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To what extent8 marks2017Q30โณ Older formatChanging Britain, 1760โ1914
To what extent was a lack of clean water the main reason for poor health in towns during the nineteenth century?
WFQ = words from the question โ 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.)
๐ RAT sheet โ how to structure your answerโพ
To what extent / How important / How successful ยท Appears in 2 sections
WFQ (words from the question)a factor
There are several reasons why words from the question. These include the isolated factor, FACTOR 2, and FACTOR 3.โ 1 mark (introduction)
Some historians think the isolated factor was words from the question because _____. Also _____.โ 1 KU mark per fact (up to 5)
However, other historians think FACTOR 2 was words from the question because _____. Also _____.โ 1 mark (balance) + 1 KU per fact
Other historians think FACTOR 3 was words from the question because _____. Also _____.โ 1 KU mark per fact
Overall, the isolated factor / FACTOR 2 / FACTOR 3 was the most important words from the question. This is because [reason why โ does not need to be new].โ 2 marks (conclusion)
How it's marked
5 marks for knowledge โ 1 KU mark for each accurate, developed fact you give to support your factors (not too brief). If only one factor is presented, max 3 for knowledge.
Structure marks: 1 for an introduction, 1 for balance (more than one factor), 2 for a conclusion (1 for a valid judgement, 1 for a reason supporting it).
๐กIt is asking: one factor is a reason โ but there are others, so decide which was MOST important.
๐กEach fact you add (including every "Alsoโฆ") earns a KU mark, as long as it is developed and not too brief โ up to 5.
โ Reveal marking schemeโพ
Max 8 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must use knowledge to present a balanced assessment of the influence of different possible factors and come to a reasoned conclusion.
Up to 5 marks are allocated for relevant points of knowledge used to support factors (but one mark should be deducted if the process is not clear in at least two factors). 1 mark should be given for each relevant, factual key point of knowledge used to support a factor. If only one factor is presented, a maximum of 3 marks should be given for relevant points of knowledge.
Up to 3 marks: 1 mark for a structured answer with knowledge organised in support of different factors; 1 mark for a conclusion with a valid judgement or overall summary; 1 mark for a reason provided in support of the judgement.
Lack of clean water
contaminated/unclean drinking water led to diseases such as cholera
typhoid was also caused by contaminated drinking water
Lack of sanitation
open sewers allowed bacteria to multiply/contaminated water supplies and led to the spread of disease
Lack of rubbish disposal
rubbish built up in the streets which attracted vermin/rats which caused disease (eg typhus)
Lack of adequate medical care/knowledge
poor families could not afford medical care, which meant that health problems were untreated/worsened
lack of knowledge/treatment meant that some conditions that are treatable now were often fatal before 1900 (eg TB)
vaccinations for many diseases (eg measles/polio) were not available/many of these diseases were often fatal
Overcrowding
overcrowding made it easier for disease to spread (eg cholera/TB)
Poor diet
poor diet/lack of vitamins led to conditions such as rickets
poor diet led to low immunity to disease/meant that people took longer to/were less likely to recover from disease
Poor housing
poorly constructed houses were often damp/cold which made many medical conditions (eg TB/asthma) worse
lack of sunlight in cellar/basement houses or cramped tenements/closes led to conditions such as rickets
Evaluate the usefulness6 marks2017Q31โณ Older formatChanging Britain, 1760โ1914
Evaluate the usefulness of Source A as evidence of the ways working conditions in factories were improved by 1900.
WFQ = words from the question โ reuse in every point.
(You may want to comment on what type of source it is, who wrote it, when they wrote it, why they wrote it, what they say and what has been missed out.)
Tip: Highlight up to 2 content points you would quote (content is worth up to 2 marks) โ then consider author, purpose, timing and omission.
Highlight evidence โ tap the text:
Source A
Source A is an extract from the Factory Act passed by the government in 1833.
โข No children under the age of 9 are permitted to work in textile mills
โข Children aged 9โ13 must not work more than 8 hours each day
โข Children aged 14โ18 must not work more than 12 hours each day
โข Children under 18 must not work at night
โข Government factory inspectors will be given the power to demand entry to textile mills and enforce these rules
๐ RAT sheet โ how to structure your answerโพ
Evaluate the usefulness ยท Appears in 2 sections
Remember COAT
๐Content โ what the source says
๐ซOmission โ what the source leaves out
โ๏ธAuthor โ who wrote it
๐Timing โ when it was written
WFQ (words from the question)quote from the source
Source X says โ_____โ. This is useful as it is accurate information about words from the question.โ 1 mark (content)
Source X also says โ_____โ. This is useful as it is accurate information about words from the question.โ 1 mark (content)
Source X omits _____. This makes the source less useful. Source X also omits _____. This makes the source less useful.โ 1 mark (omission)
Source X was written by _____. This makes the source useful because they have personal / professional experience of, or are an expert in, words from the question.โ 1 mark (author)
Source X was written in _____. This is useful as it was during the time of / has the benefit of hindsight about words from the question.โ 1 mark (timing)
How it's marked
Maximum 4 marks for comments on author, type of source, purpose and timing.
Maximum 2 marks for comments on the content of the source.
Maximum 2 marks for comments on points of significant omission.
๐กYou can also comment on the Purpose and Type of source.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must make a judgement about the usefulness of the source and support this by making evaluative comments on identified aspects of the source.
1 mark should be given for each relevant comment made, up to a maximum of 6 marks in total.
A maximum of 4 marks can be given for evaluative comments relating to the author, type of source, purpose and timing.
A maximum of 2 marks may be given for comments relating to the content of the source; a maximum of 2 marks for points of significant omission.
Author/Type/Purpose/Timing
Author: Government โ Useful as the government will have first-hand knowledge of the steps taken to improve working conditions in factories
Type of Source: Act/Law โ Useful as it gives a factual/legal description of the new rules/official document
Purpose: To inform โ Useful as it is intended to give a summary of the new laws that factory/mill owners have to abide by
Timing: 1833 โ Useful as it is from the time of improvements to working conditions in factories
Points from the source
No children under the age of 9 should be employed in mills โ Useful as it is accurate (the act did ban the employment of children under 9 in textile mills)
Limits to working hours (eg Children aged 9-13 must not work more than 8 hours each day/Children aged 14-18 must not work more than 12 hours each day/Children under 18 must not work at night) โ Useful as it is accurate (the act did limit the working hours of children)
Government inspectors will be given the power to demand entry to textile mills and enforce these rules โ Useful as it is accurate (the act did create government factory inspectors)
Points of significant omission
1844 act stated that women and children should no longer clean moving machinery/some machinery had to be fenced
1847 act introduced a ten hour working day for women and children
1878 act stated that no women should work more than 60 hours per week/no children under 10 should work in factories/introduced regulations for safety, ventilation and meals
new technology could make working conditions better
Explain the reasons why the Chartists failed to achieve their aims.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Explain ยท Appears in all 3 sections
WFQ (words from the question)your own recalled knowledge
One reason why words from the question was fact which meant that โฆโ 1 mark
A second reason why words from the question was fact which meant that โฆโ 1 mark
A third reason why words from the question was fact which meant that โฆโ 1 mark
A fourth reason why words from the question was fact which meant that โฆโ 1 mark
A fifth reason why words from the question was fact which meant that โฆโ 1 mark
A sixth reason why words from the question was fact which meant that โฆโ 1 mark
Example: One reason why women gained the vote in 1918 was that women burned down buildings like cricket pavilions, which meant that they gained publicity for the cause of votes for women.
How it's marked
1 mark for each accurate, relevant reason.
A second mark for each reason that is developed.
Each sentence/point must answer the question on its own.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must show a causal relationship between events.
1 mark should be given for each accurate, relevant reason, and a second mark should be given for reasons that are developed.
Candidates may achieve full marks by providing five straightforward reasons, three developed reasons, or a combination of these.
Possible reasons
their demands (eg โฆ) were too radical for the time
the economy improved/jobs returned, so support for Chartism faded
the government refused to talk to the Chartists/rejected their petitions
many of the signatures on the petitions were false, so the Chartists lost respect
Chartists were ridiculed in the press, so lost respect
other movements offered more immediate and tangible benefits which attracted support away from Chartism
divisions amongst the Chartists (physical force/moral force) weakened the movement
Chartist demonstrations were broken up, so were not effective
the Chartists were poorly led (by Fergus O'Connor and William Lovett)
To what extent8 marks2017Q27โณ Older formatThe Atlantic Slave Trade, 1770โ1807
To what extent was increased employment the main benefit the slave trade brought to Britain?
WFQ = words from the question โ 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.)
๐ RAT sheet โ how to structure your answerโพ
To what extent / How important / How successful ยท Appears in 2 sections
WFQ (words from the question)a factor
There are several reasons why words from the question. These include the isolated factor, FACTOR 2, and FACTOR 3.โ 1 mark (introduction)
Some historians think the isolated factor was words from the question because _____. Also _____.โ 1 KU mark per fact (up to 5)
However, other historians think FACTOR 2 was words from the question because _____. Also _____.โ 1 mark (balance) + 1 KU per fact
Other historians think FACTOR 3 was words from the question because _____. Also _____.โ 1 KU mark per fact
Overall, the isolated factor / FACTOR 2 / FACTOR 3 was the most important words from the question. This is because [reason why โ does not need to be new].โ 2 marks (conclusion)
How it's marked
5 marks for knowledge โ 1 KU mark for each accurate, developed fact you give to support your factors (not too brief). If only one factor is presented, max 3 for knowledge.
Structure marks: 1 for an introduction, 1 for balance (more than one factor), 2 for a conclusion (1 for a valid judgement, 1 for a reason supporting it).
๐กIt is asking: one factor is a reason โ but there are others, so decide which was MOST important.
๐กEach fact you add (including every "Alsoโฆ") earns a KU mark, as long as it is developed and not too brief โ up to 5.
โ Reveal marking schemeโพ
Max 8 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must use knowledge to present a balanced assessment of the influence of different possible factors and come to a reasoned conclusion.
Up to 5 marks are allocated for relevant points of knowledge used to support factors (but one mark should be deducted if the process is not clear in at least two factors). 1 mark should be given for each relevant, factual key point of knowledge used to support a factor. If only one factor is presented, a maximum of 3 marks should be given for relevant points of knowledge.
Up to 3 marks: 1 mark for a structured answer with knowledge organised in support of different factors; 1 mark for a conclusion with a valid judgement or overall summary; 1 mark for a reason provided in support of the judgement.
Employment (marks should be awarded for any valid job related to the slave trade)
jobs in construction (eg factories, homes)
many people relied on the slave trade for employment, (eg shipbuilding, sailors, rope-makers, sail-makers)
other jobs (eg banking, insurance, industrial)
Industrial benefits
Glasgow โ tobacco trade contributed to growth of industry
growth of industries such as copper-smelting, sugar-refining, glass-making and textiles
profits from the slave trade provided the capital for the Industrial Revolution
Financial/Municipal benefits
individuals/cities became richer due to the slave trade (eg Liverpool, Bristol, London)
wealthy individuals invested profits from the trade (eg schools, colleges, libraries)
London โ provided financial services such as insurance/London banks provided long-term loans for slave trade
Explain the reasons why the slave trade had a negative impact on the Caribbean islands.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Explain ยท Appears in all 3 sections
WFQ (words from the question)your own recalled knowledge
One reason why words from the question was fact which meant that โฆโ 1 mark
A second reason why words from the question was fact which meant that โฆโ 1 mark
A third reason why words from the question was fact which meant that โฆโ 1 mark
A fourth reason why words from the question was fact which meant that โฆโ 1 mark
A fifth reason why words from the question was fact which meant that โฆโ 1 mark
A sixth reason why words from the question was fact which meant that โฆโ 1 mark
Example: One reason why women gained the vote in 1918 was that women burned down buildings like cricket pavilions, which meant that they gained publicity for the cause of votes for women.
How it's marked
1 mark for each accurate, relevant reason.
A second mark for each reason that is developed.
Each sentence/point must answer the question on its own.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must show a causal relationship between events.
1 mark should be given for each accurate, relevant reason, and a second mark should be given for reasons that are developed.
Candidates may achieve full marks by providing five straightforward reasons, three developed reasons, or a combination of these.
Possible reasons
native populations were cleared from the islands/wiped out
fear of violent rebellion/Caribbean became more volatile
slave uprisings caused damage and destruction
small farms were replaced by large plantations
island economies stifled by slave trade (eg Jamaican economy became too reliant on sugar production)
natural beauty of island landscapes was damaged by the growth of plantations
slave trade brought racist attitudes to the Caribbean
Evaluate the usefulness6 marks2017Q29โณ Older formatThe Atlantic Slave Trade, 1770โ1807
Evaluate the usefulness of Source A as evidence used by the abolitionists to argue against the slave trade.
WFQ = words from the question โ reuse in every point.
(You may want to comment on what type of source it is, who wrote it, when they wrote it, why they wrote it, what they say and what has been missed out.)
Tip: Highlight up to 2 content points you would quote (content is worth up to 2 marks) โ then consider author, purpose, timing and omission.
Highlight evidence โ tap the text:
Source A
Source A is from an Abolitionist speech made by William Wilberforce to the House of Commons on the 12th May 1789.
Let anyone imagine to himself 600 of these unfortunates chained two and two. The right ankle of one is connected with the left ankle of another by a small iron fetter. The slaves are so miserable at leaving their country, that they set sail at night, unaware of their departure. For exercise, these miserable people, loaded down by chains and suffering from disease, are forced to dance by the terror of the whip.
๐ RAT sheet โ how to structure your answerโพ
Evaluate the usefulness ยท Appears in 2 sections
Remember COAT
๐Content โ what the source says
๐ซOmission โ what the source leaves out
โ๏ธAuthor โ who wrote it
๐Timing โ when it was written
WFQ (words from the question)quote from the source
Source X says โ_____โ. This is useful as it is accurate information about words from the question.โ 1 mark (content)
Source X also says โ_____โ. This is useful as it is accurate information about words from the question.โ 1 mark (content)
Source X omits _____. This makes the source less useful. Source X also omits _____. This makes the source less useful.โ 1 mark (omission)
Source X was written by _____. This makes the source useful because they have personal / professional experience of, or are an expert in, words from the question.โ 1 mark (author)
Source X was written in _____. This is useful as it was during the time of / has the benefit of hindsight about words from the question.โ 1 mark (timing)
How it's marked
Maximum 4 marks for comments on author, type of source, purpose and timing.
Maximum 2 marks for comments on the content of the source.
Maximum 2 marks for comments on points of significant omission.
๐กYou can also comment on the Purpose and Type of source.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must make a judgement about the usefulness of the source and support this by making evaluative comments on identified aspects of the source.
1 mark should be given for each relevant comment made, up to a maximum of 6 marks in total.
A maximum of 4 marks can be given for evaluative comments relating to the author, type of source, purpose and timing.
A maximum of 2 marks may be given for comments relating to the content of the source; a maximum of 2 marks for points of significant omission.
