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Compare the views4 marks2016Q28⏳ Older formatChanging Britain, 1760–1914
Compare the views of Sources A and B about the events of the Peterloo massacre in 1819.
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 Peterloo massacre in 1819.
In 1819 a meeting was due to be addressed by Henry Hunt in Manchester. People had gathered from all over Lancashire in St Peter’s Fields. The magistrates wrongly believed that people had been marching and drilling like soldiers in preparation. They ordered the army to charge the crowd. In the stampede that followed, 11 people were killed and hundreds injured. The press nicknamed the tragedy “Peterloo” in mocking memory of the Battle of Waterloo.
Source B
I saw a large crowd that had gathered from miles around and was moving towards St Peter’s Fields. I laughed at the fears of the magistrates as the so-called “marching” protest was actually a procession of men with their wives, sisters and children. After that there was just noise and confusion and I could see that many people had been hurt. I will always be haunted by the sight of those trampled bodies.
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: Sources mostly agree about the events of the massacre
Points of comparison
agree
Source A: People had gathered from all over Lancashire in St Peter’s Fields
Source B: I saw a large crowd that had gathered from miles around and was moving towards St Peter’s Fields
agree
Source A: The magistrates wrongly believed that people had been marching and drilling like soldiers in preparation
Source B: (I laughed at the fears of the magistrates as) the so-called ‘marching’ protest was actually a procession of men with their wives, sisters and children
agree
Source A: 11 people were killed and hundreds injured
Source B: I could see that many people had been hurt/I will always be haunted by the sight of those trampled bodies.
Explain the reasons why working in mills was harmful to the health of textile workers.
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
hot temperatures led to exhaustion/poor health/made accidents more likely
long hours (12 to 18 hour days) led to exhaustion/poor health/made accidents more likely
few breaks led to exhaustion/made accidents more likely
lack of ventilation made it hard to breathe
harmful dust particles and fibres in the air led to a high rate of lung disease (TB)
noise of machinery often damaged hearing
open lavatory buckets smelly and unhygienic
machines were not fenced, so accidents were frequent
workers often had to work and eat during short breaks which led to accidents being more likely
children often had to climb beneath machinery to clean, causing accidents
child workers prone to rickets due to lack of sunlight and poor quality of food
workers became deformed/stomach pains due to long hours bending over machines
varicose veins common from workers spending long hours on feet
workers were often badly treated or beaten by overseers
before 1830s no laws to regulate working conditions/protect health
difficult to enforce laws passed/not enough factory inspectors
How fully6 marks2016Q30⏳ Older formatChanging Britain, 1760–1914
How fully does Source C explain the benefits brought to Britain by railways?
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 benefits that railways brought to Britain.
Railways changed the lives of nearly everyone in Britain. As early as 1852, all the present-day main lines had been laid. Even the most remote country areas were brought into contact with towns and cities. Industries benefited greatly from being able to transport their raw materials and goods quickly and cheaply. Farmers were able to sell their fresh produce over greater distances. Faster travel meant that people could live further from their jobs, so towns spread as suburbs were built.
🐀 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
even the most remote country areas were brought into contact with towns and cities
industries benefited greatly from being able to transport their raw materials and goods quickly/cheaply
farmers were able to sell their fresh produce over greater distances
faster travel meant that people could live further from their jobs/towns spread as suburbs were built
Points of significant omission
many jobs created (eg to build or run the railways)
daily national newspapers now possible
improved postal services
cheap fares/day trips and holidays for working class possible
Parliamentary trains meant railway travel was accessible to all
MPs could travel quickly between constituencies and London
political parties able to campaign nationwide
enabled growth of trade union movement
standardised time across Britain (GMT/Railway time)
enabled national sporting leagues to develop
perishable foods more widely available, so diet improved
Describe the changes made to voting and representation by 1867.
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.
1832 Reform Act
seats were distributed more fairly (eg industrial towns gained MPs)
pocket/rotten boroughs lost their MPs
boroughs with less than 4,000 inhabitants lost one MP each
more seats were awarded to the counties
Scotland was awarded extra seats/Ireland was given extra seats
some people lost the right to vote (eg working men in ‘potwalloper’ burghs)
1 in 6 adult men now had the vote/1 in 8 in Scotland, 1 in 5 in England.
electorate increased by about 60%/from 435,000 to 652,000
in Scotland the electorate increased from 4,500 to 65,000
in burghs the franchise was standardised/all male householders paying £10 per annum rent got the vote
in counties the franchise was extended to 40 shilling (£2)freeholders/£10 copyholders/£50 tenants
this meant that middle-class men now had the vote (eg small landowners, tenant farmers and shopkeepers)
voter registration introduced/duration of polling limited to two days
1867 Reform Act
enfranchised 1.25 million men/effectively doubled the electorate/1 in 3 men now had vote
all male householders/lodgers in burghs who paid rent of £10 per annum got the vote (enfranchised skilled working men in towns)
business owners who paid rates of £12 per annum got the vote
seats were redistributed from small towns to the growing industrial towns or counties(eg Liverpool got an extra MP/Edinburgh from two to four MPs)
the University of London was also given a seat/two seats given to Scottish universities
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?’
Explain5 marks2016Q16⏳ Older formatThe Creation of the Medieval Kingdoms, 1066–1406
Explain the reasons why William, Duke of Normandy, claimed he had a right to the English throne.
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
William was related to Edward the Confessor through marriage
William claimed Edward had promised him the throne
William had supported Edward during rebellion in England/had supplied Edward with soldiers to put down the revolt
Harold Godwinson had sworn an oath to accept William as the rightful heir
Harold had seized the throne/broken his oath/this made him unworthy to be king
William had also received the support of the Pope before his invasion
William felt God was on his side after his victory at Hastings
Compare the views4 marks2016Q17⏳ Older formatThe Creation of the Medieval Kingdoms, 1066–1406
Compare the views of Sources A and B about how William I dealt with rebellion.
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 William I dealt with rebellion.
When William’s army reached York it brutally crushed the rebellion. Every home and farmland was burnt and all livestock destroyed. So many people were massacred that their bodies filled the streets. William made no attempt to control his anger and punished everyone whether they were innocent or guilty. Within weeks the whole of Yorkshire had become a wasteland. The few who had survived now faced starvation.
Source B
William marched north with an army of experienced soldiers. Hundreds of people were slaughtered when William’s men went from village to village to end the uprising. Crops were set on fire, herds of animals were slaughtered and supplies of food ruined. Whole families died of hunger as a result of William’s harsh actions. The north never rebelled again and William was able to spend his time dealing with problems elsewhere in his kingdom.
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 the way William dealt with rebellion
Points of comparison
agree
Source A: Every home and farmland was burnt and all livestock destroyed
Source B: Crops were set on fire, herds of animals were slaughtered and supplies of food ruined
agree
Source A: So many people were massacred that their bodies filled the streets
Source B: Hundreds of people were slaughtered
agree
Source A: The few who had survived now faced starvation
Describe5 marks2016Q18⏳ Older formatThe Creation of the Medieval Kingdoms, 1066–1406
Describe the actions taken by Henry II to increase his power when he became king in 1154.
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.
Possible points of knowledge
Henry knocked down any castles built illegally by the barons
Henry sent the barons’ armies home
Henry introduced the exchequer (eg Nigel of Ely)
Henry introduced new laws to deal with crime (eg The Assize of Clarendon/Northampton)
Henry introduced new laws to deal with land (eg The Novel Disseisin)
Henry introduced the jury system/trial by ordeal
Henry sacked corrupt sheriffs
Henry prevented barons from becoming sheriffs
Henry introduced key officials (eg Justices in Eyre)
Henry appointed his sons to control other parts of his kingdom
How fully6 marks2016Q19⏳ Older formatThe Creation of the Medieval Kingdoms, 1066–1406
How fully does Source C explain why the Church was important in medieval times?
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 why the Church was important in medieval times.
Harvest failure and disease meant life was often short and brutal for medieval people. The Church offered support and comfort during difficult times and encouraged people not to give up. Every Sunday, priests preached about the afterlife and taught people how to be good Christians. Priests also heard confessions and issued penance for those who wanted their sins forgiven. In this way the Church was able to control the way people behaved in society allowing most communities to live in peace.
🐀 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 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
offered support and comfort in difficult times/encouraged people not to give up
taught people how to be good Christians
heard confessions/issued penance
controlled the way people behaved
Points of significant omission
carried out key ceremonies (eg baptism/marriage/funeral)
performed last rites for the dying
kept tithes for villages in case of harvest failure
identified holidays
educated boys/trained them for a career in the Church
was part of the feudal system/owed service to the king
was active politically (eg clergy often acted as advisors to the king)
employed large number of people from the community
Describe5 marks2016Q32⏳ Older formatThe Making of Modern Britain, 1880–1951
Describe the problems facing the poor by the early 1900s.
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.
How fully6 marks2016Q33⏳ Older formatThe Making of Modern Britain, 1880–1951
How fully does Source A explain the reasons for changing attitudes to poverty by the 1900s?
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 changing attitudes to poverty.
In 1900 the Labour Party was formed. This new party campaigned for reforms to tackle poverty. Other parties were afraid that they might lose votes to Labour if they did not show that they wanted to help the poor. Most working class men now had the vote, so it was possible that they could vote for Labour. Trade unions put pressure on the Liberals and Conservatives to do more to help the poor. Society was beginning to accept that some people became poor through no fault of their own.
🐀 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
other parties were afraid that they might lose votes to Labour if they did not show that they wanted to help the poor
most working class men now had the vote, so it was possible that they could vote for Labour
Trade unions put pressure on the Liberals and Conservatives, to do more to help the poor
society was beginning to accept that some people became poor through no fault of their own
Points of significant omission
Booth’s survey revealed high levels of poverty in London.
Rowntree’s survey revealed that the problem was not confined to London – provincial cities like York affected too.
concerns over fitness of recruits during Boer War led to desire to improve health by tackling poverty.
concerns over national efficiency/worries about Britain’s future workforce led to desire to tackle poverty and poor health
other countries beginning to challenge Britain’s position (eg Germany and the USA)
‘New Liberals’ accepted that government had to intervene more in the lives of the people to help the poor
politicians such as David Lloyd George came from a working class background and had genuine concern for the poor
the Germans had introduced some welfare reforms already and the ‘German Model’ was studied and copied by the British/David Lloyd George had visited Germany for this purpose
Explain5 marks2016Q34⏳ Older formatThe Making of Modern Britain, 1880–1951
Explain the reasons why the reforms of the Liberal government of 1906–1914 did not fully meet the needs of the British people.
WFQ = words from the question — reuse in every point.
🐀 RAT sheet — how to structure your answer▾
Explain · Appears in all 3 sections
WFQ (words from the question)your own recalled knowledge
One reason why words from the question was fact which meant that …✓ 1 mark
A second reason why words from the question was fact which meant that …✓ 1 mark
A third reason why words from the question was fact which meant that …✓ 1 mark
A fourth reason why words from the question was fact which meant that …✓ 1 mark
A fifth reason why words from the question was fact which meant that …✓ 1 mark
A sixth reason why words from the question was fact which meant that …✓ 1 mark
Example: One reason why women gained the vote in 1918 was that women burned down buildings like cricket pavilions, which meant that they gained publicity for the cause of votes for women.
How it's marked
1 mark for each accurate, relevant reason.
A second mark for each reason that is developed.
Each sentence/point must answer the question on its own.
✓ Reveal marking scheme▾
Max 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
Liberals had no overall plan for social reform
reforms were selective/only helped some groups/deserving poor
benefit levels were ungenerous/often below subsistence level (eg pensions)
many of the reforms were voluntary/optional/control given to local authorities (eg school meals only made compulsory in 1914)
unemployment benefit only paid for short-term (15 weeks), so did not tackle long-term unemployment
unemployment insurance only for certain trades
problems with pensions (eg payable at 70 – well above average life-expectancy)
medical inspections did not provide treatment (until 1912 when school clinics introduced)
health insurance did not cover most hospital treatment
families of workers not covered by health insurance
housing not tackled at all
Education barely tackled (apart from some scholarships in 1907/8 Education Act)
Compare the views4 marks2016Q35⏳ Older formatThe Making of Modern Britain, 1880–1951
Compare the views of Sources B and C about the success of the reforms of the Labour Government of 1945–1951.
