
One reason why words from the question was fact which meant that …✓ 1 mark
A second reason why words from the question was fact which meant that …✓ 1 mark
A third reason why words from the question was fact which meant that …✓ 1 mark
A fourth reason why words from the question was fact which meant that …✓ 1 mark
A fifth reason why words from the question was fact which meant that …✓ 1 mark
A sixth reason why words from the question was fact which meant that …✓ 1 mark
Example: One reason why women gained the vote in 1918 was that women burned down buildings like cricket pavilions, which meant that they gained publicity for the cause of votes for women.
How it's marked
1 mark for each accurate, relevant reason.
A second mark for each reason that is developed.
Each sentence/point must answer the question on its own.
✓ Reveal marking scheme▾
Max 6 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
Candidates must make a number of points that make the issue plain or clear, for example by showing connections between factors or causal relationships between events or ideas. These should be key reasons but there is no need for any evaluation or prioritising of these reasons.
Up to a maximum of 6 marks in total, 1 mark should be awarded for each accurate, relevant reason, and a second mark should be awarded for reasons that are developed.
Possible reasons
Saladin had a lot of military experience, for example, he was mentored by his uncle, who was a skilled military leader
Saladin got important jobs which allowed him to advance his own interests, for example, the high official (vizier) of Egypt
Saladin won early military victories which seemed to show God was on his side, for example, securing the pilgrimage route to Mecca
Saladin was able to gain total control over Egypt which made him very powerful in the Muslim world
other Muslim leaders gave Saladin a leadership role in Syria which gave him a powerful base to unite the Muslim world
attempts to attack or assassinate Saladin by other Muslim leaders were not successful
Saladin captured key cities making him more powerful, for example, Aleppo
Saladin won key military victories against the Crusaders which encouraged many Muslims to support his rule, for example, the Battle of Hattin in 1187
To what extent9 marks2023Q54(a)The Cross and the Crescent: the Crusades, 1071–1192
To what extent were the weaknesses of Muslim forces the main reason for Richard I’s military success?
WFQ = words from the question — 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.)
🐀 RAT sheet — how to structure your answer▾
To what extent / How important / How successful · Appears in 2 sections
WFQ (words from the question)a factor
There are several reasons why words from the question. These include the isolated factor, FACTOR 2, and FACTOR 3.✓ 1 mark (introduction)
Some historians think the isolated factor was words from the question because _____. Also _____.✓ 1 KU mark per fact (up to 5)
However, other historians think FACTOR 2 was words from the question because _____. Also _____.✓ 1 mark (balance) + 1 KU per fact
Other historians think FACTOR 3 was words from the question because _____. Also _____.✓ 1 KU mark per fact
Overall, the isolated factor / FACTOR 2 / FACTOR 3 was the most important words from the question. This is because [reason why — does not need to be new].✓ 2 marks (conclusion)
How it's marked
5 marks for knowledge — 1 KU mark for each accurate, developed fact you give to support your factors (not too brief). If only one factor is presented, max 3 for knowledge.
Structure marks: 1 for an introduction, 1 for balance (more than one factor), 2 for a conclusion (1 for a valid judgement, 1 for a reason supporting it).
💡It is asking: one factor is a reason — but there are others, so decide which was MOST important.
💡Each fact you add (including every "Also…") earns a KU mark, as long as it is developed and not too brief — up to 5.
✓ Reveal marking scheme▾
Max 9 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
Candidates must make a judgement about the extent to which different factors contributed to an event or development, or its impact. They are required to provide a balanced account of the influence of different factors and come to a reasoned conclusion based on the evidence presented.
Up to 5 marks can be awarded for relevant, factual, key points of knowledge used to support factors, with 1 mark given for each point. If only one factor is presented, a maximum of 3 marks should be awarded for relevant points of knowledge.
A further 4 marks can be awarded for providing the answer in a structured way and coming to a reasoned conclusion.
Weaknesses of Muslim forces
Saladin was running low on money after many years fighting to hold his gains in the Holy Land
Saladin’s army was becoming less united, making it less effective in battle
Saladin was becoming old and ill, making him less able to resist the advances of the Crusaders
Richard I’s leadership
Richard was in a position of sole leadership allowing him to direct Crusader forces as he wished
he was skilled at using diplomacy to try and secure Crusader gains in the Holy Land. For example, he tried to marry his sister Joan to Saladin’s brother
he was a skilful and brave battlefield leader, as seen in battles such as Jaffa
ruthless tactics. For example, he killed between 2,500 and 3,000 Muslim prisoners to demonstrate his resolve
Crusader advantages
Crusaders were able to secure Acre as a base that provided vital supplies and shelter
used modern technology like Greek fire and purpose-built siege engines to win battles
were well supplied by sea, allowing them to support advances into the Holy Land
Nature of the Crusader Army
it was very large. For example, Richard’s force was estimated to be around 15,000 strong, much bigger than preceding Crusader armies
it was very experienced as Richard paid higher wages than other Crusaders, allowing him to get the best troops
To what extent9 marks2023Q54(b)The Cross and the Crescent: the Crusades, 1071–1192
To what extent were economic factors the main reason for the call of the First Crusade?
WFQ = words from the question — 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.)
🐀 RAT sheet — how to structure your answer▾
To what extent / How important / How successful · Appears in 2 sections
WFQ (words from the question)a factor
There are several reasons why words from the question. These include the isolated factor, FACTOR 2, and FACTOR 3.✓ 1 mark (introduction)
Some historians think the isolated factor was words from the question because _____. Also _____.✓ 1 KU mark per fact (up to 5)
However, other historians think FACTOR 2 was words from the question because _____. Also _____.✓ 1 mark (balance) + 1 KU per fact
Other historians think FACTOR 3 was words from the question because _____. Also _____.✓ 1 KU mark per fact
Overall, the isolated factor / FACTOR 2 / FACTOR 3 was the most important words from the question. This is because [reason why — does not need to be new].✓ 2 marks (conclusion)
How it's marked
5 marks for knowledge — 1 KU mark for each accurate, developed fact you give to support your factors (not too brief). If only one factor is presented, max 3 for knowledge.
Structure marks: 1 for an introduction, 1 for balance (more than one factor), 2 for a conclusion (1 for a valid judgement, 1 for a reason supporting it).
💡It is asking: one factor is a reason — but there are others, so decide which was MOST important.
💡Each fact you add (including every "Also…") earns a KU mark, as long as it is developed and not too brief — up to 5.
✓ Reveal marking scheme▾
Max 9 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
Candidates must make a judgement about the extent to which different factors contributed to an event or development, or its impact. They are required to provide a balanced account of the influence of different factors and come to a reasoned conclusion based on the evidence presented.
Up to 5 marks can be awarded for relevant, factual, key points of knowledge used to support factors, with 1 mark awarded for each point. If only one factor is presented, a maximum of 3 marks should be awarded for relevant points of knowledge.
A further 4 marks can be awarded for providing the answer in a structured way and coming to a reasoned conclusion.
Economic factors
the Crusades presented a chance to annex profitable new lands
the Crusades offered the chance to gain valuable trading centres in the Eastern Mediterranean
the Crusades offered a chance to gain great wealth from sacking large and rich cities
Religious reasons
the Crusades were a chance to secure Christian pilgrimage routes to the Holy Land
the Crusades allowed Pope Urban II to reinforce the power/prestige of the Papacy
the Crusades offered the chance to capture Jerusalem from Muslim control
Political reasons
Pope Urban II wanted to enhance his own position
the Crusades offered a chance to check growing Muslim power
Christian unity
the Crusades allowed the Pope to try to unite the Orthodox and Catholic Church
the Pope felt compelled to launch a Crusade after calls for aid from Alexius I
How fully does Source A describe the problems for settlers travelling West?
WFQ = words from the question — 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) — then recall 3 points the source leaves out.
Highlight evidence — tap the text:
Source A
Source A describes the problems for settlers travelling West.
From the 1850s many settlers decided to travel West in order to improve their prospects. The length of the journey often stretched over several thousand miles. During the journey, settlers generally travelled in a covered wagon that gave only a little protection from the weather. The climate could change quickly and many settlers were killed by extreme weather events like flash floods. Even with experienced guides, the wide prairies could present dangers such as a shortage of fresh water. Despite these dangers, settlers still headed West in large numbers.
🐀 RAT sheet — how to structure your answer▾
How fully · Appears in all 3 sections
WFQ (words from the question)quote from the sourceomission — your own recall
Overall, Source X partly words from the question.✓ needed for full marks
Source X says “direct quote” which meant that …✓ 1 mark (from source)
Source X also says “direct quote” which meant that …✓ 1 mark (from source)
Source X also says “direct quote” which meant that …✓ 1 mark (from source)
However, Source X doesn’t mention fact which meant that …✓ 1 mark (omission)
Source X also doesn’t mention fact which meant that …✓ 1 mark (omission)
Source X also doesn’t mention fact which meant that …✓ 1 mark (omission)
How it's marked
Up to 3 marks for points from the source that support your judgement.
Up to 4 marks for points of significant omission from recall.
Maximum 2 marks if no judgement is made, or if you refer only to the source.
💡Use the source AND recall.
💡Quote and then explain — show you understand it, don’t just repeat it.
💡You must make a judgement (e.g. “the source partly explains…”) or you are capped at 2 marks.
✓ Reveal marking scheme▾
Max 6 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
Up to a maximum of 6 marks in total, 1 mark should be awarded for each valid point selected from the source or each valid point of significant omission provided.
Candidates should be awarded up to 3 marks for their interpretation of points from the source which support their judgement.
Candidates should be awarded up to 4 marks for their identification of points of significant omission, based on their own knowledge, that support their judgement.
A maximum of 2 marks may be awarded for answers in which no judgement has been made or which refer only to the source.
Points from the source
The length of the journey often stretched over several thousand miles. (The journey was long.)
During the journey settlers generally travelled in a covered wagon that gave only a little protection from the weather. (The settlers had little protection or shelter.)
Weather conditions could change quickly and many settlers were killed by extreme weather events like flash floods. (Settlers faced hazardous weather conditions.)
Even with experienced guides the wide prairies could present dangers such as a shortage of fresh water. (Settlers were faced with a shortage of drinking water.)
Points of significant omission
settlers faced a lack of food, or even starvation
breakages or loss of equipment could lead to disaster
disease was common, particularly cholera or typhus
attacks from Native American tribes were a danger
there were physical barriers for settlers, for example, mountains or rivers
there was a lack of towns or infrastructure along the way to support the journey West
Evaluate the usefulness5 marks2023Q60USA, 1850–1880
Evaluate the usefulness of Source B as evidence of the relations between the slave and non-slave states.
WFQ = words from the question — 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) — then consider author, purpose, timing and omission.
Highlight evidence — tap the text:
Source B — from a speech given by a Southern politician in 1850
Source B is from a speech given by a Southern politician in 1850.
The North’s insistence on meddling in the affairs of Southern states has placed the Union in danger. The reluctance of the North to guarantee the continuation of slavery in the South has been allowed to go on and on. The Abolitionist’s insistence on attacking the freedoms of the South has caused discontent in the Southern section of the Union. This is the time, gentlemen, to decide how to proceed in these unsettled times — should you wish for the Union to be saved!
🐀 RAT sheet — how to structure your answer▾
Evaluate the usefulness · Appears in 2 sections
Remember COAT
📄Content — what the source says
🚫Omission — what the source leaves out
✍️Author — who wrote it
🕐Timing — when it was written
WFQ (words from the question)quote from the source
Source X says “_____”. This is useful as it is accurate information about words from the question.✓ 1 mark (content)
Source X also says “_____”. This is useful as it is accurate information about words from the question.✓ 1 mark (content)
Source X omits _____. This makes the source less useful. Source X also omits _____. This makes the source less useful.✓ 1 mark (omission)
Source X was written by _____. This makes the source useful because they have personal / professional experience of, or are an expert in, words from the question.✓ 1 mark (author)
Source X was written in _____. This is useful as it was during the time of / has the benefit of hindsight about words from the question.✓ 1 mark (timing)
How it's marked
Maximum 4 marks for comments on author, type of source, purpose and timing.