Author/Type/Purpose/Timing
Author: William Wilberforce โ Useful as it was from a well-known abolitionist who campaigned against slave trade
Type of Source: Speech โ Useful as it was part of an official Parliamentary speech
Purpose: To persuade โ Useful as it gives typical evidence/arguments used by abolitionists against slavery
Timing: 1789 โ Useful as it was delivered during the abolitionist campaign
Points from the source
The right ankle of one is connected with the left ankle of another by a small iron fetter โ Useful as it is accurate (slaves were chained together during the Middle Passage)
The slaves are so miserable at leaving their country, that they set sail at night โ Useful as it is accurate (slave ships did leave at night due to fears held by slaves and fear of increased panic aboard slave ships)
For exercise, these miserable people, loaded down with chains and suffering from disease, are forced to dance by the terror of the whip โ Useful as it is accurate (many slaves were punished if they refused to exercise on the deck/suffered from diseases)
Points of significant omission
details of plantation conditions led to the boycott of sugar and slave produced goods
Equiano's eyewitness account of the Middle Passage in โAn Interesting Narrativeโ highlighted harsh conditions
Clarkson brought examples of slave equipment/plans of slave ships to show the public which caused outrage
other abolitionists used moral or religious arguments against slavery
Explain6 marks2017Q21โณ Older formatThe Creation of the Medieval Kingdoms, 1066โ1406
Explain the reasons why David I was influenced by the Normans during his reign.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Explain ยท Appears in all 3 sections
WFQ (words from the question)your own recalled knowledge
One reason why words from the question was fact which meant that โฆโ 1 mark
A second reason why words from the question was fact which meant that โฆโ 1 mark
A third reason why words from the question was fact which meant that โฆโ 1 mark
A fourth reason why words from the question was fact which meant that โฆโ 1 mark
A fifth reason why words from the question was fact which meant that โฆโ 1 mark
A sixth reason why words from the question was fact which meant that โฆโ 1 mark
Example: One reason why women gained the vote in 1918 was that women burned down buildings like cricket pavilions, which meant that they gained publicity for the cause of votes for women.
How it's marked
1 mark for each accurate, relevant reason.
A second mark for each reason that is developed.
Each sentence/point must answer the question on its own.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must 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
David's mother Margaret was English/from a Saxon family which experienced Norman rule
David's sister was married to the King of England, Henry I
David spent part of his childhood in the royal court in England
David was married to an Anglo-Norman heiress (Matilda of Huntingdon)
David took part in Anglo-Norman ceremonies (eg was made a knight by Henry I)
David had many friends who were Anglo-Norman barons
David had land in England (eg Northampton/Huntingdon/Bedford)
To what extent8 marks2017Q22โณ Older formatThe Creation of the Medieval Kingdoms, 1066โ1406
To what extent were illegal castles Henry II's greatest problem when he became king in 1154?
WFQ = words from the question โ reuse in every point.amber = the isolated factor to weigh up.
(You must use recalled knowledge to present a balanced assessment of the influence of different factors and come to a reasoned conclusion.)
๐ RAT sheet โ how to structure your answerโพ
To what extent / How important / How successful ยท Appears in 2 sections
WFQ (words from the question)a factor
There are several reasons why words from the question. These include the isolated factor, FACTOR 2, and FACTOR 3.โ 1 mark (introduction)
Some historians think the isolated factor was words from the question because _____. Also _____.โ 1 KU mark per fact (up to 5)
However, other historians think FACTOR 2 was words from the question because _____. Also _____.โ 1 mark (balance) + 1 KU per fact
Other historians think FACTOR 3 was words from the question because _____. Also _____.โ 1 KU mark per fact
Overall, the isolated factor / FACTOR 2 / FACTOR 3 was the most important words from the question. This is because [reason why โ does not need to be new].โ 2 marks (conclusion)
How it's marked
5 marks for knowledge โ 1 KU mark for each accurate, developed fact you give to support your factors (not too brief). If only one factor is presented, max 3 for knowledge.
Structure marks: 1 for an introduction, 1 for balance (more than one factor), 2 for a conclusion (1 for a valid judgement, 1 for a reason supporting it).
๐กIt is asking: one factor is a reason โ but there are others, so decide which was MOST important.
๐กEach fact you add (including every "Alsoโฆ") earns a KU mark, as long as it is developed and not too brief โ up to 5.
โ Reveal marking schemeโพ
Max 8 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must use knowledge to present a balanced assessment of the influence of different possible factors and come to a reasoned conclusion.
Up to 5 marks are allocated for relevant points of knowledge used to support factors (but one mark should be deducted if the process is not clear in at least two factors). 1 mark should be given for each relevant, factual key point of knowledge used to support a factor. If only one factor is presented, a maximum of 3 marks should be given for relevant points of knowledge.
Up to 3 marks: 1 mark for a structured answer with knowledge organised in support of different factors; 1 mark for a conclusion with a valid judgement or overall summary; 1 mark for a reason provided in support of the judgement.
Illegal castles
Barons had built illegal castles without royal permission during the civil war
some Barons refused to hand the castles over to Henry (eg The Earl of York/Scarborough castle)
Illegal armies
Barons had hired mercenaries to fight for them/protect their land
illegal armies threatened Henry's control
Corrupt sheriffs
some sheriffs had been keeping fines paid by criminals instead of paying them to the king
some sheriffs had been accepting bribes from criminals
No common law
the law was different in every area across Henry's kingdom
Barons decided the law in their own area and as a result were very powerful
Land theft
some Barons were stealing land from their weaker neighbours
some Barons forged documents making false claims that they were the rightful heir to land
Large empire
Henry had a large empire (eg Scotland to the Pyrenees and could not be everywhere at once)
Henry's empire did not share many customs or traditions making it difficult to govern
Evaluate the usefulness6 marks2017Q23โณ Older formatThe Creation of the Medieval Kingdoms, 1066โ1406
Evaluate the usefulness of Source A as evidence of the reasons for the failure of the Peasants' Revolt.
WFQ = words from the question โ reuse in every point.
(You may want to comment on what type of source it is, who wrote it, when they wrote it, why they wrote it, what they say and what has been missed out.)
Tip: Highlight up to 2 content points you would quote (content is worth up to 2 marks) โ then consider author, purpose, timing and omission.
Highlight evidence โ tap the text:
Source A
Source A is from a chronicle, written by a monk in 1381.
King Richard II was eager to end the revolt and so agreed to meet the peasants. Whilst at the meeting, a fight broke out and the peasants' leader, Wat Tyler was killed. The peasants immediately took up their weapons to fight but the king rode toward them and persuaded them to put their weapons away. The king promised the peasants that they would be treated fairly and so they agreed to go home.
๐ RAT sheet โ how to structure your answerโพ
Evaluate the usefulness ยท Appears in 2 sections
Remember COAT
๐Content โ what the source says
๐ซOmission โ what the source leaves out
โ๏ธAuthor โ who wrote it
๐Timing โ when it was written
WFQ (words from the question)quote from the source
Source X says โ_____โ. This is useful as it is accurate information about words from the question.โ 1 mark (content)
Source X also says โ_____โ. This is useful as it is accurate information about words from the question.โ 1 mark (content)
Source X omits _____. This makes the source less useful. Source X also omits _____. This makes the source less useful.โ 1 mark (omission)
Source X was written by _____. This makes the source useful because they have personal / professional experience of, or are an expert in, words from the question.โ 1 mark (author)
Source X was written in _____. This is useful as it was during the time of / has the benefit of hindsight about words from the question.โ 1 mark (timing)
How it's marked
Maximum 4 marks for comments on author, type of source, purpose and timing.
Maximum 2 marks for comments on the content of the source.
Maximum 2 marks for comments on points of significant omission.
๐กYou can also comment on the Purpose and Type of source.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must make a judgement about the usefulness of the source and support this by making evaluative comments on identified aspects of the source.
1 mark should be given for each relevant comment made, up to a maximum of 6 marks in total.
A maximum of 4 marks can be given for evaluative comments relating to the author, type of source, purpose and timing.
A maximum of 2 marks may be given for comments relating to the content of the source; a maximum of 2 marks for points of significant omission.
Author/Type/Purpose/Timing
Author: Monk โ Useful because he would have been well placed to receive information/perhaps less useful because he is not an eyewitness
Type of Source: Chronicle โ Useful because it was a detailed record of events
Purpose: To inform โ Useful because it was written to inform us about the king's role in ending the Peasants' Revolt/perhaps less useful because it is biased in favour of the king
Timing: 1381 โ Useful because it was written at the time of the Peasants' Revolt
Points from the source
The peasants' leader, Wat Tyler was killed โ Useful because it is accurate (Wat Tyler did die during the Peasants' Revolt)
The king rode toward them (peasants) and persuaded them to put their weapons away โ Useful because it is accurate (the king was successful in getting the peasants to lay down their arms)
The king promised the peasants that they would be treated fairly and so they agreed to go home โ Useful because it is accurate (the king did manage to persuade the peasants to disperse)
To what extent8 marks2017Q33โณ Older formatThe Making of Modern Britain, 1880โ1951
To what extent were the reports of Booth and Rowntree the main reason for changing attitudes to poverty around 1900?
WFQ = words from the question โ 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.)
๐ RAT sheet โ how to structure your answerโพ
To what extent / How important / How successful ยท Appears in 2 sections
WFQ (words from the question)a factor
There are several reasons why words from the question. These include the isolated factor, FACTOR 2, and FACTOR 3.โ 1 mark (introduction)
Some historians think the isolated factor was words from the question because _____. Also _____.โ 1 KU mark per fact (up to 5)
However, other historians think FACTOR 2 was words from the question because _____. Also _____.โ 1 mark (balance) + 1 KU per fact
Other historians think FACTOR 3 was words from the question because _____. Also _____.โ 1 KU mark per fact
Overall, the isolated factor / FACTOR 2 / FACTOR 3 was the most important words from the question. This is because [reason why โ does not need to be new].โ 2 marks (conclusion)
How it's marked
5 marks for knowledge โ 1 KU mark for each accurate, developed fact you give to support your factors (not too brief). If only one factor is presented, max 3 for knowledge.
Structure marks: 1 for an introduction, 1 for balance (more than one factor), 2 for a conclusion (1 for a valid judgement, 1 for a reason supporting it).
๐กIt is asking: one factor is a reason โ but there are others, so decide which was MOST important.
๐กEach fact you add (including every "Alsoโฆ") earns a KU mark, as long as it is developed and not too brief โ up to 5.
โ Reveal marking schemeโพ
Max 8 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must use knowledge to present a balanced assessment of the influence of different possible factors and come to a reasoned conclusion.
Up to 5 marks are allocated for relevant points of knowledge used to support factors (but one mark should be deducted if the process is not clear in at least two factors). 1 mark should be given for each relevant, factual key point of knowledge used to support a factor. If only one factor is presented, a maximum of 3 marks should be given for relevant points of knowledge.
Up to 3 marks: 1 mark for a structured answer with knowledge organised in support of different factors; 1 mark for a conclusion with a valid judgement or overall summary; 1 mark for a reason provided in support of the judgement.
Booth and Rowntree
Booth's report showed that 30.7% of the population of London were living in poverty. This shocked the public and government/provided evidence of poverty that could not be ignored
Booth's report showed that poverty was not always the poor person's own fault and helped to change laissez-faire/self-help attitudes
Rowntree's report showed that 27.8% of the population of York were living in poverty. This shocked the public and government/provided evidence of poverty that could not be ignored
Rowntree's report showed that poverty wasn't just in London/something had to be done to tackle poverty across Britain
Rowntree's report showed that there was a cycle of poverty, so helped convince people that the poor needed help at certain times of their lives
The Boer War/National Efficiency
during the Boer War 1/3 (as high as 2/3 in some areas) of recruits were unfit for service. This was often due to poor health caused by poverty - people were worried that if poverty was not tackled then Britain would not be able to defend herself in a war
people were concerned that Britain would not have a healthy productive workforce if poverty was not tackled
New Liberalism
new Liberals such as David Lloyd George and Winston Churchill wanted to pass reforms to help the poor and helped to change attitudes in the Liberal Party
The German example
the Germans had introduced welfare reforms already (pensions and national insurance) so the British wanted to keep up with Germany
Democracy/Trade Unions/The Threat of Labour
more men/the working classes could now vote so political parties had to change their policies on poverty to avoid losing votes
Trade unions were becoming bigger/more influential/had helped to form the Labour Party and were pushing for reforms to help the poor
the Labour Party was formed in 1900 and supported reforms to help the poor/The other parties had to respond, or they would lose votes to the new Labour Party
Explain6 marks2017Q34โณ Older formatThe Making of Modern Britain, 1880โ1951
Explain the reasons why the Liberal Reforms of 1906โ1914 improved the lives of some British people.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Explain ยท Appears in all 3 sections
WFQ (words from the question)your own recalled knowledge
One reason why words from the question was fact which meant that โฆโ 1 mark
A second reason why words from the question was fact which meant that โฆโ 1 mark
A third reason why words from the question was fact which meant that โฆโ 1 mark
A fourth reason why words from the question was fact which meant that โฆโ 1 mark
A fifth reason why words from the question was fact which meant that โฆโ 1 mark
A sixth reason why words from the question was fact which meant that โฆโ 1 mark
Example: One reason why women gained the vote in 1918 was that women burned down buildings like cricket pavilions, which meant that they gained publicity for the cause of votes for women.
How it's marked
1 mark for each accurate, relevant reason.
A second mark for each reason that is developed.
Each sentence/point must answer the question on its own.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must 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
free school meals made children healthier because this was the only meal that many children got in a day/parents could not afford to feed children at home
medical inspections at school made children healthier because they identified medical problems/later treatment was introduced
The Children Act/Children's Charter improved the lives of the young because they would no longer be sent to adult prisons/treated as adult criminals
The Children Act/Children's Charter improved the lives of the young because children could no longer be sentenced to death for committing a crime
Pensions improved the lives of the elderly because they helped many of the elderly poor to stay out of the workhouse/gave the elderly poor enough extra money to get by
National Insurance helped to make workers healthier because free medical treatment was provided for insured workers
National Insurance improved the lives of families because maternity grants were given after the birth of children
National Insurance improved the lives of workers because they could now receive free specialist medical treatment for TB
National Insurance improved the lives of the unemployed because some workers received unemployment benefit, helping them to stay out of poverty
The Workmen's Compensation Act improved the lives of workers because now they could get compensation for illness or injury caused by work
Labour exchanges improved the lives of the unemployed because they helped them to find a job and earn money
Evaluate the usefulness6 marks2017Q35โณ Older formatThe Making of Modern Britain, 1880โ1951
Evaluate the usefulness of Source A as evidence of the introduction of the National Health Service in 1948.
WFQ = words from the question โ reuse in every point.
(You may want to comment on what type of source it is, who wrote it, when they wrote it, why they wrote it, what they say and what has been missed out.)
Tip: Highlight up to 2 content points you would quote (content is worth up to 2 marks) โ then consider author, purpose, timing and omission.
Highlight evidence โ tap the text:
Source A
Source A is a government advertisement published in May 1948.
