How fully6 marks2026Q36The Trade in Enslaved African People, 1770–1807
How fully does Source A explain the reasons why the trade in enslaved Africans had a negative effect on African societies?
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 explains the reasons why the trade in enslaved Africans had a negative effect on African societies.
Demand for the labour of enslaved people grew significantly in the 17th century. However, the trade really expanded with Britain in the 18th century. Many argue that Europeans trading weapons led to more warfare in West Africa. Some African states, such as Ashanti and Dahomey, grew richer as a result. However, other cultures were lost as they were taken over by their rivals. Many Africans were killed during conflicts over enslavement. In addition, millions of people's homes were destroyed during these wars.
🐀 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.
Explain6 marks2026Q37The Trade in Enslaved African People, 1770–1807
Explain the reasons why the Caribbean trade had an impact on Britain's economy.
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.
Describe4 marks2026Q38The Trade in Enslaved African People, 1770–1807
Describe the working conditions on the plantations for enslaved Africans.
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.
Compare the views4 marks2026Q39The Trade in Enslaved African People, 1770–1807
Compare the views of Sources B and C about enslaved Africans' attempts to gain their freedom.
WFQ = words from the question — reuse in every point.
(Compare the sources overall and/or in detail.)
Tip: Highlight 2–3 points of comparison — either where the sources agree OR where they disagree. You do not need both; pick one set and compare them point by point.
Highlight evidence — tap the text:
Source B
Sources B and C are about enslaved Africans' attempts to gain their freedom.
Enslaved Africans were angry at being taken from their homelands. They wanted to change their lives. For many, the risk of punishment for escaping was worthwhile if they had the chance of winning freedom. Families would try to flee together as staying united gave them a better chance of surviving. Some Africans who did escape managed to live the rest of their lives free from the plantations.
Source C
In recent years, more work has been done to research the different ways that enslaved Africans fought back against their owners. Many families chose to split up and escape individually to increase their chances of success. Many enslaved Africans were too scared to run away in case they faced harsh punishment. Although some enslaved people ran away, they often did not manage to stay free because they were captured and returned to the plantations.
🐀 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.
Evaluate the usefulness5 marks2026Q40The Trade in Enslaved African People, 1770–1807
Evaluate the usefulness of Source D as evidence of the role of William Wilberforce in the abolitionist campaigns.
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 2009.
William Wilberforce was born in Hull in 1759. In his younger years, he was not very religious, but over time became a strong believer in Christianity. This led to him hearing about opposition to enslavement. Wilberforce spoke at different public meetings, protesting against the treatment of Africans. He also helped publicise petitions against enslavement. As a result of this, he often faced threats of violence. However, Wilberforce was not intimidated and he continued to work with members of 'anti-slavery' campaign groups.
🐀 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.
To what extent9 marks2025Q34The Trade in Enslaved African People, 1770–1807
To what extent was population loss in African societies the main impact of the trade in enslaved people?
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 (introduction, structure, conclusion with valid judgement, reason in support of the judgement).
Population loss
millions of Africans were taken from Africa
loss of young men and women led to fewer children
fewer people left to work the land
Culture
there was a loss of cultural traditions which were not being passed down generations
loss of skilled craftspeople meant skills died out, for example, carved ivory statues
Economy
cheap European goods stopped African goods being made
large areas of land were left uncultivated
War and conflict
trade in enslaved Africans encouraged conflict due to wealth made from enslavement
introduction of guns made tribal wars more violent
Plantations in the Caribbean
diseases and enslavement killed native peoples, for example, the Arawaks
large areas of the natural environment were ruined to make way for the sugar cane
the trade in enslaved people caused an overreliance on sugar production, damaging the economy.
How fully6 marks2025Q35The Trade in Enslaved African People, 1770–1807
How fully does Source A describe the impact of the Caribbean trade on the British 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 A
Source A describes the impact of the Caribbean trade on the British economy.
The trade in enslaved Africans had far reaching effects on British society, including the economy. Caribbean rum consumption rose, leading to the development of the alcohol trade in Britain. Profits gained in Glasgow from sugar and tobacco helped fund the development of the chemical industry in Scotland. The Caribbean trade encouraged the growth of the cotton industry in Lancashire. The fishing industry benefitted from the Caribbean trade as it grew due to the need for salt fish for use in the voyages.
🐀 RAT sheet — how to structure your answer▾
How fully · Appears in all 3 sections
WFQ (words from the question)quote from the sourceomission — your own recall
Overall, Source X partly words from the question.✓ needed for full marks
Source X says “direct quote” which meant that …✓ 1 mark (from source)
Source X also says “direct quote” which meant that …✓ 1 mark (from source)
Source X also says “direct quote” which meant that …✓ 1 mark (from source)
However, Source X doesn’t mention fact which meant that …✓ 1 mark (omission)
Source X also doesn’t mention fact which meant that …✓ 1 mark (omission)
Source X also doesn’t mention fact which meant that …✓ 1 mark (omission)
How it's marked
Up to 3 marks for points from the source that support your judgement.
Up to 4 marks for points of significant omission from recall.
Maximum 2 marks if no judgement is made, or if you refer only to the source.
💡Use the source AND recall.
💡Quote and then explain — show you understand it, don’t just repeat it.
💡You must make a judgement (e.g. “the source partly explains…”) or you are capped at 2 marks.
✓ Reveal marking scheme▾
Max 6 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
Candidates must make a judgement about the extent to which the source provides a full description of a given event or development.
1 mark should be awarded for each valid point selected from the source or each valid point of significant omission provided.
Up to 3 marks for their interpretation of points from the source which support their judgement.
Up to 4 marks for their identification of points of significant omission, based on their own knowledge, that support their judgement.
Points from the source
Caribbean rum consumption rose, leading to the development of the alcohol trade in Britain. — Alcohol from the Caribbean led to the growth in this industry.
Profits gained in Glasgow from sugar and tobacco helped fund the development of the chemical industry in Scotland. — The chemical industry in Scotland started because of the money gained from the trade in enslaved Africans.
The Caribbean trade encouraged the growth of the cotton industry in Lancashire. — The cotton industry in Lancashire was able to grow because of cotton.
The fishing industry benefitted from the Caribbean trade as it grew due to the need for salt fish for use in the voyages. — The fishing industry grew due to the need for more food on the voyages.
Points of significant omission
new industries related to the Caribbean trade led to a growth in the economy, for example, coffee houses, glass making in Bristol
many new jobs were created by the Caribbean trade, for example, rope makers
iron founding grew to make products for the Caribbean trade, for example, guns
insurance companies grew, for example, Lloyds of London
the finance industry grew rapidly as a result of the Caribbean trade, for example, Barings Bank, which was used by merchants, made London the financial capital of Britain
Liverpool became a centre for building ships for the Caribbean trade
Evaluate the usefulness5 marks2025Q36The Trade in Enslaved African People, 1770–1807
Evaluate the usefulness of Source B as evidence of living and working conditions of enslaved people on the 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 B
Source B is from a letter written by a visitor to the Caribbean in 1789.
On my travels around the Caribbean islands, I visited many plantations. One of these was on Montserrat. There, it was very common for the slaves to be branded with the initials of their owner's name. I saw many slaves being punished harshly with instruments of torture such as thumb screws. I watched slaves working from dawn to dusk on the sugar plantations. On many of the islands I visited, I saw the same treatment repeatedly.
🐀 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: a visitor to the Caribbean — Useful as he was an eyewitness of the living and working conditions on plantations.
Type of Source: letter — Useful as it is more likely to be an honest account of the living and working conditions observed by the visitor.
Purpose: to inform — Useful as it was written to show how enslaved people were treated and likely to be accurate.
Timing: 1789 — Useful as it was written at the time of enslavement in the Caribbean.
Content
There, it was very common for the slaves to be branded with the initials of their owner's name. — Useful as it is accurate (enslaved people were branded by their owners).
I saw many slaves being punished harshly with instruments of torture such as thumb screws. — Useful as it is accurate (enslaved people were punished harshly).
I watched slaves working from dusk until dawn to dusk on the sugar — Useful as it is accurate (enslaved people would work long days).
Explain6 marks2025Q37The Trade in Enslaved African People, 1770–1807
Explain the reasons why the abolition campaigns were successful up to 1807.
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.
1 mark should be awarded for each accurate, relevant reason, and a second mark should be awarded for reasons that are developed.
Possible reasons
Clarkson travelled the country showing people the equipment used which horrified people and made them turn against the trade in enslaved Africans
Wilberforce spent many years putting forward bills to abolish the trade in enslaved Africans, gradually changing politicians' minds
formerly enslaved people wrote autobiographies, which helped to change people's minds about the treatment they received
women started boycotting trade products which raised awareness for abolitionists
John Newton preached against the trade in enslaved Africans, and he was very influential
Wedgwood created an emblem for the campaign which gained support from those who could not read
petitions against the trade in enslaved Africans encouraged many people to take part in the abolition campaign
MPs were changing their minds about the trade in enslaved Africans due to diminishing profits
opportunities for cheaper goods from India meant there was no need to use plantation labour in the Caribbean, for example, sugar
fear over the threat of rebellion in the Caribbean meant MPs wanted to withdraw from the Caribbean trade
poetry created by abolitionists led to more people being aware of the abolitionist campaign, for example, Slavery by Hannah More
religious groups were very important in organising campaigns for the abolition of the trade in enslaved Africans, for example, the Quakers
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 should be awarded for each accurate relevant key point of knowledge.
A second mark should be awarded for each point that is developed, up to a maximum of 4 marks.
Possible points of knowledge
ships sailed from Britain to Africa carrying manufactured goods
slave ships mainly departed from Liverpool, Bristol and London
manufactured goods were exchanged for enslaved Africans, for example, guns, alcohol, glass beads, pots and pans
slave ships left West Africa carrying enslaved Africans to West Indies and the Americas (the Middle Passage)
the Middle Passage could take from a few weeks to several months
profits from slave auctions were then invested in sugar, coffee, cotton, tobacco
ships carrying tobacco, sugar, molasses, cotton would sail back across the Atlantic
cotton, tobacco, sugar, coffee could be sold on return to Britain for a large profit
To what extent9 marks2024Q32The Atlantic Slave Trade, 1770–1807
To what extent was the growth of shipbuilding the main impact of the slave trade on the British 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 can be awarded for relevant, factual, key points of knowledge used to support factors, with 1 mark given for each point. If only one factor is presented, a maximum of 3 marks should be awarded.
A further 4 marks can be awarded for providing the answer in a structured way and coming to a reasoned conclusion: 1 mark for an introduction, 1 mark for a structured presentation, 1 mark for a conclusion with a valid judgement, 1 mark for a reason in support of the judgement.