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 success of the reforms of the Labour Government of 1945–1951.
There is some disagreement amongst historians about how successful the Labour reforms actually were. However, their record of success is difficult to argue with. The National Health Service was the greatest achievement of the Labour welfare state, giving free medical and dental treatment to all. Considerable progress was made in tackling the housing shortage. Between 1948 and 1951, around 200,000 homes were built per year.
Source C
Labour came to power in 1945. Their reputation of being the creator of the modern welfare state is not entirely deserved. Labour’s record on house building was poor when compared to previous governments. Labour claimed the credit for maintaining low levels of unemployment, but this was mainly due to booming private industry and exports. By 1951, charges had to be introduced for some dental treatment, spectacles and prescriptions, meaning the NHS was not entirely free.
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 disagree about the success of the Labour reforms
Points of comparison
disagree
Source B: Their record of success is difficult to argue with
Source C: Their reputation … is not entirely deserved
disagree
Source B: The National Health Service was the greatest achievement of the Labour welfare state, giving free medical and dental treatment to all
Source C: By 1951, charges had to be introduced (for some dental treatment, spectacles and prescriptions) meaning that the NHS was not an entirely free service.
disagree
Source B: Considerable progress was made in tackling the housing shortage/between 1948 and 1951, around 200,000 homes were built per year
Source C: Labour’s record on house building is poor (when compared to that of the previous governments of the 1930s)
Compare the views4 marks2016Q20⏳ Older formatWar of the Three Kingdoms, 1603–1651
Compare the views of Sources A and B about the reign of King Charles I.
WFQ = words from the question — reuse in every point.
(Compare the sources overall and/or in detail.)
Tip: Highlight 2–3 points of comparison — either where the sources agree OR where they disagree. You do not need both; pick one set and compare them point by point.
Highlight evidence — tap the text:
Source A
Sources A and B are about the reign of King Charles I.
The reign of Charles I began with an unpopular friendship with the Duke of Buckingham. He used his influence with the King to control the nobility. Buckingham was assassinated in 1628. There was ongoing tension with Parliament over money, made worse by the costs of war abroad. Religious tensions led to further resentment of Charles I as he preferred Anglican forms of worship which made Puritans suspicious.
Source B
Charles I was a very religious man who enjoyed Anglican church services full of ritual, and this led to clashes with Puritans who preferred plain and simple services. Charles also angered many by having favourites at court, particularly the Duke of Buckingham. In 1628 Buckingham was assassinated. Charles’ constant arguments with Parliament led him to rule without Parliament for eleven years. Charles also angered many with the methods he used to raise money.
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 that the reign of Charles was unpopular
Points of comparison
agree
Source A: The reign of Charles I began with an unpopular friendship with the Duke of Buckingham/ Buckingham was assassinated in 1628
Source B: Charles also angered many by having favourites at court, particularly the Duke of Buckingham/ In 1628 Buckingham was assassinated
agree
Source A: There was ongoing tension with Parliament over money (made worse by the costs of war abroad)
Source B: Charles also angered many with the methods he used to raise money
agree
Source A: Religious tensions led to further resentment of Charles I as he preferred Anglican forms of worship which made Puritans suspicious
Source B: Charles I was a very religious man who enjoyed Anglican church services full of ritual, and this led to clashes with Puritans who preferred plain and simple services
Explain5 marks2016Q21⏳ Older formatWar of the Three Kingdoms, 1603–1651
Explain the reasons why there was opposition to the methods used by Charles I to raise money.
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
ship money – only to be collected in times of war and from coastal areas – Charles began to collect it from inland areas, in times of peace and on a yearly basis
forest fines imposed on people living in areas that had been forests in the distant past (14th century)
distraint of Knighthood fines – fining people if they did not accept knighthoods (Knights had to provide loans to the Crown)
nuisances – in London people who had built outside of the original walls were forced to buy a licence to ‘commit a nuisance’
monopolies – reappeared in different forms, the most resented being the soap monopoly
Court of Wards – the much disliked Court of Wards doubled its income (to £76,000)
plantations – 1632 City of London was fined for failing to push forward the plantation of Ulster (finding Protestant families to take over land in Ireland)
customs farmers – customs farmers gave the Crown a larger sum in exchange for the right to collect the customs, these extra dues were passed on to the merchants to pay
many disliked new taxation caused by King and court’s love of luxury (eg banquets, clothes, foreign dynastic wars)
Describe5 marks2016Q22⏳ Older formatWar of the Three Kingdoms, 1603–1651
Describe the reaction in Scotland to the introduction of the New Prayer Book in 1637.
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 any point that is developed.
Possible points of knowledge
riot in St. Giles Cathedral saw men and women assault the Dean of St. Giles whilst reading from the New Prayer Book
other potential violence in the north as Bishop of Brechin threatened his congregation with two loaded pistols as he read from the new service
emergency body was formed to organise opposition to the New Prayer Book – ‘The Tables’ members were chosen from the Scottish Parliament
Petitions organised and sent to Charles
National Covenant for the Defence of True religion was drawn up in 1638
General Assembly of the Kirk banned the New Prayer Book in 1638
Charles decided to use force against the Scots in 1638 (First Bishops’ War), caused further opposition
How fully6 marks2016Q23⏳ Older formatWar of the Three Kingdoms, 1603–1651
How fully does Source C describe the events of the Battle of Edgehill in 1642?
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 is about the Battle of Edgehill in 1642.
The King ordered his army to occupy the high ridge on Edgehill, hoping that the Parliamentarian army would be forced to attack uphill. Instead the Parliamentarian army was arranged on flat ground 2 miles away, waiting for the King to make the first move. The Parliamentary army was commanded by the Earl of Essex who had gained experience of commanding an army during the First Bishops’ War. Essex’s decision to wait forced the King to take action. The King moved his army down off the ridge and attacked.
🐀 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
the King ordered his army to occupy the high ridge on Edgehill, hoping that the Parliamentarian army would be forced to attack uphill
Parliament arranged their army on flat ground
Essex decided to wait for the King to make the first move
Essex’s decision to wait forced the King to take action/the King moved his army down off the ridge and attacked
Points of significant omission
Royalist cavalry on the right wing charged into Parliamentarian cavalry causing them to flee
Royalist cavalry pursued the Parliamentarians to village of Kineton/3 miles away
Royalist left wing cavalry scattered by right wing of Parliamentarian army
Parliamentarians now had the only effective cavalry left on the field
Royalist cavalry drifted back from Kineton to find the situation had altered greatly
night came and exhausted soldiers stopped fighting
3000 men had died, many wounded or fled
battle ended in a draw – both sides moved towards London the next day
Explain5 marks2016Q40⏳ Older format“Tea and Freedom”: the American Revolution, 1774–1783
Explain the reasons why the colonists had become unhappy with British rule by the 1770s.
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 colonists were unhappy with the imposition of laws and taxes which were seen as unjust (eg the passing of the Stamp Act and Townshend Act in the 1760s had been very unpopular measures)
they resented being taxed without representation in the British parliament
events such as the Boston Tea Party led to an increase in anti-British feeling among colonists/unhappiness at high-handed actions of British government
the colonists were unhappy with the continuing presence of British soldiers in the colonies
some colonists were frustrated that the British were stopping them from moving West
some colonists felt that the policies of the British government were damaging trade
Describe5 marks2016Q41⏳ Older format“Tea and Freedom”: the American Revolution, 1774–1783
Describe the events at Bunker Hill in 1775.
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.
Possible points of knowledge
Colonists secured high ground at Bunker Hill overlooking British forces
British Navy opened fire on the colonists’ position (but shells fell short)
Prescott told the colonists, ‘Don’t fire until you see the whites of their eyes!’ (to save much needed ammunition)
British charged the hill three times before the colonists were driven away/ran out of ammunition
British soldiers were exposed to American musket fire as they made their way up the hill
Bright uniforms of British soldiers made them easy targets
British suffered around 1,000 casualties (226 killed, 828 wounded)
Colonists suffered less than half of British casualties (around 100-400 killed and 300 wounded)
British were victorious/Colonists achieved confidence boost for future battles against British forces
How fully5 marks2016Q42⏳ Older format“Tea and Freedom”: the American Revolution, 1774–1783
How fully does Source A describe the events at Lexington and Concord in 1775?
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 events in Lexington and Concord in 1775.
By early 1775 many in the colonies had started to prepare for war. Spies had informed the British commander in Boston about a store of gunpowder and weapons that the colonists had been collecting at Concord. British soldiers were dispatched to seize the supplies. When the British arrived at Lexington they were confronted by a group of minutemen. These were colonists who had been training and preparing for war. Shots were fired and several colonists were killed. The British then marched on to Concord where they destroyed any remaining supplies.
🐀 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.
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
British soldiers were dispatched to seize the supplies
when the British arrived at Lexington they were confronted by a group of minutemen
shots were fired and several colonists were killed
the British then marched on to Concord where they destroyed any remaining supplies.
Points of significant omission
the Sons of Liberty had discovered that the British were planning to march on Concord.
Paul Revere and other riders sounded the alarm
church bells roused the minutemen from their beds.
the British soldiers were attacked by angry colonists as they tried to make their way back to Boston.
many British soldiers were killed and injured.
Colonists in Massachusetts continued to attack the British forces.
Evaluate the usefulness5 marks2016Q43⏳ Older format“Tea and Freedom”: the American Revolution, 1774–1783
Evaluate the usefulness of Source B as evidence of the condition of the American army during the winter of 1777.
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 — is from a diary written by an American army officer in December 1777.
The army now continues to grow sickly from the exhaustion they have suffered in this campaign. We are sick—discontented—and out of humour. Poor food—cold weather—nasty clothes—nasty cooking—the Devil’s in it! I can’t endure it! Why are we sent here to starve and freeze? Despite all of this, the men still show a spirit not to be expected from such young troops.
🐀 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 may be given for comments relating to the content, and 2 marks for points of significant omission.
Author/type/purpose/timing
Author: American army officer – Useful as he is an eyewitness/first-hand experience
Type of Source: Diary entry – Useful as it is more likely to reveal his true opinion/feelings
Purpose: To record – Useful as it is a private record and is less likely to be biased on the poor condition of the American army
Timing: 1777 – Useful because it was written during the Wars of Independence
Points from the source
The army now continues to grow sickly from the exhaustion they have suffered in this campaign – Useful as it accurately shows the true condition of the army
Poor food/cold weather/nasty clothes/nasty cooking – Useful as it accurately shows the extent of suffering of the army
The men still show a spirit – Useful as it accurately shows that the morale of the American army remained high
Points of significant omission
the American forces had endured a number of military setbacks in 1777
the Army was small in number/lacked experienced leadership/few professional soldiers
Washington used the difficult winter of 1777 to train and discipline his soldiers into a much more effective force.
Describe5 marks2016Q64⏳ Older formatAppeasement and the Road to War, 1918–1939
Describe the ways in which Hitler rearmed Germany between 1933 and 1935.
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.
Possible points of knowledge
Hitler instructed industry to begin the secret production of new tanks, aircraft and other weapons
by 1934 Hitler had doubled the size of the German army
Hitler built up an air force of 2000 planes by the end of 1934
Hitler introduced conscription to the German army/greatly expanded the office corps
by the end of 1935 the German army totalled over 500,000 men
the Anglo-German Naval agreement was signed giving Germany permission to build up its navy to a level that was 35% of Britain’s naval strength
Evaluate the usefulness5 marks2016Q65⏳ Older formatAppeasement and the Road to War, 1918–1939
Evaluate the usefulness of Source A as evidence of the consequences of the Anschluss.
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 — is from an article by the historian Professor Neil Gregor in “20th Century History Review”, published in 2008.