Maximum 2 marks for comments on the content of the source.
Maximum 2 marks for comments on points of significant omission.
💡You can also comment on the Purpose and Type of source.
✓ Reveal marking scheme▾
Max 5 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
Candidates must 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.
Aspect of the source
Author: a Southern politician (Useful as it is an eyewitness account of the relations between slave and non-slave states.)
Type of Source: speech (Useful as it gives the views of a southern politician.)
Purpose: to criticise the North (Useful as it highlights tension between the slave and non-slave states.)
Timing: 1850 (Useful as it is during a period of tension between slave and non-slave states.)
Content
The North’s insistence on meddling in the affairs of Southern states has placed the Union in danger. (Useful because it is accurate (the slave states did feel the North was meddling and this threatened the Union).)
The reluctance of the North to guarantee the continuation of slavery in the South has been allowed to go on and on. (Useful because it is accurate (the slave states did feel that the North was undermining slavery).)
The Abolitionist’s insistence on attacking the freedoms of the South has caused considerable discontent in the Southern section of the Union. (Useful because it is accurate (many in the South felt that the Abolitionist’s campaigns had caused great tension).)
Points of significant omission
the Fugitive Slave Act caused resentment in the non-slave states, for example, the powers of marshals to hunt fugitive slaves in the North
the Kansas-Nebraska Act raised the issue of popular sovereignty
the Dred Scott case horrified Northerners
John Brown’s raid on Harper’s Ferry outraged the South
Explain the reasons why some Americans reacted negatively to Reconstruction.
WFQ = words from the question — reuse in every point.
🐀 RAT sheet — how to structure your answer▾
Explain · Appears in all 3 sections
WFQ (words from the question)your own recalled knowledge
One reason why words from the question was fact which meant that …✓ 1 mark
A second reason why words from the question was fact which meant that …✓ 1 mark
A third reason why words from the question was fact which meant that …✓ 1 mark
A fourth reason why words from the question was fact which meant that …✓ 1 mark
A fifth reason why words from the question was fact which meant that …✓ 1 mark
A sixth reason why words from the question was fact which meant that …✓ 1 mark
Example: One reason why women gained the vote in 1918 was that women burned down buildings like cricket pavilions, which meant that they gained publicity for the cause of votes for women.
How it's marked
1 mark for each accurate, relevant reason.
A second mark for each reason that is developed.
Each sentence/point must answer the question on its own.
✓ Reveal marking scheme▾
Max 6 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
Candidates must make a number of points that make the issue plain or clear, for example by showing connections between factors or causal relationships between events or ideas. These should be key reasons but there is no need for any evaluation or prioritising of these reasons.
Up to a maximum of 6 marks in total, 1 mark should be awarded for each accurate, relevant reason, and a second mark should be awarded for reasons that are developed.
Possible reasons
some Northerners were angered that the Southern states were re-admitted to the Union so easily
Southerners didn’t like reconstruction as it encouraged carpet baggers
many Republicans rejected Lincoln’s conciliatory messages to the South, for example, his claim to hold ‘no ill will’ for the war
some Americans were angry because they felt it was the Senate and not the President who should control reconstruction
some Southerners were resentful at newly freed slaves ‘flaunting’ their freedom, for example, leaving plantations
many Americans feared reconstruction would lead to equality between white and black Americans, for example, black suffrage, 14th Amendment
Northerners were angered by President Johnson’s lenient policy on pardons for the Southerners
Northerners were angered by President Johnson’s obstruction of the Freedmen’s Bureau
many Southerners disliked the fact that Confederate military leaders were banned from holding political office
Southerners felt that reconstruction was damaging ‘white rights’ leading to a violent backlash, for example, the formation of groups like the KKK
many black Americans were angered that many of the promises of reconstruction were not delivered
How important were the actions of the US government as a reason for conflict between settlers and Native Americans?
WFQ = words from the question — 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.)
🐀 RAT sheet — how to structure your answer▾
To what extent / How important / How successful · Appears in 2 sections
WFQ (words from the question)a factor
There are several reasons why words from the question. These include the isolated factor, FACTOR 2, and FACTOR 3.✓ 1 mark (introduction)
Some historians think the isolated factor was words from the question because _____. Also _____.✓ 1 KU mark per fact (up to 5)
However, other historians think FACTOR 2 was words from the question because _____. Also _____.✓ 1 mark (balance) + 1 KU per fact
Other historians think FACTOR 3 was words from the question because _____. Also _____.✓ 1 KU mark per fact
Overall, the isolated factor / FACTOR 2 / FACTOR 3 was the most important words from the question. This is because [reason why — does not need to be new].✓ 2 marks (conclusion)
How it's marked
5 marks for knowledge — 1 KU mark for each accurate, developed fact you give to support your factors (not too brief). If only one factor is presented, max 3 for knowledge.
Structure marks: 1 for an introduction, 1 for balance (more than one factor), 2 for a conclusion (1 for a valid judgement, 1 for a reason supporting it).
💡It is asking: one factor is a reason — but there are others, so decide which was MOST important.
💡Each fact you add (including every "Also…") earns a KU mark, as long as it is developed and not too brief — up to 5.
✓ Reveal marking scheme▾
Max 9 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
Candidates must make a judgement about the extent to which different factors contributed to an event or development, or its impact. They are required to provide a balanced account of the influence of different factors and come to a reasoned conclusion based on the evidence presented.
Up to 5 marks can be awarded for relevant, factual, key points of knowledge used to support factors, with 1 mark awarded for each point. If only one factor is presented, a maximum of 3 marks should be awarded for relevant points of knowledge.
A further 4 marks can be awarded for providing the answer in a structured way and coming to a reasoned conclusion.
Actions of the US government
many Native Americans were angered by the US government’s frequent breaking of treaties. For example, the Fort Laramie Treaty
many Native Americans were angered by the seizure of their land for cultivation by settlers
Native Americans were resentful of being thrown off their land when valuable resources were discovered, for example, gold
Racist attitudes
many settlers viewed the Native American culture as backward
widespread belief in Manifest Destiny justified the expansion of white settlers
many settlers believed Native Americans were not entitled to legal protection
popular white American culture encouraged racist treatment
Armed conflict
armed conflict increased tension between the settlers and Native Americans. For example, the impact of the Sand Creek Massacre
Native American military tactics such as ambushes and scalping were viewed as barbaric by the settlers
Impact of the settlers
Native Americans were angered at the expansion of the railway which disrupted their way of life
deliberate over-hunting of the buffalo destroyed the Native American way of life
Native Americans were angered by the destruction of sacred lands, for example, the Black Hills
How important was the attack on Fort Sumter as a reason for the outbreak of the Civil War?
WFQ = words from the question — 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.)
🐀 RAT sheet — how to structure your answer▾
To what extent / How important / How successful · Appears in 2 sections
WFQ (words from the question)a factor
There are several reasons why words from the question. These include the isolated factor, FACTOR 2, and FACTOR 3.✓ 1 mark (introduction)
Some historians think the isolated factor was words from the question because _____. Also _____.✓ 1 KU mark per fact (up to 5)
However, other historians think FACTOR 2 was words from the question because _____. Also _____.✓ 1 mark (balance) + 1 KU per fact
Other historians think FACTOR 3 was words from the question because _____. Also _____.✓ 1 KU mark per fact
Overall, the isolated factor / FACTOR 2 / FACTOR 3 was the most important words from the question. This is because [reason why — does not need to be new].✓ 2 marks (conclusion)
How it's marked
5 marks for knowledge — 1 KU mark for each accurate, developed fact you give to support your factors (not too brief). If only one factor is presented, max 3 for knowledge.
Structure marks: 1 for an introduction, 1 for balance (more than one factor), 2 for a conclusion (1 for a valid judgement, 1 for a reason supporting it).
💡It is asking: one factor is a reason — but there are others, so decide which was MOST important.
💡Each fact you add (including every "Also…") earns a KU mark, as long as it is developed and not too brief — up to 5.
✓ Reveal marking scheme▾
Max 9 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
Candidates must make a judgement about the extent to which different factors contributed to an event or development, or its impact. They are required to provide a balanced account of the influence of different factors and come to a reasoned conclusion based on the evidence presented.
Up to 5 marks can be awarded for relevant, factual, key points of knowledge used to support factors, with 1 mark awarded for each point. If only one factor is presented, a maximum of 3 marks should be awarded for relevant points of knowledge.
A further 4 marks can be awarded for providing the answer in a structured way and coming to a reasoned conclusion.
Attack on Fort Sumter
Federal troops occupied Fort Sumter causing tension
attempts to resupply Fort Sumter (in January 1861) were prevented by South Carolina causing tension
South Carolina attacked Fort Sumter causing Northern outrage
after Fort Sumter Virginia seceded making war more likely
Southern Secession
some Southern States secede straight after Lincoln’s election (November 1860)
South Carolina sent representatives to other Southern States to persuade them to secede (1860-1861)
the Confederate States of America was formed in February 1861
other Southern States seceded before and after Lincoln’s appointment as President
Role of Abraham Lincoln
Southern States despised Lincoln and his political ideas
Lincoln was criticised for his inaction during the 1860 election campaign
Southerners feared that Lincoln would move to prevent slavery
Southerners argued that Lincoln had been elected without any support from the South
How fully does Source A describe what happened during the Battle of Britain?
WFQ = words from the question — 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) — then recall 3 points the source leaves out.
Highlight evidence — tap the text:
Source A
Source A describes what happened during the Battle of Britain.
In May 1940, Winston Churchill became Prime Minister of Britain, replacing Neville Chamberlain. By the summer of the same year, Nazi forces controlled most of Europe. Hitler then turned his attention to Britain. German air attacks began on Britain’s coastal defences. Nazi Germany used Messerschmitt airplanes in the attacks. Britain tried to defend itself by using radar to give early warnings of German air raids. Many pilots who fought to save Britain came from other countries, including Poland and South Africa.
🐀 RAT sheet — how to structure your answer▾
How fully · Appears in all 3 sections
WFQ (words from the question)quote from the sourceomission — your own recall
Overall, Source X partly words from the question.✓ needed for full marks
Source X says “direct quote” which meant that …✓ 1 mark (from source)
Source X also says “direct quote” which meant that …✓ 1 mark (from source)
Source X also says “direct quote” which meant that …✓ 1 mark (from source)
However, Source X doesn’t mention fact which meant that …✓ 1 mark (omission)
Source X also doesn’t mention fact which meant that …✓ 1 mark (omission)
Source X also doesn’t mention fact which meant that …✓ 1 mark (omission)
How it's marked
Up to 3 marks for points from the source that support your judgement.
Up to 4 marks for points of significant omission from recall.
Maximum 2 marks if no judgement is made, or if you refer only to the source.
💡Use the source AND recall.
💡Quote and then explain — show you understand it, don’t just repeat it.
💡You must make a judgement (e.g. “the source partly explains…”) or you are capped at 2 marks.
✓ Reveal marking scheme▾
Max 6 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
Up to a maximum of 6 marks in total, 1 mark should be awarded for each valid point selected from the source or each valid point of significant omission provided.
Candidates should be awarded up to 3 marks for their interpretation of points from the source which support their judgement.
Candidates should be awarded up to 4 marks for their identification of points of significant omission, based on their own knowledge, that support their judgement.
A maximum of 2 marks may be awarded for answers in which no judgement has been made or which refer only to the source.