Shipbuilding
increased job opportunities for skilled craftsmen
Port cities became bigger and created new jobs as a result of shipbuilding, for example, Liverpool
Banking
growth of insurance companies, for example, Lloyds of London insured many slave voyages
banks financed slave voyages, for example, Barclays Bank and the Bank of England
made London the financial capital of the British Empire
Tobacco industry
tobacco merchants in Glasgow, which led to a new industry boosting the wealth of the city
Textile industry
orders from the trade in enslaved Africans increased profits in the textile industry
cotton for mills came from plantations using enslaved Africans’ labour allowing the industry to expand
Sugar industry
the sugar industry developed providing many jobs, for example, Bristol opened sugar houses and a sugar refinery
Slave related industry
chain-making and rope were boosted by the trade in enslaved Africans
the need for manufactured goods such as glass beads and copper led to a growth of factories producing these goods
Compare the views4 marks2024Q33The Atlantic Slave Trade, 1770–1807
Compare the views of Sources A and B about the impact of the slave trade on the Caribbean islands.
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 impact of the slave trade on the Caribbean islands.
The introduction of the slave trade in the Caribbean caused a long-lasting impact on the islands. The local peoples of the West Indies were almost all wiped out because they caught European diseases, such as the flu. There was more unrest on the islands after laws were brought in to make sure that enslaved people were severely restricted. Large areas of natural beauty were flattened to make space for plantations.
Source B
Sources A and B are about the impact of the slave trade on the Caribbean islands.
The Caribbean lost a great deal of its beautiful landscape after plantations were developed. The Caribbean islands were made more violent as a result of the laws made to keep enslaved people under control. The Arawak people could not cope with the new diseases brought on slave ships and many died as a result. Many resented the changes because they increased racist attitudes in the Caribbean islands.
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.
Overall: Overall — the sources agree about the impact of the slave trade on the Caribbean islands.
Points of comparison
agree
Source A: The local peoples of the West Indies were almost all wiped out because they caught European diseases, such as the flu.
Source B: The Arawak people could not cope with the new diseases brought on slave ships and many died as a result.
agree
Source A: There was more unrest on the islands after laws were brought in to make sure that enslaved people were severely restricted.
Source B: The Caribbean islands were made more violent as a result of the laws made to keep enslaved people under control.
agree
Source A: Large areas of natural beauty were flattened to make space for plantations.
Source B: The Caribbean lost a great deal of its beautiful landscape after plantations were developed.
Explain the reasons why living and working conditions on the plantations were difficult for enslaved African 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 should be awarded for each accurate, relevant reason, and a second mark should be awarded for reasons that are developed.
Candidates may achieve full marks by providing six straightforward reasons, three developed reasons (or any combination of these).
Possible reasons
enslaved Africans were often given poor quality food, so they were often malnourished
enslaved Africans lived in run-down accommodation which was often not weatherproof which led to ill health
enslaved Africans were often brutally punished causing them injury, for example, whipping when they did not work hard enough
enslaved Africans usually worked 12 hours or more per day which was exhausting
the intense heat of the Caribbean made working conditions extremely difficult
enslaved Africans could be threatened about the sale of family members which made them fear for the loss of their families
enslaved African women were often subjected to mistreatment from overseers and owners
enslaved Africans could be injured whilst working, for example, using sugar making equipment
enslaved African women had to give birth and return to work straight away, giving them no time to recover
How fully6 marks2024Q35The Atlantic Slave Trade, 1770–1807
How fully does Source C describe the methods used by the abolitionists?
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 methods used by the abolitionists.
By the late 18th century, there was a growing campaign against slavery, in all its forms. Reports about the cruelty of slavery such as the story of the slave ship the Zong, were publicised by Granville Sharp. Some women helped the abolitionist cause by boycotting slave-produced goods. Many in Britain started to question the morality of slavery. Thomas Clarkson travelled an astonishing 35,000 miles around Britain lecturing about slavery. Petitions demanding an end to the slave trade attracted tens of thousands of names.
🐀 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
Reports about the cruelty of slavery such as the story of the slave ship the Zong, were publicised by Granville Sharp.
Some women helped the abolitionist cause by boycotting slave-produced goods.
Thomas Clarkson travelled an astonishing 35,000 miles around Britain lecturing about slavery.
Petitions demanding an end to the slave trade attracted tens of thousands of names.
Points of significant omission
Olaudah Equiano published a book speaking out against slavery
William Wilberforce put the abolition bill forward in Parliament for 18 years
Sons of Africa group educated people in Britain about the plight of enslaved Africans
thumbscrews and shackles were shown to the public
many items were made by Wedgewood with the ‘Am I not a man and a brother?’ slogan
Christian groups and individuals lobbied MPs asking them to stop slavery, for example, Quakers, Hannah More
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
How fully6 marks2022Q34The Atlantic Slave Trade, 1770–1807
How fully does Source A describe the experience of slaves in slave factories on the African coast?
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 experience of slaves in slave factories on the African coast.
Those being forced into slavery are forced to walk for many days to reach the coast. When captured Africans are brought from the inland areas, they are held in prison. There is a chain of 30 large stone forts along the Gold Coast of West Africa. When we buy the captives, they are all brought out together and thoroughly examined by our surgeons. Slaves are often put in punishment cells for rebellious behaviour. Slaves are often kept chained up during their time in slave factories.
🐀 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
When captured Africans are brought from the inland areas, they are held in prison. (Enslaved people were gathered in prisons.)
When we buy the captives, they are all brought out together and thoroughly examined by our surgeons. (Enslaved people were examined by doctors.)
Slaves are often put in punishment cells for rebellious behaviour. (Enslaved people were put in punishment cells for rebelling.)
Slaves are often kept chained up during their time in slave factories. (Enslaved people were often shackled whilst in the slave factories.)
Points of significant omission
enslaved Africans would be separated by gender in factories
the enslaved people passed as fit were branded on the chest with a hot iron to stop the African traders from switching bought slaves for unfit ones
enslaved women would suffer sexual exploitation
enslaved people would be whipped for anything they did wrong
enslaved people were fed little amounts of food to keep them docile
prisoners could be kept in slave factories for months
Evaluate the usefulness5 marks2022Q35The Atlantic Slave Trade, 1770–1807
Evaluate the usefulness of Source B as evidence of the impact of the slave trade on the development of the Caribbean islands.
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 — a letter written by a visitor to Jamaica in 1774
Source B is a letter written by a visitor to Jamaica in 1774.
Smallpox is a dreadful disease which has frequently caused many deaths here among the enslaved Africans. The latest method of vaccination practised in this island promises to put an end to such awful loss of life. I am also concerned at the deep divisions that can be seen between rich white and poor free black communities. The focus only on sugar is stopping this island from developing other businesses which will harm the island's economy if sugar prices go down.
🐀 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
For a mark to be awarded, the candidate must identify an aspect of the source and make a comment which shows why this aspect makes the source more or less useful.
A maximum of 4 marks can be awarded for evaluative comments relating to the author, type of source, purpose and timing.
A maximum of 2 marks may be awarded for evaluative comments relating to the content of the source.
A maximum of 2 marks may be awarded for evaluative comments relating to points of significant omission.
Aspect of the source
Author: visitor to Jamaica — Useful because it is an eyewitness account of Jamaica.
Type of Source: a letter — Useful as it is more likely to be an honest account.
Purpose: to inform — Useful because it is intended to give an accurate description.
Timing: 1774 — Useful as it is written when the slave trade was having a significant impact on the island of Jamaica.
Content
Smallpox is a dreadful disease which has frequently caused many deaths here among the enslaved Africans. — Useful because it is accurate (many infectious diseases were fatal to enslaved people).
I am also concerned at the deep divisions that can be seen between rich white and poor free black communities. — Useful because it is accurate (slavery did create a divide in Caribbean society).
The focus only on sugar is stopping this island from developing other businesses which will harm the island's economy if sugar prices go down. — Useful because it is accurate (sugar prevented the growth of other industries in the Caribbean).
Points of significant omission
Native people (Arawaks) died out ending their culture
the natural beauty of the island was destroyed because land was cleared for plantations
small farms were replaced by large plantations causing a loss of employment and income for islanders
slavery increased racism and hindered the development of the island
Explain the reasons why resistance by slaves was so difficult on plantations.
WFQ = words from the question — reuse in every point.
🐀 RAT sheet — how to structure your answer▾
Explain · Appears in all 3 sections
WFQ (words from the question)your own recalled knowledge
One reason why words from the question was fact which meant that …✓ 1 mark
A second reason why words from the question was fact which meant that …✓ 1 mark
A third reason why words from the question was fact which meant that …✓ 1 mark
A fourth reason why words from the question was fact which meant that …✓ 1 mark
A fifth reason why words from the question was fact which meant that …✓ 1 mark
A sixth reason why words from the question was fact which meant that …✓ 1 mark
Example: One reason why women gained the vote in 1918 was that women burned down buildings like cricket pavilions, which meant that they gained publicity for the cause of votes for women.
How it's marked
1 mark for each accurate, relevant reason.
A second mark for each reason that is developed.
Each sentence/point must answer the question on its own.
✓ Reveal marking scheme▾
Max 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 accurate, relevant reason, and a second mark should be awarded for reasons that are developed.
Candidates may achieve full marks by providing six straightforward reasons, three developed reasons (or any combination of these).
Possible reasons
harsh punishments such as whipping meant that enslaved people were too scared to resist
enslaved people were afraid to resist in case they were sold off away from their families
enslaved people were branded which made runaways very easy to spot and so they would be recaptured quickly
large rewards were given for the capture of runaways which deterred escapes
slave owners were very well armed with guns and so were able to put down any attempts of resistance by enslaved people
enslaved people were not given much free time so they would find it difficult to be able to organise rebellions
there were heavily armed militia which were a deterrent to resistance
rebel ringleaders were publicly tried and executed which deterred others from resisting
To what extent9 marks2022Q37(a)The Atlantic Slave Trade, 1770–1807
How important was the role of William Wilberforce in the success of the abolitionist campaigns to end the Atlantic slave trade?
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 can be awarded for relevant, factual, key points of knowledge used to support factors, with 1 mark awarded for each point. If only one factor is presented, a maximum of 3 marks should be awarded for relevant points of knowledge.
A further 4 marks can be awarded for providing the answer in a structured way and coming to a reasoned conclusion.
1 mark for an introduction (which places the question in its historical context or outlines relevant factors).
1 mark for the answer being presented in a structured way (with knowledge being organised in support of different factors).
1 mark for a conclusion with a valid judgement (or overall summary).
1 mark for a reason in support of the judgement (a summary cannot be supported).
William Wilberforce
Wilberforce introduced many bills into parliament, which put pressure on MPs to end the slave trade
Wilberforce had the support of important politicians who backed his campaign
in 1804 the Abolition Bill Wilberforce introduced was passed by the House of Commons
Other Abolitionists
Newton wrote a book describing the horrors of the slave trade which shocked the public and increased support
Equiano's autobiography and speaking tours highlighted the plight of enslaved people
Clarkson collected evidence of the slave trade which horrified people, for example, manacles, thumbscrews and the Brookes ship diagram
role of religious belief in changing attitudes towards slavery, for example, Quakers
Campaign methods
many petitions sent to parliament highlighting the support of the public against the Slave Trade
women refused to buy sugar produced by enslaved people and persuaded grocers not to sell it
slogans such as 'Am I not a man and a brother' on Wedgewood
Economic reasons
slave trade ceased to be profitable
Resistance of enslaved people
reactions of plantation owners to increasing slave rebellions made the trade less viable for example, Haiti
To what extent9 marks2022Q37(b)The Atlantic Slave Trade, 1770–1807
How important was loss of population as an impact of the slave trade on African societies?