The Anschluss had a number of significant consequences and was notable for several reasons. Most obviously, it marked the beginning of Germany’s territorial expansion, starting a chain of events which continued with the occupation of the Sudetenland. The lack of meaningful opposition from Britain and France underlined again for Hitler that he could do as he pleased. The persecution of Jews by the Nazis was greatly intensified following the Anschluss, especially in Austria.
🐀 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 may be given for comments relating to the content, and 2 marks for points of significant omission.
Author/type/purpose/timing
Author: Historian – Useful as it is written by a well-informed expert
Type of Source: Article (from a modern history journal) – Useful as it will have been well-researched
Purpose: To inform – Useful as it gives a balanced insight in to the consequences of the Anschluss
Timing: 2008 – Useful as it was written with the benefit of hindsight
Points from the source
It marked the beginning of Germany’s territorial expansion, starting a chain of events which continued with the occupation of the Sudetenland – Useful as it is accurate/ Germany did gain control of the Sudetenland by October 1938
The lack of meaningful opposition from Britain and France underlined again for Hitler that he could do as he pleased – Useful as it is accurate/ Hitler’s aggressive actions over Czechoslovakia and Poland did suggest that he did not believe Britain and France would take action against him
The persecution of Jews was greatly intensified following the Anschluss, especially in Austria – Useful as it is accurate/persecution of Jews did start immediately after German troops entered Austria
Points of significant omission
Germany added 100,000 Austrian troops to the German army
Germany gained useful economic resources such as iron, steel and other raw materials
Czechoslovakia was under threat as it was now surrounded on three fronts by Germany
lack of action against Germany encouraged Hitler further
How fully5 marks2016Q66⏳ Older formatAppeasement and the Road to War, 1918–1939
How fully does Source B explain the reasons why Britain followed a policy of appeasement?
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 is about the British policy of appeasement in the 1930s.
Appeasement was a policy which involved making concessions to Hitler. The main reason for such a stance was a belief that given the harsh treatment of Germany at Versailles, Hitler’s demands were not unreasonable. The policy was motivated by several other factors. The British public were still haunted by memories of World War One and unwilling to back military action. Chiefs of the armed forces advised that the British military was unprepared for war. The Treasury meanwhile warned against the financial consequences of war.
🐀 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.
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
a belief that given the harsh treatment of Germany at Versailles, Hitler’s demands were not unreasonable
the British public were still haunted by memories of World War One and unwilling to back military action
Chiefs of the armed forces advised that that the British military was unprepared for war
the Treasury meanwhile warned against the financial consequences of war
Points of significant omission
Germany had rearmed with a powerful army, navy and air force
by appeasing Hitler Britain bought itself time to rearm and strengthen the military
there was fear of war due to the likely destruction caused by bombing from the air
lack of allies – Empire countries unwilling, USA isolationist and France not trusted
Britain wanted a stronger Germany to prevent Communist expansion
Explain5 marks2016Q67⏳ Older formatAppeasement and the Road to War, 1918–1939
Explain the reasons why Hitler declared war on Poland in 1939.
WFQ = words from the question — reuse in every point.
🐀 RAT sheet — how to structure your answer▾
Explain · Appears in all 3 sections
WFQ (words from the question)your own recalled knowledge
One reason why words from the question was fact which meant that …✓ 1 mark
A second reason why words from the question was fact which meant that …✓ 1 mark
A third reason why words from the question was fact which meant that …✓ 1 mark
A fourth reason why words from the question was fact which meant that …✓ 1 mark
A fifth reason why words from the question was fact which meant that …✓ 1 mark
A sixth reason why words from the question was fact which meant that …✓ 1 mark
Example: One reason why women gained the vote in 1918 was that women burned down buildings like cricket pavilions, which meant that they gained publicity for the cause of votes for women.
How it's marked
1 mark for each accurate, relevant reason.
A second mark for each reason that is developed.
Each sentence/point must answer the question on its own.
✓ Reveal marking scheme▾
Max 5 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
Candidates must show a causal relationship between events.
1 mark should be given for each accurate, relevant reason, and a second mark should be given for reasons that are developed.
Possible reasons
Germany had a grievance over land lost to Poland at the end of World War One
millions of Germans were forced to live under Polish rule
Danzig, a German town and free city under the League, was run to suit the Poles
The ‘Polish Corridor’ divided East Prussia from the rest of Germany
A successful invasion of Poland would be popular/ provide land for Lebensraum
Hitler regarded the Poles as inferior (untermenschen)
The Nazi-Soviet Pact meant that Russia would not protect Poland
The Pact of Steel had assured Germany of Italy’s support
Hitler did not believe that Britain would help Poland in the event of war
Describe5 marks2016Q60⏳ Older formatFree at Last? Civil Rights in the USA, 1918–1968
Describe the ways that the Jim Crow laws segregated black and white Americans.
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.
Possible points of knowledge
separate restaurants
separate schools
separate toilets, drinking fountains and restrooms
separate carriages on busses/trains
separate entrances and wards in hospitals
separate graveyards
separate leisure and sporting facilities
in some states marriage between whites and blacks was forbidden
Explain5 marks2016Q61⏳ Older formatFree at Last? Civil Rights in the USA, 1918–1968
Explain the reasons why many Americans were against immigration by the 1920s.
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
unemployment increased after the war/immigrants were accused of taking jobs from Americans
concern that immigrant workers were forcing wages down by working for less
concern that immigrants would be used by employers to break strikes
WASPs feared ‘inferior’ immigrants from south and east Europe would threaten their way of life/new immigrants had different religions
concern that immigrants would create pressure on scarce housing
feeling that new immigrants who were uneducated and illiterate had little to contribute to American life/spoke different languages
immigrants were often blamed for crime, disease, alcoholism and other social problems in cities
new immigrants often settled amongst people from their own countries leading to a perception that they were unwilling to mix with other Americans
fear of political unrest from communist and socialist immigrants
How fully5 marks2016Q62⏳ Older formatFree at Last? Civil Rights in the USA, 1918–1968
How fully does Source A describe the actions of the Ku Klux Klan in the 1920s?
WFQ = words from the question — reuse in every point.
(Use the source and recall to reach a judgement.)
Tip: Highlight up to 3 pieces of evidence from the source (worth up to 3 marks) — then recall 3 points the source leaves out.
Highlight evidence — tap the text:
Source A
Source A is about the actions of the Ku Klux Klan.
The original Ku Klux Klan was a white supremacist organisation founded in 1866. Wearing white robes and pointed hats, the Klan of the 1920s looked similar to the original. During elections, the Klan would wait outside the voting place to beat up blacks if they came near. Women considered immoral were also targeted by the Klan. A divorced woman in Texas was tarred and feathered for remarrying. A massive march in Washington DC in 1925 was a demonstration of the Klan’s power.
🐀 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.
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
wearing white robes and pointed hats
during elections, the Klan would wait outside the voting place to beat up blacks if they came near
a divorced woman in Texas was tarred and feathered for remarrying
a massive march in Washington DC in 1925
Points of significant omission
the Klan held elaborate ceremonies and used a coded language
the Klan were intimidating (eg burned large crosses on hillsides and near the homes of people they wished to frighten)
the Klan brutally assaulted many blacks/night raids on black households
the Klan lynched many blacks
the Klan bombed and burned churches, schools and other meeting places used by black people
use of propaganda/advertised to gain larger membership
influenced all aspects of local authority (eg courts, police departments)
Evaluate the usefulness5 marks2016Q63⏳ Older formatFree at Last? Civil Rights in the USA, 1918–1968
Evaluate the usefulness of Source B as evidence of the reasons why Malcolm X was popular amongst many black Americans.
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 — is from a newspaper interview with a black American taxi driver from New York in 1961.
I like Malcolm the best. I can believe in a leader who comes from the street, Malcolm is one of us. Malcolm isn’t afraid to stand up to the FBI and the cops. Those black Muslims make more sense than the NAACP and all of the rest of them put together, you don’t see Malcolm tip-toeing around the whites like he’s scared of 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 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 may be given for comments relating to the content, and 2 marks for points of significant omission.
Author/type/purpose/timing
Author: A black American taxi driver – Useful as he eyewitness/first-hand experience of Malcolm X/a member of the black American community
Type of Source: Newspaper interview – Useful as it contains an honest opinion/may be less useful as possibility of bias
Purpose: To inform – Useful as the interview provides several reasons for supporting Malcolm X
Timing: 1961 – Useful as it is from the time when Malcolm X was a leading figure
Points from the source
I can believe in a leader who comes from the street, Malcolm is one of us – Useful as it is accurate/many black Americans did relate to a leader who had grown up in a predominantly black neighbourhood
Malcolm isn’t afraid to stand up to the FBI and the cops – Useful as it is accurate/police harassment and brutality was a common complaint amongst black Americans
Those black Muslims make more sense than the NAACP and all of the rest of them put together, you don’t see Malcolm tip-toeing around the whites like he’s scared of them – Useful as it is accurate/many did support Malcolm X’s belief that blacks had the right to defend themselves with the use of violence
Points of significant omission
Malcolm X was a charismatic figure and speaker who gained support from his public speeches and his appearances on television
many agreed with Malcolm X that white Americans were inherently racist and blacks could only gain true equality if they separated from white society
Malcolm X encouraged blacks to be proud of the colour of their skin and their African American culture -this appealed to many
Explain5 marks2016Q48⏳ Older formatHitler and Nazi Germany, 1919–1939
Explain the reasons why the German people were opposed to the Treaty of Versailles.
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
Germany got no say in the Treaty/called it a “DIKTAT” a dictated peace
Germany blamed for starting the war (War Guilt Clause)
felt it humiliated Germany/was unacceptable/too harsh
Germans resented having to pay reparations
with the Kaiser gone Germans did not believe they should be punished
not based on Wilson’s 14 points eg no self determination
Germany lost land eg people living under foreign rule
loss of colonies felt to be unfair
Armed forces reduced increasing unemployment/leaving them vulnerable to attack
Describe5 marks2016Q49⏳ Older formatHitler and Nazi Germany, 1919–1939
Describe the treatment of the Jews in Nazi Germany.
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.
Possible points of knowledge
Anti-Jewish propaganda: blamed for World War One/Communism/economic ruin/contaminating the “Master Race”
Jews were often abused or beaten up in the streets
Anti-Semitic education: pupils taught to be hostile to Jews: teachers humiliated Jewish children
from 1933 Anti-Jewish Laws/boycott of Jewish shops/doctors/lawyers/lecturers dismissed
Law for the Restoration of the Professional Civil Service banned Jews from government jobs
1935: Jews forbidden to join the Army; restrictions on opportunities for employment, education; Civil Liberties restricted; Anti-Jewish signs displayed in shops/restaurants/cafes
1935 Nuremburg Laws for protection of German blood and honour (eg ban on marriage between Jews and non-Jews)
Sexual relations between Jews and non-Jews outside marriage – criminal offence
1935 National Law of Citizenship meant Jews lost citizenship – no vote/rights
1938 Government contracts only for Aryan firms
1938 only Aryan doctors were allowed to treat Aryan patients
1938 all Jews had to take new first name: Israel and Sarah: adding to signatures/passport stamped with letter ‘J’
Evaluate the usefulness5 marks2016Q50⏳ Older formatHitler and Nazi Germany, 1919–1939
Evaluate the usefulness of Source A as evidence of the use of intimidation by the Nazis.
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 — is from the diary of Ernst Thalmann, a Communist leader writing about his arrest in 1933 by the Gestapo.
Every cruel method of blackmail was used against me to obtain details about my comrades. But the approach proved unsuccessful. I was then assaulted and in the process had four teeth knocked out. They tried hypnosis which was also ineffective. Finally, a Gestapo officer with a whip in his hand beat me with measured strokes. Driven wild with pain, I screamed at the top of my voice.
🐀 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 may be given for comments relating to the content, and 2 marks for points of significant omission.