Points from the source
German air attacks began on Britain’s coastal defences. (Germany attacked Britain’s coastal areas.)
Nazi Germany used Messerschmitt airplanes in the attacks. (Germans used the Messerschmitt airplane.)
Britain tried to defend itself by using radar to give early warnings of German raids. (Britain used radar to defend itself.)
Many pilots that fought to save Britain came from other countries, including Poland and South Africa (Pilots from different countries fought for Britain.)
Points of significant omission
the Germans targeted RAF air bases
during the battle, German bombing raids were carried out on various British locations
Nazi aircraft bombed British naval convoys
Spitfires and Hawker Hurricanes were used by the RAF to fight against the Germans
(from September), the German air force changed their bombing raids to night raids.
Evaluate the usefulness5 marks2023Q84World War II, 1939–1945
Evaluate the usefulness of Source B as evidence of the attack on Pearl Harbour.
WFQ = words from the question — 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) — then consider author, purpose, timing and omission.
Highlight evidence — tap the text:
Source B — from a speech given by US President Franklin D. Roosevelt in 1941
Source B is from a speech given by US President Franklin D. Roosevelt in 1941.
Mr Vice President, Mr Speaker, and Members of the Senate and House of Representatives. Yesterday, the United States of America was suddenly and deliberately attacked by Japan. The United States has been at peace with Japan for many years. I regret to tell you that due to the attack many American lives have been lost. In addition, American ships were torpedoed at sea. Our people, our territory, and our interests are now in grave danger.
🐀 RAT sheet — how to structure your answer▾
Evaluate the usefulness · Appears in 2 sections
Remember COAT
📄Content — what the source says
🚫Omission — what the source leaves out
✍️Author — who wrote it
🕐Timing — when it was written
WFQ (words from the question)quote from the source
Source X says “_____”. This is useful as it is accurate information about words from the question.✓ 1 mark (content)
Source X also says “_____”. This is useful as it is accurate information about words from the question.✓ 1 mark (content)
Source X omits _____. This makes the source less useful. Source X also omits _____. This makes the source less useful.✓ 1 mark (omission)
Source X was written by _____. This makes the source useful because they have personal / professional experience of, or are an expert in, words from the question.✓ 1 mark (author)
Source X was written in _____. This is useful as it was during the time of / has the benefit of hindsight about words from the question.✓ 1 mark (timing)
How it's marked
Maximum 4 marks for comments on author, type of source, purpose and timing.
Maximum 2 marks for comments on the content of the source.
Maximum 2 marks for comments on points of significant omission.
💡You can also comment on the Purpose and Type of source.
✓ Reveal marking scheme▾
Max 5 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
Candidates must 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.
Aspect of the source
Author: US President Franklin D. Roosevelt (Useful because he was the American leader who would know about the events at Pearl Harbour.)
Type of Source: speech (Useful as it was a speech aimed at US politicians and the public.)
Purpose: to inform (Useful as it was aiming to get public support.)
Timing: 1941 (Useful as it was just after the attack on Pearl Harbour.)
Content
Yesterday, the United States of America was suddenly and deliberately attacked by Japan. (Useful because it is accurate (Japanese forces carried out the attacks at Pearl Harbour).)
I regret to tell you that due to the attack many American lives have been lost. (Useful because it is accurate (Americans were killed in the attack).)
In addition, American ships were torpedoed at sea. (Useful because it is accurate (many US ships were attacked and destroyed.))
Points of significant omission
the US air force had many planes damaged or destroyed
many American ships were also destroyed in the harbour
the Japanese failed to destroy aircraft carriers which were at sea
Explain the reasons why some people in occupied territories collaborated with the Nazis.
WFQ = words from the question — reuse in every point.
🐀 RAT sheet — how to structure your answer▾
Explain · Appears in all 3 sections
WFQ (words from the question)your own recalled knowledge
One reason why words from the question was fact which meant that …✓ 1 mark
A second reason why words from the question was fact which meant that …✓ 1 mark
A third reason why words from the question was fact which meant that …✓ 1 mark
A fourth reason why words from the question was fact which meant that …✓ 1 mark
A fifth reason why words from the question was fact which meant that …✓ 1 mark
A sixth reason why words from the question was fact which meant that …✓ 1 mark
Example: One reason why women gained the vote in 1918 was that women burned down buildings like cricket pavilions, which meant that they gained publicity for the cause of votes for women.
How it's marked
1 mark for each accurate, relevant reason.
A second mark for each reason that is developed.
Each sentence/point must answer the question on its own.
✓ Reveal marking scheme▾
Max 6 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
Candidates must make a number of points that make the issue plain or clear, for example by showing connections between factors or causal relationships between events or ideas. These should be key reasons but there is no need for any evaluation or prioritising of these reasons.
Up to a maximum of 6 marks in total, 1 mark should be awarded for each accurate, relevant reason, and a second mark should be awarded for reasons that are developed.
Possible reasons
some governments accepted Nazi control hoping to maintain their country’s national borders
some government officials worked with the Nazis to keep their positions of power
some countries collaborated hoping for some independence after the war, for example, Latvia, Lithuania and Estonia
some collaborated because they supported Nazi ideas, for example, anti-Semitism, anti-Communism
some workers collaborated to keep their jobs, for example, shipyard workers in France
fear of being attacked and persecuted by the Nazis led to collaboration, for example, the ‘Night and Fog’ decree
some people collaborated in the hope of getting basics for their families
some people used collaboration as a way to attack enemies by denouncing them
some people gave information to the Nazis in the hope of protecting family members
many people collaborated because they did not believe they could do anything to stop Nazi control
after imprisonment or torture some people collaborated to avoid punishment
some people became involved in relationships with Nazi occupiers
To what extent9 marks2023Q86(a)World War II, 1939–1945
To what extent were Allied resources the main reason for the success of the Normandy landings in June 1944?
WFQ = words from the question — reuse in every point.amber = the isolated factor to weigh up.
(Use recalled knowledge to introduce then present a balanced assessment of the influence of different factors and come to a reasoned conclusion.)
🐀 RAT sheet — how to structure your answer▾
To what extent / How important / How successful · Appears in 2 sections
WFQ (words from the question)a factor
There are several reasons why words from the question. These include the isolated factor, FACTOR 2, and FACTOR 3.✓ 1 mark (introduction)
Some historians think the isolated factor was words from the question because _____. Also _____.✓ 1 KU mark per fact (up to 5)
However, other historians think FACTOR 2 was words from the question because _____. Also _____.✓ 1 mark (balance) + 1 KU per fact
Other historians think FACTOR 3 was words from the question because _____. Also _____.✓ 1 KU mark per fact
Overall, the isolated factor / FACTOR 2 / FACTOR 3 was the most important words from the question. This is because [reason why — does not need to be new].✓ 2 marks (conclusion)
How it's marked
5 marks for knowledge — 1 KU mark for each accurate, developed fact you give to support your factors (not too brief). If only one factor is presented, max 3 for knowledge.
Structure marks: 1 for an introduction, 1 for balance (more than one factor), 2 for a conclusion (1 for a valid judgement, 1 for a reason supporting it).
💡It is asking: one factor is a reason — but there are others, so decide which was MOST important.
💡Each fact you add (including every "Also…") earns a KU mark, as long as it is developed and not too brief — up to 5.
✓ Reveal marking scheme▾
Max 9 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
Candidates must make a judgement about the extent to which different factors contributed to an event or development, or its impact. They are required to provide a balanced account of the influence of different factors and come to a reasoned conclusion based on the evidence presented.
Up to 5 marks can be awarded for relevant, factual, key points of knowledge used to support factors, with 1 mark awarded for each point. If only one factor is presented, a maximum of 3 marks should be awarded for relevant points of knowledge.
A further 4 marks can be awarded for providing the answer in a structured way and coming to a reasoned conclusion.
Allied resources
Allied superiority in men and equipment
use of Mulberry harbours
use of Pluto – pipeline transporting fuel across the Channel
gaining of naval and air superiority during the invasion
huge numbers of paratroopers secured bridges and roads near Normandy landing sites
Effective Allied planning
deception plans led German intelligence to believe an attack would target Calais
lessons learned after the failure of Dieppe invasion in 1942
Allies took advantage of the weather to surprise the Germans
German weaknesses
the Atlantic Wall defences were not complete
German commanders failed to react promptly to the assault
To what extent9 marks2023Q86(b)World War II, 1939–1945
To what extent were British military weaknesses the main reason that Britain lost the Battle of Singapore?
WFQ = words from the question — 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.)
🐀 RAT sheet — how to structure your answer▾
To what extent / How important / How successful · Appears in 2 sections
WFQ (words from the question)a factor
There are several reasons why words from the question. These include the isolated factor, FACTOR 2, and FACTOR 3.✓ 1 mark (introduction)
Some historians think the isolated factor was words from the question because _____. Also _____.✓ 1 KU mark per fact (up to 5)
However, other historians think FACTOR 2 was words from the question because _____. Also _____.✓ 1 mark (balance) + 1 KU per fact
Other historians think FACTOR 3 was words from the question because _____. Also _____.✓ 1 KU mark per fact
Overall, the isolated factor / FACTOR 2 / FACTOR 3 was the most important words from the question. This is because [reason why — does not need to be new].✓ 2 marks (conclusion)
How it's marked
5 marks for knowledge — 1 KU mark for each accurate, developed fact you give to support your factors (not too brief). If only one factor is presented, max 3 for knowledge.
Structure marks: 1 for an introduction, 1 for balance (more than one factor), 2 for a conclusion (1 for a valid judgement, 1 for a reason supporting it).
💡It is asking: one factor is a reason — but there are others, so decide which was MOST important.
💡Each fact you add (including every "Also…") earns a KU mark, as long as it is developed and not too brief — up to 5.
✓ Reveal marking scheme▾
Max 9 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
Candidates must make a judgement about the extent to which different factors contributed to an event or development, or its impact. They are required to provide a balanced account of the influence of different factors and come to a reasoned conclusion based on the evidence presented.
Up to 5 marks can be awarded for relevant, factual, key points of knowledge used to support factors, with 1 mark awarded for each point. If only one factor is presented, a maximum of 3 marks should be awarded for relevant points of knowledge.
A further 4 marks can be awarded for providing the answer in a structured way and coming to a reasoned conclusion.
British military weaknesses
pre-war warnings about possible Japanese attacks were discounted
Britain failed to prepare its defences for a Japanese land attack
many experienced British soldiers were sent to Europe and Africa
poor communications between Britain’s army and air force
weak British military leadership
the sinking of British battleships meant they could not prevent Japanese landings
Japanese military tactics
superior Japanese air power gave them an advantage
Japanese soldiers were very experienced
the Japanese commander convinced the British to surrender
Military intelligence
British Intelligence underestimated the strength of the Japanese army
the Japanese had many local spies who passed on information about British activities
Wider conflict
the conflict in Europe meant that the British had limited resources to fight at Singapore
Describe4 marks2023Q6Mary Queen of Scots, and the Reformation, 1542–1587
Describe the role of the Catholic Church in the 1540s.
WFQ = words from the question — reuse in every point.
🐀 RAT sheet — how to structure your answer▾
Describe · Appears in 2 sections
WFQ (words from the question)
One words from the question was …✓ 1 mark
A second words from the question was …✓ 1 mark
A third words from the question was …✓ 1 mark
A fourth words from the question was …✓ 1 mark
Example: One use of new technology on the Western Front during the First World War was mustard gas, which was used to blind soldiers and make it more difficult for them to fight.
How it's marked
1 mark for each accurate, relevant key point of knowledge.
A second mark for each point that is developed.
Full marks by four straightforward points, two developed points, or a combination.
✓ Reveal marking scheme▾
Max 4 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
1 mark for each accurate relevant key point of knowledge.