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 can be awarded for relevant, factual, key points of knowledge used to support factors, with 1 mark awarded for each point. If only one factor is presented, a maximum of 3 marks should be awarded for relevant points of knowledge.
A further 4 marks can be awarded for providing the answer in a structured way and coming to a reasoned conclusion.
1 mark for an introduction (which places the question in its historical context or outlines relevant factors).
1 mark for the answer being presented in a structured way (with knowledge being organised in support of different factors).
1 mark for a conclusion with a valid judgement (or overall summary).
1 mark for a reason in support of the judgement (a summary cannot be supported).
Loss of population
over twelve million people taken from Africa during the slave trade
six million Africans died on the way to the coast to be sold
it's estimated the population should have been 50 million instead of 25 million
disease spread more easily due to the movement of captured enslaved people within Africa, further reducing the population
Agriculture
fewer young, strong, healthy Africans to grow food which led to famine
agricultural improvements were not made in Africa due to lack of experienced farmers
to avoid slavers good farmland on the coast was abandoned leading to fewer crops and greater hunger
Conflict
villages were often destroyed or deserted
wars between African tribes became more common to enable the capture of prisoners to trade as slaves
use of guns traded for enslaved people meant conflict was more violent
tribal conflict to capture prisoners created an atmosphere of hatred and distrust among tribes that lasted long after the slave trade
Racism
ideas of African inferiority remained among Europeans for many years as a result of the slave trade
Evaluate the usefulness5 marks2021Q34The Atlantic Slave Trade, 1770–1807
Evaluate the usefulness of Source A as evidence of African slave factories.
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 A — an extract from a diary written by a visitor to an African slave factory in 1801
Source A is an extract from a diary written by a visitor to an African slave factory in 1801.
In Africa there were several tribes which captured people for the international slave trade. The first slave factory I visited was a large area, protected by a tall fence with sharp points on the top. Under some trees, were the huge pots in which the beans and rice were cooked for the slaves. Many of the slaves were ones I had seen before on my travels. Some seemed filled with dread over their future as they believed that Europeans bought Africans to eat them.
🐀 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 for author, type of source, purpose and timing; a maximum of 2 marks for content; a maximum of 2 marks for points of significant omission.
Author
written by a visitor to an African slave factory: Useful as they were an eyewitness to slave factories.
Type of Source
extract from a diary/primary source: Useful as it is an honest personal account of the visitor experiences.
Purpose
To record: Useful as it was written to record the explorer’s experiences on the west coast of Africa, so should be unbiased.
Timing
1801: Useful as it was written during the time of British involvement in the Atlantic Slave Trade.
Content
The first slave factory I visited was a large area, protected by a tall fence with sharp points on the top: Useful as it is accurate (many slave factories were enclosed like a prison).
Under some trees, were the huge pots in which the beans and rice were cooked for the slaves: Useful as it is accurate (evidence of the way slaves were fed).
Some seemed filled with dread over their future as they believed that Europeans bought Africans to eat them: Useful as it is accurate (slaves did not know why they were captured and were worried that Europeans were cannibals).
Points of significant omission
conditions in slave factories were terrible (for example, many slaves were beaten, kept in underground cells, slaves died)
female slaves were subject to exploitation
slaves could be held for many months waiting on British traders to arrive and buy them
slave factories were also used as warehouses to store goods such as guns, brandy, tobacco.
Explain the reasons why the Atlantic slave trade was so important to the British economy.
WFQ = words from the question — 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.
1 mark should be awarded for each accurate, relevant reason, and a second mark should be awarded for reasons that are developed.
Candidates may achieve full marks by providing six straightforward reasons, three developed reasons (or any combination of these).
Possible reasons
profits from the slave trade boosted the development of British industry
more jobs were provided in industries linked to the slave trade (for example, shipbuilding, rope making, dock work, sailors)
British businesses benefited from selling slave-produced goods (for example, coffee, sugar and tobacco)
growth of manufactured goods made in Britain to be sold in Africa or exported to the plantations (for example, guns, alcohol)
British cotton mills benefited from supplies of slave-produced cotton
port cities (for example, Liverpool and Bristol) grew in size and wealth through their involvement in the transportation of slaves
many great buildings were built from the profits of the slave trade
led to the growth of banking and insurance industries (for example, in London).
How fully6 marks2021Q36The Atlantic Slave Trade, 1770–1807
How fully does Source B describe the living and working conditions of slaves on the plantations?
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 B
Source B describes the living and working conditions of slaves on the plantations.
Approximately 12 million Africans were taken to the Caribbean to work on the plantations. Slaves were forced to work 12 hour days, at harvest time this could be much more. If slaves did not work hard enough they would be whipped by the overseers. Many slaves struggled to work these long hours. The food that was given to them was cheap and of poor quality, rarely including meat. Slaves were often made to build their own shacks by the overseers.
🐀 RAT sheet — how to structure your answer▾
How fully · Appears in all 3 sections
WFQ (words from the question)quote from the sourceomission — your own recall
Overall, Source X partly words from the question.✓ needed for full marks
Source X says “direct quote” which meant that …✓ 1 mark (from source)
Source X also says “direct quote” which meant that …✓ 1 mark (from source)
Source X also says “direct quote” which meant that …✓ 1 mark (from source)
However, Source X doesn’t mention fact which meant that …✓ 1 mark (omission)
Source X also doesn’t mention fact which meant that …✓ 1 mark (omission)
Source X also doesn’t mention fact which meant that …✓ 1 mark (omission)
How it's marked
Up to 3 marks for points from the source that support your judgement.
Up to 4 marks for points of significant omission from recall.
Maximum 2 marks if no judgement is made, or if you refer only to the source.
💡Use the source AND recall.
💡Quote and then explain — show you understand it, don’t just repeat it.
💡You must make a judgement (e.g. “the source partly explains…”) or you are capped at 2 marks.
✓ Reveal marking scheme▾
Max 6 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
Candidates must make a judgement about the extent to which the source provides a full description of a given event or development.
1 mark should be awarded for each valid point selected from the source or each valid point of significant omission provided.
Candidates should be awarded up to 3 marks for their identification of points from the source, and up to 4 marks for their identification of points of significant omission.
A maximum of 2 marks may be awarded for answers in which no judgement has been made or which refer only to the source.
Points from the source
slaves were forced to work 12 hour days, at harvest time this could be much more
if slaves did not work hard enough, they would be whipped by the overseers
the food that was given to them was cheap and of poor quality, rarely including meat
slaves were often made to build their own shacks by the overseers.
Points of significant omission
slave families were often broken up when slaves were bought and sold from the plantation
slaves had no rights on the plantations
there was no law against owners working their slaves to death
slaves could be tortured/branded as they were treated as possessions
slaves were forced to work with dangerous machinery that could harm them
children were forced to work from as young as five years old.
To what extent9 marks2021Q37The Atlantic Slave Trade, 1770–1807
How important were economic circumstances to the eventual success of the abolition campaign?
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 can be awarded for relevant, factual, key points of knowledge used to support factors, with 1 mark awarded for each point. If only one factor is presented, a maximum of 3 marks should be awarded.
A further 4 marks can be awarded for providing the answer in a structured way and coming to a reasoned conclusion.
1 mark for an introduction; 1 mark for the answer being presented in a structured way; 1 mark for a conclusion with a valid judgement; 1 mark for a reason in support of the judgement.
Economic circumstances
manufacturing became more important than plantation agriculture to the British economy
people began to regard slave labour as an inefficient way to produce goods
non-slave crops were cheaper (for example, Indian sugar).
some plantations became less viable as a result of slave revolts
Public opinion
many Christians considered that the slave trade was morally wrong
increasing number of people began to think of Africans as fellow human beings
Abolitionists
William Wilberforce led the campaign against the slave trade in parliament (for example, presented bills to abolish the slave trade)
freed slaves such as Olaudah Equiano published personal accounts about the terrible nature of the slave trade
the work of individuals such as Granville Sharp who campaigned against slavery in the British courts (for example, John Newton, former slave ship captain, Amazing Grace)
Campaigns
petitions, pamphlets, posters, newspaper adverts were used to campaign against the slave trade
slogans such as ‘Am I not a man and a brother’ were used (for example, appeared on Wedgwood crockery)
boycotts of slave produced goods such as sugar led to fall in demand.
Evaluate the usefulness5 marks2019 specimenQ34The Atlantic Slave Trade, 1770–1807
Evaluate the usefulness of Source A as evidence of the conditions faced by slaves during the Middle Passage.
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 A
Source A is from a diary written by a slave ship's doctor in 1788.
Some wet and windy weather had caused the port holes to be shut. This led to diarrhoea and fevers among the slaves. I often went down below deck among them. After some time the apartments became so extremely hot, as to be only bearable for a very short time. The floor of the place where the slaves lay was covered in blood and diarrhoea which had come from them because of their sickness. It looked like a slaughter house.
🐀 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.
Aspect
Author: Slave ship doctor — Useful as he is an eyewitness/has first-hand experience
Type of source: Diary — Useful as it is an honest personal account
Purpose: To record — Useful as it is a private record and is likely to tell the truth
Timing: 1788 — Useful as it was written during the period of the slave trade
Content
…led to diarrhoea and fevers among the slaves. — Useful because it is accurate (the terrible conditions meant disease was common on ships and it spread very quickly below deck)
…the apartments became so extremely hot (as to be only bearable for a very short time). — Useful because it is accurate (conditions in the hold of the ship were often very hot and stuffy with little or no fresh air)
The floor of the place where the slaves lay was covered in blood and diarrhoea (which had come from them because of their sickness). — Useful because it is accurate (as the floor of the hold where the slaves were kept was covered in human waste which was seldom cleaned)
Points of significant omission
slaves were held on board using tight pack/loose pack system
crew were often cruel towards slaves/female slaves often suffered sexual abuse
food was limited and bland/unfamiliar to slaves – some had to be force fed
slaves taken above deck and whipped to make them exercise.
How fully6 marks2019 specimenQ35The Atlantic Slave Trade, 1770–1807
How fully does Source B describe the impact the slave trade had on the Caribbean islands? (Use the source and recall to reach a judgement.)
WFQ = words from the question — reuse in every point.
Tip: Highlight up to 3 pieces of evidence from the source (worth up to 3 marks) — then recall 3 points the source leaves out.
Highlight evidence — tap the text:
Source B
Source B is about the impact the slave trade had on the Caribbean islands.