Author/type/purpose/timing
Author: Ernst Thalmann – Useful as it is from someone who has first-hand experience of Nazi intimidation
Type of Source: Diary – Useful as it is an honest personal account
Purpose: To inform – Useful as it provides a balanced (and detailed) account of the use of intimidation by the Nazis
Timing: 1933 – Useful as it is from the time that the Nazis were routinely intimidating their opponents
Points from the source
Every cruel method of blackmail was used against me – Useful as it accurately describes how the Nazis threatened prisoners families to extract confessions
I was then assaulted and in the process had four teeth knocked out/a Gestapo officer with a whip in his hand then beat me with measured strokes – Useful as it accurately describes methods used by Gestapo
They tried hypnosis which was also ineffective – Useful as it accurately describes methods used by Gestapo
Points of significant omission
the SS also very intimidating
fear of concentration camps intimidating
use of Gestapo informers/other spying systems intimidated people
How fully5 marks2016Q51⏳ Older formatHitler and Nazi Germany, 1919–1939
How fully does Source B describe the activities of the Hitler Youth?
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 is about the activities of the Hitler Youth.
Boys learned military skills such as practising with weapons. To toughen them up, they were taken on cross country hikes and runs. One member of the Hitler Youth remembered that anyone who got a stitch while running was punished and humiliated as a weakling. Boys were also tested on their knowledge of Nazism and those who passed the test were given a dagger marked “Blood and Honour”. Most members of the Hitler Youth joined because they thought it was fun and exciting. However they did not all enjoy the endless marching.
🐀 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.
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
boys learned military skills such as practising with weapons
to toughen them up, they were taken on cross country hikes and runs
boys were also tested on their knowledge of Nazism
however they did not all enjoy the endless marching
Points of significant omission
details on “military athletics” (Wehrsport) (eg bayonet drill, grenade throwing, trench digging, map reading, gas defence, use of dugouts, how to get under barbed wire and pistol shooting)
compulsory gymnastics/other sporting activities like football/handball
competitive boxing matches (where the rules were not as important as beating your opponent)
Explain5 marks2016Q56⏳ Older formatMussolini and Fascist Italy, 1919–1939
Explain the reasons why Mussolini was able to secure power in Italy by 1925.
WFQ = words from the question — reuse in every point.
🐀 RAT sheet — how to structure your answer▾
Explain · Appears in all 3 sections
WFQ (words from the question)your own recalled knowledge
One reason why words from the question was fact which meant that …✓ 1 mark
A second reason why words from the question was fact which meant that …✓ 1 mark
A third reason why words from the question was fact which meant that …✓ 1 mark
A fourth reason why words from the question was fact which meant that …✓ 1 mark
A fifth reason why words from the question was fact which meant that …✓ 1 mark
A sixth reason why words from the question was fact which meant that …✓ 1 mark
Example: One reason why women gained the vote in 1918 was that women burned down buildings like cricket pavilions, which meant that they gained publicity for the cause of votes for women.
How it's marked
1 mark for each accurate, relevant reason.
A second mark for each reason that is developed.
Each sentence/point must answer the question on its own.
✓ Reveal marking scheme▾
Max 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
Mussolini exploited weaknesses of other groups by use of his newspaper ‘Il Popolo D’Italia’
by 1921 – fascism was anti-communist, anti-trade union, anti-socialist and pro-nationalism and thus became attractive to the middle and upper classes
fascism became pro-conservative, appealed to family values, supported church and monarchy
promised to work within the accepted political system (this made fascism more respectable and appealing to both the monarchy and the papacy)
violence showed fascism was strong and ruthless (it appealed to many ex-soldiers)
middle class frightened by Communism/fascists appeared to be only ones prepared to stand up to Communists
fascists promised strong government. This was attractive after a period of extreme instability
Mussolini attracted many with his powerful oratory. Mussolini manipulated his image, kept out of violence himself but exploited the violence of others
Parliamentary government was weak – informal ‘liberal’ coalitions. Corruption was commonplace (transformismo)
the Acerbo law was used to secure a Fascist parliamentary majority
the King gave in to Fascist pressure during the March on Rome. He failed to call Mussolini’s bluff
after the Aventine Secession the King was unwilling to dismiss Mussolini
Mussolini’s’ political opponents were divided and this weakened them
Mussolini’s Blackshirts terrorised the cities and provinces causing fear with tactics such as force-feeding with toads and castor oil
destruction of opposition press severely weakened them
Describe5 marks2016Q57⏳ Older formatMussolini and Fascist Italy, 1919–1939
Describe the policies introduced by Mussolini to try to control the lives of young Italians.
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.
Possible points of knowledge
from 1925 teachers with suspect political views could be dismissed
from 1929 all teachers were required to take an oath of loyalty to the regime
in 1931 a Fascist Teachers Association was set up to regulate the profession. Membership was compulsory by 1937
in schools the cult of personality was heavily promoted (the Duce’s portrait had to be hung alongside that of the King)
teachers were ordered to stress the genius and strength of Mussolini
children were taught the importance of obedience in the Fascist state/Text books were altered
in history children were taught that Italy had been the cradle of European civilisation and that Italians had always been at the forefront of events. Italy’s role in the First World War was exaggerated
The Fascist Youth movement, the Opera Nazionale Balliala (ONB) was set up to control young people’s leisure activities
The Ballila and Avanguardista provided military and ideological training as well as sports and fitness training for boys
in the Piccole Italiane and Giovani Italiane girls were prepared for a traditional role by being taught sewing and child care
at university level the Gruppi Universitari Fascisti (GUF) provided further sporting and military training/ students had to join to further careers
How fully5 marks2016Q58⏳ Older formatMussolini and Fascist Italy, 1919–1939
How fully does Source A describe the cult of “Il Duce”.
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 cult of “Il Duce”.
When the Fascists came to power in 1922, a leadership cult was established in Italy. The media played a very important role, making Mussolini the centre of every story. The cult built popular support for him and secured continuing support for his dictatorship. Benito Mussolini was shown as a man chosen by destiny to save Italy and its people from Communism and Socialism. He was the new Caesar—a man of genius, a man of action.
🐀 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.
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
media played an important role in establishing the cult of “Il Duce.”
the cult was intended to build popular support for the dictator and to secure support for the government
Benito Mussolini was shown as a man chosen by destiny to save Italy and its people from Communism and Socialism
he was the new Caesar/a man of genius/a man of action
Points of significant omission
Mussolini started a new calendar with Year 1 beginning in 1922
the regime made propagandist feature films
the Duce was shown as a great athlete and musician
always uniformed to portray strength and aggression
the newspapers suggested that Mussolini was infallible
an image of youthfulness was portrayed by not referring to Mussolini’s age or the fact he wore glasses
it was said that Mussolini worked 16 hour days. His light was left on after he had gone to bed to maintain this fiction
indoctrination of children into ‘cult’ (eg school textbooks/fascist youth groups)
Evaluate the usefulness5 marks2016Q59⏳ Older formatMussolini and Fascist Italy, 1919–1939
Evaluate the usefulness of Source B as evidence of Mussolini’s foreign policy.
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 — is part of a speech made by Mussolini in 1922.
There is much for us to do in this country. Perfect unity in Italy cannot be spoken of until Fiume and Dalmatia and other territories have come back to us, fulfilling the proud dream which we carry in our hearts. Violence may have to be used. Violence is sometimes necessary. Italy, in order to become a Mediterranean power, must have control over the Adriatic Sea.
🐀 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 may be given for comments relating to the content, and 2 marks for points of significant omission.
Author/type/purpose/timing
Author: Mussolini – Useful as he was in charge of Fascist foreign policy/first-hand experience
Type of Source: A speech – Less useful as Mussolini might exaggerate as this is intended for public consumption.
Purpose: To persuade – Less useful as Mussolini would be keen to justify military action/offers a one-sided view
Timing: 1922 – Useful as Mussolini was in power with responsibility for Fascist foreign policy
Points from the source
Perfect unity in Italy cannot be spoken of until Fiume and Dalmatia and other territories have come back to us – Useful as it is accurate/Mussolini did target Fiume (which became an Italian possession in 1924)
Violence may have to be used – Useful as it is accurate/Fascist ideology did glorify the use of violence
Italy, in order to become a Mediterranean power, must have control over the Adriatic sea – Useful as it is accurate/Mussolini was obsessed with making the Mediterranean an “Italian lake”
Points of significant omission
Mussolini aimed to make Italy a great power/new Roman Empire
he wanted to expand Italy’s colonial empire in Africa
he wanted to increase Italian influence in the Balkans
in early years of power he aimed to appear as peaceful statesman (eg Locarno 1925)
he wanted to reverse Italy’s humiliation at Versailles (eg bombardment of Corfu)
wanted to act to stop German expansion after 1933 (eg in Austria/Stresa Front)
he wanted to encourage friendly regimes abroad and discourage Socialism/Communism, eg in Spain
latterly he wanted to adopt a more aggressive foreign policy to distract public attention away from problems at home
Axis/Pact of Steel – Italian foreign policy in conjunction with Germany eg Munich Conference
played crucial role as mediator at Munich Conference Sept 1938/tried to appear as a moderate
How fully5 marks2016Q52⏳ Older formatRed Flag: Lenin and the Russian Revolution, 1894–1921
How fully does Source A describe the conditions of workers and peasants in Russia before 1905?
WFQ = words from the question — reuse in every point.
(Use the source and recall to reach a judgement.)
Tip: Highlight up to 3 pieces of evidence from the source (worth up to 3 marks) — then recall 3 points the source leaves out.
Highlight evidence — tap the text:
Source A
Source A is about the conditions for workers and peasants in Russia before 1905.
Tsar Nicholas II, I do not wish to die without having told you and the people of Russia what I think of your activities up to the present. Police brutality is steadily growing. The prisons are filled to overflowing with hundreds of thousands of common criminals. Many workers are now imprisoned along with political prisoners. The treatment of millions of peasants, on whom the power of Russia depends, leads to them becoming poorer every year. Famine is now normal throughout the country.
🐀 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.
A maximum of 2 marks may be given for answers in which no judgement has been made.
Points from the source
police brutality is steadily growing
many workers are now imprisoned along with political prisoners
millions of peasants…..become poorer every year
famine is now normal throughout the country
Points of significant omission
redemption payments and high taxes meant peasants struggle
shortage of land/the majority of land owned by nobility
backward agricultural techniques led to poor output
poor living conditions for peasants (eg one room huts)
workers have poor working conditions/many accidents in factories
low pay/rising cost of food and fuel
workers have poor living conditions/many live in overcrowded conditions
Describe5 marks2016Q53⏳ Older formatRed Flag: Lenin and the Russian Revolution, 1894–1921
Describe the reforms which were introduced in Russia after the 1905 Revolution.
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.
Possible points of knowledge
Stolypin Reforms introduced to improve agriculture
ended redemption payments
allowed peasant families to leave the commune or Mir
encouraging peasants to group their strips of land into larger fields/changed the rules of inheritance
created the Kulak class
Duma was set up/the October Manifesto introduced greater freedoms
Trade unions legalised
National insurance scheme introduced for industrial workers
Explain5 marks2016Q54⏳ Older formatRed Flag: Lenin and the Russian Revolution, 1894–1921
Explain the reasons why the Bolsheviks were able to seize power in Petrograd in October 1917.
WFQ = words from the question — reuse in every point.
🐀 RAT sheet — how to structure your answer▾
Explain · Appears in all 3 sections
WFQ (words from the question)your own recalled knowledge
One reason why words from the question was fact which meant that …✓ 1 mark
A second reason why words from the question was fact which meant that …✓ 1 mark
A third reason why words from the question was fact which meant that …✓ 1 mark
A fourth reason why words from the question was fact which meant that …✓ 1 mark
A fifth reason why words from the question was fact which meant that …✓ 1 mark
A sixth reason why words from the question was fact which meant that …✓ 1 mark
Example: One reason why women gained the vote in 1918 was that women burned down buildings like cricket pavilions, which meant that they gained publicity for the cause of votes for women.
How it's marked
1 mark for each accurate, relevant reason.
A second mark for each reason that is developed.
Each sentence/point must answer the question on its own.