A second mark for each point that is developed, up to a maximum of 4 marks.
Candidates may achieve full marks by providing four straightforward points, by making two developed points (or any combination of these).
Possible points of knowledge
people would receive blessings of the sacraments from the Church
the Church would pardon sins in exchange for land and money
To what extent9 marks2023Q7Mary Queen of Scots, and the Reformation, 1542–1587
To what extent was the work of Andrew Melville the main reason for the development of Presbyterianism by the end of the 1570s?
WFQ = words from the question — 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.)
🐀 RAT sheet — how to structure your answer▾
To what extent / How important / How successful · Appears in 2 sections
WFQ (words from the question)a factor
There are several reasons why words from the question. These include the isolated factor, FACTOR 2, and FACTOR 3.✓ 1 mark (introduction)
Some historians think the isolated factor was words from the question because _____. Also _____.✓ 1 KU mark per fact (up to 5)
However, other historians think FACTOR 2 was words from the question because _____. Also _____.✓ 1 mark (balance) + 1 KU per fact
Other historians think FACTOR 3 was words from the question because _____. Also _____.✓ 1 KU mark per fact
Overall, the isolated factor / FACTOR 2 / FACTOR 3 was the most important words from the question. This is because [reason why — does not need to be new].✓ 2 marks (conclusion)
How it's marked
5 marks for knowledge — 1 KU mark for each accurate, developed fact you give to support your factors (not too brief). If only one factor is presented, max 3 for knowledge.
Structure marks: 1 for an introduction, 1 for balance (more than one factor), 2 for a conclusion (1 for a valid judgement, 1 for a reason supporting it).
💡It is asking: one factor is a reason — but there are others, so decide which was MOST important.
💡Each fact you add (including every "Also…") earns a KU mark, as long as it is developed and not too brief — up to 5.
✓ Reveal marking scheme▾
Max 9 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
Up to 5 marks for relevant, factual, key points of knowledge used to support factors (1 mark each). If only one factor is presented, a maximum of 3 marks.
1 mark for an introduction which places the question in its historical context or outlines relevant factors.
1 mark for the answer being presented in a structured way.
1 mark for a conclusion with a valid judgement and 1 mark for a reason in support of the judgement.
Andrew Melville
Melville was appointed to influential position of Principal of Glasgow University
Melville was hostile to Royal interference in church affairs
Second Book of Discipline set out blueprint for Protestant faith
Creation of presbyteries meant the Kirk had control over clergymen
Presbyteries meant the Kirk had control over discipline so influenced ordinary people
Regencies of Moray and Morton
Moray passed laws of the Reformation Parliament which legitimised the Protestant faith
Moray took action against Catholic Priests which gained Protestant support
Morton forced ministers and councillors to declare on oath of loyalty to the King and Kirk
Morton appointed Bishops to strengthen the hierarchy of the Protestant faith
Mary’s loss of support
abdication of Mary left the Catholic church without a leader in Scotland
rumours of her involvement in Ridolfi plot weakened her position and the position of Catholicism
loss of Edinburgh castle as last Catholic stronghold in Scotland
Compare the views4 marks2023Q8Mary Queen of Scots, and the Reformation, 1542–1587
Compare the views of Sources A and B about the terms of the Treaty of Edinburgh.
WFQ = words from the question — reuse in every point.
(Compare the sources overall and/or in detail.)
Tip: Highlight 2–3 points of comparison — either where the sources agree OR where they disagree. You do not need both; pick one set and compare them point by point.
Highlight evidence — tap the text:
Source A
Sources A and B are about the terms of the Treaty of Edinburgh.
After a month of bargaining, the Treaty of Edinburgh was signed on 6 July 1560. Under the terms of the Treaty, the French forces would leave Scotland. There were also conditions focused on the relationship with the English. Elizabeth I was to be recognised as the rightful Queen of England. For Elizabeth there were other important considerations. Mary and her husband Francois would abandon all claims to the English throne.
Source B
It was clear that Mary did not wish to sign the Treaty of Edinburgh. She strongly believed in her right to the English throne but the Treaty would force her to give up her claim. The Treaty stated that Mary would acknowledge Elizabeth as the true Queen of England. The Treaty would end the divisions in Scotland. Therefore, the removal of the French soldiers from Scotland was written into the terms of the Treaty.
Overall, do the sources agree or disagree? (worth a mark for an overall comparison)
🐀 RAT sheet — how to structure your answer▾
Compare the views · Appears in 2 sections
WFQ (words from the question)quote from the source
Overall, Sources X and Y [agree/disagree] about words from the question.✓ 1 mark (overall)
The sources agree/disagree about statement summarising the point. Source X says “direct quote” and Source Y [agrees/disagrees] when it says “direct quote”.✓ 1–2 marks
The sources also agree/disagree about statement summarising the point. Source X says “direct quote” and Source Y [agrees/disagrees] when it says “direct quote”.✓ 1–2 marks
How it's marked
1 mark for a simple comparison (what the sources agree/disagree about).
2 marks for a developed comparison, supported by specific references to each source.
Full marks by four simple comparisons, two developed comparisons, or a combination.
💡One set of points will agree, one will disagree.
✓ Reveal marking scheme▾
Max 4 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
A simple comparison will indicate what points of detail or viewpoint the sources agree or disagree on and should be awarded 1 mark.
A developed comparison of the points of detail or overall viewpoint should be awarded a second mark.
Candidates may achieve full marks by making four simple comparisons, two developed comparisons (or any combination of these).
Overall: Overall — the sources agree about the terms of the Treaty of Edinburgh.
Points of comparison
agree
Source A: Under the terms of the Treaty, the French forces would leave Scotland.
Source B: Therefore, the removal of the French soldiers from Scotland was written into the terms of the Treaty.
agree
Source A: Elizabeth I was to be recognised as the rightful Queen of England.
Source B: The Treaty stated that Mary would acknowledge Elizabeth as the true Queen of England.
agree
Source A: Mary and her husband Francois would abandon all claims to the English throne.
Source B: She strongly believed in her right to the English throne but the Treaty would force her to give up her claim.
Explain6 marks2023Q9Mary Queen of Scots, and the Reformation, 1542–1587
Explain the reasons why it was difficult for Mary to rule Scotland, 1561–1567.
WFQ = words from the question — reuse in every point.
🐀 RAT sheet — how to structure your answer▾
Explain · Appears in all 3 sections
WFQ (words from the question)your own recalled knowledge
One reason why words from the question was fact which meant that …✓ 1 mark
A second reason why words from the question was fact which meant that …✓ 1 mark
A third reason why words from the question was fact which meant that …✓ 1 mark
A fourth reason why words from the question was fact which meant that …✓ 1 mark
A fifth reason why words from the question was fact which meant that …✓ 1 mark
A sixth reason why words from the question was fact which meant that …✓ 1 mark
Example: One reason why women gained the vote in 1918 was that women burned down buildings like cricket pavilions, which meant that they gained publicity for the cause of votes for women.
How it's marked
1 mark for each accurate, relevant reason.
A second mark for each reason that is developed.
Each sentence/point must answer the question on its own.
✓ Reveal marking scheme▾
Max 6 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
Up to a maximum of 6 marks in total, 1 mark for each accurate, relevant reason.
A second mark should be awarded for reasons that are developed.
Candidates may achieve full marks by providing six straightforward reasons, three developed reasons (or any combination of these).
Possible reasons
many nobles were wary of Mary upon her return from France as they thought she would replace them with Frenchmen
nobles resented taking orders from a female monarch
Mary allowed the development of the Reformation, which upset Catholics
Protestants were upset by Mary’s appointment of James Stewart as her chief adviser as he was only a moderate reformer
Catholics were upset because Mary appointed only four Catholic advisers
Darnley’s behaviour reflected badly on Mary, for example, drinking and infidelity
Mary was suspected of being involved in Darnley’s murder which undermined her position
Mary’s marriage to Bothwell was criticised and lost Mary support because he was a suspect in Darnley’s murder
the Protestant church was suspicious that Mary would want to return Scotland to a Catholic country
John Knox disliked Mary and her attitude to the Protestant church and encouraged opposition to her
Mary was undermined by Elizabeth’s encouragement of Scottish nobles to rebel against her
How fully6 marks2023Q10Mary Queen of Scots, and the Reformation, 1542–1587
How fully does Source C describe Mary’s imprisonment in England?
WFQ = words from the question — 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) — then recall 3 points the source leaves out.
Highlight evidence — tap the text:
Source C
Source C describes Mary’s imprisonment in England.
The news of Mary’s escape from Scotland astonished all who heard about it. She was taken into protective custody at Carlisle Castle in May 1568 where she stayed for a few months. While there she was permitted to go on daily walks in front of the castle. When Mary moved to Bolton Castle her staff totalled 50 servants including a secretary, a doctor and two cooks. Desperate to escape her imprisonment, Mary became involved in the Babington Plot, which made Elizabeth furious.
🐀 RAT sheet — how to structure your answer▾
How fully · Appears in all 3 sections
WFQ (words from the question)quote from the sourceomission — your own recall
Overall, Source X partly words from the question.✓ needed for full marks
Source X says “direct quote” which meant that …✓ 1 mark (from source)
Source X also says “direct quote” which meant that …✓ 1 mark (from source)
Source X also says “direct quote” which meant that …✓ 1 mark (from source)
However, Source X doesn’t mention fact which meant that …✓ 1 mark (omission)
Source X also doesn’t mention fact which meant that …✓ 1 mark (omission)
Source X also doesn’t mention fact which meant that …✓ 1 mark (omission)
How it's marked
Up to 3 marks for points from the source that support your judgement.
Up to 4 marks for points of significant omission from recall.
Maximum 2 marks if no judgement is made, or if you refer only to the source.
💡Use the source AND recall.
💡Quote and then explain — show you understand it, don’t just repeat it.
💡You must make a judgement (e.g. “the source partly explains…”) or you are capped at 2 marks.
✓ Reveal marking scheme▾
Max 6 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
1 mark for each valid point selected from the source or each valid point of significant omission provided.
Up to 3 marks for interpretation of points from the source which support their judgement.
Up to 4 marks for identification of points of significant omission, based on their own knowledge, that support their judgement.
A maximum of 2 marks may be awarded for answers in which no judgement has been made or which refer only to the source.
Points from the source
She was taken into protective custody at Carlisle Castle in May 1568 where she stayed for a few months. (Mary was moved to Carlisle Castle for a period of time.)
While there she was permitted to go on daily walks in front of the castle. (Mary was allowed out within the castle grounds.)
When Mary moved to Bolton Castle her staff totalled 50 servants including a secretary, a doctor and two cooks. (Mary was allowed a large household.)
Desperate to escape her imprisonment, Mary became involved in the Babington Plot, which made Elizabeth furious. (Mary plotted to get free.)
Points of significant omission
Casket letters attributed to Mary, were used against her
Mary was moved frequently
Mary was closely guarded throughout her imprisonment
Mary was spied upon by her jailors
Mary was linked to several conspiracies, for example, the Ridolfi plot
Describe4 marks2023Q16Migration and Empire, 1830–1939
Describe the patterns of settlement of immigrants to Scotland, 1830–1939.
WFQ = words from the question — reuse in every point.
🐀 RAT sheet — how to structure your answer▾
Describe · Appears in 2 sections
WFQ (words from the question)
One words from the question was …✓ 1 mark
A second words from the question was …✓ 1 mark
A third words from the question was …✓ 1 mark
A fourth words from the question was …✓ 1 mark
Example: One use of new technology on the Western Front during the First World War was mustard gas, which was used to blind soldiers and make it more difficult for them to fight.
How it's marked
1 mark for each accurate, relevant key point of knowledge.
A second mark for each point that is developed.