The slave trade had a long lasting effect on the islands of the Caribbean. The slaves outnumbered the white population about 20 to 1 which created a fear of rebellion among the white population. This fear of a slave uprising led to the introduction of a legal system which supported slavery. Slave laws were introduced which allowed slave owners to brutally punish or even execute slaves. Slaves were vital to work on the plantations. The concentration on sugar production did lasting damage to the Jamaican economy.
🐀 RAT sheet — how to structure your answer▾
How fully · Appears in all 3 sections
WFQ (words from the question)quote from the sourceomission — your own recall
Overall, Source X partly words from the question.✓ needed for full marks
Source X says “direct quote” which meant that …✓ 1 mark (from source)
Source X also says “direct quote” which meant that …✓ 1 mark (from source)
Source X also says “direct quote” which meant that …✓ 1 mark (from source)
However, Source X doesn’t mention fact which meant that …✓ 1 mark (omission)
Source X also doesn’t mention fact which meant that …✓ 1 mark (omission)
Source X also doesn’t mention fact which meant that …✓ 1 mark (omission)
How it's marked
Up to 3 marks for points from the source that support your judgement.
Up to 4 marks for points of significant omission from recall.
Maximum 2 marks if no judgement is made, or if you refer only to the source.
💡Use the source AND recall.
💡Quote and then explain — show you understand it, don’t just repeat it.
💡You must make a judgement (e.g. “the source partly explains…”) or you are capped at 2 marks.
✓ Reveal marking scheme▾
Max 6 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
Candidates must make a judgement about the extent to which the source provides a full description or explanation of a given event or development.
Candidates should be awarded up to 3 marks for their identification of points from the source which support their judgement. Candidates should be awarded up to 4 marks for their identification of points of significant omission, based on their own knowledge, that support their judgement. A maximum of 2 marks may be awarded for answers in which no judgement has been made or which refer only to the source.
Points from the source
(the slaves outnumbered the white population about 20 to 1 which) created a fear of rebellion among the white population
fear of a slave uprising led to the introduction of a legal system which supported slavery
slave laws were introduced which allowed slave owners to brutally punish or even execute slaves
the concentration on sugar production did lasting damage to the Jamaican economy.
Points of significant omission
many of the native people, the Arawaks, were killed or cleared off their land by white settlers
new diseases were introduced to the islands by the slaves
small farms were replaced by large plantations
slave uprisings caused damage and destruction to the Caribbean
natural beauty, vegetation and wildlife damaged by the growth of plantations
slave trade brought racist attitudes to the Caribbean
How fully6 marks2019Q36The Atlantic Slave Trade, 1770–1807
How fully does Source A describe the conditions experienced by slaves during the Middle Passage?
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 experience of slaves during the Middle Passage.
When the slave ships arrived, the slaves were quickly taken on board. The men were put in irons and linked two and two together by their hands and feet. The slaves were so crowded below deck that it was impossible to walk through them without treading on them — they had not so much room as a man in a coffin. Overcrowding meant that any diseases or illnesses spread through the slaves quickly. Some slaves who refused food were force fed.
🐀 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 identification of points from the source which support their judgement.
Candidates should be awarded up to 4 marks for their identification of points of significant omission, based on their own knowledge, that support their judgement.
A maximum of 2 marks may be awarded for answers in which no judgement has been made or which refer only to the source.
Points from the source
the men were put in irons and linked two and two together by their hands and feet
the slaves were so crowded below deck that it was impossible to walk through them without treading on them/they had not so much room as a man in a coffin
overcrowding meant that any diseases or illnesses spread through the slaves quickly
some slaves who refused food were force fed
Points of significant omission
slaves were held on board using tight pack/loose pack system
crew were often cruel towards slaves (for example floggings/forced to dance)
female slaves often suffered mistreatment by the crew
slaves would witness deaths of fellow slaves/evidence from the case of the Zong
lack of proper toilet facilities
lack of fresh air — slaves held for long periods below deck
Explain the reasons why resistance was difficult for slaves on the plantations.
WFQ = words from the question — reuse in every point.
🐀 RAT sheet — how to structure your answer▾
Explain · Appears in all 3 sections
WFQ (words from the question)your own recalled knowledge
One reason why words from the question was fact which meant that …✓ 1 mark
A second reason why words from the question was fact which meant that …✓ 1 mark
A third reason why words from the question was fact which meant that …✓ 1 mark
A fourth reason why words from the question was fact which meant that …✓ 1 mark
A fifth reason why words from the question was fact which meant that …✓ 1 mark
A sixth reason why words from the question was fact which meant that …✓ 1 mark
Example: One reason why women gained the vote in 1918 was that women burned down buildings like cricket pavilions, which meant that they gained publicity for the cause of votes for women.
How it's marked
1 mark for each accurate, relevant reason.
A second mark for each reason that is developed.
Each sentence/point must answer the question on its own.
✓ Reveal marking scheme▾
Max 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
slaves were controlled by strict laws or codes which scared them from resisting
slave risings lacked effective leadership making planning resistance difficult
slave resistance was crushed by the better armed and organised whites/the slaves had no weapons
plantation owners often used black overseers to help them maintain control
captured slaves were subjected to brutal torture or even put to death and this acted as a powerful warning to other slaves
slaves lived in fear of being sold off/separated from their families if they broke the rules
slaves had little or no education and could be brainwashed into accepting plantation life/the slaves didn't think they could succeed
many islands were small and it was difficult for slaves to evade capture
plantation owners offered large rewards for the capture of escaped slaves
escaped slaves could easily be identified by brandings or lack of legal papers
plantation owners used bounty hunters/bloodhounds to track down runaway slaves.
Evaluate the usefulness5 marks2019Q37The Atlantic Slave Trade, 1770–1807
Evaluate the usefulness of Source B as evidence of the benefits of the slave trade to the British economy.
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 textbook written by a modern historian in 2014
Source B is from a textbook written by a modern historian in 2014.
London benefitted greatly from the trading of slaves. A number of Londoners developed their businesses; for example Ambrose Crowley, an iron merchant, produced manacles and irons for shackling slaves on ships. John Angerstein, the merchant who founded Lloyd's of London, made a fortune from his estates in Grenada. The Pett family, master shipbuilders in Deptford, built many of the ships that were involved in the Atlantic trade. Trees from their estates provided timber for their shipbuilding business.
🐀 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
For a mark to be awarded, the candidate must identify an aspect of the source and make a comment which shows why this aspect makes the source more or less useful.
A maximum of 4 marks can be awarded for evaluative comments relating to the author, type of source, purpose and timing.
A maximum of 2 marks may be awarded for evaluative comments relating to the content of the source.
A maximum of 2 marks may be awarded for evaluative comments relating to points of significant omission.
Aspects of the source
Author: modern historian. Useful because he is a well-informed expert.
Type of Source: textbook. Useful as it is likely to have been thoroughly researched.
Purpose: to inform. Useful as it is intended to provide a balanced account.
Timing: 2014. Useful as it is a written with the benefit of hindsight.
Content
A number of Londoners developed their businesses/Ambrose Crowley, an iron merchant, produced manacles and irons for shackling slaves on ships. Useful as it is accurate (Iron merchants did profit from slave trade).
John Angerstein, the merchant who founded Lloyd's of London, made a fortune from his estates in Grenada. Useful as it is accurate (economic benefits to Britain included banking and estates).
The Pett family built many of the ships that were involved in the Atlantic trade/trees from their estates provided timber for their shipbuilding business. Useful as it is accurate (shipbuilders benefitted as more ships were needed).
Points of significant omission
employment created (for example sailors)
merchants built extravagant homes with profits/widespread growth of banking
profits from the slave trade provided the capital for the Industrial Revolution
cities such as Glasgow benefitted from increased trade, such as tobacco trade
To what extent9 marks2019 specimenQ37The Atlantic Slave Trade, 1770–1807
To what extent was Olaudah Equiano the main reason for the success of the abolitionist campaign?
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 correct process is not clear in at least two factors). If only one factor is presented, a maximum of 3 marks should be awarded for relevant points of knowledge. A further 4 marks can be awarded for providing the answer in a structured way and coming to a reasoned conclusion.
Up to 4 marks should be awarded for presenting the answer in a structured way, leading to a conclusion which addresses the question: 1 mark for an introduction, 1 mark for the answer being presented in a structured way, 1 mark for a conclusion with a valid judgement (or overall summary), 1 mark for a reason in support of the judgement.
Role of Olaudah Equiano
Equiano was a freed slave who travelled throughout the country speaking against slavery
his first-hand account of his experiences as a slave persuaded many people about the evils of slavery
his was the only book to be written by an African telling about his experiences as a slave and it persuaded many people to support the abolition of the slave trade.
Wilberforce
Wilberforce used evidence gathered by abolitionists to try to persuade Parliament to abolish the African slave trade
Wilberforce regularly introduced anti-slavery bills in Parliament
Wilberforce made speeches which brought great publicity to the cause of the abolition of the slave trade.
Clarkson
Thomas Clarkson collected information about the terrible conditions on slave ships/displayed equipment used on the slave ships, such as iron handcuffs and branding irons, to demonstrate the barbarity of the slave trade.
Newton
John Newton had been a slave ship captain who campaigned against the slave trade/his book provided an eyewitness account of the slave trade/wrote the song Amazing Grace.
Anti-slave trade groups
the Society for the Abolition of the Slave Trade had campaigned, with growing support for many years
women played an important role in persuading grocers to stop selling sugar produced by slaves and campaigned to get people to stop eating it.
Changing attitudes
people had begun to think of Africans as fellow human beings making them regard the slave trade as unacceptable
Christian teaching led people to change their attitude to the slave trade.
Explain the reasons why the Caribbean islands suffered as a result of the slave trade.
WFQ = words from the question — 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 should be awarded for each accurate, relevant reason, and a second mark should be awarded for reasons that are developed.
Candidates may achieve full marks by providing six straightforward reasons, three developed reasons (or any combination of these).
Possible reasons
destruction of native peoples who were used as slave labour and driven to extinction
Caribbean became more violent/creating fear of rebellion
natural beauty of island landscape damaged by growth of plantations
slave codes replaced existing laws to maintain order by supporting slavery
the Caribbean's over reliance on sugar production meant that any fall in the price internationally would damage its economy (for example Barbados 93% exports was sugar)
Describe the living and working conditions of slaves on the plantations.
WFQ = words from the question — 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 should be awarded for each accurate relevant key point of knowledge. A second mark should be awarded for each point that is developed, up to a maximum of 4 marks.
Candidates may achieve full marks by providing four straightforward points, by making two developed points (or any combination of these).
Possible points of knowledge
forced to work long hours — 12 hours and more at harvest time
work was backbreaking (for example cotton picking)/dangerous (for example — sugar)
watched closely by overseers and whipped if not working hard or fast enough
all slaves were expected to work regardless of age
slaves could work as field hands or as domestic help
housing was very basic/slaves often had to build their own shelters
families were split up on plantation when they were bought and sold on
food was poor quality/fed the cheapest food and were rarely given meat
slaves could be beaten if they disobeyed owners/warning to others
Compare the views4 marks2019Q40The Atlantic Slave Trade, 1770–1807
Compare the views of Sources C and D about the effect of the French Revolution on the abolition of the slave trade.