YOUR NEW NATIONAL HEALTH SERVICE
On 5th July the new National Health Service starts for the benefit of the public all over Britain.
Anyone can use it โ men, women and children. There are no age limits. You can use any part of it, or all of it, as you wish. Your right to use the National Health Service does not depend upon any weekly payments.
Choose your doctor now.
๐ RAT sheet โ how to structure your answerโพ
Evaluate the usefulness ยท Appears in 2 sections
Remember COAT
๐Content โ what the source says
๐ซOmission โ what the source leaves out
โ๏ธAuthor โ who wrote it
๐Timing โ when it was written
WFQ (words from the question)quote from the source
Source X says โ_____โ. This is useful as it is accurate information about words from the question.โ 1 mark (content)
Source X also says โ_____โ. This is useful as it is accurate information about words from the question.โ 1 mark (content)
Source X omits _____. This makes the source less useful. Source X also omits _____. This makes the source less useful.โ 1 mark (omission)
Source X was written by _____. This makes the source useful because they have personal / professional experience of, or are an expert in, words from the question.โ 1 mark (author)
Source X was written in _____. This is useful as it was during the time of / has the benefit of hindsight about words from the question.โ 1 mark (timing)
How it's marked
Maximum 4 marks for comments on author, type of source, purpose and timing.
Maximum 2 marks for comments on the content of the source.
Maximum 2 marks for comments on points of significant omission.
๐กYou can also comment on the Purpose and Type of source.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must make a judgement about the usefulness of the source and support this by making evaluative comments on identified aspects of the source.
1 mark should be given for each relevant comment made, up to a maximum of 6 marks in total.
A maximum of 4 marks can be given for evaluative comments relating to the author, type of source, purpose and timing.
A maximum of 2 marks may be given for comments relating to the content of the source; a maximum of 2 marks for points of significant omission.
Author/Type/Purpose/Timing
Author: Government โ Useful as the government will have knowledge of the health service they are introducing
Type of Source: Advertisement โ Useful as it will be informative/easy to understand
Purpose: To inform โ Useful as it is intended to give a summary of how the NHS will work
Timing: May 1948 โ Useful as it is a primary source from the time that the NHS was introduced
Points from the source
The new NHS starts on the 5th July โ Useful as it is accurate (the NHS was launched in the summer of 1948)
Anyone can use the NHS/men, women children/no age limits โ Useful as this is accurate (the NHS was available to all)
Right to use NHS does not depend on weekly payments โ Useful as this is accurate (access to the NHS did not depend on contributions)
Points of significant omission
the NHS provided many services โ GPs, hospital treatment, specialist treatment, opticians, dentists for example
the NHS was introduced by Aneurin Bevan
the NHS was recommended in the Beveridge Report/to tackle the 'giant' of disease
there was a huge demand for NHS services after it was introduced
Evaluate the usefulness6 marks2017Q24โณ Older formatWar of the Three Kingdoms, 1603โ1651
Evaluate the usefulness of Source A as evidence of the arguments between Parliament and King James VI and I.
WFQ = words from the question โ reuse in every point.
(You may want to comment on what type of source it is, who wrote it, when they wrote it, why they wrote it, what they say and what has been missed out.)
Tip: Highlight up to 2 content points you would quote (content is worth up to 2 marks) โ then consider author, purpose, timing and omission.
Highlight evidence โ tap the text:
Source A
Source A is from the Protestation of 1621, a statement from the House of Commons of England.
After many years of growing discontent we the members assemble in Parliament to make our protest formally. The privileges of Parliament are our ancient birth right. Matters concerning the king, state, defence, the church and the making of laws are for debating in Parliament only. And that, if any of its members are questioned for anything said or done in Parliament, the same is to be applied to the king.
๐ RAT sheet โ how to structure your answerโพ
Evaluate the usefulness ยท Appears in 2 sections
Remember COAT
๐Content โ what the source says
๐ซOmission โ what the source leaves out
โ๏ธAuthor โ who wrote it
๐Timing โ when it was written
WFQ (words from the question)quote from the source
Source X says โ_____โ. This is useful as it is accurate information about words from the question.โ 1 mark (content)
Source X also says โ_____โ. This is useful as it is accurate information about words from the question.โ 1 mark (content)
Source X omits _____. This makes the source less useful. Source X also omits _____. This makes the source less useful.โ 1 mark (omission)
Source X was written by _____. This makes the source useful because they have personal / professional experience of, or are an expert in, words from the question.โ 1 mark (author)
Source X was written in _____. This is useful as it was during the time of / has the benefit of hindsight about words from the question.โ 1 mark (timing)
How it's marked
Maximum 4 marks for comments on author, type of source, purpose and timing.
Maximum 2 marks for comments on the content of the source.
Maximum 2 marks for comments on points of significant omission.
๐กYou can also comment on the Purpose and Type of source.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must make a judgement about the usefulness of the source and support this by making evaluative comments on identified aspects of the source.
1 mark should be given for each relevant comment made, up to a maximum of 6 marks in total.
A maximum of 4 marks can be given for evaluative comments relating to the author, type of source, purpose and timing.
A maximum of 2 marks may be given for comments relating to the content of the source; a maximum of 2 marks for points of significant omission.
Author/Type/Purpose/Timing
Author: House of Commons โ Useful because it is from eyewitnesses who were in dispute with the king
Type of Source: Official statement โ Useful because it is an official government statement which outlines the concerns of parliament and will therefore be truthful/perhaps less useful as it may be biased
Purpose: To persuade โ Useful because it attempts to justify the position of Parliament/perhaps less useful as it is not balanced
Timing: 1621 โ Useful because it is a primary source from the time when there were disputes between King James VI and I and Parliament
Points from the source
privileges of Parliament are our ancient birth right โ Useful because it is accurate (Parliament was concerned that the king was trying to limit its power)
Matters concerning the king, state, defence, the church and the making of laws are for debating in Parliament only โ Useful because it is accurate (Parliament did want to retain the right to debate certain state matters which the king opposed)
if any of its members are questioned for anything said or done in Parliament, the same is to be applied to the king โ Useful because it is accurate (Parliament did believe the king should be accountable to Parliament as much as they were to him)
Points of significant omission
James formally deleted the Protestation from the journals of Parliament
James dissolved Parliament demonstrating he did not agree with their protests
James and Parliament argued over the rights of the King with the King stressing his 'divine right' to rule
other issues that Parliament and the King argued over (eg the Spanish match/war in Europe)
Explain6 marks2017Q25โณ Older formatWar of the Three Kingdoms, 1603โ1651
Explain the reasons why Charles I was unpopular in Scotland.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Explain ยท Appears in all 3 sections
WFQ (words from the question)your own recalled knowledge
One reason why words from the question was fact which meant that โฆโ 1 mark
A second reason why words from the question was fact which meant that โฆโ 1 mark
A third reason why words from the question was fact which meant that โฆโ 1 mark
A fourth reason why words from the question was fact which meant that โฆโ 1 mark
A fifth reason why words from the question was fact which meant that โฆโ 1 mark
A sixth reason why words from the question was fact which meant that โฆโ 1 mark
Example: One reason why women gained the vote in 1918 was that women burned down buildings like cricket pavilions, which meant that they gained publicity for the cause of votes for women.
How it's marked
1 mark for each accurate, relevant reason.
A second mark for each reason that is developed.
Each sentence/point must answer the question on its own.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must show a causal relationship between events.
1 mark should be given for each accurate, relevant reason, and a second mark should be given for reasons that are developed.
Candidates may achieve full marks by providing five straightforward reasons, three developed reasons, or a combination of these.
Possible reasons
there was resentment towards the Anglican High Church ceremony that was part of Charles' coronation
Resentment of Charles as an absentee monarch
Scots suspicion that Charles wanted to be an absolute monarch
Charles demanded that Ministers accept and use the new Prayer Book, which was unpopular amongst the Ministers
there was public opposition to the introduction of the new Prayer Book (eg 1637 St Giles riots)
the Scottish clergy opposed the requirement to wear gowns and surplices as dictated by Laud's Canons
resentment at the abolition of Presbyteries and the threat of dissolution
Charles introduced Bishops into the Scottish Church which was opposed
Charles ruled that the General Assembly was not allowed to meet which caused opposition
Charles imposed the Act of Revocation which took back church or royal property that had been alienated since 1540, this angered the Church
resentment towards the money raising methods of Charles (eg Ship Money)
To what extent8 marks2017Q26โณ Older formatWar of the Three Kingdoms, 1603โ1651
To what extent were financial disputes between Charles I and Parliament the main reason for the outbreak of the Civil War?
WFQ = words from the question โ 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.)
๐ RAT sheet โ how to structure your answerโพ
To what extent / How important / How successful ยท Appears in 2 sections
WFQ (words from the question)a factor
There are several reasons why words from the question. These include the isolated factor, FACTOR 2, and FACTOR 3.โ 1 mark (introduction)
Some historians think the isolated factor was words from the question because _____. Also _____.โ 1 KU mark per fact (up to 5)
However, other historians think FACTOR 2 was words from the question because _____. Also _____.โ 1 mark (balance) + 1 KU per fact
Other historians think FACTOR 3 was words from the question because _____. Also _____.โ 1 KU mark per fact
Overall, the isolated factor / FACTOR 2 / FACTOR 3 was the most important words from the question. This is because [reason why โ does not need to be new].โ 2 marks (conclusion)
How it's marked
5 marks for knowledge โ 1 KU mark for each accurate, developed fact you give to support your factors (not too brief). If only one factor is presented, max 3 for knowledge.
Structure marks: 1 for an introduction, 1 for balance (more than one factor), 2 for a conclusion (1 for a valid judgement, 1 for a reason supporting it).
๐กIt is asking: one factor is a reason โ but there are others, so decide which was MOST important.
๐กEach fact you add (including every "Alsoโฆ") earns a KU mark, as long as it is developed and not too brief โ up to 5.
โ Reveal marking schemeโพ
Max 8 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must use knowledge to present a balanced assessment of the influence of different possible factors and come to a reasoned conclusion.
Up to 5 marks are allocated for relevant points of knowledge used to support factors (but one mark should be deducted if the process is not clear in at least two factors). 1 mark should be given for each relevant, factual key point of knowledge used to support a factor. If only one factor is presented, a maximum of 3 marks should be given for relevant points of knowledge.
Up to 3 marks: 1 mark for a structured answer with knowledge organised in support of different factors; 1 mark for a conclusion with a valid judgement or overall summary; 1 mark for a reason provided in support of the judgement.
Financial disputes
arguments over the buying of titles, rich men were persuaded to buy titles and if they refused they were fined the same sum of money it would have cost for a title
in 1635 Charles ordered that everyone in the country should pay Ship Money. This tax was only meant to be paid by coastal towns but Charles insisted inland areas were also to pay, which caused resentment/led to arrests of some MPs eg Hampden
April 1640 Charles called for a Parliament to grant the money needed to fight a war in Scotland. Parliament refused and cited Laud and Strafford as men who were abusing the authority that had been given to them.
Religious disputes
King Charles was married to Roman Catholic Henrietta Maria of France who was given free rein to practise her religion, this led to distrust over the religious loyalty of Charles
Charles preferred a High Anglican form of worship with ceremonies and rituals that made some believe he was leaning towards Catholicism, this upset the Protestants and Puritans/Charles also clashed with the Scots over the issue of the new Prayer Book this angered the Scots so much that they invaded England in 1639
the Appointment of Laud (who also preferred High Anglican worship) as Archbishop of Canterbury, brought about much opposition/Laud attempted to impose High Anglican forms of worship which were opposed by the Protestants eg the new Prayer Book and the wearing of vestments
Political disputes
in 1629 Charles refused to let Parliament meet. Members of Parliament arrived at Westminster to find that the doors had been locked with large chains and padlocks. They were locked out for eleven years
Parliament also demanded that Charles get rid of the Court of Star Chamber, which Charles used to rule without Parliament
in 1642, Charles went to Parliament with 300 soldiers to arrest his five biggest critics. Parliament had been tipped off and the five men had already fled to the safety of the city of London โ this angered Parliament that the King was trying to deny them the right to speak out against him
King's character
Parliament considered Charles to be arrogant and conceited so they had a particularly bad relationship/Charles considered the poor relationships between his father and Parliament to be the fault of Parliament so did not trust them
Parliament and the King clashed over Charles' strong belief in the Divine Rights of Kings.
Explain5 marks2017Q40โณ Older formatโTea and Freedomโ: the American Revolution, 1774โ1783
Explain the reasons why some British people sympathised with America during the American Revolution.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Explain ยท Appears in all 3 sections
WFQ (words from the question)your own recalled knowledge
One reason why words from the question was fact which meant that โฆโ 1 mark
A second reason why words from the question was fact which meant that โฆโ 1 mark
A third reason why words from the question was fact which meant that โฆโ 1 mark
A fourth reason why words from the question was fact which meant that โฆโ 1 mark
A fifth reason why words from the question was fact which meant that โฆโ 1 mark
A sixth reason why words from the question was fact which meant that โฆโ 1 mark
Example: One reason why women gained the vote in 1918 was that women burned down buildings like cricket pavilions, which meant that they gained publicity for the cause of votes for women.
How it's marked
1 mark for each accurate, relevant reason.
A second mark for each reason that is developed.
Each sentence/point must answer the question on its own.
โ Reveal marking schemeโพ
Max 5 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must show a causal relationship between events.
1 mark should be given for each accurate, relevant reason, and a second mark should be given for reasons that are developed.
Candidates may achieve full marks by providing five straightforward reasons, three developed reasons, or a combination of these.
Possible reasons
Thomas Paineโs pamphlet โCommon Senseโ sold 150,000 copies and persuaded many British people the American cause was just
radicals in Britain opposed war and supported American demands for reform (eg no taxation without representation)
Edmund Burke thought that using force against the colonists would be counter-productive
Edmund Burke argued against taxation in America to raise funds for Britain
radicals in Britain supported the colonists demands for reform as they wanted political reform at home
Compare the views4 marks2017Q41โณ Older formatโTea and Freedomโ: the American Revolution, 1774โ1783
Compare the views of Sources A and B about the capabilities of the Continental Army.
WFQ = words from the question โ reuse in every point.
(Compare the sources overall and/or in detail.)
Tip: Highlight 2โ3 points of comparison โ either where the sources agree OR where they disagree. You do not need both; pick one set and compare them point by point.
Highlight evidence โ tap the text:
Source A
Sources A and B are about the Continental Army.
The Continental Army was led by George Washington, who was an experienced soldier. The troops themselves were usually inexperienced in battle and for many it was their first time fighting. Many soldiers left to return home, leaving the army without enough men. The Continental Army always lacked sufficient cavalry and artillery. Washington was always short of money to buy much needed supplies or to pay his soldiers.
Source B
The army needed troops even more than fortifications, and Washington appealed to Congress to provide them. Many of the soldiers needed practice with their weapons, so early in July he ordered that each man was to fire two rounds โ hardly extensive training but all that supplies permitted. The Continental Army was always short of ammunition. Gunpowder was always in short supply but houses were stripped of lead for bullets.