Full marks by four straightforward points, two developed points, or a combination.
✓ Reveal marking scheme▾
Max 4 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
1 mark for each accurate relevant key point of knowledge.
A second mark for each point that is developed, up to a maximum of 4 marks.
Candidates may achieve full marks by providing four straightforward points, by making two developed points (or any combination of these).
Possible points of knowledge
many Irish moved around Scotland in search of employment, for example, agriculture, navvies
Irish immigrants settled in towns and cities where there was employment in industry
Catholic Irish tended to settle in poorer areas
Irish tended to settle near to skilled industries, for example, shipbuilding, iron industry
large numbers of Jewish immigrants arrived in Scotland in the later nineteenth century
most Jewish immigrants settled in Glasgow
Lithuanians settled near to jobs in the coal mining and iron industry
Italians settling in Scotland often stayed for short time to earn money before returning home
To what extent9 marks2023Q17Migration and Empire, 1830–1939
To what extent did Italian immigrants make the largest impact on Scotland’s economy?
WFQ = words from the question — 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.)
🐀 RAT sheet — how to structure your answer▾
To what extent / How important / How successful · Appears in 2 sections
WFQ (words from the question)a factor
There are several reasons why words from the question. These include the isolated factor, FACTOR 2, and FACTOR 3.✓ 1 mark (introduction)
Some historians think the isolated factor was words from the question because _____. Also _____.✓ 1 KU mark per fact (up to 5)
However, other historians think FACTOR 2 was words from the question because _____. Also _____.✓ 1 mark (balance) + 1 KU per fact
Other historians think FACTOR 3 was words from the question because _____. Also _____.✓ 1 KU mark per fact
Overall, the isolated factor / FACTOR 2 / FACTOR 3 was the most important words from the question. This is because [reason why — does not need to be new].✓ 2 marks (conclusion)
How it's marked
5 marks for knowledge — 1 KU mark for each accurate, developed fact you give to support your factors (not too brief). If only one factor is presented, max 3 for knowledge.
Structure marks: 1 for an introduction, 1 for balance (more than one factor), 2 for a conclusion (1 for a valid judgement, 1 for a reason supporting it).
💡It is asking: one factor is a reason — but there are others, so decide which was MOST important.
💡Each fact you add (including every "Also…") earns a KU mark, as long as it is developed and not too brief — up to 5.
✓ Reveal marking scheme▾
Max 9 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
Up to 5 marks for relevant, factual, key points of knowledge used to support factors (1 mark each). If only one factor is presented, a maximum of 3 marks.
1 mark for an introduction which places the question in its historical context or outlines relevant factors.
1 mark for the answer being presented in a structured way.
1 mark for a conclusion with a valid judgement and 1 mark for a reason in support of the judgement.
Italians
Italians brought new jobs by setting up cafes, restaurants, ice cream shops and fish and chip shops, for example, 'Nardini’s' in Largs and Glasgow, 'Valvona and Crolla' in Edinburgh
Italians contributed to hairdressing, setting up barber and hairdressing businesses
Irish
some Irish had skills in weaving and spinning and this was useful in factories
some Northern Irish had experience in shipbuilding and helped this industry grow
Irish navvies helped the growth of the railway industry as well as roads, canals, docks and harbours
Lithuanians
many Lithuanians worked in coal mines, contributing to the industrial revolution
positive impact on the growing iron and steel industries in Lanarkshire and Ayrshire
Jewish people
Jewish people created businesses, for example, jewellery, furniture and hats
many Jewish people contributed to the economy in the production of clothing
some Jewish people helped create and contribute to the growth of the tobacco industry in Scotland
Compare the views4 marks2023Q18Migration and Empire, 1830–1939
Compare the views of Sources A and B about the living conditions for Irish immigrants in Scotland.
WFQ = words from the question — reuse in every point.
(Compare the sources overall and/or in detail.)
Tip: Highlight 2–3 points of comparison — either where the sources agree OR where they disagree. You do not need both; pick one set and compare them point by point.
Highlight evidence — tap the text:
Source A
Sources A and B are about the living conditions for Irish immigrants in Scotland.
Many Irish immigrants were attracted to Scotland due to its proximity to their home country. This had an impact on living conditions. Irish immigrants often lived in overcrowded tenement slums with up to 12 people living in a single room. The water was often unclean, which led to diseases such as cholera and typhus. The tenements usually had shared toilets with water pumps in common courtyards.
Source B
By the 1880s, large numbers of Irish people had made the journey to Scotland over the Irish Sea, many hoping to travel on to America. Irish families sometimes lived in cramped buildings in single rooms of 12 people. It was not uncommon for the families to share facilities such as toilets and water pumps. Cholera was a problem due to the sewage and refuse in the water.
Overall, do the sources agree or disagree? (worth a mark for an overall comparison)
🐀 RAT sheet — how to structure your answer▾
Compare the views · Appears in 2 sections
WFQ (words from the question)quote from the source
Overall, Sources X and Y [agree/disagree] about words from the question.✓ 1 mark (overall)
The sources agree/disagree about statement summarising the point. Source X says “direct quote” and Source Y [agrees/disagrees] when it says “direct quote”.✓ 1–2 marks
The sources also agree/disagree about statement summarising the point. Source X says “direct quote” and Source Y [agrees/disagrees] when it says “direct quote”.✓ 1–2 marks
How it's marked
1 mark for a simple comparison (what the sources agree/disagree about).
2 marks for a developed comparison, supported by specific references to each source.
Full marks by four simple comparisons, two developed comparisons, or a combination.
💡One set of points will agree, one will disagree.
✓ Reveal marking scheme▾
Max 4 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
A simple comparison will indicate what points of detail or viewpoint the sources agree or disagree on and should be awarded 1 mark.
A developed comparison of the points of detail or overall viewpoint should be awarded a second mark.
Candidates may achieve full marks by making four simple comparisons, two developed comparisons (or any combination of these).
Overall: Overall — both sources agree about the living conditions for Irish immigrants in Scotland.
Points of comparison
agree
Source A: Irish immigrants often lived in overcrowded tenement slums with up to 12 people living in a single room.
Source B: Irish families sometimes lived in cramped buildings in single rooms of 12 people.
agree
Source A: The water was often unclean, which led to diseases such as cholera and typhus.
Source B: Cholera was a problem due to the sewage and refuse in the water.
agree
Source A: The tenements usually had shared toilets with water pumps in common courtyards.
Source B: It was not uncommon for the families to share facilities such as toilets and water pumps.
Explain6 marks2023Q19Migration and Empire, 1830–1939
Explain the reasons why many Scots emigrated, 1830–1939.
WFQ = words from the question — reuse in every point.
🐀 RAT sheet — how to structure your answer▾
Explain · Appears in all 3 sections
WFQ (words from the question)your own recalled knowledge
One reason why words from the question was fact which meant that …✓ 1 mark
A second reason why words from the question was fact which meant that …✓ 1 mark
A third reason why words from the question was fact which meant that …✓ 1 mark
A fourth reason why words from the question was fact which meant that …✓ 1 mark
A fifth reason why words from the question was fact which meant that …✓ 1 mark
A sixth reason why words from the question was fact which meant that …✓ 1 mark
Example: One reason why women gained the vote in 1918 was that women burned down buildings like cricket pavilions, which meant that they gained publicity for the cause of votes for women.
How it's marked
1 mark for each accurate, relevant reason.
A second mark for each reason that is developed.
Each sentence/point must answer the question on its own.
✓ Reveal marking scheme▾
Max 6 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
Up to a maximum of 6 marks in total, 1 mark for each accurate, relevant reason.
A second mark should be awarded for reasons that are developed.
Candidates may achieve full marks by providing six straightforward reasons, three developed reasons (or any combination of these).
Possible reasons
charities and emigration societies helped emigration, for example, YMCA
the Empire Settlement Act provided funds for those who wanted to emigrate
some landowners provided money for emigration, for example, Harris
poverty forced Scots to look for employment opportunities abroad
the Highland Clearances forced crofters off their land to make way for sheep and deer
new farming methods and increased technology meant fewer people were needed for farm work
cheap land was offered in North America
cattle and sheep farming in Australia and New Zealand attracted many
skilled workers were needed to help develop new settlements abroad
higher wages and improved living conditions attracted Scots abroad
family and friends who had emigrated sent letters back encouraging Scots to move
newspapers ran adverts and published letters from successful emigrants
How fully6 marks2023Q20Migration and Empire, 1830–1939
How fully does Source C describe the impact of Scots on the countries to which they emigrated?
WFQ = words from the question — 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) — then recall 3 points the source leaves out.
Highlight evidence — tap the text:
Source C
Source C describes the impact of Scots on the countries to which they emigrated.
Scots migrated to New Zealand to take advantage of what the country had to offer and set up new lives. Many made an impact on those countries. The Scottish woman, Learmonth Dalrymple, helped to create the first girls’ school in New Zealand. Scots also helped shape the curriculum of New Zealand’s first university in Otago. In terms of politics, the Scot Peter Fraser helped to set up the New Zealand Labour Party in 1916. Around the same time, Andrew Fisher became three times Prime Minister of Australia.
🐀 RAT sheet — how to structure your answer▾
How fully · Appears in all 3 sections
WFQ (words from the question)quote from the sourceomission — your own recall
Overall, Source X partly words from the question.✓ needed for full marks
Source X says “direct quote” which meant that …✓ 1 mark (from source)
Source X also says “direct quote” which meant that …✓ 1 mark (from source)
Source X also says “direct quote” which meant that …✓ 1 mark (from source)
However, Source X doesn’t mention fact which meant that …✓ 1 mark (omission)
Source X also doesn’t mention fact which meant that …✓ 1 mark (omission)
Source X also doesn’t mention fact which meant that …✓ 1 mark (omission)
How it's marked
Up to 3 marks for points from the source that support your judgement.
Up to 4 marks for points of significant omission from recall.
Maximum 2 marks if no judgement is made, or if you refer only to the source.
💡Use the source AND recall.
💡Quote and then explain — show you understand it, don’t just repeat it.
💡You must make a judgement (e.g. “the source partly explains…”) or you are capped at 2 marks.
✓ Reveal marking scheme▾
Max 6 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
1 mark for each valid point selected from the source or each valid point of significant omission provided.
Up to 3 marks for interpretation of points from the source which support their judgement.
Up to 4 marks for identification of points of significant omission, based on their own knowledge, that support their judgement.
A maximum of 2 marks may be awarded for answers in which no judgement has been made or which refer only to the source.
Points from the source
The Scottish woman, Learmonth Dalrymple, helped to create the first girls’ school in New Zealand. (The first girls’ school in New Zealand was created with the help of a Scottish woman.)
Scots also helped shape the curriculum of New Zealand’s first university in Otago. (The curriculum at New Zealand’s first university was influenced by Scots.)
In terms of politics, the Scot Peter Fraser helped to set up the New Zealand Labour Party in 1916. (Scots were important in setting up new political parties such as the Labour Party.)
Around the same time, Andrew Fisher became three times Prime Minister of Australia. (A Scot was an important politician in Australia.)
Points of significant omission
Scots developed sheep farming in New Zealand, for example, Donald Reid
Scots developed the steel industry in the USA, for example, Andrew Carnegie
Scots founded and developed the brewing industry in Australia, for example, Robert McCracken
Scots created and developed railway networks in India and Canada, for example, James Dalhousie in India, Lord Mount Stephen, Sandford Fleming in Canada
Scots attacked and killed local Aboriginal people in Australia, for example, Angus McMillan and the Warrigal massacre
Describe4 marks2023Q21The Era of the Great War, 1900–1928
Describe the use of poison gas on the Western Front.
WFQ = words from the question — reuse in every point.