WFQ = words from the question — 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 C
Sources C and D are about the effect of the French Revolution on the abolition of the slave trade.
The French Revolution had a damaging effect on the abolition of the slave trade. The violence of the execution of King Louis XVI terrified those in power. Britain needed money to pay for the war with France and as a result could not risk the abolition of this wealthy trade. Tactics such as presenting abolition bills to Parliament were now seen to be too unpatriotic, so many abolitionists adopted other tactics.
Source D
The abolitionists remained active during the French Revolution. The cause of the French was similar to that of the abolitionists. Some argued that slavery did not contribute as much to paying for the war as other more profitable trades did. Abolitionists such as William Wilberforce continued to introduce bills against the trade in the House of Commons. Therefore, events in France had a positive effect on the abolition of the slave trade.
Overall, do the sources agree or disagree? (worth a mark for an overall comparison)
🐀 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 by any combination of these).
Overall: Overall — the sources disagree about the effect of the French Revolution on the abolition of the slave trade.
Points of comparison
disagree
Source C: The French Revolution had a damaging effect on the abolition of the slave trade.
Source D: Events in France had a positive effect on the abolition of the slave trade.
disagree
Source C: Britain needed money to pay for the war with France and as a result could not risk the abolition of this wealthy trade.
Source D: Some argued that slavery did not contribute as much to paying for the war as other more profitable trades did.
disagree
Source C: Tactics such as presenting abolition bills to Parliament were now seen to be too unpatriotic, so many abolitionists adopted other tactics.
Source D: Abolitionists such as William Wilberforce continued to introduce bills against the trade in the House of Commons.
To what extent9 marks2018Q31The Atlantic Slave Trade, 1770–1807
To what extent did tribal conflict encouraged by the slave trade cause the most harm to African societies?
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 can be awarded for relevant, factual, key points of knowledge used to support factors, with 1 mark given for each point (but one mark should be deducted if the correct process is not clear in at least two factors).
If only one factor is presented, a maximum of 3 marks should be awarded for relevant points of knowledge.
A further 4 marks can be awarded for providing the answer in a structured way and coming to a reasoned conclusion (1 mark introduction, 1 mark structure, 1 mark conclusion with a valid judgement, 1 mark for a reason in support of the judgement).
tribal conflict
Africans became slaves by being captured as prisoners of war
African chiefs captured slaves from rival kingdoms to trade for goods (eg cloth, iron tools, weapons and alcohol)
Kingdom of Dahomey sent raiding parties to capture slaves to sell onto Europeans
demand for more slaves led to increased hatred and violence between tribes/within tribes/made worse by the introduction of guns
destruction of society
the loss of the youngest men and women in society meant that Africa fell behind the rest of the world (estimated that around 10 million people were transported from Africa over the eighteenth century)/villages often destroyed/deserted
farm land or hunting areas being abandoned because it was too far from the village to be safe/impact on food supply
parents were encouraged to sell children to pay family debts
African chiefs changed laws to make being sold into slavery a more common punishment
Slave trade led to loss of/destruction of culture
slave factories
development of European ‘factories’ on the coast to control the slave trade led to terrible treatment for captured Africans
captured Africans deemed unfit were often left abandoned at slave factories
How fully6 marks2018Q32The Atlantic Slave Trade, 1770–1807
How fully does Source A explain the impact that trade with the Caribbean had on the British 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 A
Source A is about the impact that trade with the Caribbean had on the British economy.
British trade with the Caribbean continued for many years. Slave-produced goods such as sugar and coffee were imported into British ports, helping them to become rich and powerful trading centres. Work was provided in many ports as men were employed as sailors, shipbuilders and dock workers. The profits made from the slave trade were also invested in the development of other British industries. Wealthy colonial families built huge mansions in many of the British cities where they traded.
🐀 RAT sheet — how to structure your answer▾
How fully · Appears in all 3 sections
WFQ (words from the question)quote from the sourceomission — your own recall
Overall, Source X partly words from the question.✓ needed for full marks
Source X says “direct quote” which meant that …✓ 1 mark (from source)
Source X also says “direct quote” which meant that …✓ 1 mark (from source)
Source X also says “direct quote” which meant that …✓ 1 mark (from source)
However, Source X doesn’t mention fact which meant that …✓ 1 mark (omission)
Source X also doesn’t mention fact which meant that …✓ 1 mark (omission)
Source X also doesn’t mention fact which meant that …✓ 1 mark (omission)
How it's marked
Up to 3 marks for points from the source that support your judgement.
Up to 4 marks for points of significant omission from recall.
Maximum 2 marks if no judgement is made, or if you refer only to the source.
💡Use the source AND recall.
💡Quote and then explain — show you understand it, don’t just repeat it.
💡You must make a judgement (e.g. “the source partly explains…”) or you are capped at 2 marks.
✓ Reveal marking scheme▾
Max 6 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
Candidates should be awarded up to 3 marks for their identification of points from the source which support their judgement.
Candidates should be awarded up to 4 marks for their identification of points of significant omission, based on their own knowledge, that support their judgement.
A maximum of 2 marks may be awarded for answers in which no judgement has been made or which refer only to the source.
Points from the source
slave produced goods such as sugar and coffee were imported into British ports helping them to become rich and powerful trading centres
work was provided in many ports as men were employed as sailors, shipbuilders and dock workers
the profits made from the slave trade were also invested in the development of other British industries
wealthy colonial families built huge mansions in many of the British cities where they traded
Points of significant omission
many important government buildings in British cities were constructed using the profits of the slave trade
Glasgow’s economy benefited from the tobacco trade
slave cotton provided work for the mills of Lancashire
the slave trade had raised struggling ports to rich and prosperous trading centres (eg Bristol, London, Liverpool)
Describe the methods used to discipline slaves on the plantations.
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 should be awarded for each accurate relevant key point of knowledge.
A second mark should be awarded for each point that is developed, up to a maximum of 4 marks.
Candidates may achieve full marks by providing four straightforward points, by making two developed points (or any combination of these).
Possible points of knowledge
flogging with a whip
beatings (for working slowly)
branded with hot iron
forced to wear heavy iron chains
iron muzzles
thumbscrews
execution (as an example to other slaves, eg burning slaves alive)
Compare the views4 marks2018Q34The Atlantic Slave Trade, 1770–1807
Compare the views of Sources B and C about the methods used by the abolitionists.
WFQ = words from the question — reuse in every point.
(Compare the sources overall and/or in detail.)
Tip: Highlight 2–3 points of comparison — either where the sources agree OR where they disagree. You do not need both; pick one set and compare them point by point.
Highlight evidence — tap the text:
Source B
Sources B and C are about the methods used by the abolitionists.
The abolitionists used a variety of methods to put a stop to the slave trade. Personal accounts changed public opinion, as the dreadful experiences of the slaves during the Middle Passage were told by survivors. Many slavers backed these up, giving similar accounts about the horrors of the trade. Abolitionists such as Clarkson toured the country with equipment used on slaves to show the public how badly they were treated.
Source C
The Committee for the Abolition of the Slave Trade was set up by Thomas Clarkson and Granville Sharp. Clarkson travelled around Britain with instruments such as manacles and thumbscrews to gain support for the cause. John Newton, former slaver, published a pamphlet outlining the horrific conditions of the slave trade and confirming slave accounts. Some slaves, such as Olaudah Equiano, published autobiographies sharing their experiences and changing the views of the public.
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 by any combination of these).
Overall: Overall the sources agree about the methods that were used by the abolitionists.
Points of comparison
agree
Source B: (Personal accounts changed public opinion as) the dreadful experiences of the slaves during the Middle Passage were told by survivors.
Source C: Some slaves (such as Olaudah Equiano) published autobiographies sharing their experiences (and changing the views of the public).
agree
Source B: Many slavers backed these up, giving similar accounts about the horrors of the trade.
Source C: John Newton, former slaver, published a pamphlet outlining the horrific conditions on the slave trade and confirming slave accounts.
agree
Source B: Abolitionists such as Clarkson toured the country with equipment used on slaves (to show the public how badly they were treated).
Source C: Clarkson travelled around Britain with instruments such as manacles and thumbscrews (to gain support for the cause).
Explain the reasons why it took so long to abolish the slave trade in Britain.
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
1 mark should be awarded for each accurate, relevant reason, and a second mark should be awarded for reasons that are developed.
Candidates may achieve full marks by providing six straightforward reasons, three developed reasons (or combination of these).
Possible reasons
the slave trade brought wealth to Britain, so was popular with those who were wealthy
the slave trade brought employment to Britain (eg shipyards, ports, mills, manufacturing) so was supported by many involved in these industries
cities profited from the slave trade (eg Bristol, Liverpool and Glasgow), so many in these cities wished to see slavery continue
the products of the slave trade were in great demand (eg cotton, tobacco and sugar) and many believed that slavery was needed in order to meet demand for these products
involvement in the slave trade helped Britain to remain a world power, so many continued to support slavery
the slave trade was seen as a valuable training ground for the Royal Navy, so it was supported
many MPs had financial interests in the slave trade, so wished to see it continue
many MPs were being bribed to ensure that they continued to give their support for the continuation of the trade
the slave trade still enjoyed the support of the King
taxes from slave produced goods were essential to fund the war with France.
To what extent8 marks2017Q27⏳ Older formatThe Atlantic Slave Trade, 1770–1807
To what extent was increased employment the main benefit the slave trade brought to Britain?
WFQ = words from the question — reuse in every point.amber = the isolated factor to weigh up.
(You must use recalled knowledge to present a balanced assessment of the influence of different factors and come to a reasoned conclusion.)
🐀 RAT sheet — how to structure your answer▾
To what extent / How important / How successful · Appears in 2 sections
WFQ (words from the question)a factor
There are several reasons why words from the question. These include the isolated factor, FACTOR 2, and FACTOR 3.✓ 1 mark (introduction)
Some historians think the isolated factor was words from the question because _____. Also _____.✓ 1 KU mark per fact (up to 5)
However, other historians think FACTOR 2 was words from the question because _____. Also _____.✓ 1 mark (balance) + 1 KU per fact
Other historians think FACTOR 3 was words from the question because _____. Also _____.✓ 1 KU mark per fact
Overall, the isolated factor / FACTOR 2 / FACTOR 3 was the most important words from the question. This is because [reason why — does not need to be new].✓ 2 marks (conclusion)
How it's marked
5 marks for knowledge — 1 KU mark for each accurate, developed fact you give to support your factors (not too brief). If only one factor is presented, max 3 for knowledge.
Structure marks: 1 for an introduction, 1 for balance (more than one factor), 2 for a conclusion (1 for a valid judgement, 1 for a reason supporting it).
💡It is asking: one factor is a reason — but there are others, so decide which was MOST important.