Overall, do the sources agree or disagree? (worth a mark for an overall comparison)
๐ RAT sheet โ how to structure your answerโพ
Compare the views ยท Appears in 2 sections
WFQ (words from the question)quote from the source
Overall, Sources X and Y [agree/disagree] about words from the question.โ 1 mark (overall)
The sources agree/disagree about statement summarising the point. Source X says โdirect quoteโ and Source Y [agrees/disagrees] when it says โdirect quoteโ.โ 1โ2 marks
The sources also agree/disagree about statement summarising the point. Source X says โdirect quoteโ and Source Y [agrees/disagrees] when it says โdirect quoteโ.โ 1โ2 marks
How it's marked
1 mark for a simple comparison (what the sources agree/disagree about).
2 marks for a developed comparison, supported by specific references to each source.
Full marks by four simple comparisons, two developed comparisons, or a combination.
๐กOne set of points will agree, one will disagree.
โ Reveal marking schemeโพ
Max 4 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must make direct comparisons of the two sources, either overall or in detail.
A simple comparison should be given 1 mark; a developed comparison should be given 2 marks.
Candidates may achieve full marks by making four simple comparisons, two developed comparisons or by a combination of these.
Overall: The sources agree about the capabilities of the Continental Army
Points of comparison
agree
Source A: The troops themselves were usually inexperienced in battle
Source B: Many of the soldiers needed practice with their weapons
agree
Source A: Many soldiers left to return home, leaving the army without enough men
Source B: The army needed troops even more than fortifications
agree
Source A: Washington was always short of money to buy much needed supplies or to pay his soldiers
Source B: The Continental Army was always short of ammunition/Gunpowder was always in short supply but houses were stripped of lead for bullets.
Describe5 marks2017Q42โณ Older formatโTea and Freedomโ: the American Revolution, 1774โ1783
Describe the events of the British defeat at Saratoga.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Describe ยท Appears in 2 sections
WFQ (words from the question)
One words from the question was โฆโ 1 mark
A second words from the question was โฆโ 1 mark
A third words from the question was โฆโ 1 mark
A fourth words from the question was โฆโ 1 mark
Example: One use of new technology on the Western Front during the First World War was mustard gas, which was used to blind soldiers and make it more difficult for them to fight.
How it's marked
1 mark for each accurate, relevant key point of knowledge.
A second mark for each point that is developed.
Full marks by four straightforward points, two developed points, or a combination.
โ Reveal marking schemeโพ
Max 5 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
1 mark should be given for each accurate relevant key point of knowledge.
A second mark should be given for each point that is developed, up to a maximum of 5 marks.
Candidates may achieve full marks by providing five straightforward points, by making three developed points, or a combination of these.
Possible points of knowledge
British plan was to link their two armies to defeat the colonists
Burgoyneโs army invaded from Canada
General Howe had taken the main British army to Philadelphia leaving General Clinton with a small army in New York
Americans cut down trees and blocked the British armyโs progress
colonists had destroyed crops and burned potential food supplies
some Indian troops deserted the British
St Legerโs army was defeated/he retreated
British eventually outnumbered by colonists
Burgoyneโs army surrounded and unable to break out, so surrendered
How fully6 marks2017Q43โณ Older formatโTea and Freedomโ: the American Revolution, 1774โ1783
How fully does Source C explain the reasons why help was given to the colonists in their war against Britain? (Use the source and recall to reach a judgement.)
WFQ = words from the question โ reuse in every point.
Tip: Highlight up to 3 pieces of evidence from the source (worth up to 3 marks) โ then recall 3 points the source leaves out.
Highlight evidence โ tap the text:
Source C
Source C is about help given to the colonists after the British defeat at Saratoga.
After the British defeat at Saratoga, many in Europe were keen to take advantage of British weakness. France, in particular, wanted revenge for the loss of her colonies. In order to help the colonists France offered financial support. France also gave military assistance in the form of soldiers and gunpowder to put more pressure on Britain. Spain saw an opportunity to try to retake Gibraltar to distract Britain. Finally, France and Spain joined forces and threatened to invade Britain in 1779.
๐ RAT sheet โ how to structure your answerโพ
How fully ยท Appears in all 3 sections
WFQ (words from the question)quote from the sourceomission โ your own recall
Overall, Source X partly words from the question.โ needed for full marks
Source X says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
However, Source X doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
How it's marked
Up to 3 marks for points from the source that support your judgement.
Up to 4 marks for points of significant omission from recall.
Maximum 2 marks if no judgement is made, or if you refer only to the source.
๐กUse the source AND recall.
๐กQuote and then explain โ show you understand it, donโt just repeat it.
๐กYou must make a judgement (e.g. โthe source partly explainsโฆโ) or you are capped at 2 marks.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must make 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 which refer only to the source.
Points from the source
after the British defeat at Saratoga, many in Europe were keen to take advantage of British weakness
France wanted revenge for loss of colonies so offered financial support
France also gave military assistance in the form of soldiers and gunpowder to put more pressure on Britain
Spain saw an opportunity to try to retake Gibraltar to distract Britain
Points of significant omission
foreign intervention challenged Britainโs control of the seas
foreign intervention made it more difficult for Britain to reinforce and supply forces in America
the French attacked British colonies in the Caribbean which distracted them/Britain had to divert vital troops to Europe and the West Indies
foreign intervention affected British morale as they had no major allies
formal Franco-American alliance increased pressure on Britain
Explain5 marks2017Q64โณ Older formatAppeasement and the Road to War, 1918โ1939
Explain the reasons why France and Britain did not take military action against German rearmament up to 1938.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Explain ยท Appears in all 3 sections
WFQ (words from the question)your own recalled knowledge
One reason why words from the question was fact which meant that โฆโ 1 mark
A second reason why words from the question was fact which meant that โฆโ 1 mark
A third reason why words from the question was fact which meant that โฆโ 1 mark
A fourth reason why words from the question was fact which meant that โฆโ 1 mark
A fifth reason why words from the question was fact which meant that โฆโ 1 mark
A sixth reason why words from the question was fact which meant that โฆโ 1 mark
Example: One reason why women gained the vote in 1918 was that women burned down buildings like cricket pavilions, which meant that they gained publicity for the cause of votes for women.
How it's marked
1 mark for each accurate, relevant reason.
A second mark for each reason that is developed.
Each sentence/point must answer the question on its own.
โ Reveal marking schemeโพ
Max 5 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must show a causal relationship between events.
1 mark should be given for each accurate, relevant reason, and a second mark should be given for reasons that are developed.
Candidates may achieve full marks by providing five straightforward reasons, three developed reasons, or a combination of these.
Possible reasons
many felt that the military terms of the Treaty of Versailles had been too harsh and Germany should be allowed to rearm
Hitlerโs claims that rearmament was merely required for security, helped soften opinion against German rearmament
Hitlerโs offer to disarm should other countries do so convinced others that military action was not required to halt German rearmament
cuts in defence spending and the weakness of the British armed forces restricted the opportunity for military action
given the horrors of World War One, there was little sign that British public opinion would have supported military action against Hitler
there was a thriving peace movement in Britain which further reduced support for military action
many within Britain saw a strong Germany as a useful barrier against the spread of communism and therefore supported German rearmament
the construction of the Maginot Line gave the French a defensive mentality and a sense of security that reduced fears of German rearmament
Describe5 marks2017Q65โณ Older formatAppeasement and the Road to War, 1918โ1939
Describe the events leading to Germanyโs Anschluss with Austria in 1938.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Describe ยท Appears in 2 sections
WFQ (words from the question)
One words from the question was โฆโ 1 mark
A second words from the question was โฆโ 1 mark
A third words from the question was โฆโ 1 mark
A fourth words from the question was โฆโ 1 mark
Example: One use of new technology on the Western Front during the First World War was mustard gas, which was used to blind soldiers and make it more difficult for them to fight.
How it's marked
1 mark for each accurate, relevant key point of knowledge.
A second mark for each point that is developed.
Full marks by four straightforward points, two developed points, or a combination.
โ Reveal marking schemeโพ
Max 5 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
1 mark should be given for each accurate relevant key point of knowledge.
A second mark should be given for each point that is developed, up to a maximum of 5 marks.
Candidates may achieve full marks by providing five straightforward points, by making three developed points, or a combination of these.
Possible points of knowledge
the Austrian Nazi Party led by Seyss-Inquart had embarked on a series of activities which included mass demonstrations and bomb attacks
Chancellor Schuschnigg of Austria asked to meet Hitler to discuss the activities of the Austrian Nazis/Schuschnigg travelled to Berchtesgaden to meet Hitler
Schuschnigg expected to receive answers to his complaints about the Austrian Nazis but instead faced a display of temper, verbal aggression and threats from Hitler/Hitler demanded that Austrian Nazis be given important posts in the Austrian government and threatened to invade Austria if Schuschnigg did not agree
on his return to Austria, Schuschnigg decided to hold a plebiscite to ask the Austrian people if they wanted Austria to remain independent from Germany/Hitler was furious and plans were put in place for the invasion of Austria by Germany
Hitler demanded Schuschniggโs resignation and the cancellation of the plebiscite
Schuschnigg resigned and was replaced by Seyss-Inquart
Seyss-Inquart promptly invited the German Army in to Austria on the premise that they were required to help maintain law and order
on 12th March 1938, German soldiers crossed the border into Austria unopposed
German soldiers were greeted by crowds who cheered and threw flowers/Hitler himself received a rousing reception as he entered Linz in an open-topped Mercedes
The following day a new law was announced which incorporated Austria into the German Reich
How fully6 marks2017Q66โณ Older formatAppeasement and the Road to War, 1918โ1939
How fully does Source A explain the reasons why Chamberlain abandoned the policy of Appeasement? (Use the source and recall to reach a judgement.)
WFQ = words from the question โ reuse in every point.
Tip: Highlight up to 3 pieces of evidence from the source (worth up to 3 marks) โ then recall 3 points the source leaves out.
Highlight evidence โ tap the text:
Source A
Source A is about Neville Chamberlain and the policy of appeasement.
In March 1939, Chamberlain abandoned appeasement and promised to defend Poland if the Nazis invaded. The main reason was the invasion of Czechoslovakia which proved that Hitler was a liar and that he did not just want land where Germans lived. In addition, many were influenced by Churchillโs speeches which meant appeasement was losing the support of the British people. Kristallnacht proved that the Nazi regime was evil and ought to be resisted. Rearmament had strengthened Britainโs armed forces too and gave Chamberlain the confidence to tackle Nazi aggression.
๐ RAT sheet โ how to structure your answerโพ
How fully ยท Appears in all 3 sections
WFQ (words from the question)quote from the sourceomission โ your own recall
Overall, Source X partly words from the question.โ needed for full marks
Source X says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
However, Source X doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
How it's marked
Up to 3 marks for points from the source that support your judgement.
Up to 4 marks for points of significant omission from recall.
Maximum 2 marks if no judgement is made, or if you refer only to the source.
๐กUse the source AND recall.
๐กQuote and then explain โ show you understand it, donโt just repeat it.
๐กYou must make a judgement (e.g. โthe source partly explainsโฆโ) or you are capped at 2 marks.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must make 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 which refer only to the source.
Points from the source
the main reason was the invasion of Czechoslovakia which proved that Hitler was a liar and that he did not just want land where Germans lived
many were influenced by Churchillโs speeches which meant appeasement was losing the support of the British people
Kristallnacht proved that the Nazi regime was evil and ought to be resisted
Rearmament had strengthened Britainโs armed forces too and gave Chamberlain the confidence to tackle Nazi aggression
Points of significant omission
the Pact of Steel showed that appeasement had failed to satisfy Hitler and that he was planning for war
the Oxford by-election showed that there were many British people who did not agree with appeasing Hitler and who would support military action against Nazi aggression
Fascists were growing in power across Europe โ Franco came to power in Spain in February 1939 โ and many felt that they had to be stopped
by March 1939, Britain was better prepared to protect its civilians against German attacks (eg a quarter of a million free air raid shelters are given to Londoners)
Compare the views4 marks2017Q67โณ Older formatAppeasement and the Road to War, 1918โ1939
Compare the views of Sources B and C on the reasons why Stalin signed the Nazi-Soviet Non-Aggression Pact in 1939.
WFQ = words from the question โ reuse in every point.
(Compare the sources overall and/or in detail.)
Tip: Highlight 2โ3 points of comparison โ either where the sources agree OR where they disagree. You do not need both; pick one set and compare them point by point.
Highlight evidence โ tap the text:
Source B
Sources B and C are about the reasons why Stalin signed the Nazi-Soviet Non-Aggression Pact in 1939.
The agreement shocked the world as each nation had been the sworn enemy of the other. By signing the pact the Soviet Union gained time to prepare its defences against a future German attack. Stalin also gained the opportunity to take back lands Russia lost in the aftermath of the First World War. The half-hearted attempt of the British to come to an agreement with the Soviet Union was another factor in Stalinโs decision.
Source C
The British were unenthusiastic about a possible Anglo-Soviet agreement, and this encouraged Stalin to sign the Nazi-Soviet Pact. The pact gave the Soviet Union time to prepare for eventual German invasion. The chance to extend Soviet control over lands from which Russia had been excluded since the end of the First World War was another factor. The Nazi-Soviet Pact was therefore a logical result of Stalin protecting his countryโs interests.
Overall, do the sources agree or disagree? (worth a mark for an overall comparison)
๐ RAT sheet โ how to structure your answerโพ
Compare the views ยท Appears in 2 sections
WFQ (words from the question)quote from the source
Overall, Sources X and Y [agree/disagree] about words from the question.โ 1 mark (overall)
The sources agree/disagree about statement summarising the point. Source X says โdirect quoteโ and Source Y [agrees/disagrees] when it says โdirect quoteโ.โ 1โ2 marks
The sources also agree/disagree about statement summarising the point. Source X says โdirect quoteโ and Source Y [agrees/disagrees] when it says โdirect quoteโ.โ 1โ2 marks
How it's marked
1 mark for a simple comparison (what the sources agree/disagree about).
2 marks for a developed comparison, supported by specific references to each source.
Full marks by four simple comparisons, two developed comparisons, or a combination.
๐กOne set of points will agree, one will disagree.
โ Reveal marking schemeโพ
Max 4 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must make direct comparisons of the two sources, either overall or in detail.
A simple comparison should be given 1 mark; a developed comparison should be given 2 marks.
Candidates may achieve full marks by making four simple comparisons, two developed comparisons or by a combination of these.
Overall: The sources agree about the reasons why Stalin signed the Nazi-Soviet Non-Aggression Pact
Points of comparison
agree
Source B: By signing the pact the Soviet Union gained time to prepare its defences against a future German attack
Source C: The pact gave the Soviet Union time to prepare for eventual German invasion
agree
Source B: Stalin also gained the opportunity to take back lands Russia lost in the aftermath of the First World War
Source C: The chance to extend Soviet control over lands from which Russia had been excluded since the end of the First World War was another factor
agree
Source B: The half-hearted attempt of the British to come to an agreement with the Soviet Union was another factor in Stalinโs decision
Source C: The British were unenthusiastic about a possible Anglo-Soviet agreement, and this encouraged Stalin to sign the Nazi-Soviet Pact
Compare the views4 marks2017Q60โณ Older formatFree at Last? Civil Rights in the USA, 1918โ1968
Compare the views of Sources A and B about the activities of the Ku Klux Klan.