🐀 RAT sheet — how to structure your answer▾
Describe · Appears in 2 sections
WFQ (words from the question)
One words from the question was …✓ 1 mark
A second words from the question was …✓ 1 mark
A third words from the question was …✓ 1 mark
A fourth words from the question was …✓ 1 mark
Example: One use of new technology on the Western Front during the First World War was mustard gas, which was used to blind soldiers and make it more difficult for them to fight.
How it's marked
1 mark for each accurate, relevant key point of knowledge.
A second mark for each point that is developed.
Full marks by four straightforward points, two developed points, or a combination.
✓ Reveal marking scheme▾
Max 4 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
1 mark for each accurate relevant key point of knowledge.
A second mark for each point that is developed, up to a maximum of 4 marks.
Candidates may achieve full marks by providing four straightforward points, by making two developed points (or any combination of these).
Possible points of knowledge
gas was first used to cause panic among opposing troops
wind was used to carry the gas across no man’s land
gas was first used in 1915
from 1916 poison gas shells were developed which were more efficient
gas damaged the lungs of soldiers
mustard gas caused burns to exposed skin
wind often changed direction and the gas blew back on the soldiers, for example, at the Battle of Loos
To what extent9 marks2023Q22The Era of the Great War, 1900–1928
To what extent was censorship the main impact of the Defence of the Realm Act during the Great War?
WFQ = words from the question — 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.)
🐀 RAT sheet — how to structure your answer▾
To what extent / How important / How successful · Appears in 2 sections
WFQ (words from the question)a factor
There are several reasons why words from the question. These include the isolated factor, FACTOR 2, and FACTOR 3.✓ 1 mark (introduction)
Some historians think the isolated factor was words from the question because _____. Also _____.✓ 1 KU mark per fact (up to 5)
However, other historians think FACTOR 2 was words from the question because _____. Also _____.✓ 1 mark (balance) + 1 KU per fact
Other historians think FACTOR 3 was words from the question because _____. Also _____.✓ 1 KU mark per fact
Overall, the isolated factor / FACTOR 2 / FACTOR 3 was the most important words from the question. This is because [reason why — does not need to be new].✓ 2 marks (conclusion)
How it's marked
5 marks for knowledge — 1 KU mark for each accurate, developed fact you give to support your factors (not too brief). If only one factor is presented, max 3 for knowledge.
Structure marks: 1 for an introduction, 1 for balance (more than one factor), 2 for a conclusion (1 for a valid judgement, 1 for a reason supporting it).
💡It is asking: one factor is a reason — but there are others, so decide which was MOST important.
💡Each fact you add (including every "Also…") earns a KU mark, as long as it is developed and not too brief — up to 5.
✓ Reveal marking scheme▾
Max 9 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
Up to 5 marks for relevant, factual, key points of knowledge used to support factors (1 mark each). If only one factor is presented, a maximum of 3 marks.
1 mark for an introduction which places the question in its historical context or outlines relevant factors.
1 mark for the answer being presented in a structured way.
1 mark for a conclusion with a valid judgement and 1 mark for a reason in support of the judgement.
Censorship
the Government controlled what people could know about the war, for example, the War Office Press Bureau
reports of the fighting were limited by the government
war reporters were strictly controlled about what they could report on
letters home from soldiers were censored
Daily life
the Government decided opening and closing times for pubs, for example, no Sunday opening
the Government allowed local councils to take over land not being used, for food production
the Government restricted leisure activities, for example, the buying of binoculars, lighting bonfires
the Government required travel permits for areas that were militarily important, for example, Orkney
Employment
people working in essential war industries had to have permission to change jobs
Economy
the Government co-ordinated the supply of war materials
the Government set up its own munitions factories
the Government took control of the coal industry, from 1917
Compare the views4 marks2023Q23The Era of the Great War, 1900–1928
Compare the views of Sources A and B about how conscientious objectors were treated in prison.
WFQ = words from the question — reuse in every point.
(Compare the sources overall and/or in detail.)
Tip: Highlight 2–3 points of comparison — either where the sources agree OR where they disagree. You do not need both; pick one set and compare them point by point.
Highlight evidence — tap the text:
Source A
Sources A and B are about how conscientious objectors were treated in prison.
A rule of silence was enforced in prisons and inmates were punished if they broke it. Quite often conscientious objectors faced cruel treatment from prison guards. Prisoners were given simple, monotonous work to do, such as making mail bags. Their diet was very poor, quite often bread and water and was meant to be much worse than the army diet. Conscientious objectors could often be moved between prisons, making it difficult to receive visitors.
Source B
There were a variety of places used to confine prisoners during the Great War. Some of the best known were Edinburgh Castle and the camp at Dyce near Aberdeen. Prison warders were accused of unfair punishments, particularly towards conscientious objectors. Conscientious objectors could be fed a very basic diet of bread and water. ‘Conchies’ undertook boring manual jobs like breaking stones and hand sewing mail bags. Many conscientious objectors went mad because of their treatment.
Overall, do the sources agree or disagree? (worth a mark for an overall comparison)
🐀 RAT sheet — how to structure your answer▾
Compare the views · Appears in 2 sections
WFQ (words from the question)quote from the source
Overall, Sources X and Y [agree/disagree] about words from the question.✓ 1 mark (overall)
The sources agree/disagree about statement summarising the point. Source X says “direct quote” and Source Y [agrees/disagrees] when it says “direct quote”.✓ 1–2 marks
The sources also agree/disagree about statement summarising the point. Source X says “direct quote” and Source Y [agrees/disagrees] when it says “direct quote”.✓ 1–2 marks
How it's marked
1 mark for a simple comparison (what the sources agree/disagree about).
2 marks for a developed comparison, supported by specific references to each source.
Full marks by four simple comparisons, two developed comparisons, or a combination.
💡One set of points will agree, one will disagree.
✓ Reveal marking scheme▾
Max 4 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
A simple comparison will indicate what points of detail or viewpoint the sources agree or disagree on and should be awarded 1 mark.
A developed comparison of the points of detail or overall viewpoint should be awarded a second mark.
Candidates may achieve full marks by making four simple comparisons, two developed comparisons (or any combination of these).
Overall: Overall — the sources agree about how conscientious objectors were treated in prison.
Points of comparison
agree
Source A: Quite often conscientious objectors faced cruel treatment from prison guards.
Source B: Prison warders were accused of unfair punishments, particularly towards conscientious objectors.
agree
Source A: Prisoners were given simple, monotonous work to do, such as making mail bags.
Source B: ‘Conchies’ undertook boring manual jobs like breaking stones and hand sewing mail bags.
agree
Source A: Their diet was very poor, quite often bread and water and was meant to be much worse than the army diet.
Source B: Conscientious objectors could be fed a very basic diet of bread and water.
Explain6 marks2023Q24The Era of the Great War, 1900–1928
Explain the reasons why Scotland’s heavy industry declined after the Great War.
WFQ = words from the question — reuse in every point.
🐀 RAT sheet — how to structure your answer▾
Explain · Appears in all 3 sections
WFQ (words from the question)your own recalled knowledge
One reason why words from the question was fact which meant that …✓ 1 mark
A second reason why words from the question was fact which meant that …✓ 1 mark
A third reason why words from the question was fact which meant that …✓ 1 mark
A fourth reason why words from the question was fact which meant that …✓ 1 mark
A fifth reason why words from the question was fact which meant that …✓ 1 mark
A sixth reason why words from the question was fact which meant that …✓ 1 mark
Example: One reason why women gained the vote in 1918 was that women burned down buildings like cricket pavilions, which meant that they gained publicity for the cause of votes for women.
How it's marked
1 mark for each accurate, relevant reason.
A second mark for each reason that is developed.
Each sentence/point must answer the question on its own.
✓ Reveal marking scheme▾
Max 6 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
Up to a maximum of 6 marks in total, 1 mark for each accurate, relevant reason.
A second mark should be awarded for reasons that are developed.
Candidates may achieve full marks by providing six straightforward reasons, three developed reasons (or any combination of these).
Possible reasons
cheaper coal from abroad led to less demand for Scottish coal
development of new fuels meant coal production went into decline
after the end of the war demand for war goods fell, this led to the decline in iron and steel production
increasing foreign competition led to the closing of over half of Scotland’s iron furnaces
the loss of international export markets led to a decline in many Scottish heavy industries
after 1920 Scottish shipyards went into decline due to lack of orders
Scotland’s poor industrial relations record discouraged orders from foreign companies
failure of Scottish companies to invest in new technology led to a lack of competitiveness
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
How fully6 marks2023Q25The Era of the Great War, 1900–1928
How fully does Source C describe the rent strikes during the Great War?
WFQ = words from the question — 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) — then recall 3 points the source leaves out.
Highlight evidence — tap the text:
Source C
Source C describes the rent strikes during the Great War.
Perhaps Glasgow’s biggest contribution to the war effort was in the engineering and shipbuilding industries. When the war started many workers moved to Glasgow to take up employment opportunities. Private landlords raised rents leading to over 20,000 tenants refusing to pay the increases. Many wives and mothers played a key role in organising community action. When striking tenants were taken to court in November 1915, sympathetic shipyard workers threatened to strike. A strike of over 10,000 workers took place later in 1915 in support of the women.
🐀 RAT sheet — how to structure your answer▾
How fully · Appears in all 3 sections
WFQ (words from the question)quote from the sourceomission — your own recall
Overall, Source X partly words from the question.✓ needed for full marks
Source X says “direct quote” which meant that …✓ 1 mark (from source)
Source X also says “direct quote” which meant that …✓ 1 mark (from source)
Source X also says “direct quote” which meant that …✓ 1 mark (from source)
However, Source X doesn’t mention fact which meant that …✓ 1 mark (omission)
Source X also doesn’t mention fact which meant that …✓ 1 mark (omission)
Source X also doesn’t mention fact which meant that …✓ 1 mark (omission)
How it's marked
Up to 3 marks for points from the source that support your judgement.
Up to 4 marks for points of significant omission from recall.
Maximum 2 marks if no judgement is made, or if you refer only to the source.
💡Use the source AND recall.
💡Quote and then explain — show you understand it, don’t just repeat it.
💡You must make a judgement (e.g. “the source partly explains…”) or you are capped at 2 marks.
✓ Reveal marking scheme▾
Max 6 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
1 mark for each valid point selected from the source or each valid point of significant omission provided.
Up to 3 marks for interpretation of points from the source which support their judgement.
Up to 4 marks for identification of points of significant omission, based on their own knowledge, that support their judgement.
A maximum of 2 marks may be awarded for answers in which no judgement has been made or which refer only to the source.
Points from the source
Private landlords raised rents leading to over 20,000 tenants refusing to pay the increases. (Shows that tenants were refusing to pay the rent rises.)
Many wives and mothers played a key role in organising community action. (Shows that women played a leading part in the rent strikes.)
When striking tenants were taken to court in November 1915, sympathetic shipyard workers threatened to strike. (Shows workers supported the rent strikes.)
A strike of over 10,000 workers took place later in 1915 in support of the women. (Shows that women had support from other workers.)
Points of significant omission
women formed the Glasgow Women’s Housing Association to resist rent rises, for example, Helen Crawfurd, Mary Barbour
women blocked access to tenement closes to stop sheriff officers evicting tenants
women pelted sheriff officers with objects to prevent them carrying out evictions
rent strikes happened elsewhere in Scotland, for example, Aberdeen, Dundee and Lanarkshire
further demonstrations were held to protest against the prosecution of rent strikers, for example, demonstrations in George Square
rents were frozen at pre-war levels, for example, the Rent Restrictions Act
Describe4 marks2023Q11The Treaty of Union, 1689–1715
Describe the relationship between Scotland and England up to 1707.
WFQ = words from the question — reuse in every point.