💡Each fact you add (including every "Also…") earns a KU mark, as long as it is developed and not too brief — up to 5.
✓ Reveal marking scheme▾
Max 8 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
Candidates must use knowledge to present a balanced assessment of the influence of different possible factors and come to a reasoned conclusion.
Up to 5 marks are allocated for relevant points of knowledge used to support factors (but one mark should be deducted if the process is not clear in at least two factors). 1 mark should be given for each relevant, factual key point of knowledge used to support a factor. If only one factor is presented, a maximum of 3 marks should be given for relevant points of knowledge.
Up to 3 marks: 1 mark for a structured answer with knowledge organised in support of different factors; 1 mark for a conclusion with a valid judgement or overall summary; 1 mark for a reason provided in support of the judgement.
Employment (marks should be awarded for any valid job related to the slave trade)
jobs in construction (eg factories, homes)
many people relied on the slave trade for employment, (eg shipbuilding, sailors, rope-makers, sail-makers)
other jobs (eg banking, insurance, industrial)
Industrial benefits
Glasgow – tobacco trade contributed to growth of industry
growth of industries such as copper-smelting, sugar-refining, glass-making and textiles
profits from the slave trade provided the capital for the Industrial Revolution
Financial/Municipal benefits
individuals/cities became richer due to the slave trade (eg Liverpool, Bristol, London)
wealthy individuals invested profits from the trade (eg schools, colleges, libraries)
London – provided financial services such as insurance/London banks provided long-term loans for slave trade
Explain the reasons why the slave trade had a negative impact on 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
Candidates must show a causal relationship between events.
1 mark should be given for each accurate, relevant reason, and a second mark should be given for reasons that are developed.
Candidates may achieve full marks by providing five straightforward reasons, three developed reasons, or a combination of these.
Possible reasons
native populations were cleared from the islands/wiped out
fear of violent rebellion/Caribbean became more volatile
slave uprisings caused damage and destruction
small farms were replaced by large plantations
island economies stifled by slave trade (eg Jamaican economy became too reliant on sugar production)
natural beauty of island landscapes was damaged by the growth of plantations
slave trade brought racist attitudes to the Caribbean
Evaluate the usefulness6 marks2017Q29⏳ Older formatThe Atlantic Slave Trade, 1770–1807
Evaluate the usefulness of Source A as evidence used by the abolitionists to argue against the slave trade.
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 A
Source A is from an Abolitionist speech made by William Wilberforce to the House of Commons on the 12th May 1789.
Let anyone imagine to himself 600 of these unfortunates chained two and two. The right ankle of one is connected with the left ankle of another by a small iron fetter. The slaves are so miserable at leaving their country, that they set sail at night, unaware of their departure. For exercise, these miserable people, loaded down by chains and suffering from disease, are forced to dance by the terror of the whip.
🐀 RAT sheet — how to structure your answer▾
Evaluate the usefulness · Appears in 2 sections
Remember COAT
📄Content — what the source says
🚫Omission — what the source leaves out
✍️Author — who wrote it
🕐Timing — when it was written
WFQ (words from the question)quote from the source
Source X says “_____”. This is useful as it is accurate information about words from the question.✓ 1 mark (content)
Source X also says “_____”. This is useful as it is accurate information about words from the question.✓ 1 mark (content)
Source X omits _____. This makes the source less useful. Source X also omits _____. This makes the source less useful.✓ 1 mark (omission)
Source X was written by _____. This makes the source useful because they have personal / professional experience of, or are an expert in, words from the question.✓ 1 mark (author)
Source X was written in _____. This is useful as it was during the time of / has the benefit of hindsight about words from the question.✓ 1 mark (timing)
How it's marked
Maximum 4 marks for comments on author, type of source, purpose and timing.
Maximum 2 marks for comments on the content of the source.
Maximum 2 marks for comments on points of significant omission.
💡You can also comment on the Purpose and Type of source.
✓ Reveal marking scheme▾
Max 6 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
Candidates must make a judgement about the usefulness of the source and support this by making evaluative comments on identified aspects of the source.
1 mark should be given for each relevant comment made, up to a maximum of 6 marks in total.
A maximum of 4 marks can be given for evaluative comments relating to the author, type of source, purpose and timing.
A maximum of 2 marks may be given for comments relating to the content of the source; a maximum of 2 marks for points of significant omission.
Author/Type/Purpose/Timing
Author: William Wilberforce — Useful as it was from a well-known abolitionist who campaigned against slave trade
Type of Source: Speech — Useful as it was part of an official Parliamentary speech
Purpose: To persuade — Useful as it gives typical evidence/arguments used by abolitionists against slavery
Timing: 1789 — Useful as it was delivered during the abolitionist campaign
Points from the source
The right ankle of one is connected with the left ankle of another by a small iron fetter — Useful as it is accurate (slaves were chained together during the Middle Passage)
The slaves are so miserable at leaving their country, that they set sail at night — Useful as it is accurate (slave ships did leave at night due to fears held by slaves and fear of increased panic aboard slave ships)
For exercise, these miserable people, loaded down with chains and suffering from disease, are forced to dance by the terror of the whip — Useful as it is accurate (many slaves were punished if they refused to exercise on the deck/suffered from diseases)
Points of significant omission
details of plantation conditions led to the boycott of sugar and slave produced goods
Equiano's eyewitness account of the Middle Passage in “An Interesting Narrative” highlighted harsh conditions
Clarkson brought examples of slave equipment/plans of slave ships to show the public which caused outrage
other abolitionists used moral or religious arguments against slavery
How fully6 marks2016Q24⏳ Older formatThe Atlantic Slave Trade, 1770–1807
How fully does Source A describe the conditions on board ships during the Middle Passage?
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 is about conditions on board ships during the Middle Passage.
Slave ships left from British ports on the triangular trade. When the ships arrived in Africa, captains exchanged guns or alcohol for slaves. Slaves were often tightly packed below deck for the journey across the Atlantic Ocean. This was known as the middle passage. Conditions below deck were horrendous and slaves were denied basic sanitation. Disease was common and many died from conditions such as dysentery. Slaves were given enough food to sustain them during the voyage. However, the food was unfamiliar and many slaves simply refused to eat.
🐀 RAT sheet — how to structure your answer▾
How fully · Appears in all 3 sections
WFQ (words from the question)quote from the sourceomission — your own recall
Overall, Source X partly words from the question.✓ needed for full marks
Source X says “direct quote” which meant that …✓ 1 mark (from source)
Source X also says “direct quote” which meant that …✓ 1 mark (from source)
Source X also says “direct quote” which meant that …✓ 1 mark (from source)
However, Source X doesn’t mention fact which meant that …✓ 1 mark (omission)
Source X also doesn’t mention fact which meant that …✓ 1 mark (omission)
Source X also doesn’t mention fact which meant that …✓ 1 mark (omission)
How it's marked
Up to 3 marks for points from the source that support your judgement.
Up to 4 marks for points of significant omission from recall.
Maximum 2 marks if no judgement is made, or if you refer only to the source.
💡Use the source AND recall.
💡Quote and then explain — show you understand it, don’t just repeat it.
💡You must make a judgement (e.g. “the source partly explains…”) or you are capped at 2 marks.
✓ Reveal marking scheme▾
Max 6 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
Candidates must make an overall judgement about how fully the source explains the events.
1 mark may be given for each valid point interpreted from the source or each valid point of significant omission provided.
A maximum of 2 marks may be given for answers in which no judgement has been made or which refer only to the source.
Points from the source
slaves were often tightly packed below deck for the journey across the Atlantic ocean
conditions below deck were horrendous and slaves were denied basic sanitation
disease was common/and many died (from conditions such as dysentery)
the food was unfamiliar and many slaves simply refused to eat
Points of significant omission
slaves were sometimes held below deck using a loose pack system/men usually kept shackled
lack of fresh air – slaves held for long periods below deck/terrible smell below deck
floor in hold became covered in blood, mucus, vomit and faeces
some slaves had to be force fed to keep them alive
crew were often cruel towards slaves
female slaves often suffered sexual abuse from crew
slaves taken above deck and whipped to make them exercise/made to dance
Explain the reasons why the slave trade was important to British cities.
WFQ = words from the question — reuse in every point.
🐀 RAT sheet — how to structure your answer▾
Explain · Appears in all 3 sections
WFQ (words from the question)your own recalled knowledge
One reason why words from the question was fact which meant that …✓ 1 mark
A second reason why words from the question was fact which meant that …✓ 1 mark
A third reason why words from the question was fact which meant that …✓ 1 mark
A fourth reason why words from the question was fact which meant that …✓ 1 mark
A fifth reason why words from the question was fact which meant that …✓ 1 mark
A sixth reason why words from the question was fact which meant that …✓ 1 mark
Example: One reason why women gained the vote in 1918 was that women burned down buildings like cricket pavilions, which meant that they gained publicity for the cause of votes for women.
How it's marked
1 mark for each accurate, relevant reason.
A second mark for each reason that is developed.
Each sentence/point must answer the question on its own.
✓ Reveal marking scheme▾
Max 5 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
Candidates must show a causal relationship between events.
1 mark should be given for each accurate, relevant reason, and a second mark should be given for reasons that are developed.
Possible reasons
the slave trade brought great wealth to British cities
the slave trade provided employment for many people (eg jobs for sailors, dock workers, rope makers)
manufactured goods made in Britain were traded in Africa or exported to the plantations
the slave trade provided a boost to shipbuilding/led to expansion of docks
the port cities (eg Liverpool or Glasgow) grew in size and power through its involvement in the transportation of slaves
Glasgow made great profits from the trade in tobacco and sugar
many great buildings were built from the profits of the slave trade
led to the growth of banking and insurance industries (eg in London)
Bristol became wealthy through its involvement in the sugar trade
British cotton mills relied on supplies of slave produced cotton
Compare the views4 marks2016Q26⏳ Older formatThe Atlantic Slave Trade, 1770–1807
Compare the views of Sources B and C about resistance on the plantations.
WFQ = words from the question — reuse in every point.
(Compare the sources overall and/or in detail.)
Tip: Highlight 2–3 points of comparison — either where the sources agree OR where they disagree. You do not need both; pick one set and compare them point by point.
Highlight evidence — tap the text:
Source B
Sources B and C are about resistance on the plantations.
Slaves hated the way they were treated. They were not paid for their work and saw no reason for working hard. They sabotaged their owners by working slowly and inefficiently. They broke tools and let animals loose. They were harshly punished for such behaviour. As well as whipping, some slaves had their ears, noses and limbs cut off. Many slaves attempted to run away. In mountainous islands like Jamaica, runaways fled to the mountains.
Source C
The West Indian plantations relied on slaves to do the work. Although the slaves outnumbered the Whites they still felt isolated and powerless. However, they resisted their situation in many ways. The mildest forms of resistance were doing a job slowly or badly. Other slaves ran away when they saw a chance. The punishments for slaves who resisted were very harsh. Plantation records show that punishments such as hanging, mutilation or lashing were common.