✓ Reveal marking scheme▾
Max 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
dual power had weakened authority of Provisional Government
Provisional Government losing support due to problems caused by war (eg failure to tackle inflation and shortages)
Provisional Government losing support due to failure to tackle the land issue
Provisional Government losing support for continuing the war despite military defeats
failure to hold quick elections to the Constituent Assembly made it unpopular
Provisional Government appeared weak due to Kornilov Revolt
Kornilov Revolt had resulted in the arming of Bolshevik Red Guards
Bolshevik slogan ‘Peace, Bread and Land’ gained popular support
Bolsheviks had been gaining control in the Petrograd Soviet/ increasingly Soviets taking charge
leadership of Lenin/Trotsky was decisive
Military Revolutionary Council set up by Bolsheviks to control army units
only Women’s Battalion of Death and a few others still defending Government in Winter Palace/seized Winter Palace with little opposition
seizure of communication centres prevented help being summoned
blocking of transport links prevented help being summoned
Evaluate the usefulness5 marks2016Q55⏳ Older formatRed Flag: Lenin and the Russian Revolution, 1894–1921
Evaluate the usefulness of Source B as evidence of the reasons for the Bolshevik victory in the Civil War.
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 — is from the diary of Leon Trotsky written in 1921.
We formed an army out of peasants, workers and refugees escaping from the Whites. We believed that this flabby, panicky mob could be changed into a useful force. What was needed were good commanders and a few experienced fighters. The mob would fight as long as they had boots for the barefooted, a bathhouse, food, underwear, tobacco and a dozen or so Communists ready to make any sacrifice to inspire 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 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 may be given for comments relating to the content, and 2 marks for points of significant omission.
Author/type/purpose/timing
Author: Leon Trotsky – Useful as he had first-hand experience/was the commander of the Red Army and therefore well informed
Type of Source: Diary – Useful as it is an honest personal account
Purpose: To record – Less useful as may be limited to his perspective
Timing: 1921 – Useful as it written at the time of the Civil War
Points from the source
Formed an army out of peasants, workers and refugees – Useful as it accurately describes groups who supported Bolsheviks
What was needed were good commanders and a few experienced fighters – Useful as it accurately describes how Red Army improved leadership
The mob would fight as long as they had boots for the barefooted, a bathhouse, food, underwear, tobacco/a dozen or so Communists ready to inspire them – Useful as it accurately describes some methods used to improve morale
Points of significant omission
fear of Cheka
Red Terror forced obedience
fear of Commissars/using former Tsarist officers by holding families
strict discipline within Red Army
lack of cooperation between White armies
Whites lacked widespread support (eg land issue)
Red Army controlled a compact central area/White armies were scattered
Reds controlled key industries/transport
unpopularity of foreign intervention/Bolshevik propaganda
Evaluate the usefulness5 marks2016Q72⏳ Older formatThe Cold War, 1945–1989
Evaluate the usefulness of Source A as evidence of why the Berlin Wall was built.
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 — is from a leaflet published by the East German Government in 1962.
We could no longer stand by and see so many of our doctors, engineers and skilled workers persuaded by corrupt methods to work in West Germany or West Berlin. These dirty tricks cost East Germany annual losses amounting to 3·5 thousand million marks. But we prevented something much more important with the Wall—West Berlin could have become the starting point for military conflict.
🐀 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 may be given for comments relating to the content, and 2 marks for points of significant omission.
Author/type/purpose/timing
Author: East German government – Useful as it is a first-hand account
Type of Source: Leaflet – Useful as it is an attempt to justify the building of the Berlin Wall
Purpose: To persuade – Less useful as it is a propaganda leaflet
Timing: 1962 – Useful as it is from the time that the Wall was built
Points from the source
We could no longer stand by and see so many of our doctors, engineers and skilled workers persuaded by corrupt methods to work in West Germany or West Berlin – Useful as it is accurate (East Germany was concerned about losing population)
These dirty tricks cost East Germany annual losses amounting to 3.5 thousand million marks – Useful as it is accurate (East Germany was concerned about economic damage)
But we prevented something much more important with the Wall - West Berlin could have become the starting point for military conflict. – Useful as it is accurate (East Germany was concerned about military escalation)
Points of significant omission
West Berlin/Germany was attractive because it was more prosperous than the East
West Berlin/Germany was attractive because it had more democratic freedoms than the East
East Germans feared that open border in Berlin enabled the West to spy more easily
food shortages in 1960 in the East (following enforced collectivisation) added to the urge to leave
departures from the East made Communism look bad.
fear of what would happen in other East European states if exodus continued
How fully5 marks2016Q73⏳ Older formatThe Cold War, 1945–1989
How fully does Source B explain the reasons for the Cuban missile crisis?
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 is about the Cuban missile crisis.
During the Cuban missile crisis it was said that the world held its breath. There was a crisis in Cuba because by the early 1960s the USA and the Soviet Union were bitter rivals. Many in the United States believed that the Soviet actions in Cuba provided proof of a determination to spread Communism all around the world. Cuba was very close to the American mainland and this explains why Americans were so concerned by events there. Both sides were afraid to back down in case they lost face.
🐀 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.
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
crisis in Cuba because by the early 1960s the USA and the Soviet Union were bitter rivals
many in the United States believed that the Soviet actions in Cuba provided proof of a determination to spread Communism all around the world
Cuba was very close to the American mainland and this explains why Americans were so concerned by events there
both sides were afraid to back down in case they lost face
Points of significant omission
Cuban leader Castro had formed a close alliance with the Soviet Union which alarmed the USA
Castro had angered American businesses by nationalising key industries
American spy planes revealed evidence of missile bases being constructed in Cuba
Soviet convoys carrying missiles to Cuba caused alarm
American public opinion would not accept the threat posed by Soviet missiles on the island.
fear in America that their country was falling behind in the Cold War
Kennedy was looking for an opportunity to take revenge after the failed Bay of Pigs invasion
Describe5 marks2016Q74⏳ Older formatThe Cold War, 1945–1989
Describe the differing American views on the Vietnam War.
WFQ = words from the question — reuse in every point.
🐀 RAT sheet — how to structure your answer▾
Describe · Appears in 2 sections
WFQ (words from the question)
One words from the question was …✓ 1 mark
A second words from the question was …✓ 1 mark
A third words from the question was …✓ 1 mark
A fourth words from the question was …✓ 1 mark
Example: One use of new technology on the Western Front during the First World War was mustard gas, which was used to blind soldiers and make it more difficult for them to fight.
How it's marked
1 mark for each accurate, relevant key point of knowledge.
A second mark for each point that is developed.
Full marks by four straightforward points, two developed points, or a combination.
✓ Reveal marking scheme▾
Max 5 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
1 mark should be given for each accurate relevant key point of knowledge.
A second mark should be given for each point that is developed, up to a maximum of 5 marks.
Possible points of knowledge
many supported it as they believed America was defending freedom and democracy
many supported it as they believed it was the job of America to fight Communism
many supported it because of fear of the domino theory
many supported it as they believed it was a response to North Vietnamese aggression in the Gulf of Tonkin
unpopularity of the draft/the draft was disproportionate in taking poor Blacks
opposition to the war grew because of the media coverage of high casualties, lack of success etc
evidence of atrocities such as the My Lai massacre weakened support
anti-war protests and demonstrations grew
cost of the war led to growing opposition
some were concerned that the war was preventing social progress in America (eg Martin Luther King)
Explain5 marks2016Q75⏳ Older formatThe Cold War, 1945–1989
Explain the reasons why the USA and the Soviet Union followed a policy of détente after 1968.
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
in the 1960s they came to the brink of nuclear war and wanted to avoid similar crises
Brezhnev felt the economic burden of the nuclear arms race was too great
the American economy was in financial trouble as a result of the Vietnam war/growing social unrest called for a reassessment of spending priorities
the Soviets hoped for better relations with Western Europe, perhaps detaching them from the USA
the Soviet leadership was terrified of a possible Sino-American alliance
both sides had achieved rough parity in nuclear arms so continuing an arms race seemed pointless
a state of mutually assured destruction (MAD) had been reached
both Brezhnev and Nixon thought that it would boost their domestic popularity
Brezhnev was intent on using a period of détente to prepare for Soviet expansion in the 1980s
Describe5 marks2016Q36⏳ Older formatThe Cross and the Crescent: the Crusades, 1071–1192
Describe the role of a knight in medieval times.
WFQ = words from the question — reuse in every point.
🐀 RAT sheet — how to structure your answer▾
Describe · Appears in 2 sections
WFQ (words from the question)
One words from the question was …✓ 1 mark
A second words from the question was …✓ 1 mark
A third words from the question was …✓ 1 mark
A fourth words from the question was …✓ 1 mark
Example: One use of new technology on the Western Front during the First World War was mustard gas, which was used to blind soldiers and make it more difficult for them to fight.
How it's marked
1 mark for each accurate, relevant key point of knowledge.
A second mark for each point that is developed.
Full marks by four straightforward points, two developed points, or a combination.
✓ Reveal marking scheme▾
Max 5 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
1 mark should be given for each accurate relevant key point of knowledge.
A second mark should be given for each point that is developed, up to a maximum of 5 marks.
Possible points of knowledge
knights were expected to fight for the king
knights were expected to carry out castle guard duty
knights were expected to fight for the Church/protect the clergy
orders of knights protected pilgrims (eg the Knights Templar)
knights were expected to protect the weak and vulnerable in society (eg elderly, children)
knights were part of the feudal system providing land for peasants to cultivate
knights enforced law and order/were members of a jury in some countries
knights were expected to be role models/to live by the Code of Chivalry
Explain5 marks2016Q37⏳ Older formatThe Cross and the Crescent: the Crusades, 1071–1192
Explain the reasons why the People’s Crusade failed.
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
Peter the Hermit was a poor military leader
belief in the righteousness of their cause made them overconfident
the peasants were not trained soldiers/accompanied by wives, children, even the elderly
the peasants had few weapons
the peasants ran out of supplies/money whilst travelling across Europe
the peasants were ill-disciplined on their journey (eg treatment of the Jews making communities unwilling to help them)
the peasants ignored Emperor Alexius’ advice to wait for the main Crusader army
the peasants split into different groups and elected their own leaders/Peter the Hermit was cast aside
peasants were lured into an ambush by spies
the peasants were defeated by Muslim forces/most were killed/supplies lost
How fully5 marks2016Q38⏳ Older formatThe Cross and the Crescent: the Crusades, 1071–1192
How fully does Source A describe Muslim disunity during the First Crusade?
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 Muslim disunity.
After capturing Antioch, the Crusader army had an easy march south. Local Muslim communities did not attack the Crusaders and some even gave them money to keep the peace. Unwilling to end their bitter rivalries, the Muslim leaders refused to join together and thought only of their own land. By the time the Crusaders reached Jerusalem, the Seljuk Turks had been defeated by an Egyptian force and had lost the city. The Egyptians asked for help but no Muslim armies came to their aid.
🐀 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.
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
Muslim communities did not attack Crusaders/gave them money to keep the peace
refused to join together and thought only of their own land
Seljuk Turks had been defeated by Egyptian forces and lost the city
Egyptians asked for help but no Muslim armies came to their aid
Points of significant omission
the Crusaders captured Nicaea because Kilij Arslan was away fighting other Muslims (eg The Danishmends)
at Antioch the Crusaders bribed a Muslim who let them into the city eg Firouz
Kerbogha arrived late to Antioch because he spent time trying to protect his own land first (eg attacked Edessa)
Muslim forces refused to attack together at Antioch (eg Ridwan of Aleppo/Duqaq of Damascus)
Kerbogha’s men fled the battlefield at Antioch
Turks did not attempt to recapture Jerusalem because they had land disputes to settle with other Muslim groups elsewhere.
Evaluate the usefulness5 marks2016Q39⏳ Older formatThe Cross and the Crescent: the Crusades, 1071–1192
Evaluate the usefulness of Source B as evidence of the Battle of Hattin.
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 — is from a chronicle written by a Crusader in 1187.