WFQ = words from the question โ reuse in every point.
(Compare the sources overall and/or in detail.)
Tip: Highlight 2โ3 points of comparison โ either where the sources agree OR where they disagree. You do not need both; pick one set and compare them point by point.
Highlight evidence โ tap the text:
Source A
Sources A and B describe the activities of the Ku Klux Klan.
Dressed in their white hoods the Klan were very frightening โ they looked like ghosts! They sneaked around at night when us blacks were in our beds. My father told me that I should avoid them at all costs. He said the Klansmen tied up the blacks that they caught and beat them. They left their victims with their hands tied in the air and the blood streaming out of their wounds.
Source B
The Klan came to my house about ten oโclock. I was in bed at that time fast asleep. I jumped up, stepped to the door and looked out. As far as I could see they were all disguised, with white sheets pulled over their heads. The Klansmen came in and when I spoke they grabbed me. They took me out into the yard and struck me three times over the head with a pistol.
Overall, do the sources agree or disagree? (worth a mark for an overall comparison)
๐ RAT sheet โ how to structure your answerโพ
Compare the views ยท Appears in 2 sections
WFQ (words from the question)quote from the source
Overall, Sources X and Y [agree/disagree] about words from the question.โ 1 mark (overall)
The sources agree/disagree about statement summarising the point. Source X says โdirect quoteโ and Source Y [agrees/disagrees] when it says โdirect quoteโ.โ 1โ2 marks
The sources also agree/disagree about statement summarising the point. Source X says โdirect quoteโ and Source Y [agrees/disagrees] when it says โdirect quoteโ.โ 1โ2 marks
How it's marked
1 mark for a simple comparison (what the sources agree/disagree about).
2 marks for a developed comparison, supported by specific references to each source.
Full marks by four simple comparisons, two developed comparisons, or a combination.
๐กOne set of points will agree, one will disagree.
โ Reveal marking schemeโพ
Max 4 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must make direct comparisons of the two sources, either overall or in detail.
A simple comparison should be given 1 mark; a developed comparison should be given 2 marks.
Candidates may achieve full marks by making four simple comparisons, two developed comparisons or by a combination of these.
Overall: The sources agree about the activities of the Ku Klux Klan.
Points of comparison
agree
Source A: Dressed in their white hoods the Klan were very frightening โ they looked like ghosts!
Source B: As far as I could see they were all disguised, with whites sheets pulled over their heads
agree
Source A: They sneaked around at night when us blacks were in our beds
Source B: The Klan came to my house about ten oโclock. I was in bed at that time fast asleep
agree
Source A: The Klansmen tied up the blacks that they caught and beat them/They left their victims with their hands tied in the air and the blood streaming out of their wounds
Source B: They took me out into the yard they struck me three times over the head with a pistol
How fully6 marks2017Q61โณ Older formatFree at Last? Civil Rights in the USA, 1918โ1968
How fully does Source C explain the reasons why there was a growth in the civil rights movement after 1945? (Use the source and recall to reach a judgement.)
WFQ = words from the question โ reuse in every point.
Tip: Highlight up to 3 pieces of evidence from the source (worth up to 3 marks) โ then recall 3 points the source leaves out.
Highlight evidence โ tap the text:
Source C
Source C is about the growth of the civil rights movement after 1945.
Soldiers in World War II experienced life in a more equal society when abroad and were determined to fight against discrimination when they returned. In the years that followed the war the campaign to gain equality for black Americans grew. Black Americans were better educated than previous generations and therefore better equipped to challenge discrimination. The success of the Montgomery Bus Boycott encouraged others to become involved in the fight for civil rights. The leadership of civil rights campaigner Martin Luther King inspired others to join the civil rights campaign.
๐ RAT sheet โ how to structure your answerโพ
How fully ยท Appears in all 3 sections
WFQ (words from the question)quote from the sourceomission โ your own recall
Overall, Source X partly words from the question.โ needed for full marks
Source X says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
However, Source X doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
How it's marked
Up to 3 marks for points from the source that support your judgement.
Up to 4 marks for points of significant omission from recall.
Maximum 2 marks if no judgement is made, or if you refer only to the source.
๐กUse the source AND recall.
๐กQuote and then explain โ show you understand it, donโt just repeat it.
๐กYou must make a judgement (e.g. โthe source partly explainsโฆโ) or you are capped at 2 marks.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must make 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 which refer only to the source.
Points from the source
soldiers in World War II experienced life in a more equal society when abroad and were determined to fight against discrimination when they returned
black Americans were better educated than previous generations and therefore better equipped to challenge discrimination
the success of the Montgomery Bus Boycott encouraged others to become involved in the fight for civil rights
the leadership of civil rights campaigner Martin Luther King inspired others to join the civil rights campaign
Points of significant omission
World War II had been fought against the racism of Nazi Germany for the supposed freedom of all Americans, leading to a growth in support for civil rights for black Americans
influence of โDouble Vโ campaign encouraged greater demands for civil rights
organisations such as the NAACP were effective in highlighting the discrimination faced by black Americans and in attracting the support of black and white Americans in the movement for black civil rights
the support of federal government in ending segregation, such as at Central High School in Little Rock, encouraged black Americans to believe that their demands would not be ignored
civil rights campaigns, such as at the Marches on Birmingham and Washington, attracted great media publicity/further fuelled demands for change
Describe5 marks2017Q62โณ Older formatFree at Last? Civil Rights in the USA, 1918โ1968
Describe the events at Central High School in Little Rock, Arkansas in 1957.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Describe ยท Appears in 2 sections
WFQ (words from the question)
One words from the question was โฆโ 1 mark
A second words from the question was โฆโ 1 mark
A third words from the question was โฆโ 1 mark
A fourth words from the question was โฆโ 1 mark
Example: One use of new technology on the Western Front during the First World War was mustard gas, which was used to blind soldiers and make it more difficult for them to fight.
How it's marked
1 mark for each accurate, relevant key point of knowledge.
A second mark for each point that is developed.
Full marks by four straightforward points, two developed points, or a combination.
โ Reveal marking schemeโพ
Max 5 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
1 mark should be given for each accurate relevant key point of knowledge.
A second mark should be given for each point that is developed, up to a maximum of 5 marks.
Candidates may achieve full marks by providing five straightforward points, by making three developed points, or a combination of these.
Possible points of knowledge
nine black students were encouraged to enrol at Central High School by the NAACP
The Governor of Arkansas, Orval Faubus, was strongly opposed to desegregation and sent State troopers to the school to prevent the black students from entering
a mob of white people also gathered outside awaiting the arrival of the black students
the first black student to attempt to enter the building was Elizabeth Eckford/she was faced with verbal abuse from white protestors outside the school
President Eisenhower ordered Governor Faubus to remove the State troopers
President Eisenhower sent in federal troops to protect the black students and ensure their safe entry to the school
the federal troops stayed for a year and even patrolled the corridors of Central High School
despite the presence of the troops the black students faced verbal and physical abuse from white students at Central High School
Explain5 marks2017Q63โณ Older formatFree at Last? Civil Rights in the USA, 1918โ1968
Explain the reasons why race riots broke out in the ghettos of Northern cities in the 1960s.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Explain ยท Appears in all 3 sections
WFQ (words from the question)your own recalled knowledge
One reason why words from the question was fact which meant that โฆโ 1 mark
A second reason why words from the question was fact which meant that โฆโ 1 mark
A third reason why words from the question was fact which meant that โฆโ 1 mark
A fourth reason why words from the question was fact which meant that โฆโ 1 mark
A fifth reason why words from the question was fact which meant that โฆโ 1 mark
A sixth reason why words from the question was fact which meant that โฆโ 1 mark
Example: One reason why women gained the vote in 1918 was that women burned down buildings like cricket pavilions, which meant that they gained publicity for the cause of votes for women.
How it's marked
1 mark for each accurate, relevant reason.
A second mark for each reason that is developed.
Each sentence/point must answer the question on its own.
โ Reveal marking schemeโพ
Max 5 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must show a causal relationship between events.
1 mark should be given for each accurate, relevant reason, and a second mark should be given for reasons that are developed.
Candidates may achieve full marks by providing five straightforward reasons, three developed reasons, or a combination of these.
Possible reasons
predominantly white police forces led to resentment/riots were sparked by police actions which were perceived by many black Americans to be unfair
discontent resulting from high levels of poverty/unemployment in ghettos/those that did have work were frustrated that they earned so little
housing in the ghetto was overcrowded and of poor quality which further fuelled resentment amongst black Americans
black Americans were angry at the lack of health services in the ghetto
frustration at the lack of investment in ghetto schools/ low educational standards which meant that black Americans saw no way out of the ghetto
high crime rates in the ghetto led to even greater feelings of despair
citizens of the ghettos were angry at a government which they believed to have ignored their needs for far too long
radical groups (eg the Black Panthers) encouraged direct action
Describe5 marks2017Q48โณ Older formatHitler and Nazi Germany, 1919โ1939
Describe the appeal of Adolf Hitler to many Germans between 1929 and 1933.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Describe ยท Appears in 2 sections
WFQ (words from the question)
One words from the question was โฆโ 1 mark
A second words from the question was โฆโ 1 mark
A third words from the question was โฆโ 1 mark
A fourth words from the question was โฆโ 1 mark
Example: One use of new technology on the Western Front during the First World War was mustard gas, which was used to blind soldiers and make it more difficult for them to fight.
How it's marked
1 mark for each accurate, relevant key point of knowledge.
A second mark for each point that is developed.
Full marks by four straightforward points, two developed points, or a combination.
โ Reveal marking schemeโพ
Max 5 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
1 mark should be given for each accurate relevant key point of knowledge.
A second mark should be given for each point that is developed, up to a maximum of 5 marks.
Candidates may achieve full marks by providing five straightforward points, by making three developed points, or a combination of these.
Possible points of knowledge
Hitlerโs oratory skills (his ability to put into words the frustrations of millions of Germans)
Hitler gave people somebody to blame for their problems: Communists, Jews, etc
Hitler promised something for everyone/claimed he was the only person who could create jobs and end Depression
to a worried middle-class Hitler looked like the only person willing to take on the Communists
the SA Brownshirts seemed well organised and disciplined/made Hitler look like a strong leader
Hitlerโs uncompromising stance against the Treaty of Versailles/the Weimar Republic
Hitlerโs genius at propaganda (eg uniforms, Swastika etc) made him and Nazis stand out from other political parties/clear simple message that appealed to many
Compare the views4 marks2017Q49โณ Older formatHitler and Nazi Germany, 1919โ1939
Compare the views of Sources A and B about the events of the Night of the Long Knives.
WFQ = words from the question โ reuse in every point.
(Compare the sources overall and/or in detail.)
Tip: Highlight 2โ3 points of comparison โ either where the sources agree OR where they disagree. You do not need both; pick one set and compare them point by point.
Highlight evidence โ tap the text:
Source A
Sources A and B are about the Night of the Long Knives in 1934.
On the night of 29โ30 June, units of the SS arrested the leaders of the SA as well as political opponents. The arrests carried on for two more nights. In total 77 men were executed on charges of treason. Rรถhm was shot and others were beaten to death. The SA was placed under the command of the army. Hitler received an oath of allegiance from all those who served in the army.
Source B
Members of the SS stormed a hotel where the SA had gathered, pulled Rรถhm and his henchmen from their beds and had them arrested. Some were promptly executed. Rรถhm was taken to a Munich prison, along with other SA leaders, and there awaited his fate. He was given a chance to shoot himself, but did not take it. An SS officer entered his cell and shot Rรถhm at point blank range.
Overall, do the sources agree or disagree? (worth a mark for an overall comparison)
๐ RAT sheet โ how to structure your answerโพ
Compare the views ยท Appears in 2 sections
WFQ (words from the question)quote from the source
Overall, Sources X and Y [agree/disagree] about words from the question.โ 1 mark (overall)
The sources agree/disagree about statement summarising the point. Source X says โdirect quoteโ and Source Y [agrees/disagrees] when it says โdirect quoteโ.โ 1โ2 marks
The sources also agree/disagree about statement summarising the point. Source X says โdirect quoteโ and Source Y [agrees/disagrees] when it says โdirect quoteโ.โ 1โ2 marks
How it's marked
1 mark for a simple comparison (what the sources agree/disagree about).
2 marks for a developed comparison, supported by specific references to each source.
Full marks by four simple comparisons, two developed comparisons, or a combination.
๐กOne set of points will agree, one will disagree.
โ Reveal marking schemeโพ
Max 4 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must make direct comparisons of the two sources, either overall or in detail.
A simple comparison should be given 1 mark; a developed comparison should be given 2 marks.
Candidates may achieve full marks by making four simple comparisons, two developed comparisons or by a combination of these.
Overall: Sources A and B agree about the events of the Night of the Long Knives.
Points of comparison
agree
Source A: units of the SS arrested the leaders of the SA
Source B: Members of the SS stormed a hotel where the SA had gathered, pulled Rรถhm and his henchmen from their beds and had them arrested
agree
Source A: 77 men were executed on charges of treason
Source B: Some were promptly executed
agree
Source A: Rรถhm was shot
Source B: An SS officer shot Rรถhm at point blank range
Explain5 marks2017Q50โณ Older formatHitler and Nazi Germany, 1919โ1939
Explain the reasons why there was a lack of effective opposition in Nazi Germany between 1933 and 1939.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Explain ยท Appears in all 3 sections
WFQ (words from the question)your own recalled knowledge
One reason why words from the question was fact which meant that โฆโ 1 mark
A second reason why words from the question was fact which meant that โฆโ 1 mark
A third reason why words from the question was fact which meant that โฆโ 1 mark
A fourth reason why words from the question was fact which meant that โฆโ 1 mark
A fifth reason why words from the question was fact which meant that โฆโ 1 mark
A sixth reason why words from the question was fact which meant that โฆโ 1 mark
Example: One reason why women gained the vote in 1918 was that women burned down buildings like cricket pavilions, which meant that they gained publicity for the cause of votes for women.
How it's marked
1 mark for each accurate, relevant reason.
A second mark for each reason that is developed.
Each sentence/point must answer the question on its own.
โ Reveal marking schemeโพ
Max 5 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must show a causal relationship between events.
1 mark should be given for each accurate, relevant reason, and a second mark should be given for reasons that are developed.
Candidates may achieve full marks by providing five straightforward reasons, three developed reasons, or a combination of these.