Overall, do the sources agree or disagree? (worth a mark for an overall comparison)
🐀 RAT sheet — how to structure your answer▾
Compare the views · Appears in 2 sections
WFQ (words from the question)quote from the source
Overall, Sources X and Y [agree/disagree] about words from the question.✓ 1 mark (overall)
The sources agree/disagree about statement summarising the point. Source X says “direct quote” and Source Y [agrees/disagrees] when it says “direct quote”.✓ 1–2 marks
The sources also agree/disagree about statement summarising the point. Source X says “direct quote” and Source Y [agrees/disagrees] when it says “direct quote”.✓ 1–2 marks
How it's marked
1 mark for a simple comparison (what the sources agree/disagree about).
2 marks for a developed comparison, supported by specific references to each source.
Full marks by four simple comparisons, two developed comparisons, or a combination.
💡One set of points will agree, one will disagree.
✓ Reveal marking scheme▾
Max 4 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
Candidates must make direct comparisons of the two sources, either overall or in detail.
A simple comparison will indicate what points of detail or overall viewpoint they agree or disagree about and should be given 1 mark.
A developed comparison of the points of detail or overall viewpoint should be given 2 marks.
Overall: The sources agree about resistance on the plantations.
Points of comparison
agree
Source B: They sabotaged their owners by working slowly and inefficiently
Source C: The mildest forms of resistance were doing a job slowly or badly.
agree
Source B: They were harshly punished for such behaviour/whipping, slaves had their ears, noses and limbs cut off
Source C: The punishments for slaves who resisted were very harsh/punishments such as hanging, mutilation or lashing were common
Describe the methods used by abolitionists to try and end the slave trade.
WFQ = words from the question — reuse in every point.
🐀 RAT sheet — how to structure your answer▾
Describe · Appears in 2 sections
WFQ (words from the question)
One words from the question was …✓ 1 mark
A second words from the question was …✓ 1 mark
A third words from the question was …✓ 1 mark
A fourth words from the question was …✓ 1 mark
Example: One use of new technology on the Western Front during the First World War was mustard gas, which was used to blind soldiers and make it more difficult for them to fight.
How it's marked
1 mark for each accurate, relevant key point of knowledge.
A second mark for each point that is developed.
Full marks by four straightforward points, two developed points, or a combination.
✓ Reveal marking scheme▾
Max 5 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
1 mark should be given for each accurate, relevant reason, and a second mark should be given for reasons that are developed.
Possible points of knowledge
abolitionists formed The Society for the Abolition of the Slave Trade to campaign against the slave trade
Thomas Clarkson visited ports such as Liverpool and Bristol to collect evidence/collected artefacts such as manacles and thumbscrews to show people the horrors of the trade
Equiano highlighted his experience of slavery
a diagram of a slave ship, the Brookes, was also published/other pamphlets and posters were produced
the society produced evidence that hundreds of British seamen involved in the trade died every year
William Wilberforce tried to influence the prime minister and Prince of Wales to support the abolition of the slave trade/MPs were routinely petitioned
Wilberforce presented a bill to Parliament on numerous occasions to end the slave trade
John Newton, a former slave ship captain, preached against slavery
Newton wrote the hymn ‘Amazing Grace’
Granville Sharp challenged slavery in the courts
anti-slavery petitions were signed
Wedgwood produced goods with the slogan ‘Am I not a man and a brother?’
Describe the different stages of the triangular trade.
WFQ = words from the question — reuse in every point.
🐀 RAT sheet — how to structure your answer▾
Describe · Appears in 2 sections
WFQ (words from the question)
One words from the question was …✓ 1 mark
A second words from the question was …✓ 1 mark
A third words from the question was …✓ 1 mark
A fourth words from the question was …✓ 1 mark
Example: One use of new technology on the Western Front during the First World War was mustard gas, which was used to blind soldiers and make it more difficult for them to fight.
How it's marked
1 mark for each accurate, relevant key point of knowledge.
A second mark for each point that is developed.
Full marks by four straightforward points, two developed points, or a combination.
✓ Reveal marking scheme▾
Max 5 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
1 mark should be given for each accurate relevant key point of knowledge.
A second mark should be given for each point that is developed, up to a maximum of 5 marks.
Candidates may achieve full marks by providing five straightforward points, by making three developed points, or a combination of these.
Possible points of knowledge
ships sailed from Europe to Africa carrying manufactured goods.
ships often departed from/arrived at British ports such as Bristol, Liverpool, occasionally Glasgow.
manufactured goods eg guns, alcohol, glass beads, pots and pans were exchanged for slaves.
slaves were held in slave factories on the west coast of Africa.
slave ships left West Africa carrying slaves to West Indies and the Americas (the Middle Passage).
slaves were packed on to ships to maximise profits.
conditions on the middle passage were very poor and slaves often died from disease or mistreatment.
slaves were usually sold by auction upon arrival in West Indies/America.
profits from slave auctions were then invested in sugar, coffee, cotton, tobacco.
ships carrying tobacco, sugar, molasses, cotton would sail back across the Atlantic (the Home Run).
cotton, tobacco, sugar, coffee could be sold on return to Britain for a large profit.
How fully5 marks2015Q30⏳ Older formatThe Atlantic Slave Trade, 1770–1807
How fully does Source A explain the importance of the slave trade to Britain’s economy?
WFQ = words from the question — reuse in every point.
(Use Source A and recall.)
Tip: Highlight up to 3 pieces of evidence from the source (worth up to 3 marks) — then recall 3 points the source leaves out.
Highlight evidence — tap the text:
Source A
Source A is about the importance of the slave trade to Britain’s economy.
The slave trade was considered essential to Britain’s economy in the eighteenth century. For example, the slave trade had raised Liverpool from a struggling port to one of the richest and most prosperous trading centres in the world. The slave trade provided work in almost every industry in the town. Slave cotton provided work for the mills of Lancashire. However, little thought was given to the suffering of those involved in its production. Merchants made huge profits importing sugar from the Caribbean, a product which was in great demand.
🐀 RAT sheet — how to structure your answer▾
How fully · Appears in all 3 sections
WFQ (words from the question)quote from the sourceomission — your own recall
Overall, Source X partly words from the question.✓ needed for full marks
Source X says “direct quote” which meant that …✓ 1 mark (from source)
Source X also says “direct quote” which meant that …✓ 1 mark (from source)
Source X also says “direct quote” which meant that …✓ 1 mark (from source)
However, Source X doesn’t mention fact which meant that …✓ 1 mark (omission)
Source X also doesn’t mention fact which meant that …✓ 1 mark (omission)
Source X also doesn’t mention fact which meant that …✓ 1 mark (omission)
How it's marked
Up to 3 marks for points from the source that support your judgement.
Up to 4 marks for points of significant omission from recall.
Maximum 2 marks if no judgement is made, or if you refer only to the source.
💡Use the source AND recall.
💡Quote and then explain — show you understand it, don’t just repeat it.
💡You must make a judgement (e.g. “the source partly explains…”) or you are capped at 2 marks.
✓ Reveal marking scheme▾
Max 5 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
Candidates must make an overall judgement about how fully the source explains the events.
1 mark may be given for each valid point interpreted from the source or each valid point of significant omission provided.
Up to 3 marks for interpretation of relevant parts of the source where at least one point of significant omission is also identified.
A maximum of 2 marks may be given for answers which refer only to the source.
Points from the source
the slave trade had raised Liverpool from a struggling port to one of the richest and most prosperous trading centres in the world
the slave trade provided work in almost every industry in the town
slave cotton provided work for the mills of Lancashire
merchants made huge profits importing sugar from the Caribbean
Points of significant omission
the importation of tobacco was a big part of Glasgow’s economy
the economy of Glasgow later shifted to the processing of sugar imported from the West Indies
jobs were provided in many industries: shipbuilding, rope making, dock work, banking, finance, sailors
profits from the slave trade were invested in British Industry
wealthy colonial families built huge mansions in many British cities.
the profits from the slave trade were invested in the development of British towns and cities
many important civic buildings in British cities were constructed using the profits of the slave trade
Evaluate the usefulness5 marks2015Q31⏳ Older formatThe Atlantic Slave Trade, 1770–1807
Evaluate the usefulness of Source B as evidence of the impact of the slave trade on the Caribbean islands.
WFQ = words from the question — reuse in every point.
(You may want to comment on who wrote it, when they wrote it, why they wrote it, what they say or what has been missed out.)
Tip: Highlight up to 2 content points you would quote (content is worth up to 2 marks) — then consider author, purpose, timing and omission.
Highlight evidence — tap the text:
Source B
Source B is from a book written by a modern historian published in 1987.
The island of Barbados was transformed by the slave trade. By the eighteenth century, small farms had been replaced by large plantations which grew sugar more profitably. The island had once been a beautiful wilderness. However, accounts tell of how the island was slowly but surely cleared of its native people and its vegetation. These were replaced by plantations. These became the work place, and final resting place, of armies of African slaves.
🐀 RAT sheet — how to structure your answer▾
Evaluate the usefulness · Appears in 2 sections
Remember COAT
📄Content — what the source says
🚫Omission — what the source leaves out
✍️Author — who wrote it
🕐Timing — when it was written
WFQ (words from the question)quote from the source
Source X says “_____”. This is useful as it is accurate information about words from the question.✓ 1 mark (content)
Source X also says “_____”. This is useful as it is accurate information about words from the question.✓ 1 mark (content)
Source X omits _____. This makes the source less useful. Source X also omits _____. This makes the source less useful.✓ 1 mark (omission)
Source X was written by _____. This makes the source useful because they have personal / professional experience of, or are an expert in, words from the question.✓ 1 mark (author)
Source X was written in _____. This is useful as it was during the time of / has the benefit of hindsight about words from the question.✓ 1 mark (timing)
How it's marked
Maximum 4 marks for comments on author, type of source, purpose and timing.
Maximum 2 marks for comments on the content of the source.
Maximum 2 marks for comments on points of significant omission.
💡You can also comment on the Purpose and Type of source.
✓ Reveal marking scheme▾
Max 5 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
Candidates must make a judgement about the usefulness of the source and support this by making evaluative comments on identified aspects of the source.
1 mark should be given for each relevant comment made, up to a maximum of 5 marks in total.
A maximum of 4 marks can be given for evaluative comments relating to the author, type of source, purpose and timing.
A maximum of 2 marks each may be given for comments relating to the content of the source and to points of significant omission.
Author: Written by a modern historian
Useful because he would have carried out research/studied the topic
Type of Source: a history book
Useful as it is likely to contain relevant and accurate information
Purpose: to inform people about the impact of the slave trade on the Caribbean island of Barbados
Less useful as it only informs us about one of the Caribbean islands.
Timing: 1987
Useful because it is a secondary source, written a long time after the end of the slave trade/slavery in the Caribbean with the benefit of hindsight.