Desperate to help the Christians in Tiberias, King Guy gathered a large Crusader army and left for the city. Whilst on their way, the Crusaders were constantly attacked by Saladin’s men. Exhausted by their journey, King Guy made a terrible mistake and made camp near Hattin. Without water and supplies the Crusaders could neither carry on nor turn back. Saladin’s army surrounded the Crusaders’ camp and slaughtered nearly all those inside.
🐀 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 may be given for comments relating to the content, and 2 marks for points of significant omission.
Author/type/purpose/timing
Author: A Crusader – Useful because he has first-hand experience/eyewitness
Type of Source: Chronicle – Useful because it was a well-researched record of events in the East
Purpose: To record/blame King Guy for the defeat – Useful because it provides a detail account of the battle/less useful as it may be biased
Timing: 1187 – Useful because it was written at the time of the Battle of Hattin
Points from the source
Crusaders constantly attacked by Saladin’s army – Useful because it accurately explains why the Crusaders tired
King Guy made a terrible mistake and made camp near Hattin – Useful because it accurately describes the error made by the Crusaders
Saladin’s army surrounded the Crusaders’ camp and slaughtered nearly all those inside – Useful because it accurately describes what happened in the battle.
Points of significant omission
Saladin’s army set fire to the grass around the Crusaders’ camp
not all Crusaders agreed with the march to Tiberias (eg Roland of Tripoli)
Saladin’s army captured some Crusaders as prisoners
Saladin’s army captured a shard of the True Cross
Saladin spared the life of King Guy and some other Christian lords
repeated charges by mounted Crusaders against Muslim lines failed
Describe the problems faced by the different groups who travelled west after 1850.
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.
Possible points of knowledge
problems of trying to cross mountains and rivers
difficulties with wagons (eg broken wheels)
had to be timed to complete journey before winter struck
dangers of weather – possibility of being stuck in snow
had to cross deserts and plains/lack of water
navigating the terrain was challenging
problems of supplies lasting for the whole journey/lack of fuel in treeless plains
Explain the reasons why the Southern States seceded from the Union in 1861.
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
failure to resolve slavery as an issue between the states
failure to resolve disputes over tariffs
growth of abolitionism in North
Dred Scott Case upset Northern States and abolitionists
Kansas – Nebraska Act led to “Bleeding Kansas”
growing tension between North and South (eg incidents such as John Brown/Harpers Ferry)
south felt it was being blocked from expansion in new western territories
growing industry/wealth and immigrant population of North was at odds with plantation life of South
growth of Republican Party which favoured Northern interests/North increasingly dominating politics
south felt it was being marginalised/losing influence
election of Lincoln in 1860 angered Southern states who saw it as an attack upon them
Evaluate the usefulness5 marks2016Q46⏳ Older formatUSA, 1850–1880
Evaluate the usefulness of Source A as evidence of slave life on plantations before 1861.
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 — is from a letter written by George Fitzhugh, a Southern lawyer, in 1857.
The slaves of the South are the happiest and are, in many ways, the most free people in the world. The children, the aged and the sick do not work at all. They have all the comforts and necessaries of life provided for them such as food and housing. The slave women do little hard work. On average the slave men and boys do not work more than nine hours a day in good weather.
🐀 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 may be given for comments relating to the content, and 2 marks for points of significant omission.
Author/type/purpose/timing
Author: George Fitzhugh – Useful as he was an eyewitness/first-hand experience
Type of Source: Letter – Useful as it gives his own honest opinion
Purpose: To persuade – Less useful as it presents a biased view of slavery
Timing: 1857 – Useful as it was written at the time when slavery existed
Points from the source
The children, the aged and the sick do not work at all – Less useful as not true of all plantations
They have all the comforts and necessaries of life provided for them such as food and housing – Less useful as false impression given is of caring owners
The slave men and boys do not work more than nine hours a day in good weather/the slave women do little hard work – Less useful as slaves worked very long hours in all weathers
Points of significant omission
no mention of punishments
no mention of particular mistreatment of female slaves
How fully5 marks2016Q47⏳ Older formatUSA, 1850–1880
How fully does Source B describe the impact of Reconstruction in the South after 1865?
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 — is part of a speech made by Frederick Douglass, a former slave, in 1880.
Slaves were made free in 1865. At first there were great hopes for change. But today, in most of the Southern States, the Fourteenth and Fifteenth Amendments to the Constitution are almost totally ignored. The right of citizenship granted in the Fourteenth Amendment is practically a mockery. The right to vote, provided for in the Fifteenth Amendment, is under attack. The old ruling class is victorious today and the newly freed slaves are little better off than they were before the rebellion of the Southern States against the Union.
🐀 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.
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 made free in 1865
the right of citizenship granted in the Fourteenth Amendment is practically a mockery/is ignored
the right to vote, provided for in the Fifteenth Amendment, is under attack/is ignored
the old ruling class is victorious today/the newly freed slaves are little better off than they were before
Points of significant omission
Carpetbaggers and Scalawags exploited opportunities in South
Freedman’s Bureau helped freed slaves with their needs (eg jobs)
Sharecroppers little better off after 1865
Black Codes restricted the rights of black Americans eg could not leave employment without permission
KKK and other groups used violence to attack freed slaves
Jim Crow Laws began to be passed after 1877 (eg separate facilities)
Explain5 marks2016Q68⏳ Older formatWorld War II, 1939–1945
Explain the reasons why Hitler launched an attack on Russia in June 1941.
WFQ = words from the question — reuse in every point.
🐀 RAT sheet — how to structure your answer▾
Explain · Appears in all 3 sections
WFQ (words from the question)your own recalled knowledge
One reason why words from the question was fact which meant that …✓ 1 mark
A second reason why words from the question was fact which meant that …✓ 1 mark
A third reason why words from the question was fact which meant that …✓ 1 mark
A fourth reason why words from the question was fact which meant that …✓ 1 mark
A fifth reason why words from the question was fact which meant that …✓ 1 mark
A sixth reason why words from the question was fact which meant that …✓ 1 mark
Example: One reason why women gained the vote in 1918 was that women burned down buildings like cricket pavilions, which meant that they gained publicity for the cause of votes for women.
How it's marked
1 mark for each accurate, relevant reason.
A second mark for each reason that is developed.
Each sentence/point must answer the question on its own.
✓ Reveal marking scheme▾
Max 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
Hitler hated the Communist ideals of the USSR/thought Communism was a threat to Germany
Hitler believed in the expansion rights of the Master Race and wanted Russian land as Lebensraum (Living space)/declared plans to invade in Mein Kampf
Hitler believed the Russian army would be easily defeated due to Russia’s failure in the Finnish war/as well as by purge of Red army
believed USSR would be an easy target/fall in 6 to 8 weeks
Hitler wanted to enslave the Russian people (untermenschen) to work for the German Master Race
Hitler wanted valuable resources contained in Russia eg grain, oil, iron ore/Germany was running short of vital raw materials by 1940
Hitler believed Russia to be a threat to Germany’s interests in the Balkans and Scandinavia
Stalin had resisted joining Germany, Italy and Japan in the Tripartite Pact of 1940
Nazi-Soviet Pact of 1939 was only an alliance of convenience so that Hitler could successfully invade Poland/Hitler did not trust Stalin
conquest of Russia would force Britain to surrender
Describe5 marks2016Q69⏳ Older formatWorld War II, 1939–1945
Describe the attack on Pearl Harbour by Japanese forces in December 1941.
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.
Possible points of knowledge
surprise attack on the morning of December 7th 1941
Japanese bombers, fighter and torpedo planes were launched from six aircraft carriers in the Pacific
attack came in two waves and lasted around 2 hours
Japanese attacked US battleships and airfields
USS Arizona exploded when a bomb hit the ship’s magazine, killing approximately 1,100 men
USS Oklahoma was torpedoed and listed so badly that it turned upside down
Japanese sent in 5 midget subs to aid the air force/Americans sunk 4 of the midget subs and captured the 5th
all battleships stationed at Pearl Harbour were sunk or damaged
over 2,400 Americans were dead/21 ships had been sunk or damaged/ over 188 US aircraft destroyed
Japanese lost only 29 aircraft and 65 killed
Japanese missed main targets as American aircraft carriers at sea
How fully5 marks2016Q70⏳ Older formatWorld War II, 1939–1945
How fully does Source A describe the preparations for the Normandy Landings of June 1944?
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 preparation for the Normandy Landings of June 1944.
Operation Overlord was a complex operation. It involved the land, sea and air forces of the USA, Britain and Canada. Preparations began in 1943 under the overall command of General Eisenhower of the United States. Normandy was chosen as the site for the landings because of its open beaches that were not as well defended as those at Calais. Normandy was also chosen because it had a fairly large port, Cherbourg. It was also opposite the main ports of southern England. The intended date for the invasion was May 1944.
🐀 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.
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
preparations began in 1943 under the overall command of General Eisenhower of the United States
Normandy was chosen as the site for the landings because of its open beaches that were not as well defended as those at Calais
Normandy was also chosen because it had a fairly large port, Cherbourg
it was also opposite the main ports of southern England
Points of significant omission
deception plans intended to fool Germans into believing an attack would come at Pas de Calais or Norway/Allies had decoded German messages which gave the Allies an advantage
imaginary army units/rubber tanks/inflatable aircraft were stationed at areas around the Kent coast (opposite Calais)
double agents operated to pass false information to Germans (Garbo)
massive drive to manufacture equipment including transport ships, landing craft, amphibious tanks etc
floating harbours constructed on Clydeside (Mulberry Harbours)
pipe-line laid under the channel to transport fuel (Pluto)
large numbers of soldiers trained in Devon and on Scottish coasts, amongst other places/mobilised in secret to Southern England
prior to invasion Allied air forces targeted the railways and bridges of northern France to stop any counter-attack
Evaluate the usefulness5 marks2016Q71⏳ Older formatWorld War II, 1939–1945
Evaluate the usefulness of Source B as evidence of the use of atomic bombs against Japan in 1945.
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 — is from a leaflet dropped by the US Government over Japan on 16 August 1945.
TO THE JAPANESE PEOPLE: We are in possession of the most destructive explosive devised by man. We have just begun to use this weapon against your country. If you still have any doubts, ask what happened to Hiroshima when just one atomic bomb fell on that city. You should take steps now to surrender. Otherwise we shall use this bomb again to promptly and forcefully end the war. EVACUATE YOUR CITIES.
🐀 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 may be given for comments relating to the content, and 2 marks for points of significant omission.
Author/type/purpose/timing
Author: US Government – Useful as it is a first-hand account
Type of Source: Leaflet – Less useful as it is a propaganda leaflet
Purpose: To persuade – Useful as it is an attempt to frighten the Japanese into surrendering
Timing: 16 August 1945 – Useful as this leaflet comes from the time atomic bombs were dropped over Japan
Points from the source
In possession of the most destructive explosive devised by man – Useful as it is accurate/the US were first to design the bomb
We have just begun to use this weapon against your country/ask what happened to Hiroshima – Useful as it is accurate/the first bomb had already been dropped on Hiroshima
Take steps now to surrender. Otherwise we shall use this bomb again to promptly and forcefully end the war – Useful as it is accurate/the US did threaten to drop a second bomb unless Japan surrendered
Points of significant omission
US used atomic bombs to avoid losing men in an invasion of Japan
Hiroshima bombed using the uranium bomb ‘Little Boy’
bomb killed 70-80,000 people immediately (70,000 were to die of after effects)
Hiroshima chosen to be completely destroyed as an entire city/was not a military target
3 days after the first bomb on Hiroshima, Nagasaki was attacked with the second bomb ‘Fat Man’
40% of Nagasaki was destroyed, approximately 70,000 died by the end of the year
effects of bombing: instant vaporisation, severe burns, radiation poisoning/sickness
Explain6 marks2016Q4⏳ Older formatMary Queen of Scots, and the Scottish Reformation, 1542–1587
Explain the reasons why Protestantism grew in Scotland up to 1560.