Possible reasons
widespread fear of Nazi regime (eg Gestapo/informers/concentration camps)
opposition leaders were arrested or killed/many leaders fled Germany
many Germans supported Hitler/many people who did not actively support the Nazis just kept their views quiet
opposition groups were often infiltrated by the Nazis/the groups had to meet in secret
opposition faced difficulty in publicising their views/strict censorship of anything critical of the regime
little co-operation between opposition groups/left wing opposition/Communists and Socialists refused to cooperate
opposition groups such as the Edelweiss Pirates, Texas Band and Navaho were disorganised
most church groups agreed to co-operate with the Nazis
outspoken individuals (Bonhoeffer, Neimoller) were rounded up/no protection from the courts, if arrested would be severely punished
How fully6 marks2017Q51โณ Older formatHitler and Nazi Germany, 1919โ1939
How fully does Source C explain Nazi education policies? (Use the source and recall to reach a judgement.)
WFQ = words from the question โ reuse in every point.
Tip: Highlight up to 3 pieces of evidence from the source (worth up to 3 marks) โ then recall 3 points the source leaves out.
Highlight evidence โ tap the text:
Source C
Source C is about Nazi education policies.
Education played a very important part in Nazi Germany. Schools tried to develop a loyal following for Hitler. Geography taught pupils about the land that Germany lost in 1919 to make them understand the need for more living space. The science curriculum was changed so shooting had to be studied as well as bridge building and the impact of poisonous gases. Girls had a different curriculum as they studied domestic science and racial studies. Both of these were to prepare a young girl to be the perfect wife and mother.
๐ RAT sheet โ how to structure your answerโพ
How fully ยท Appears in all 3 sections
WFQ (words from the question)quote from the sourceomission โ your own recall
Overall, Source X partly words from the question.โ needed for full marks
Source X says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
However, Source X doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
How it's marked
Up to 3 marks for points from the source that support your judgement.
Up to 4 marks for points of significant omission from recall.
Maximum 2 marks if no judgement is made, or if you refer only to the source.
๐กUse the source AND recall.
๐กQuote and then explain โ show you understand it, donโt just repeat it.
๐กYou must make a judgement (e.g. โthe source partly explainsโฆโ) or you are capped at 2 marks.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must make 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 which refer only to the source.
Points from the source
schools tried to develop a loyal following for Hitler
geography taught pupils about the land Germany had taken away from her in 1919 and the need for Germany to have living space
the science curriculum was changed so shooting had to be studied as well as bridge building and the impact of poisonous gases
girls had a different curriculum as they studied domestic science and racial studies (both of these were to prepare young girls to be the perfect wife and mother)
Points of significant omission
in racial studies girls were taught about the characteristics to look out for in a perfect husband
all teachers had to be vetted by local Nazi officials (any teacher considered disloyal was sacked)
history was based on the glory of Germany - a nationalistic approach was compulsory
biology became a study of the different races to 'prove' the Nazi belief in racial superiority
teachers were expected to attack the life style of the Jews (Anti-Semitic textbooks even for young children to increase bad feeling towards Jews)
PE became a very important part of the curriculum to increase fitness/ RE was removed as Nazis disliked Christianity
maths had a military slant (eg sums about the amount of bombs an aircraft could carry)
Hitlerโs photo/Swastika flag in classroom as a constant reminder of Nazism
Describe5 marks2017Q56โณ Older formatMussolini and Fascist Italy, 1919โ1939
Describe Mussoliniโs economic policies up to 1939.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Describe ยท Appears in 2 sections
WFQ (words from the question)
One words from the question was โฆโ 1 mark
A second words from the question was โฆโ 1 mark
A third words from the question was โฆโ 1 mark
A fourth words from the question was โฆโ 1 mark
Example: One use of new technology on the Western Front during the First World War was mustard gas, which was used to blind soldiers and make it more difficult for them to fight.
How it's marked
1 mark for each accurate, relevant key point of knowledge.
A second mark for each point that is developed.
Full marks by four straightforward points, two developed points, or a combination.
โ Reveal marking schemeโพ
Max 5 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
1 mark should be given for each accurate relevant key point of knowledge.
A second mark should be given for each point that is developed, up to a maximum of 5 marks.
Candidates may achieve full marks by providing five straightforward points, by making three developed points, or a combination of these.
Possible points of knowledge
Trade Unions were outlawed
the currency was revalued in the โBattle for the Lira.โ
high tariffs were placed on foreign imports
The Battle for Grain was established
Battle for Land to make marshland useable for farming eg the Pontine Marshes
The Ministry of Corporations was established, headed by Giuseppe Bottai
Government investment to create employment and modernise industry eg electrification of railways, growth of car industry
Compare the views4 marks2017Q57โณ Older formatMussolini and Fascist Italy, 1919โ1939
Compare the views of Sources A and B on the effectiveness of Fascist propaganda.
WFQ = words from the question โ reuse in every point.
(Compare the sources overall and/or in detail.)
Tip: Highlight 2โ3 points of comparison โ either where the sources agree OR where they disagree. You do not need both; pick one set and compare them point by point.
Highlight evidence โ tap the text:
Source A
Sources A and B are about Fascist propaganda.
Italian Fascists relied a great deal on propaganda to maintain support. Mussolini was portrayed as athletic, strong and courageous and most Italians believed this. The Fascist regime was very successful in controlling the output of radio and cinema. One admirer of him was the British Foreign Secretary, Austen Chamberlain, who was widely reported as saying that Mussolini was โa wonderful man working for the greatness of his countryโ.
Source B
Fascist propaganda made many claims about Mussolini. Few Italians believed the ridiculous claims that Mussolini was a brilliant athlete and musician. While the Fascist regime did its best to control the media, in reality Italians watched American films which certainly did not support Fascist ideas. Foreigners could see through the Fascistsโ crude propaganda attempts and in the European press Mussolini was often presented as a figure of fun.
Overall, do the sources agree or disagree? (worth a mark for an overall comparison)
๐ RAT sheet โ how to structure your answerโพ
Compare the views ยท Appears in 2 sections
WFQ (words from the question)quote from the source
Overall, Sources X and Y [agree/disagree] about words from the question.โ 1 mark (overall)
The sources agree/disagree about statement summarising the point. Source X says โdirect quoteโ and Source Y [agrees/disagrees] when it says โdirect quoteโ.โ 1โ2 marks
The sources also agree/disagree about statement summarising the point. Source X says โdirect quoteโ and Source Y [agrees/disagrees] when it says โdirect quoteโ.โ 1โ2 marks
How it's marked
1 mark for a simple comparison (what the sources agree/disagree about).
2 marks for a developed comparison, supported by specific references to each source.
Full marks by four simple comparisons, two developed comparisons, or a combination.
๐กOne set of points will agree, one will disagree.
โ Reveal marking schemeโพ
Max 4 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must make direct comparisons of the two sources, either overall or in detail.
A simple comparison should be given 1 mark; a developed comparison should be given 2 marks.
Candidates may achieve full marks by making four simple comparisons, two developed comparisons or by a combination of these.
Overall: The sources disagree about the effectiveness of Fascist propaganda
Points of comparison
disagree
Source A: Mussolini was portrayed as athletic, strong and courageous and most Italians believed this
Source B: Few Italians believed the ridiculous claims that Mussolini was a brilliant athlete and musician
disagree
Source A: The Fascist regime was very successful in controlling the output of radio and cinema
Source B: While the Fascist regime did its best to control the media, in reality Italians watched American films which certainly did not support Fascist ideas
disagree
Source A: One admirer of him was the British Foreign Secretary, Austen Chamberlain, who was widely reported as saying that Mussolini was โa wonderful man working for the greatness of his countryโ
Source B: Foreigners could see through the Fascistsโ crude propaganda attempts and in the European press Mussolini was often presented as a figure of fun
How fully6 marks2017Q58โณ Older formatMussolini and Fascist Italy, 1919โ1939
How fully does Source C explain the aims of Fascist foreign policy up to 1939? (Use the source and recall to reach a judgement.)
WFQ = words from the question โ reuse in every point.
Tip: Highlight up to 3 pieces of evidence from the source (worth up to 3 marks) โ then recall 3 points the source leaves out.
Highlight evidence โ tap the text:
Source C
Source C is from a history textbook.
Benito Mussoliniโs Fascist regime came to power in Italy in 1922. He quickly set about removing democratic rights and freedoms. It took Mussolini some time to fully develop his foreign policy. His main aim was to make Italy respected as a world power. To achieve this he wanted to build up the Italian armed forces to make Italy feared. Mussolini was determined that one day Italy would be the dominant power in the Mediterranean. He was particularly keen to extend Italian influence in the countries of the Balkans.
๐ RAT sheet โ how to structure your answerโพ
How fully ยท Appears in all 3 sections
WFQ (words from the question)quote from the sourceomission โ your own recall
Overall, Source X partly words from the question.โ needed for full marks
Source X says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
However, Source X doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
How it's marked
Up to 3 marks for points from the source that support your judgement.
Up to 4 marks for points of significant omission from recall.
Maximum 2 marks if no judgement is made, or if you refer only to the source.
๐กUse the source AND recall.
๐กQuote and then explain โ show you understand it, donโt just repeat it.
๐กYou must make a judgement (e.g. โthe source partly explainsโฆโ) or you are capped at 2 marks.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must make 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 which refer only to the source.
Points from the source
his main aim was to make Italy respected as a world power
to achieve this he wanted to build up the Italian armed forces to make Italy feared
Mussolini was determined that one day Italy would be the dominant power in the Mediterranean
he was particularly keen to extend Italian influence in the countries of the Balkans
Points of significant omission
to increase Italian influence in Albania
to encourage the break-up of Yugoslavia
to encourage Fascism in Germany
to take over Ethiopia/to build an Italian Empire in Africa
Explain5 marks2017Q59โณ Older formatMussolini and Fascist Italy, 1919โ1939
Explain the reasons why opposition never posed a serious threat to the Fascist state.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Explain ยท Appears in all 3 sections
WFQ (words from the question)your own recalled knowledge
One reason why words from the question was fact which meant that โฆโ 1 mark
A second reason why words from the question was fact which meant that โฆโ 1 mark
A third reason why words from the question was fact which meant that โฆโ 1 mark
A fourth reason why words from the question was fact which meant that โฆโ 1 mark
A fifth reason why words from the question was fact which meant that โฆโ 1 mark
A sixth reason why words from the question was fact which meant that โฆโ 1 mark
Example: One reason why women gained the vote in 1918 was that women burned down buildings like cricket pavilions, which meant that they gained publicity for the cause of votes for women.
How it's marked
1 mark for each accurate, relevant reason.
A second mark for each reason that is developed.
Each sentence/point must answer the question on its own.
โ Reveal marking schemeโพ
Max 5 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must show a causal relationship between events.
1 mark should be given for each accurate, relevant reason, and a second mark should be given for reasons that are developed.
Candidates may achieve full marks by providing five straightforward reasons, three developed reasons, or a combination of these.
Possible reasons
opposition groups were weakened by their inability to unite on a common platform
opposition parties banned after 1926
opponents were afraid of imprisonment in concentration camps
Mussolini was popular amongst many people
opposition received relatively little publicity as loyal journalists received extra pay in the form of government grants
the regime was able to portray opposition as unpatriotic
people were afraid of the Blackshirts/secret police and this ensured Italians obeyed Mussolini
Lateran Treaty neutralised opposition from RC Church and its members
Describe5 marks2017Q52โณ Older formatRed Flag: Lenin and the Russian Revolution, 1894โ1921
Describe the events of Bloody Sunday in January 1905.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Describe ยท Appears in 2 sections
WFQ (words from the question)
One words from the question was โฆโ 1 mark
A second words from the question was โฆโ 1 mark
A third words from the question was โฆโ 1 mark
A fourth words from the question was โฆโ 1 mark
Example: One use of new technology on the Western Front during the First World War was mustard gas, which was used to blind soldiers and make it more difficult for them to fight.
How it's marked
1 mark for each accurate, relevant key point of knowledge.
A second mark for each point that is developed.
Full marks by four straightforward points, two developed points, or a combination.
โ Reveal marking schemeโพ
Max 5 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
1 mark should be given for each accurate relevant key point of knowledge.
A second mark should be given for each point that is developed, up to a maximum of 5 marks.
Candidates may achieve full marks by providing five straightforward points, by making three developed points, or a combination of these.
Possible points of knowledge
striking factory workers in St Petersburg marched to the Winter Palace
the Tsar was not there but the palace and the streets around it were guarded by troops
the march was led by Father Gapon
the police had asked the marchers to go home/not to march
the workers wanted to petition the Tsar about their working conditions/long hours and low pay
the crowd was large (200,000) but peaceful
the crowd included women and children
marchers wore their Sunday clothes, sang hymns and carried icons and pictures of the Tsar
mounted Cossacks at the front charged at the marchers
How fully6 marks2017Q53โณ Older formatRed Flag: Lenin and the Russian Revolution, 1894โ1921
How fully does Source A explain the impact of Stolypinโs reforms? (Use the source and recall to reach a judgement.)
WFQ = words from the question โ reuse in every point.
Tip: Highlight up to 3 pieces of evidence from the source (worth up to 3 marks) โ then recall 3 points the source leaves out.
Highlight evidence โ tap the text:
Source A
Source A is about Stolypinโs reforms.
Stolypinโs government did gradually bring about a number of economic and social reforms in Russia. He ordered the Zemstvos to carry out a huge expansion of health services to the provinces. In 1912 a system of health insurance was set up for workers. Compulsory universal education within ten years became a declared aim. By 1914 the government had established 50,000 additional primary schools, administered and funded by the Zemstvos. There was also an expansion of secondary and higher educational institutions.
๐ RAT sheet โ how to structure your answerโพ
How fully ยท Appears in all 3 sections
WFQ (words from the question)quote from the sourceomission โ your own recall
Overall, Source X partly words from the question.โ needed for full marks
Source X says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
However, Source X doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
How it's marked
Up to 3 marks for points from the source that support your judgement.
Up to 4 marks for points of significant omission from recall.
Maximum 2 marks if no judgement is made, or if you refer only to the source.
๐กUse the source AND recall.
๐กQuote and then explain โ show you understand it, donโt just repeat it.
๐กYou must make a judgement (e.g. โthe source partly explainsโฆโ) or you are capped at 2 marks.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must make 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 which refer only to the source.
Points from the source
expansion of health services
system of health insurance for workers introduced
50,000 additional primary schools established
expansion of secondary and higher educational institutions
Points of significant omission
increased land available for peasants to purchase
creation of Kulaks
land organisation commissions set up to supervise these reforms
Explain5 marks2017Q54โณ Older formatRed Flag: Lenin and the Russian Revolution, 1894โ1921
Explain the reasons why Tsar Nicholas II abdicated in March 1917.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Explain ยท Appears in all 3 sections
WFQ (words from the question)your own recalled knowledge
One reason why words from the question was fact which meant that โฆโ 1 mark
A second reason why words from the question was fact which meant that โฆโ 1 mark
A third reason why words from the question was fact which meant that โฆโ 1 mark
A fourth reason why words from the question was fact which meant that โฆโ 1 mark
A fifth reason why words from the question was fact which meant that โฆโ 1 mark
A sixth reason why words from the question was fact which meant that โฆโ 1 mark
Example: One reason why women gained the vote in 1918 was that women burned down buildings like cricket pavilions, which meant that they gained publicity for the cause of votes for women.