Content
The Caribbean island of Barbados was transformed by slave trade/small farms replaced by large plantations — Useful because it accurately describes the changes brought to Barbados by the slave trade
The beautiful wilderness was slowly but surely cleared of its native people and its vegetation — Useful because it accurately shows the damage to the island and its native people
Plantations were the work place and final resting place of armies of African slaves — Useful because it accurately shows the scale of the suffering involved in the slave trade
Points of significant omission
many other Caribbean islands such as Jamaica were also affected in a similar way
many of the native people were killed by the white settlers, or died from disease
as well as plantations, factories were also set up on the islands to refine the sugar
Explain the reasons why resistance was difficult for slaves on plantations.
WFQ = words from the question — reuse in every point.
🐀 RAT sheet — how to structure your answer▾
Explain · Appears in all 3 sections
WFQ (words from the question)your own recalled knowledge
One reason why words from the question was fact which meant that …✓ 1 mark
A second reason why words from the question was fact which meant that …✓ 1 mark
A third reason why words from the question was fact which meant that …✓ 1 mark
A fourth reason why words from the question was fact which meant that …✓ 1 mark
A fifth reason why words from the question was fact which meant that …✓ 1 mark
A sixth reason why words from the question was fact which meant that …✓ 1 mark
Example: One reason why women gained the vote in 1918 was that women burned down buildings like cricket pavilions, which meant that they gained publicity for the cause of votes for women.
How it's marked
1 mark for each accurate, relevant reason.
A second mark for each reason that is developed.
Each sentence/point must answer the question on its own.
✓ Reveal marking scheme▾
Max 5 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
Candidates must show a causal relationship between events.
1 mark should be given for each accurate, relevant reason, and a second mark should be given for reasons that are developed.
Candidates may achieve full marks by providing five straightforward reasons, three developed reasons, or a combination of these.
Possible reasons
life on the plantations was controlled by very strict laws or codes
many of the islands were small and there was little hope of fleeing the island
it was difficult for slaves with basic weapons to fight back against plantation owners who had guns
the brutal treatment of captured slaves acted as a powerful deterrent to other slaves
captured slaves would often be put to death/subject to horrific punishments/mutilation
plantation owners offered large rewards for the capture of escaped slaves
escaped slaves could easily be identified by brandings or lack of legal papers
plantation owners used bounty hunters/bloodhounds to track down runaway slaves
To what extent8 marks2014Q1⏳ Older formatThe Atlantic Slave Trade, 1770–1807
To what extent was the success of the abolitionist campaigns due to the work of campaigners such as Thomas Clarkson?
WFQ = words from the question — reuse in every point.amber = the isolated factor to weigh up.
(You must use recalled knowledge to present a balanced account of the influence of different factors and come to a reasoned conclusion.)
🐀 RAT sheet — how to structure your answer▾
To what extent / How important / How successful · Appears in 2 sections
WFQ (words from the question)a factor
There are several reasons why words from the question. These include the isolated factor, FACTOR 2, and FACTOR 3.✓ 1 mark (introduction)
Some historians think the isolated factor was words from the question because _____. Also _____.✓ 1 KU mark per fact (up to 5)
However, other historians think FACTOR 2 was words from the question because _____. Also _____.✓ 1 mark (balance) + 1 KU per fact
Other historians think FACTOR 3 was words from the question because _____. Also _____.✓ 1 KU mark per fact
Overall, the isolated factor / FACTOR 2 / FACTOR 3 was the most important words from the question. This is because [reason why — does not need to be new].✓ 2 marks (conclusion)
How it's marked
5 marks for knowledge — 1 KU mark for each accurate, developed fact you give to support your factors (not too brief). If only one factor is presented, max 3 for knowledge.
Structure marks: 1 for an introduction, 1 for balance (more than one factor), 2 for a conclusion (1 for a valid judgement, 1 for a reason supporting it).
💡It is asking: one factor is a reason — but there are others, so decide which was MOST important.
💡Each fact you add (including every "Also…") earns a KU mark, as long as it is developed and not too brief — up to 5.
✓ Reveal marking scheme▾
Max 8 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
Candidates must use knowledge to present a balanced assessment of the influence of different possible factors and come to a reasoned conclusion.
Up to 5 marks are allocated for relevant points of knowledge used to address the question. 1 mark should be given for each relevant, factual key point of knowledge used to support a factor. If only one factor is presented, a maximum of 3 marks should be given for relevant points of knowledge.
Up to 3 marks should be given for presenting the answer in a structured way, leading to a conclusion which addresses the question: 1 mark for the answer being presented in a structured way, with knowledge being organised in support of different factors; 1 mark given for a valid judgement or overall conclusion; 1 mark given for a reason being provided in support of the conclusion.
Role of Thomas Clarkson
Visited ports such as Liverpool to collect evidence of the cruelties of the slave trade
Interviewed sailors who were involved in the slave trade
Risked his life to campaign for the abolition of slavery
Clarkson published his evidence about the slave trade
Clarkson's influence on Wilberforce and others
Role of other campaigners
William Wilberforce led the campaign against the slave trade in parliament.
Wilberforce presented bills to abolish the slave trade
Wilberforce used his friendship with the prime minister and the monarchy to win support for abolition
Wilberforce became leader of the Society for the Abolition of the Slave Trade
Former slave ship captain, John Newton, preached against the evils of the trade/wrote the hymn, Amazing Grace
Freed slaves such as Olaudah Equiano published personal accounts about the terrible nature of the slave trade
Granville Sharp campaigned against slavery in British courts
Many people across Britain signed petitions against the slave trade.
Pamphlets, posters, newspaper adverts were used to campaign against the slave trade
Slogans such as 'Am I not a man and a brother' were used/appeared on Wedgwood crockery
Boycotts of slave produced goods such as sugar
Changing attitudes
Christian teaching led people to change their attitudes to the slave trade
People began to think of Africans as fellow human beings
Plantation agriculture became less important to the British economy
People began to regard slave labour as an inefficient way to produce goods
Explain the reasons why many people in Britain continued to support the slave trade.
WFQ = words from the question — reuse in every point.
🐀 RAT sheet — how to structure your answer▾
Explain · Appears in all 3 sections
WFQ (words from the question)your own recalled knowledge
One reason why words from the question was fact which meant that …✓ 1 mark
A second reason why words from the question was fact which meant that …✓ 1 mark
A third reason why words from the question was fact which meant that …✓ 1 mark
A fourth reason why words from the question was fact which meant that …✓ 1 mark
A fifth reason why words from the question was fact which meant that …✓ 1 mark
A sixth reason why words from the question was fact which meant that …✓ 1 mark
Example: One reason why women gained the vote in 1918 was that women burned down buildings like cricket pavilions, which meant that they gained publicity for the cause of votes for women.
How it's marked
1 mark for each accurate, relevant reason.
A second mark for each reason that is developed.
Each sentence/point must answer the question on its own.
✓ Reveal marking scheme▾
Max 6 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
Candidates must show a causal relationship between events.
1 mark should be given for each accurate, relevant reason, and a second mark should be given for reasons that are developed.
Candidates may achieve full marks by providing six straightforward reasons, three developed reasons, or a combination of these.
Possible reasons
The slave trade brought wealth to Britain, so was popular with those who became wealthy
The slave trade brought employment to Britain in areas such as shipyards, ports, mills, manufacturing, so was supported many involved in these industries
Cities profited from the slave trade (eg Bristol, Liverpool and Glasgow), so many in these cities wished to see slavery continue
The products of the slave trade were in great demand (eg cotton, tobacco and sugar) and many believed that slavery was needed in order to meet demand for these products
Involvement in the slave trade helped Britain to remain a world power, so many continued to support slavery
The slave trade was seen as a valuable training ground for the Royal Navy, so it was supported
Many MPs had financial interests in the slave trade, so wished to see it continue
Many MPs were being bribed to ensure that they continued to give their support for the continuation of the trade
The slave trade still enjoyed the support of the King
Profits from the trade were essential to fund the war with France
Evaluate the usefulness6 marks2014Q3⏳ Older formatThe Atlantic Slave Trade, 1770–1807
Evaluate the usefulness of Source A as evidence of the treatment of slaves on the plantations.
WFQ = words from the question — reuse in every point.
(You may want to comment on who wrote it, when they wrote it, why they wrote it, what they say or what has been missed out.)
Tip: Highlight up to 2 content points you would quote (content is worth up to 2 marks) — then consider author, purpose, timing and omission.
Highlight evidence — tap the text:
Source A
Source A is from Black Peoples of the Americas, a book written by an historian in 1995.
The planters in the Caribbean were afraid of a rebellion and they followed a policy of control through fear. Slaves had no rights. They were seen as possessions rather than human beings. Owners could deal with slaves exactly as they pleased and there was no punishment for owners who worked their slaves to death. Until the nineteenth century, no-one questioned owners burning or torturing their slaves.
🐀 RAT sheet — how to structure your answer▾
Evaluate the usefulness · Appears in 2 sections
Remember COAT
📄Content — what the source says
🚫Omission — what the source leaves out
✍️Author — who wrote it
🕐Timing — when it was written
WFQ (words from the question)quote from the source
Source X says “_____”. This is useful as it is accurate information about words from the question.✓ 1 mark (content)
Source X also says “_____”. This is useful as it is accurate information about words from the question.✓ 1 mark (content)
Source X omits _____. This makes the source less useful. Source X also omits _____. This makes the source less useful.✓ 1 mark (omission)
Source X was written by _____. This makes the source useful because they have personal / professional experience of, or are an expert in, words from the question.✓ 1 mark (author)
Source X was written in _____. This is useful as it was during the time of / has the benefit of hindsight about words from the question.✓ 1 mark (timing)
How it's marked
Maximum 4 marks for comments on author, type of source, purpose and timing.
Maximum 2 marks for comments on the content of the source.
Maximum 2 marks for comments on points of significant omission.
💡You can also comment on the Purpose and Type of source.
✓ Reveal marking scheme▾
Max 6 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
1 mark should be given for each relevant comment made, up to a maximum of 6 marks in total.
A maximum of 4 marks can be given for evaluative comments relating to the author, type of source, purpose and timing.
A maximum of 2 marks may be given for comments relating to the content of the source.
A maximum of 2 marks may be given for points of significant omission.
Aspects of the source
Author: Historian — Useful as modern historians are likely to be experts on the issue and have carried out research
Type of Source: Textbook — Factual account of the treatment of slaves on the plantations
Purpose: To inform — Useful as evidence of harsh treatment of slaves on the plantations
Timing: 1995 — A secondary source written with the benefit of hindsight
Content
They followed a policy of control through fear — Useful as this shows how harsh the treatment of slaves was
Slaves had no rights. They were seen as possessions rather than human beings — Useful as this shows slaves were not treated equally
There was no punishment for owners who worked their slaves to death/no one questioned owners burning or torturing their slaves — Useful as this shows how cruel plantation owners were/not answerable for their actions towards their slaves
Points of significant omission
Slaves were forced to work long hours
Slaves were often whipped for not working hard enough
Slave families were often broken up when slaves were bought and sold from plantations