🐀 RAT sheet — how to structure your answer▾
Describe · Appears in 2 sections
WFQ (words from the question)
One words from the question was …✓ 1 mark
A second words from the question was …✓ 1 mark
A third words from the question was …✓ 1 mark
A fourth words from the question was …✓ 1 mark
Example: One use of new technology on the Western Front during the First World War was mustard gas, which was used to blind soldiers and make it more difficult for them to fight.
How it's marked
1 mark for each accurate, relevant key point of knowledge.
A second mark for each point that is developed.
Full marks by four straightforward points, two developed points, or a combination.
✓ Reveal marking scheme▾
Max 4 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
1 mark for each accurate relevant key point of knowledge.
A second mark for each point that is developed, up to a maximum of 4 marks.
Candidates may achieve full marks by providing four straightforward points, by making two developed points (or any combination of these).
Possible points of knowledge
the Convention of Estates stated that Scots could act independently of the monarch
the Claim of Right declared that James had lost the throne
the Scottish Act of Settlement secured the Presbyterian Church in Scotland
Scottish Jacobite MPs openly opposed the new monarchy in the Scottish Parliament
Government troops killed members of the MacDonald clan in the Glencoe Massacre
The Worcester incident increased tension
failure of the Darien Scheme was blamed on lack of English support
To what extent9 marks2023Q12The Treaty of Union, 1689–1715
To what extent were religious concerns the main reason why many Scots opposed Union with England?
WFQ = words from the question — 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.)
🐀 RAT sheet — how to structure your answer▾
To what extent / How important / How successful · Appears in 2 sections
WFQ (words from the question)a factor
There are several reasons why words from the question. These include the isolated factor, FACTOR 2, and FACTOR 3.✓ 1 mark (introduction)
Some historians think the isolated factor was words from the question because _____. Also _____.✓ 1 KU mark per fact (up to 5)
However, other historians think FACTOR 2 was words from the question because _____. Also _____.✓ 1 mark (balance) + 1 KU per fact
Other historians think FACTOR 3 was words from the question because _____. Also _____.✓ 1 KU mark per fact
Overall, the isolated factor / FACTOR 2 / FACTOR 3 was the most important words from the question. This is because [reason why — does not need to be new].✓ 2 marks (conclusion)
How it's marked
5 marks for knowledge — 1 KU mark for each accurate, developed fact you give to support your factors (not too brief). If only one factor is presented, max 3 for knowledge.
Structure marks: 1 for an introduction, 1 for balance (more than one factor), 2 for a conclusion (1 for a valid judgement, 1 for a reason supporting it).
💡It is asking: one factor is a reason — but there are others, so decide which was MOST important.
💡Each fact you add (including every "Also…") earns a KU mark, as long as it is developed and not too brief — up to 5.
✓ Reveal marking scheme▾
Max 9 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
Up to 5 marks for relevant, factual, key points of knowledge used to support factors (1 mark each). If only one factor is presented, a maximum of 3 marks.
1 mark for an introduction which places the question in its historical context or outlines relevant factors.
1 mark for the answer being presented in a structured way.
1 mark for a conclusion with a valid judgement and 1 mark for a reason in support of the judgement.
Religious concerns
Presbyterians opposed Union as they feared bishops returning to control the Church of Scotland
Episcopalians opposed Union as they feared it would lead to Presbyterian control
Catholics opposed Union as Catholics were barred from becoming the monarch
Economic concerns
feared Union could lead to increased taxes in Scotland
Union would give England control of Scottish trade
English manufacturers could produce goods more cheaply
Political concerns
a British Parliament would be dominated by England
Cultural concerns
Union could be a danger to Scottish legal and educational traditions
Union could lead to an end to Scotland’s identity as an independent nation
Compare the views4 marks2023Q13The Treaty of Union, 1689–1715
Compare the views of Sources A and B about the reasons why some Scots supported Union with England.
WFQ = words from the question — reuse in every point.
(Compare the sources overall and/or in detail.)
Tip: Highlight 2–3 points of comparison — either where the sources agree OR where they disagree. You do not need both; pick one set and compare them point by point.
Highlight evidence — tap the text:
Source A
Sources A and B are about the reasons why some Scots supported Union with England.
Many Scots saw a full Union as the only way for the Scottish economy to improve as it was believed it would reduce poverty. The Treaty of Union would grant Scotland free trade with all English colonies abroad, including America. Wealthy landowners who supported Union, had little understanding of the successful illegal overseas trade between Scotland and the American colonies. Therefore, landowners viewed Union as the only option to increase investment in agricultural developments.
Source B
Much of the later 17th century had been a difficult time for Scotland politically. If Scotland and England were one country, then Scottish merchants would gain access to English colonies and markets. It was argued that Union might help the Scottish economy recover and improve living standards. The economic strength created by Union would lead landowners and farmers to invest in land improvements in their estates.
Overall, do the sources agree or disagree? (worth a mark for an overall comparison)
🐀 RAT sheet — how to structure your answer▾
Compare the views · Appears in 2 sections
WFQ (words from the question)quote from the source
Overall, Sources X and Y [agree/disagree] about words from the question.✓ 1 mark (overall)
The sources agree/disagree about statement summarising the point. Source X says “direct quote” and Source Y [agrees/disagrees] when it says “direct quote”.✓ 1–2 marks
The sources also agree/disagree about statement summarising the point. Source X says “direct quote” and Source Y [agrees/disagrees] when it says “direct quote”.✓ 1–2 marks
How it's marked
1 mark for a simple comparison (what the sources agree/disagree about).
2 marks for a developed comparison, supported by specific references to each source.
Full marks by four simple comparisons, two developed comparisons, or a combination.
💡One set of points will agree, one will disagree.
✓ Reveal marking scheme▾
Max 4 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
A simple comparison will indicate what points of detail or viewpoint the sources agree or disagree on and should be awarded 1 mark.
A developed comparison of the points of detail or overall viewpoint should be awarded a second mark.
Candidates may achieve full marks by making four simple comparisons, two developed comparisons (or any combination of these).
Overall: Overall — the sources agree about the reasons why some Scots supported Union with England.
Points of comparison
agree
Source A: Many Scots saw a full Union as the only way for the Scottish economy to improve as it was believed it would reduce poverty.
Source B: It was argued that Union might help the Scottish economy recover and improve living standards.
agree
Source A: The Treaty of Union would grant Scotland free trade with all English colonies abroad, including America.
Source B: If Scotland and England were one country, then Scottish merchants would gain access to English colonies and markets.
agree
Source A: Therefore, landowners viewed Union as the only option to increase investment in agricultural developments.
Source B: The economic strength created by Union would lead landowners and farmers to invest in land improvements in their estates.
Explain6 marks2023Q14The Treaty of Union, 1689–1715
Explain the reasons why the Treaty of Union was passed by the Scottish Parliament.
WFQ = words from the question — reuse in every point.
🐀 RAT sheet — how to structure your answer▾
Explain · Appears in all 3 sections
WFQ (words from the question)your own recalled knowledge
One reason why words from the question was fact which meant that …✓ 1 mark
A second reason why words from the question was fact which meant that …✓ 1 mark
A third reason why words from the question was fact which meant that …✓ 1 mark
A fourth reason why words from the question was fact which meant that …✓ 1 mark
A fifth reason why words from the question was fact which meant that …✓ 1 mark
A sixth reason why words from the question was fact which meant that …✓ 1 mark
Example: One reason why women gained the vote in 1918 was that women burned down buildings like cricket pavilions, which meant that they gained publicity for the cause of votes for women.
How it's marked
1 mark for each accurate, relevant reason.
A second mark for each reason that is developed.
Each sentence/point must answer the question on its own.
✓ Reveal marking scheme▾
Max 6 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
Up to a maximum of 6 marks in total, 1 mark for each accurate, relevant reason.
A second mark should be awarded for reasons that are developed.
Candidates may achieve full marks by providing six straightforward reasons, three developed reasons (or any combination of these).
Possible reasons
the Equivalent encouraged many to vote in favour of Union with England
the Squadrone Volante voted for Union because they would control who received money from the Equivalent
some MPs received a share of money from the English Government
the English court offered pensions and government jobs
fear of an English military invasion if Union was rejected
the threat of the Aliens Act being reintroduced which would have ruined trade with England
Presbyterian politicians voted for the treaty to secure the Kirk’s position
there were divisions amongst the opponents of Union in Parliament
the opposition was led by Hamilton who made many mistakes
How fully6 marks2023Q15The Treaty of Union, 1689–1715
How fully does Source C describe the economic effects of the Union up to 1715?
WFQ = words from the question — 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) — then recall 3 points the source leaves out.
Highlight evidence — tap the text:
Source C
Source C describes the economic effects of the Union up to 1715.
The making of the United Kingdom in 1707 was the product of power, control and negotiation. The Union gave Scotland free access to the large English domestic and colonial markets opening new trade links. Scottish merchants were presented with a chance for personal advancement through positions in the Hudson Bay and East India Company. Scots had opportunities to buy land in the Caribbean, making money from the production of sugar cane. Highland chiefs benefited through the black cattle trade which was in demand to feed the growing populations in towns.
🐀 RAT sheet — how to structure your answer▾
How fully · Appears in all 3 sections
WFQ (words from the question)quote from the sourceomission — your own recall
Overall, Source X partly words from the question.✓ needed for full marks
Source X says “direct quote” which meant that …✓ 1 mark (from source)
Source X also says “direct quote” which meant that …✓ 1 mark (from source)
Source X also says “direct quote” which meant that …✓ 1 mark (from source)
However, Source X doesn’t mention fact which meant that …✓ 1 mark (omission)
Source X also doesn’t mention fact which meant that …✓ 1 mark (omission)
Source X also doesn’t mention fact which meant that …✓ 1 mark (omission)
How it's marked
Up to 3 marks for points from the source that support your judgement.
Up to 4 marks for points of significant omission from recall.
Maximum 2 marks if no judgement is made, or if you refer only to the source.
💡Use the source AND recall.
💡Quote and then explain — show you understand it, don’t just repeat it.
💡You must make a judgement (e.g. “the source partly explains…”) or you are capped at 2 marks.
✓ Reveal marking scheme▾
Max 6 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
1 mark for each valid point selected from the source or each valid point of significant omission provided.
Up to 3 marks for interpretation of points from the source which support their judgement.
Up to 4 marks for identification of points of significant omission, based on their own knowledge, that support their judgement.
A maximum of 2 marks may be awarded for answers in which no judgement has been made or which refer only to the source.
Points from the source
The Union gave Scotland free access to the large English domestic and colonial markets opening new trade links. (Scots had access to new trading opportunities.)
Scottish merchants were presented with a chance for personal advancement through positions in the Hudson Bay and East India Company. (Scots were able to gain employment.)
Scots had opportunities to buy land in the Caribbean, making money from the production of sugar cane. (Scots made money by investing in the Empire.)
Highland chiefs benefited through the black cattle trade which was in demand to feed the growing populations in towns. (Scotland benefited from increased trade with England.)
Points of significant omission
the Salt Tax had a negative impact on Scottish fishing
increased tax on linen
English farming techniques were copied in Scotland which increased the amount of crops
the number of Scottish merchants involved in the tobacco trade increased
many Scots became more involved with smuggling
industries in towns developed due to increased trade
Describe4 marks2023Q1The Wars of Independence, 1286–1328
Describe the succession problem following the death of Alexander III, 1286–1292.
WFQ = words from the question — reuse in every point.
🐀 RAT sheet — how to structure your answer▾
Describe · Appears in 2 sections
WFQ (words from the question)
One words from the question was …✓ 1 mark
A second words from the question was …✓ 1 mark
A third words from the question was …✓ 1 mark
A fourth words from the question was …✓ 1 mark
Example: One use of new technology on the Western Front during the First World War was mustard gas, which was used to blind soldiers and make it more difficult for them to fight.