How it's marked
1 mark for each accurate, relevant reason.
A second mark for each reason that is developed.
Each sentence/point must answer the question on its own.
โ Reveal marking schemeโพ
Max 5 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must show a causal relationship between events.
1 mark should be given for each accurate, relevant reason, and a second mark should be given for reasons that are developed.
Candidates may achieve full marks by providing five straightforward reasons, three developed reasons, or a combination of these.
Possible reasons
Tsar decided to take personal control of the army during the First World War so was seen as responsible for defeats
Tsar went to the Front and left the Tsarina in charge โ she was not competent to take charge/Tsarina allowed Rasputin to influence her decision making
Tsarina was German and many people thought she was not fully loyal/rumours she was a German spy which lost the Tsar further support
heavy losses demoralised the army and soldiers became reluctant to fight for the Tsar/rising numbers of deserters
shortage of weapons and ammunition during First World War further demoralised troops
generals lost faith in the Tsar and encouraged him to abdicate
peasants resented the loss of their sons in the fighting/loss of their animals to the army
war effort devastated the economy and the Tsar was blamed for this
workers demonstrated about shortages and working conditions/protest strikes began/shortages of food and fuel in cities led to great discontent
Tsar tried to return to Petrograd but the train was stopped and he had no choice but to abdicate
Compare the views4 marks2017Q55โณ Older formatRed Flag: Lenin and the Russian Revolution, 1894โ1921
Compare the views of Sources B and C about the reasons why the Bolsheviks won the Civil War.
WFQ = words from the question โ reuse in every point.
(Compare the sources overall and/or in detail.)
Tip: Highlight 2โ3 points of comparison โ either where the sources agree OR where they disagree. You do not need both; pick one set and compare them point by point.
Highlight evidence โ tap the text:
Source B
Sources B and C are about the Russian Civil War.
The territory held by the Bolsheviks was a great advantage to them โ their control of central areas meant shorter lines of supply and communication. However the White forces stretched right out along the edges of Russia โ in Siberia, the western borderlands and along the Volga in the South. The Bolsheviks were better prepared to mobilise their troops and acquire resources. In contrast the Whites were disorganised in battle. Eventually the Bolsheviks were victorious.
Source C
During the Civil War, Russian people suffered greatly, families were torn apart and there were huge numbers of casualties. The Bolsheviks won the Civil War largely because they were well prepared and disciplined. In comparison the Whites were disorganised, lacking in the ability to properly mobilise and lead their troops. The Bolsheviks held better territory and had access to railways for their communication and supply lines.
Overall, do the sources agree or disagree? (worth a mark for an overall comparison)
๐ RAT sheet โ how to structure your answerโพ
Compare the views ยท Appears in 2 sections
WFQ (words from the question)quote from the source
Overall, Sources X and Y [agree/disagree] about words from the question.โ 1 mark (overall)
The sources agree/disagree about statement summarising the point. Source X says โdirect quoteโ and Source Y [agrees/disagrees] when it says โdirect quoteโ.โ 1โ2 marks
The sources also agree/disagree about statement summarising the point. Source X says โdirect quoteโ and Source Y [agrees/disagrees] when it says โdirect quoteโ.โ 1โ2 marks
How it's marked
1 mark for a simple comparison (what the sources agree/disagree about).
2 marks for a developed comparison, supported by specific references to each source.
Full marks by four simple comparisons, two developed comparisons, or a combination.
๐กOne set of points will agree, one will disagree.
โ Reveal marking schemeโพ
Max 4 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must make direct comparisons of the two sources, either overall or in detail.
A simple comparison should be given 1 mark; a developed comparison should be given 2 marks.
Candidates may achieve full marks by making four simple comparisons, two developed comparisons or by a combination of these.
Overall: Both sources agree about the reasons for the Bolshevik victory in the Civil War.
Points of comparison
agree
Source B: The territory held by the Bolsheviks was a great advantage to them/their control of central areas meant shorter lines of supply and communication
Source C: The Bolsheviks held better territory/had access to railways for their communication and supply lines
agree
Source B: The Bolsheviks were better prepared to mobilise their troops and acquire resources
Source C: The Bolsheviks won the Civil War largely because they were well prepared and disciplined
agree
Source B: The Whites were disorganised in battle
Source C: The Whites were disorganised, lacking in the ability to properly mobilise and lead their troops
Describe5 marks2017Q72โณ Older formatThe Cold War, 1945โ1989
Describe the attitude of Hungarians to the Soviet Union by 1956.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Describe ยท Appears in 2 sections
WFQ (words from the question)
One words from the question was โฆโ 1 mark
A second words from the question was โฆโ 1 mark
A third words from the question was โฆโ 1 mark
A fourth words from the question was โฆโ 1 mark
Example: One use of new technology on the Western Front during the First World War was mustard gas, which was used to blind soldiers and make it more difficult for them to fight.
How it's marked
1 mark for each accurate, relevant key point of knowledge.
A second mark for each point that is developed.
Full marks by four straightforward points, two developed points, or a combination.
โ Reveal marking schemeโพ
Max 5 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
1 mark should be given for each accurate relevant key point of knowledge.
A second mark should be given for each point that is developed, up to a maximum of 5 marks.
Candidates may achieve full marks by providing five straightforward points, by making three developed points, or a combination of these.
Possible points of knowledge
the Soviets were disliked because they denied democratic freedoms
many hated Soviet control (eg the activities of the secret police)
many disliked Soviet control of education
many were angry at the suppression of religion (eg the Catholic Church)
many resented the Red Army as foreign occupiers
people were disappointed that Soviet central control had stifled economic growth/lowered living standards
some Hungarians supported the Soviets as they were committed Communists
Explain5 marks2017Q73โณ Older formatThe Cold War, 1945โ1989
Explain the reasons why the Berlin Wall was built.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Explain ยท Appears in all 3 sections
WFQ (words from the question)your own recalled knowledge
One reason why words from the question was fact which meant that โฆโ 1 mark
A second reason why words from the question was fact which meant that โฆโ 1 mark
A third reason why words from the question was fact which meant that โฆโ 1 mark
A fourth reason why words from the question was fact which meant that โฆโ 1 mark
A fifth reason why words from the question was fact which meant that โฆโ 1 mark
A sixth reason why words from the question was fact which meant that โฆโ 1 mark
Example: One reason why women gained the vote in 1918 was that women burned down buildings like cricket pavilions, which meant that they gained publicity for the cause of votes for women.
How it's marked
1 mark for each accurate, relevant reason.
A second mark for each reason that is developed.
Each sentence/point must answer the question on its own.
โ Reveal marking schemeโพ
Max 5 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must show a causal relationship between events.
1 mark should be given for each accurate, relevant reason, and a second mark should be given for reasons that are developed.
Candidates may achieve full marks by providing five straightforward reasons, three developed reasons, or a combination of these.
Possible reasons
to prevent East Germans moving to the West
to reduce the possibility of flashpoints in Berlin which could cause war
to limit Western spying
to stop the embarrassment of people appearing to choose Capitalism over Communism
to shore up support for Communism elsewhere in Eastern Europe
How fully6 marks2017Q74โณ Older formatThe Cold War, 1945โ1989
How fully does Source A explain why many Americans opposed the war in Vietnam? (Use the source and recall to reach a judgement.)
WFQ = words from the question โ reuse in every point.
Tip: Highlight up to 3 pieces of evidence from the source (worth up to 3 marks) โ then recall 3 points the source leaves out.
Highlight evidence โ tap the text:
Source A
Source A is about American opposition to the war in Vietnam.
There were many in the United States who opposed joining the war in Vietnam from the beginning. They felt it was not Americaโs job to fight a war thousands of miles from home. Many remembered the Second World War and did not want a repeat of the casualties suffered in this conflict. By 1967, as many as 160 American soldiers were being killed every week. Some Americans opposed the conflict as they felt its huge cost meant the government was unable to spend money on health and housing.
๐ RAT sheet โ how to structure your answerโพ
How fully ยท Appears in all 3 sections
WFQ (words from the question)quote from the sourceomission โ your own recall
Overall, Source X partly words from the question.โ needed for full marks
Source X says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
However, Source X doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
How it's marked
Up to 3 marks for points from the source that support your judgement.
Up to 4 marks for points of significant omission from recall.
Maximum 2 marks if no judgement is made, or if you refer only to the source.
๐กUse the source AND recall.
๐กQuote and then explain โ show you understand it, donโt just repeat it.
๐กYou must make a judgement (e.g. โthe source partly explainsโฆโ) or you are capped at 2 marks.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must make 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 which refer only to the source.
Points from the source
they felt it was not Americaโs job to fight a war thousands of miles from home
many remembered the Second World War and did not want a repeat of the casualties suffered in this conflict
by 1967, as many as 160 American soldiers were being killed every week
some Americans opposed the conflict as they felt its huge cost meant the government was unable to spend money on health and housing
Points of significant omission
many thought America was trying to suppress the democratic wishes of the Vietnamese people
many were uncomfortable supporting the corrupt South Vietnamese regime
the revelation of US involvement in atrocities such as the My Lai massacre caused unease
people were uncomfortable with aerial bombing of civilians
many felt the Vietcong had the support of the Vietnamese public
US media contributed to changing attitudes to the conflict
many afraid that the war was spreading to Laos, Cambodia etc
Compare the views4 marks2017Q75โณ Older formatThe Cold War, 1945โ1989
Compare the views of Sources B and C on the aims of the policy of Glasnost.
WFQ = words from the question โ reuse in every point.
(Compare the sources overall and/or in detail.)
Tip: Highlight 2โ3 points of comparison โ either where the sources agree OR where they disagree. You do not need both; pick one set and compare them point by point.
Highlight evidence โ tap the text:
Source B
Sources B and C are about the policy of Glasnost.
At only 54 years of age, Mikhail Gorbachev, was a breath of fresh air for the Soviet Union. Gorbachev was most famous for his policies of Glasnost and Perestroika. His intention was to give a boost to the Soviet economy, which was performing badly. The aim of Glasnost was to allow open discussion of social and economic issues. Gorbachev hoped this would strengthen the Communist system.
Source C
Mikhail Gorbachev, who was appointed in 1985, was the last General Secretary of the Soviet Union. Gorbachev was responsible for the policy of Glasnost. Gorbachev remained a committed Communist and hoped that Glasnost would increase support for the system. He wanted to find new solutions to problems by allowing people to express their views freely. Ultimately, the hope was that Glasnost could help strengthen the Soviet economy.
Overall, do the sources agree or disagree? (worth a mark for an overall comparison)
๐ RAT sheet โ how to structure your answerโพ
Compare the views ยท Appears in 2 sections
WFQ (words from the question)quote from the source
Overall, Sources X and Y [agree/disagree] about words from the question.โ 1 mark (overall)
The sources agree/disagree about statement summarising the point. Source X says โdirect quoteโ and Source Y [agrees/disagrees] when it says โdirect quoteโ.โ 1โ2 marks
The sources also agree/disagree about statement summarising the point. Source X says โdirect quoteโ and Source Y [agrees/disagrees] when it says โdirect quoteโ.โ 1โ2 marks
How it's marked
1 mark for a simple comparison (what the sources agree/disagree about).
2 marks for a developed comparison, supported by specific references to each source.
Full marks by four simple comparisons, two developed comparisons, or a combination.
๐กOne set of points will agree, one will disagree.
โ Reveal marking schemeโพ
Max 4 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must make direct comparisons of the two sources, either overall or in detail.
A simple comparison should be given 1 mark; a developed comparison should be given 2 marks.
Candidates may achieve full marks by making four simple comparisons, two developed comparisons or by a combination of these.
Overall: The sources agree about the aims of the policy of Glasnost
Points of comparison
agree
Source B: His intention was to give a boost to the Soviet economy, which was performing badly
Source C: the hope was that Glasnost could help strengthen the Soviet economy
agree
Source B: The aim of Glasnost was to allow open discussion of social and economic issues
Source C: He wanted to find new solutions to problems by allowing people to express their views freely
agree
Source B: Gorbachev hoped this would strengthen the Communist system
Source C: Gorbachev remained a committed Communist and hoped that Glasnost would increase support for the system
Compare the views4 marks2017Q36โณ Older formatThe Cross and the Crescent: the Crusades, 1071โ1192
Compare the views of Sources A and B about Pope Urban IIโs call for the First Crusade in 1095.
WFQ = words from the question โ reuse in every point.
(Compare the sources overall and/or in detail.)
Tip: Highlight 2โ3 points of comparison โ either where the sources agree OR where they disagree. You do not need both; pick one set and compare them point by point.
Highlight evidence โ tap the text:
Source A
Sources A and B are about Pope Urban IIโs speech in 1095.
In 1095, Pope Urban II held a meeting in France. At the meeting, the Pope said that Jerusalem must be recaptured and protection given to Christian churches and shrines there. The Pope warned that every Christian in the west must fight or the Muslims could advance into Europe. He appealed to the knights to stop their violent behaviour towards each other and use their military skills against Godโs enemy in the east.
Source B
Pope Urban IIโs speech at Clermont shocked all those who heard it. The Pope said a Christian army must be called to stop the Muslims before they captured every city they attacked. Pope Urban told the knights of Europe to stop fighting amongst each other and unite against the infidel. The Pope said Jerusalem was the most important city in the world and that it must be taken back from the Muslims.
Overall, do the sources agree or disagree? (worth a mark for an overall comparison)
๐ RAT sheet โ how to structure your answerโพ
Compare the views ยท Appears in 2 sections
WFQ (words from the question)quote from the source
Overall, Sources X and Y [agree/disagree] about words from the question.โ 1 mark (overall)
The sources agree/disagree about statement summarising the point. Source X says โdirect quoteโ and Source Y [agrees/disagrees] when it says โdirect quoteโ.โ 1โ2 marks
The sources also agree/disagree about statement summarising the point. Source X says โdirect quoteโ and Source Y [agrees/disagrees] when it says โdirect quoteโ.โ 1โ2 marks
How it's marked
1 mark for a simple comparison (what the sources agree/disagree about).
2 marks for a developed comparison, supported by specific references to each source.
Full marks by four simple comparisons, two developed comparisons, or a combination.
๐กOne set of points will agree, one will disagree.
โ Reveal marking schemeโพ
Max 4 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must make direct comparisons of the two sources, either overall or in detail.
A simple comparison should be given 1 mark; a developed comparison should be given 2 marks.
Candidates may achieve full marks by making four simple comparisons, two developed comparisons or by a combination of these.
Overall: Sources A and B agree that the Pope called the First Crusade in 1095
Points of comparison
agree
Source A: The Pope said that Jerusalem must be recaptured.
Source B: The Pope said Jerusalem was the most important city in the world and it must be taken back from the Muslims.
agree
Source A: The Pope warned that every Christian in the west must fight or the Muslims could advance into Europe.
Source B: The Pope said a Christian army must be called to stop the Muslims before they captured every city they attacked.
agree
Source A: He appealed to the knights to stop their violent behaviour towards each other and instead use their military skills against Godโs enemy in the east.