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
some Scots began to question the teachings of the Catholic Church
resentment at churchmen who were wealthy while everyone else worked hard
criticisms of the wealth of the Church in Scotland and its concerns with money (eg Pluralism)
shortages of parish priests and poor quality of rest drew criticism
criticisms of the lack of spirituality among some members of the Catholic Church (eg monks and nuns not leading holy lives)
criticisms of abuse of responsibilities by some members of the Church (eg local priests charging money for important ceremonies such as christenings and funerals/or employing others to perform ceremonies for them)
resentment of French Catholic influence on Scotland/resentment at Mary of Guise who had persecuted Protestants
Protestant Lords of the Congregation used Protestant religion to attack French influence
presence of Protestant preachers from England widespread (eg John Knox)
criticism of the severity of treatment of some Protestant preachers (eg Wishart who was burned at the stake for being a heretic in 1546)
Protestantism was appealing to many as the style of worship meant people could be more involved/congregation allowed to sing psalms and say prayers
English translations of the New Testament were being distributed in Scotland during the period of the ‘Rough Wooing’/the Good and Godly Ballads spread Protestant ideas
resentment over money spent to decorate Roman Catholic churches
any other valid reason that meets the criteria described in the general marking instructions for this kind of question (see column to left).
To what extent8 marks2016Q5⏳ Older formatMary Queen of Scots, and the Scottish Reformation, 1542–1587
To what extent did Mary’s marriage to Darnley play a part in her downfall in 1567?
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 should be given for presenting the answer in a structured way, leading to a conclusion which addresses the question: 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 being provided in support of the judgement.
Mary’s marriage to Darnley
Darnley was unpopular with many Scots/Mary ignored warnings about him
Darnley discredited Mary with his behaviour (eg excessive drinking/gambling)
Darnley insulted James Stewart and most of the important Scottish nobles which lost Mary support
Most of Mary’s trusted officials resigned and rebelled against him (Chaseabout Raid), which weakened her Government
Darnley was involved in the murder of Riccio which reflected badly on Mary
Darnley was murdered and Mary was assumed to be involved/led to Mary’s imprisonment and abdication
Mary’s relationship with Bothwell
Mary was blamed for having a relationship with Bothwell before Darnley’s murder
Mary married Bothwell who was assumed to be Darnley’s murderer which made her a co-conspirator
Mary allowed Bothwell to prevent a fair inquiry into Darnley’s death
Religious reasons
Many Scots did not want to have a Catholic as a ruler
Protestants did not trust her for being pro-French
Attitude of Knox and the Kirk who criticised Mary
Bothwell was a Protestant and the marriage turned some Catholics against her
Evaluate the usefulness6 marks2016Q6⏳ Older formatMary Queen of Scots, and the Scottish Reformation, 1542–1587
Evaluate the usefulness of Source A as evidence of why Mary Queen of Scots was executed in 1587.
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 letter written in 1586 by Mary Queen of Scots to Anthony Babington.
When everything is prepared and the forces are ready both in this country and abroad, then you must set the six gentlemen to work. Give orders that when the act is done, they get me away from here. At the same time get all your forces into battle order to protect me while we wait for help from abroad. May God grant success to our plans.
🐀 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 may be given for comments relating to points of significant omission.
Author: Mary Queen of Scots
Useful as it is a first-hand account (directly implicates her as co-operating with the plotters)
Type of Source: Letter
Useful as personal/secret communication so may be less guarded
Purpose: To persuade
Useful as it shows Mary was directly involved in plotting to escape
Timing: 1586
Useful as it is from the time leading up to Mary’s execution
Content
When everything is prepared and the forces are ready both in this country and abroad, then you must set the six gentlemen to work — Useful as it accurately shows Mary’s knowledge of the plot
Give orders that when the act is done, they get me away from here — Useful as accurately shows Mary giving orders to be released from her captivity/may refer to plans to kill Elizabeth
At the same time get all your forces into battle order to protect me while we wait for help from abroad — Useful as accurately indicates Mary’s intent to seek foreign assistance
Points of significant omission
Sir Francis Walsingham added an extra section where he forged Mary’s request for the names of the men who would kill Elizabeth
English Parliament had already voted that Mary would be executed should there be any more plots against Elizabeth discovered
Mary was denied legal counsel at her trial
any other valid point that meets the criteria described in the general marking instructions for this kind of question (see column to left).
To what extent8 marks2016Q10⏳ Older formatMigration and Empire, 1830–1939
To what extent were the Clearances the most important factor for people leaving the Highlands?
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 should be given for presenting the answer in a structured way, leading to a conclusion which addresses the question: 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 being provided in support of the judgement.
Clearances
many landlords no longer lived in the Highlands and needed additional income to fund their new lifestyles
landlords would make more money letting land to sheep farmers/creating hunting estates
tenants had no security of tenure so could easily be evicted/made homeless
whole districts were brutally cleared (eg Strathconon in 1850, South Uist and Barra in 1851, Knoydart in 1853)
some landlords assisted tenants by paying their passage if they agreed to leave
forced clearances ended after Crofters’ Holdings Act 1886
Difficulties of earning a living
collapse of kelp industry/fall in demand for black cattle
overpopulation led to subdivision of holdings/not enough land to support a family or pay rent
poor stony soils – primitive equipment (cas chrom)/poor climate – short growing season
failure of potato crop in 1846 – blight and famine
loss of market for herring after Russian Revolution
few employment opportunities for ambitious young people/limited number of professional posts for well educated
deer forests and shooting estates employed few people
little land made available to returning servicemen after the war
Poor standard of living
19th century blackhouses shared with animals/blackhouses often had no chimneys/roofs leaked
houses often lacked basic amenities (eg bathrooms/toilets, electricity in 1920s and 30s)
limited access to medical care/shops/entertainment
Explain6 marks2016Q11⏳ Older formatMigration and Empire, 1830–1939
Explain the reasons why so many immigrants came to Scotland after 1830.
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
close to Ireland so only a short journey – important for people with little money to have only a short time when they could not earn
fares to Scotland from Ireland were very cheap so it was a more affordable destination/adverts encouraged immigration
Catholic Church offered assistance with finding jobs and housing
Scotland was involved early in the Industrial Revolution so there was a wide range of jobs available (eg coal mines, textile factories, sugar refineries, construction, railway building etc which used existing skills or were suitable for unskilled workers)
some jobs (eg coal mining, had tied housing available to workers/housing available in growing towns and cities)
wages in Scotland were consistently higher than they were in Ireland
it became cheaper for migrants from Europe to sail to America from Glasgow instead of direct from Europe; many stayed in Scotland rather than move on
there were existing communities of Jews, Irish, Italians which made it easy for others to settle in/Protestant Irish found it very easy to settle in Scottish society
Italians were able to set up small family businesses such as cafes and fish and chip shops all over Scotland, as few others were doing this and the Scots enjoyed the products
Scotland did not persecute religious minorities which made it attractive to Jewish immigrants fleeing from Russia
any other valid reason that meets the criteria described in the general marking instructions for this kind of question (see column to left)
Evaluate the usefulness6 marks2016Q12⏳ Older formatMigration and Empire, 1830–1939
Evaluate the usefulness of Source A as evidence of how well Scots settled in their new countries.
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 song written by a Scottish emigrant to Canada in the 1920s.
The winter night is long for me.
I see only bleak empty prairie,
There’s no sound of waves breaking on the shore.
In the evening darkness
My spirit sinks with homesickness
Thinking how far away
Is everything I want to be visiting -
The happy wee ceilidh* house
With the peat fire on the floor
Where cheerful folk gathered for a gossip.
But there’s no ceilidh* on the prairie.
It seems like forever since I left Lewis.
*ceilidh = a friendly gathering, like a party
🐀 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 may be given for comments relating to points of significant omission.
Author: Scottish emigrant
Useful as he experienced emigration for himself
Type of Source: Song
Less useful as it may be exaggerated for emotional effect
Purpose: To inform
Less useful as his feelings may not be representative of others’ experiences/useful because many immigrants shared these feelings
Timing: 1920s
Useful as at a time after the war when many Scots emigrated to Canada
Content
I see only bleak empty prairie, There’s no sound of waves breaking on the shore/ The winter night is long for me. — Useful as it accurately states new physical environment very unfamiliar for many emigrants/ were unused to long Canadian winter
In the evening darkness My spirit sinks with homesickness — Useful as it accurately states many Scots experienced homesickness
No ceilidh on the prairie — Useful as it accurately states what many immigrants felt or less useful as may be a purely personal response to the situation/ feeling of isolation/loneliness
Points of significant omission
many Scots successfully formed close-knit communities
many Scots were attracted by the grants of prairie land and prospered there
many Scots kept their traditions going with Caledonian societies, Burns Clubs, Highland dancing, pipe bands etc
many Scots became very successful in Canada and other new countries (eg Andrew Carnegie, John A MacDonald, Robert Dunsmuir)
some Scots did not settle and returned to Scotland
some Scots prospered and returned wealthy to Scotland
any other valid point that meets the criteria described in the general marking instructions for this kind of question (see column to left).
Explain6 marks2016Q13⏳ Older formatThe Era of the Great War, 1900–1928
Explain the reasons why so many Scots volunteered to fight in the Great War.
WFQ = words from the question — reuse in every point.
🐀 RAT sheet — how to structure your answer▾
Explain · Appears in all 3 sections
WFQ (words from the question)your own recalled knowledge
One reason why words from the question was fact which meant that …✓ 1 mark
A second reason why words from the question was fact which meant that …✓ 1 mark
A third reason why words from the question was fact which meant that …✓ 1 mark
A fourth reason why words from the question was fact which meant that …✓ 1 mark
A fifth reason why words from the question was fact which meant that …✓ 1 mark
A sixth reason why words from the question was fact which meant that …✓ 1 mark
Example: One reason why women gained the vote in 1918 was that women burned down buildings like cricket pavilions, which meant that they gained publicity for the cause of votes for women.
How it's marked
1 mark for each accurate, relevant reason.
A second mark for each reason that is developed.
Each sentence/point must answer the question on its own.
✓ Reveal marking scheme▾
Max 6 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
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.
Patriotism/Martial Tradition
Patriotic appeal of slogans/people were carried away by a wave of patriotism
Scotland already had a proud military/martial tradition
Xenophobia
Scots affected by stories of spies and ‘Belgian Atrocities’ of German Army
Local Loyalties
the Cameronians recruited largely from Glasgow and Lanarkshire. The Royal Scots tended to attract men from Edinburgh
after 13 Hearts players signed up, 600 Hearts supporters in six days also joined the 16th Royal Scots which became known as McCrae’s Battalion
Adventure
opportunity to see new places and countries and perform heroic deeds – and/or quite possibly to leave behind a boring or difficult job
the attraction of setting out on this great adventure with your friends was possible by the formation of ‘pals’ battalions’
Peer Pressure
peer pressure from family, friends and wider society/sense of duty
women were encouraged to press men into service eg white feather campaign
Economic Necessity
fear of unemployment was probably an important factor in joining up/recruitment in high unemployment areas more successful than in low
Earl of Wemyss threatened to dismiss any employee who failed to join up
Propaganda
Posters/Newspapers/Government propaganda
any other valid reason that meets the criteria described in the general marking instructions for this kind of question (see column to left).
To what extent8 marks2016Q14⏳ Older formatThe Era of the Great War, 1900–1928
To what extent did food shortages have the biggest impact on Scottish civilians during the Great War?
WFQ = words from the question — reuse in every point.amber = the isolated factor to weigh up.
(You must use recalled knowledge to present a balanced assessment of the influence of different factors and come to a reasoned conclusion.)
🐀 RAT sheet — how to structure your answer▾
To what extent / How important / How successful · Appears in 2 sections
WFQ (words from the question)a factor
There are several reasons why words from the question. These include the isolated factor, FACTOR 2, and FACTOR 3.✓ 1 mark (introduction)
Some historians think the isolated factor was words from the question because _____. Also _____.✓ 1 KU mark per fact (up to 5)
However, other historians think FACTOR 2 was words from the question because _____. Also _____.✓ 1 mark (balance) + 1 KU per fact
Other historians think FACTOR 3 was words from the question because _____. Also _____.✓ 1 KU mark per fact
Overall, the isolated factor / FACTOR 2 / FACTOR 3 was the most important words from the question. This is because [reason why — does not need to be new].✓ 2 marks (conclusion)
How it's marked
5 marks for knowledge — 1 KU mark for each accurate, developed fact you give to support your factors (not too brief). If only one factor is presented, max 3 for knowledge.