How it's marked
1 mark for each accurate, relevant key point of knowledge.
A second mark for each point that is developed.
Full marks by four straightforward points, two developed points, or a combination.
✓ Reveal marking scheme▾
Max 4 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
1 mark for each accurate relevant key point of knowledge.
A second mark for each point that is developed, up to a maximum of 4 marks.
Candidates may achieve full marks by providing four straightforward points, by making two developed points (or any combination of these).
Possible points of knowledge
Alexander III died without a male heir
his granddaughter Margaret, Maid of Norway, was very young when Alexander died
the proposed marriage between Margaret and Edward’s son gave Edward I the opportunity to interfere in Scottish affairs
the death of Margaret left Scotland without a clear heir
rivalry between claimants to the throne meant there was a prospect of civil war
Edward I brought an army with him to Norham to intimidate the Scots
Edward I demanded the nobles recognise him as overlord of Scotland at Norham
To what extent9 marks2023Q2The Wars of Independence, 1286–1328
To what extent was Edward I’s treatment of Balliol the main reason why Edward was able to impose his authority on Scotland, 1292–1296?
WFQ = words from the question — 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.)
🐀 RAT sheet — how to structure your answer▾
To what extent / How important / How successful · Appears in 2 sections
WFQ (words from the question)a factor
There are several reasons why words from the question. These include the isolated factor, FACTOR 2, and FACTOR 3.✓ 1 mark (introduction)
Some historians think the isolated factor was words from the question because _____. Also _____.✓ 1 KU mark per fact (up to 5)
However, other historians think FACTOR 2 was words from the question because _____. Also _____.✓ 1 mark (balance) + 1 KU per fact
Other historians think FACTOR 3 was words from the question because _____. Also _____.✓ 1 KU mark per fact
Overall, the isolated factor / FACTOR 2 / FACTOR 3 was the most important words from the question. This is because [reason why — does not need to be new].✓ 2 marks (conclusion)
How it's marked
5 marks for knowledge — 1 KU mark for each accurate, developed fact you give to support your factors (not too brief). If only one factor is presented, max 3 for knowledge.
Structure marks: 1 for an introduction, 1 for balance (more than one factor), 2 for a conclusion (1 for a valid judgement, 1 for a reason supporting it).
💡It is asking: one factor is a reason — but there are others, so decide which was MOST important.
💡Each fact you add (including every "Also…") earns a KU mark, as long as it is developed and not too brief — up to 5.
✓ Reveal marking scheme▾
Max 9 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
Up to 5 marks for relevant, factual, key points of knowledge used to support factors (1 mark each). If only one factor is presented, a maximum of 3 marks.
1 mark for an introduction which places the question in its historical context or outlines relevant factors.
1 mark for the answer being presented in a structured way.
1 mark for a conclusion with a valid judgement and 1 mark for a reason in support of the judgement.
Edward I’s treatment of Balliol
Edward I made King John Balliol pay homage to him in 1292, showing that Edward I was really in charge of Scotland
Balliol was forced to attend Edward I’s court like a vassal
The Ragman Roll
Scottish nobles swore a personal oath to Edward I, adding their seals to the Ragman Roll. This meant that they were accepting Edward I as their overlord
the signatories of the Ragman Roll were the important nobles and church leaders in Scotland
Edward I’s interference in Scotland’s affairs
Edward I appointed an English noble as Scottish Chancellor
Edward I declared that he would hear legal complaints and court hearings from Scottish nobles, undermining Balliol’s authority
Edward I’s invasion of Scotland
Edward I ransacked the Scottish town of Berwick, for example, killing 10,000 of the population
the Scottish Army was defeated at Dunbar
Edward I had captured the majority of important Scottish castles, as far north as Elgin
The Scottish nobles’ relations with Balliol
the nobles undermined Balliol by creating 12 Guardians of the Realm
the Bruce’s were hostile to Balliol and his rule in Scotland and sided with Edward
Edward I’s capture of Scottish regalia
Edward I took important Scottish symbols of kingship to London, symbolising Balliol’s loss of authority for example, the Stone of Destiny
Compare the views4 marks2023Q3The Wars of Independence, 1286–1328
Compare the views of Sources A and B about the Scottish response to the Anglo-French War.
WFQ = words from the question — reuse in every point.
(Compare the sources overall and/or in detail.)
Tip: Highlight 2–3 points of comparison — either where the sources agree OR where they disagree. You do not need both; pick one set and compare them point by point.
Highlight evidence — tap the text:
Source A
Sources A and B are about the Scottish response to the Anglo-French War.
During 1294, Edward I was preparing to go to war with France and he wanted the Scots to fight for him. However, the Scottish nobles argued that Edward I had no right to ask Scottish people to fight for him. The Scots did not want to get involved because they wanted to prioritise their relationship with France. Scotland had strong economic ties with France and the Scots did not want to fight their trading partner.
Source B
After Alexander III had died, Scotland had suffered economic turmoil. Scotland and France were historic allies. The Scots did not want to fight in a war against a country with whom they had strong economic links. Scottish nobles were also angered by Edward’s demand that they fight with England in his war against France. The Scots preferred to develop closer links with France by signing a treaty.
Overall, do the sources agree or disagree? (worth a mark for an overall comparison)
🐀 RAT sheet — how to structure your answer▾
Compare the views · Appears in 2 sections
WFQ (words from the question)quote from the source
Overall, Sources X and Y [agree/disagree] about words from the question.✓ 1 mark (overall)
The sources agree/disagree about statement summarising the point. Source X says “direct quote” and Source Y [agrees/disagrees] when it says “direct quote”.✓ 1–2 marks
The sources also agree/disagree about statement summarising the point. Source X says “direct quote” and Source Y [agrees/disagrees] when it says “direct quote”.✓ 1–2 marks
How it's marked
1 mark for a simple comparison (what the sources agree/disagree about).
2 marks for a developed comparison, supported by specific references to each source.
Full marks by four simple comparisons, two developed comparisons, or a combination.
💡One set of points will agree, one will disagree.
✓ Reveal marking scheme▾
Max 4 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
A simple comparison will indicate what points of detail or viewpoint the sources agree or disagree on and should be awarded 1 mark.
A developed comparison of the points of detail or overall viewpoint should be awarded a second mark.
Candidates may achieve full marks by making four simple comparisons, two developed comparisons (or any combination of these).
Overall: Overall - the sources agree about the Scottish response to the Anglo- French war.
Points of comparison
agree
Source A: However, the Scottish nobles argued that Edward I had no right to ask Scottish people to fight for him.
Source B: Scottish nobles were also angered by Edward’s demand that they fight with England in his war against France.
agree
Source A: The Scots did not want to get involved because they wanted to prioritise their relationship with France.
Source B: The Scots preferred to develop closer links with France by signing a treaty.
agree
Source A: Scotland had strong economic ties with France and the Scots did not want to fight their trading partner.
Source B: The Scots did not want to fight in a war against a country with whom they had strong economic links.
Explain6 marks2023Q4The Wars of Independence, 1286–1328
Explain the reasons why William Wallace was defeated at the Battle of Falkirk, 1298.
WFQ = words from the question — reuse in every point.
🐀 RAT sheet — how to structure your answer▾
Explain · Appears in all 3 sections
WFQ (words from the question)your own recalled knowledge
One reason why words from the question was fact which meant that …✓ 1 mark
A second reason why words from the question was fact which meant that …✓ 1 mark
A third reason why words from the question was fact which meant that …✓ 1 mark
A fourth reason why words from the question was fact which meant that …✓ 1 mark
A fifth reason why words from the question was fact which meant that …✓ 1 mark
A sixth reason why words from the question was fact which meant that …✓ 1 mark
Example: One reason why women gained the vote in 1918 was that women burned down buildings like cricket pavilions, which meant that they gained publicity for the cause of votes for women.
How it's marked
1 mark for each accurate, relevant reason.
A second mark for each reason that is developed.
Each sentence/point must answer the question on its own.
✓ Reveal marking scheme▾
Max 6 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
Up to a maximum of 6 marks in total, 1 mark for each accurate, relevant reason.
A second mark should be awarded for reasons that are developed.
Candidates may achieve full marks by providing six straightforward reasons, three developed reasons (or any combination of these).
Possible reasons
William Wallace’s forces were heavily outnumbered by the English army
Andrew Murray had died after Stirling Bridge, depriving the Scots of his military experience at Falkirk
the English army were led by Edward I who was a strong military leader
the English army had more professional soldiers than the Scottish army
it was difficult for the Scottish schiltrons to move forward and attack the English
the Scottish cavalry fled the battlefield
the Scottish schiltrons were vulnerable to attack without the protection of cavalry or archers
English longbowmen were able to weaken the schiltrons from a distance
the English cavalry were able to charge at the schiltrons and break them up
How fully6 marks2023Q5The Wars of Independence, 1286–1328
How fully does Source C describe the events of the Battle of Bannockburn in 1314?
WFQ = words from the question — 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) — then recall 3 points the source leaves out.
Highlight evidence — tap the text:
Source C
Source C describes the events of the Battle of Bannockburn in 1314.
By 1314, Bruce had managed to recapture most Scottish castles. The English had a deadline to reinforce Stirling Castle by mid-summer of the same year, leading to the Battle of Bannockburn. The battle started with Edward II sending two separate scouting parties ahead of his main force. Despite this, the English army still lacked proper organisation. The English cavalry did not have enough space to charge at the Scots successfully. Also, the English archers could not find an effective position from which to attack the Scots.
🐀 RAT sheet — how to structure your answer▾
How fully · Appears in all 3 sections
WFQ (words from the question)quote from the sourceomission — your own recall
Overall, Source X partly words from the question.✓ needed for full marks
Source X says “direct quote” which meant that …✓ 1 mark (from source)
Source X also says “direct quote” which meant that …✓ 1 mark (from source)
Source X also says “direct quote” which meant that …✓ 1 mark (from source)
However, Source X doesn’t mention fact which meant that …✓ 1 mark (omission)
Source X also doesn’t mention fact which meant that …✓ 1 mark (omission)
Source X also doesn’t mention fact which meant that …✓ 1 mark (omission)
How it's marked
Up to 3 marks for points from the source that support your judgement.
Up to 4 marks for points of significant omission from recall.
Maximum 2 marks if no judgement is made, or if you refer only to the source.
💡Use the source AND recall.
💡Quote and then explain — show you understand it, don’t just repeat it.
💡You must make a judgement (e.g. “the source partly explains…”) or you are capped at 2 marks.
✓ Reveal marking scheme▾
Max 6 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
1 mark for each valid point selected from the source or each valid point of significant omission provided.
Up to 3 marks for interpretation of points from the source which support their judgement.
Up to 4 marks for identification of points of significant omission, based on their own knowledge, that support their judgement.
A maximum of 2 marks may be awarded for answers in which no judgement has been made or which refer only to the source.
Points from the source
The battle started with Edward II sending two separate scouting parties ahead of his main force. (Edward II sent advance forces to scout out Bannockburn.)
Despite this, the English army still lacked proper organisation. (The English army was disorganised.)
The English cavalry did not have enough space to charge at the Scots successfully. (The English cavalry did not have enough room to charge the Scots.)
Also, the English archers could not find an effective position from which to attack the Scots. (English archers were ineffective.)
Points of significant omission
Edward II’s poor military leadership created confusion in the English army
Henry de Bohun, an English knight, charged at Bruce directly but was killed by Bruce, with a blow of his axe
on the morning of the battle the English saw the Scots and started to advance quickly
Bruce’s well-trained spearmen pushed the English back
the English mistook the Sma’ Folk on Coxet Hill as another Scottish force
the Scottish army advanced in three separate 'schiltron' formations