Structure marks: 1 for an introduction, 1 for balance (more than one factor), 2 for a conclusion (1 for a valid judgement, 1 for a reason supporting it).
💡It is asking: one factor is a reason — but there are others, so decide which was MOST important.
💡Each fact you add (including every "Also…") earns a KU mark, as long as it is developed and not too brief — up to 5.
✓ Reveal marking scheme▾
Max 8 marks
These are possible/exemplar answers from the marking instructions — other valid points can also gain marks.
How marks are awarded
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 should be given for presenting the answer in a structured way, leading to a conclusion which addresses the question: 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 being provided in support of the judgement.
Food Shortages
Voluntary rationing had little impact/ posters discouraged people from wasting food
People started to keep an allotment to grow food
The contribution of the Women’s Land Army
Conscientious Objectors were used to produce food
Parks and tennis courts turned into vegetable plots
Rationing introduced for certain foodstuff from 1917
Substitute foods were used/standard loaves made using powdered potato flour and beans
Rationing had some health benefits
Game such as rabbit was eaten-especially by country dwellers
Black market existed for those who could afford it
People had to queue for some foods/on occasion food lorries hijacked
DORA
Blackouts
Restrictions to pub opening hours/watering down of alcohol
Censorship
Conscription
Loss of loved ones
Mourning huge numbers of soldiers killed
Changing role of women
Women became head of household
Difficulties experienced balancing work with looking after the children
More women working than ever before
Details about Land Army/Munitions factories/nursing etc
Experienced more freedom/equality
Other factors
any other valid point (including more details of DORA restrictions)
Evaluate the usefulness6 marks2016Q15⏳ Older formatThe Era of the Great War, 1900–1928
Evaluate the usefulness of Source A as evidence of the extension of the right to vote by 1918.
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 “Scotland and the Impact of the Great War 1914–1918” a book written by the historian John Kerr in 2010.
The 1918 Representation of the People Act gave some women over 30 the vote in national elections. They had to be either householders or the wives of householders, occupiers of property with an annual rent of £5 or graduates of British universities. The electorate increased to about 21 million, of which 8·4 million were women. By the end of the 1920s women over 21 were also given the vote.
🐀 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 may be given for comments relating to points of significant omission.
Author: Historian John Kerr
Useful as he is a well-informed expert/will have researched the issue (using a variety of primary sources)
Type of Source: Book
Useful because it is a factual viewpoint on the extension on the right to vote
Purpose: To inform
Useful as it is balanced/no evidence of historical bias
Timing: 2010
Useful as it is a secondary source written with the benefit of hindsight
Content
The 1918 Representation of the People Act gave some women over 30 the vote in national elections — Useful as it accurately states that the franchise was restricted to “some” women.
They had to be either: householders or the wives of householders, occupiers of property with an annual rent of £5, graduates of British universities — Useful as it accurately explains the qualifications required for women to get the vote.
The electorate increased to about 21 million, of which 8.4 million were women — Useful as it accurately gives the statistical evidence of the increase in the franchise.
Points of significant omission
it gave the right to vote to all men over 21
women still did not have the vote on the same terms as men
19 if they had been on active service in the armed forces
women now made up 40% of the total voters
any other valid point that meets the criteria described in the general marking instructions for this kind of question (see column to left)
To what extent8 marks2016Q7⏳ Older formatThe Treaty of Union, 1689–1715
To what extent was anger over the Darien Scheme the most important reason in explaining worsening relations between Scotland and England by 1707?
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 should be given for presenting the answer in a structured way, leading to a conclusion which addresses the question: 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 being provided in support of the judgement.
Anger over the Darien Scheme
King William wanted to remain on good terms with the Spanish and so deliberately sabotaged the colony
English officials prevented investment in the Darien Scheme
English colonies, including Jamaica, Barbados and New York, were forbidden by William to offer assistance to Scots at Darien
William worried that success for Darien would encourage independence for the American colonies
A huge number of Scots had invested in the Darien Scheme
many Scots believed that only the successful establishment of colonies could make Scotland a prosperous nation
Anger over the poor state of the Scottish economy strained relations
many in Scotland were angry that the Navigation Acts prevented Scotland trading with English colonies
there was a feeling that the English had not done enough to help Scotland during the" ill years" of the 1690s
the Worcester Incident where some of the English crew were hanged
Many Scots were unhappy over the operation of the Union of Crowns
belief that since the Union of Crowns Scotland had been unable to operate independently
William took little interest in Scotland.
Darien had shown Scotland had a King who had acted against her interests
Anne declared herself to be "entirely English"
Scottish trade had been disrupted by England’s wars and there was no recompense in the peace treaties
Problems arose over the succession
Scots were angry that the English Parliament passed the succession to Sophia of Hanover without consulting them
Scots reacted by passing the Act of Security which annoyed the English
Evaluate the usefulness6 marks2016Q8⏳ Older formatThe Treaty of Union, 1689–1715
Evaluate the usefulness of Source A as evidence of the arguments used by Scots against the Union.
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 petition by Stirling Town Council against the Union presented on 18 November 1706.
We want a lasting friendship with England. But we judge that this Union will bring a high burden of taxation upon this land. Scotland would be under the rules of the English in the Parliament of Britain. The English may discourage our trade, if they think it will be in competition with their own. The Union will ruin our industry, our religion, laws and liberties.
🐀 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 may be given for comments relating to points of significant omission.
Author: Stirling town council
Useful as it is a first-hand account of the concerns of a royal burgh/typical of the concerns of other burghs
Type of Source: A petition
Useful as it shows that many people opposed the Union
Purpose: To persuade
Useful as the majority of petitions were against the Union
Timing: November 1706
Useful as it is written at the time of Union
Content
Union will bring a high burden of taxation upon this land — Useful as it accurately reflects a widespread concern
The English may discourage our trade (if they think it will be in competition with their own) — Useful as it accurately states a common view expressed by those who were anti-Treaty
The Union will ruin our industry, our religion, laws and liberties — Useful as it accurately states a common view expressed by those who were anti-Treaty
Points of significant omission
Scotland had always been an independent nation and its identity would be subsumed if there was a new united Parliament/ a dislike of merging with ‘The Auld Enemy’
there were already fears that English foreign policy was operating against Scottish interests, eg anger in Scotland over failure of English to consult before entry into Spanish War of Succession.
public opinion in Scotland was against a union.
some Scots would have preferred a Federal Union.
Episcopalians in Scotland opposed union as it would secure the Hanoverian succession and only a return to the Stuart dynasty could restore episcopacy to the Scottish church/Union guaranteed the position of the Presbyterian Church
any other valid point that meets the criteria described in the general marking instructions for this kind of question (see column to left).
Explain6 marks2016Q9⏳ Older formatThe Treaty of Union, 1689–1715
Explain the reasons why the Scots Parliament passed the Treaty of Union.
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
Act of Security for the Kirk was vital in securing Presbyterian support for Union (in the aftermath of its passage Presbyterian ministers preached in favour of Union)
fear of English invasion if Union was rejected (during the Union negotiations English troops were stationed on the border with Scotland)
opponents of Union were unable to unite because of their differences (eg Catholics and extreme Presbyterians hated each other)
the Duke of Hamilton proved to be a very ineffective leader of the anti-Union cause
many Scots were worried that the Aliens Act would come into effect if they voted against Union. Scots would have lost land which they owned in England
many Scots were attracted by the possibility of trade with England’s colonies (the Scots economy had gone through a very bad time in the 1690s and the prospect of full access to England’s colonies seemed too good an opportunity to miss)
many were attracted by the prospect of compensation for Darien
the role of the Squadrone Volante was vital in ensuring Union was accepted (some motivated by their moderate Presbyterianism, others by belief they would control distribution of the Equivalent)
some Scottish nobles were offered English titles (which meant an automatic seat in the House of Lords) if they voted for Union
other inducements (money, trading privileges) were offered to others in the Scottish Parliament in return for their vote
fear of withdrawal of royal favour (and even loss of expenses claims and salary) if they did not vote for Union
any other valid reason that meets the criteria described in the general marking instructions for this kind of question (see column to left).
Explain6 marks2016Q1⏳ Older formatThe Wars of Independence, 1286–1328
Explain the reasons why King John Balliol had problems ruling Scotland between 1292 and 1296.
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
he was inexperienced in Scottish affairs/he was essentially an English noble
had to accept Edward as Overlord of Scotland/he had paid homage to Edward which made him unpopular
Edward insisted on treating him like an English noble/not as a king
Edward undermined him by summoning him to appear at court/before his parliament
Edward undermined his authority by hearing Scottish legal cases
Edward forced him to appoint an Englishman as his Chancellor further humiliating him
not supported by the Scottish nobles/the twelve Guardians challenged his authority
made an Alliance with France which provoked Edward and other Scottish nobles loyal to him
the powerful Bruce family resented his kingship and did not support him
his army was defeated by Edward at Dunbar
he was publicly stripped of his kingship by Edward/taken from Scotland to the Tower of London as Edward’s prisoner
any other valid reason that meets the criteria described in the general marking instructions for this kind of question (see column to left).
Evaluate the usefulness6 marks2016Q2⏳ Older formatThe Wars of Independence, 1286–1328
Evaluate the usefulness of Source A as evidence of Wallace’s leadership.
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 an extract from a letter written by Wallace and Murray as Guardians of Scotland in 1297.
From Andrew Murray and William Wallace, greetings to our beloved friends the mayors in Lubeck and in Hamburg. We ask that you announce to your merchants that they may safely trade their goods to all ports in the kingdom of Scotland, because the kingdom has been freed by war from the power of the English. In return, our merchants will bring their trade to you.
🐀 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 may be given for comments relating to points of significant omission.
Author: Wallace and Murray (Moray)
Useful as it is a first-hand account
Type of Source: Letter
Useful as it is an official document
Purpose: To persuade
Less useful as it exaggerates the level of stability in Scotland
Timing: 1297
Useful as it is from the time when Wallace was Guardian
Content
The kingdom has been freed by war from the power of the English — Useful as it accurately states (the hope that) Scotland is free again
Merchants…may safely trade their goods to all ports in the kingdom of Scotland — Useful as it accurately states (the hope that) Scotland is open for business again
Our merchants will bring their trade to you — Useful as it accurately shows Scots looking out to Europe as they did before war
Points of significant omission
Wallace made Guardian because of victory at Stirling Bridge
only a temporary respite for Scotland
Wallace resigned as Guardian after his defeat at Falkirk
Wallace went to Europe to negotiate Balliol’s release
Wallace needed to trade for iron for the army
any other valid point that meets the criteria described in the general marking instructions for this kind of question (see column to left).
To what extent8 marks2016Q3⏳ Older formatThe Wars of Independence, 1286–1328
To what extent had Bruce dealt successfully with opposition by 1314?
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 should be given for presenting the answer in a structured way, leading to a conclusion which addresses the question: 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 being provided in support of the judgement.
Defeated Scottish enemies
Had killed his main rival – John Comyn
Had destroyed the Comyns in the north
Had defeated the MacDougalls at the Pass of Brander
He defeated the Earl of Buchan at Inverurie
Defeated English opponents
Successfully used guerrilla tactics to defeat English forces
Defeated English troops at Loudoun Hill
Won back control of Scottish castles from the English
Destroyed captured castles to prevent their use against him in the future
Defeated Edward II
Defeated superior English army at Bannockburn
Humiliated Edward II by Bannockburn defeat and by raiding into Northumbria
Some opposition remained
Edward II still would not accept Bruce as king/still claimed to be overlord
Failed to convince the Pope to lift his excommunication
Forced nobles to choose between their Scottish or English lands/titles – alienated some nobles by this (eg Edward) Balliol/Soules - created the ‘Disinherited’
English had captured and imprisoned Bruce’s family