Source B: Pope Urban told the knights of Europe to stop fighting amongst each other and unite against the infidel.
How fully6 marks2017Q37โณ Older formatThe Cross and the Crescent: the Crusades, 1071โ1192
How fully does Source C explain the reasons why Jerusalem was difficult to capture in 1099? (Use the source and recall to reach a judgement.)
WFQ = words from the question โ reuse in every point.
Tip: Highlight up to 3 pieces of evidence from the source (worth up to 3 marks) โ then recall 3 points the source leaves out.
Highlight evidence โ tap the text:
Source C
Source C explains why Jerusalem was difficult to capture in 1099.
The Crusadersโ joy at reaching Jerusalem did not last long. The Muslims were well prepared for an attack and had strengthened the wall around the city. As well as this, the Muslims had collected the harvest early and had enough food to last for several months. The Crusaders attacked Jerusalem but the Muslims fought back and forced them to retreat. The Crusaders did not have scaling ladders or siege machines and so could not launch another attack until supplies arrived from Europe.
๐ RAT sheet โ how to structure your answerโพ
How fully ยท Appears in all 3 sections
WFQ (words from the question)quote from the sourceomission โ your own recall
Overall, Source X partly words from the question.โ needed for full marks
Source X says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
However, Source X doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
How it's marked
Up to 3 marks for points from the source that support your judgement.
Up to 4 marks for points of significant omission from recall.
Maximum 2 marks if no judgement is made, or if you refer only to the source.
๐กUse the source AND recall.
๐กQuote and then explain โ show you understand it, donโt just repeat it.
๐กYou must make a judgement (e.g. โthe source partly explainsโฆโ) or you are capped at 2 marks.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must make 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 which refer only to the source.
Points from the source
the Muslims were well prepared/had strengthened the wall around the city
the Muslims had collected the harvest early and had enough food to last for several months/expected a long siege
the Muslims fought back and forced the Crusaders to retreat
the Crusaders did not have scaling ladders or siege machines/required supplies from Europe
Points of significant omission
the Muslims had poisoned/drained the local water wells and so the Crusaders had no water
Christians had been expelled from the city so the Crusaders did not have any allies inside Jerusalem
the city was built on slopes so could not be attacked from all angles
the city wall was strengthened by a large citadel/Davidโs Tower which made an attack difficult
Explain5 marks2017Q38โณ Older formatThe Cross and the Crescent: the Crusades, 1071โ1192
Explain the reasons why the Crusaders had problems after the First Crusade.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Explain ยท Appears in all 3 sections
WFQ (words from the question)your own recalled knowledge
One reason why words from the question was fact which meant that โฆโ 1 mark
A second reason why words from the question was fact which meant that โฆโ 1 mark
A third reason why words from the question was fact which meant that โฆโ 1 mark
A fourth reason why words from the question was fact which meant that โฆโ 1 mark
A fifth reason why words from the question was fact which meant that โฆโ 1 mark
A sixth reason why words from the question was fact which meant that โฆโ 1 mark
Example: One reason why women gained the vote in 1918 was that women burned down buildings like cricket pavilions, which meant that they gained publicity for the cause of votes for women.
How it's marked
1 mark for each accurate, relevant reason.
A second mark for each reason that is developed.
Each sentence/point must answer the question on its own.
โ Reveal marking schemeโพ
Max 5 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must show a causal relationship between events.
1 mark should be given for each accurate, relevant reason, and a second mark should be given for reasons that are developed.
Candidates may achieve full marks by providing five straightforward reasons, three developed reasons, or a combination of these.
Possible reasons
the Crusader army was small (many Crusaders had returned to Europe) and so it was difficult to defend the Crusader states/Latin states
the Crusaders were constantly attacked by Muslims and so lost more soldiers/supplies
the Crusader states/Latin States were far apart and so were difficult to defend
the land was infertile so it was difficult to grow crops
there was a lack of peasants so there was no one to farm the land
the Crusaders did not have key supplies eg timber and so could not build siege machines
the Crusaders did not have enough boats needed to capture the coastal towns
the Crusaders fought among themselves and so were not united against the Muslims
Describe5 marks2017Q39โณ Older formatThe Cross and the Crescent: the Crusades, 1071โ1192
Describe the Battle of Arsuf in 1191.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Describe ยท Appears in 2 sections
WFQ (words from the question)
One words from the question was โฆโ 1 mark
A second words from the question was โฆโ 1 mark
A third words from the question was โฆโ 1 mark
A fourth words from the question was โฆโ 1 mark
Example: One use of new technology on the Western Front during the First World War was mustard gas, which was used to blind soldiers and make it more difficult for them to fight.
How it's marked
1 mark for each accurate, relevant key point of knowledge.
A second mark for each point that is developed.
Full marks by four straightforward points, two developed points, or a combination.
โ Reveal marking schemeโพ
Max 5 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
1 mark should be given for each accurate relevant key point of knowledge.
A second mark should be given for each point that is developed, up to a maximum of 5 marks.
Candidates may achieve full marks by providing five straightforward points, by making three developed points, or a combination of these.
Possible points of knowledge
the Muslims attacked the Crusaders with darts and arrows
the Muslims attempted to draw the Crusaders from their defensive position
the Crusaders held their defensive line
the Muslim army grew tired
the Crusaders charged at the Muslims
many Muslims were killed/high number of casualties in the Muslim army
Compare the views4 marks2017Q44โณ Older formatUSA, 1850โ1880
Compare the views of Sources A and B about the treatment of slaves on Southern Plantations.
WFQ = words from the question โ reuse in every point.
(Compare the sources overall and/or in detail.)
Tip: Highlight 2โ3 points of comparison โ either where the sources agree OR where they disagree. You do not need both; pick one set and compare them point by point.
Highlight evidence โ tap the text:
Source A
Sources A and B are about the treatment of slaves on Southern Plantations.
The cotton planter gave me meat and bread with the other slaves, which was not half enough for me to live upon. He flogged me nearly every day. He set me to work without any shirt in the cotton field, in a very hot sun. When a slave runs away, the master always adopts a more strict system of flogging. When I was caught, I got a severe flogging of one hundred lashes each time.
Source B
The usual method of punishing slaves was using a system of floggings, beatings and in some severe cases, hanging. As well as the beatings, slaves were given the absolute minimum amount of food to survive. Some slaves were punished by being tied to trees on the plantation, often in the burning heat of the sun. However, some slaves were treated better on plantations by their masters.
Overall, do the sources agree or disagree? (worth a mark for an overall comparison)
๐ RAT sheet โ how to structure your answerโพ
Compare the views ยท Appears in 2 sections
WFQ (words from the question)quote from the source
Overall, Sources X and Y [agree/disagree] about words from the question.โ 1 mark (overall)
The sources agree/disagree about statement summarising the point. Source X says โdirect quoteโ and Source Y [agrees/disagrees] when it says โdirect quoteโ.โ 1โ2 marks
The sources also agree/disagree about statement summarising the point. Source X says โdirect quoteโ and Source Y [agrees/disagrees] when it says โdirect quoteโ.โ 1โ2 marks
How it's marked
1 mark for a simple comparison (what the sources agree/disagree about).
2 marks for a developed comparison, supported by specific references to each source.
Full marks by four simple comparisons, two developed comparisons, or a combination.
๐กOne set of points will agree, one will disagree.
โ Reveal marking schemeโพ
Max 4 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must make direct comparisons of the two sources, either overall or in detail.
A simple comparison should be given 1 mark; a developed comparison should be given 2 marks.
Candidates may achieve full marks by making four simple comparisons, two developed comparisons or by a combination of these.
Overall: Both sources agree about the treatment of slaves on Southern Plantations.
Points of comparison
agree
Source A: Gave me meat and bread with the other slaves, which was not half enough for me to live upon
Source B: Slaves were given the absolute minimum amount of food to survive
agree
Source A: He flogged me nearly every day/I got a severe flogging of one hundred lashes
Source B: The usual method of punishing slaves was using a system of floggings
agree
Source A: He set me to work without any shirt in the cotton field, in a very hot sun
Source B: Some slaves were punished by being tied to trees on the plantation, often in the burning heat of the sun
How fully6 marks2017Q45โณ Older formatUSA, 1850โ1880
How fully does Source C explain the reasons for Southern secession in 1861? (Use the source and recall to reach a judgement.)
WFQ = words from the question โ reuse in every point.
Tip: Highlight up to 3 pieces of evidence from the source (worth up to 3 marks) โ then recall 3 points the source leaves out.
Highlight evidence โ tap the text:
Source C
Source C is about the reasons for Southern secession in 1861.
Why did the Confederate states secede? Some writers argued they seceded to escape the high taxes that they thought would come with a Republican election victory. The main reason for secession was that the Southerners had come to feel themselves a separate community. They had come more and more to dislike and despise, to hate and fear, their northern neighbours. There was also a feeling in the South that there would be more advantages to secession than staying in the union.
๐ RAT sheet โ how to structure your answerโพ
How fully ยท Appears in all 3 sections
WFQ (words from the question)quote from the sourceomission โ your own recall
Overall, Source X partly words from the question.โ needed for full marks
Source X says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
However, Source X doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
How it's marked
Up to 3 marks for points from the source that support your judgement.
Up to 4 marks for points of significant omission from recall.
Maximum 2 marks if no judgement is made, or if you refer only to the source.
๐กUse the source AND recall.
๐กQuote and then explain โ show you understand it, donโt just repeat it.
๐กYou must make a judgement (e.g. โthe source partly explainsโฆโ) or you are capped at 2 marks.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must make 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 which refer only to the source.
Points from the source
Southern States seceded in order to escape high taxes
Southern States thought of themselves as a separate community
Southern States disliked/despised/hated/feared their northern neighbours
there was also a feeling in the South that there would be more advantages to secession than staying in the union
Points of significant omission
Lincolnโs election alarmed pro-slavery Southerners/saw him as an abolitionist
Southerners wanted to protect slavery for economic reasons/Southerners viewed slavery as essential to protecting their way of life
economic differences between the industrial North and agricultural South
secession down to a fear of losing statesโ rights
Describe the activities of the Freedmenโs Bureau.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Describe ยท Appears in 2 sections
WFQ (words from the question)
One words from the question was โฆโ 1 mark
A second words from the question was โฆโ 1 mark
A third words from the question was โฆโ 1 mark
A fourth words from the question was โฆโ 1 mark
Example: One use of new technology on the Western Front during the First World War was mustard gas, which was used to blind soldiers and make it more difficult for them to fight.
How it's marked
1 mark for each accurate, relevant key point of knowledge.
A second mark for each point that is developed.
Full marks by four straightforward points, two developed points, or a combination.
โ Reveal marking schemeโพ
Max 5 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
1 mark should be given for each accurate relevant key point of knowledge.
A second mark should be given for each point that is developed, up to a maximum of 5 marks.
Candidates may achieve full marks by providing five straightforward points, by making three developed points, or a combination of these.
Possible points of knowledge
the Bureau was set up to help newly freed black slaves
Explain the reasons why there was conflict between white settlers and Native Americans.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Explain ยท Appears in all 3 sections
WFQ (words from the question)your own recalled knowledge
One reason why words from the question was fact which meant that โฆโ 1 mark
A second reason why words from the question was fact which meant that โฆโ 1 mark
A third reason why words from the question was fact which meant that โฆโ 1 mark
A fourth reason why words from the question was fact which meant that โฆโ 1 mark
A fifth reason why words from the question was fact which meant that โฆโ 1 mark
A sixth reason why words from the question was fact which meant that โฆโ 1 mark
Example: One reason why women gained the vote in 1918 was that women burned down buildings like cricket pavilions, which meant that they gained publicity for the cause of votes for women.
How it's marked
1 mark for each accurate, relevant reason.
A second mark for each reason that is developed.
Each sentence/point must answer the question on its own.
โ Reveal marking schemeโพ
Max 5 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must show a causal relationship between events.
1 mark should be given for each accurate, relevant reason, and a second mark should be given for reasons that are developed.
Candidates may achieve full marks by providing five straightforward reasons, three developed reasons, or a combination of these.
Possible reasons
clash of cultures โ many white Americans saw Native Americans as savages/inferior (they thought westward expansion was their right)
Native Americans wanted freedom to roam/hunt; white Americans wanted to farm
treaties with the Native Americans broken โ felt betrayed due to regularly broken promises
White settlers had a โproperty attitudeโ towards land/Native Americans did not/believed that Great Spirit had created land for their care
Government grants to encourage gold prospecting alarmed Native Americans (Colorado & Montana in 1858/& the Black Hills in 1874)
many white Americans favoured setting up reservations/Native Americans objected to reservation life โ not enough government support
White/Native American tension led to atrocities/massacres/wars (eg Fetterman massacre in 1866 Battle of Little Big Horn 1876)
hunting/sacred grounds disturbed by settlers/miners/railroads crossing Native American territory on the way to California and Oregon
destruction of buffalo herds brought further conflict โ took away Native American means of supporting life on the Plains
How fully6 marks2017Q68โณ Older formatWorld War II, 1939โ1945
How fully does Source A explain why Japan attacked Pearl Harbour in December 1941? (Use the source and recall to reach a judgement.)
WFQ = words from the question โ reuse in every point.
Tip: Highlight up to 3 pieces of evidence from the source (worth up to 3 marks) โ then recall 3 points the source leaves out.
Highlight evidence โ tap the text:
Source A
Source A is about why Japan attacked Pearl Harbour in December 1941.
In 1937 America restricted oil supplies to Japan. Faced with severe shortages of oil, Japan became increasingly angry with America. The Japanese were also determined to push American influence out of the Pacific and planned an attack. The attack was also intended to damage US military strength. A surprise attack took place on the US Pacific fleet at Pearl Harbour on 7 December 1941. Japan was confident of defeating the US because they had rehearsed the attack for a year until they achieved an 80% hit rate.
๐ RAT sheet โ how to structure your answerโพ
How fully ยท Appears in all 3 sections
WFQ (words from the question)quote from the sourceomission โ your own recall
Overall, Source X partly words from the question.โ needed for full marks
Source X says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
However, Source X doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
How it's marked
Up to 3 marks for points from the source that support your judgement.
Up to 4 marks for points of significant omission from recall.
Maximum 2 marks if no judgement is made, or if you refer only to the source.
๐กUse the source AND recall.
๐กQuote and then explain โ show you understand it, donโt just repeat it.
๐กYou must make a judgement (e.g. โthe source partly explainsโฆโ) or you are capped at 2 marks.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must make 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 which refer only to the source.
Points from the source
Japan became increasingly angry with America for cutting off its oil supplies.
Japan was also determined to push American influence out of the Pacific
the attack was also intended to damage US military strength
Japan was confident of winning because the Japanese had rehearsed the attack for a year until they achieved an 80% hit rate
Points of significant omission
Japan hoped to seize control in Asia and the Pacific and extend its Empire
the entire US Pacific fleet could be destroyed at Pearl Harbour giving Japan the upper hand
Japan hoped to crush US morale by destroying its prestigious naval fleet
Japan was angered after the First World War when the US placed immigration restrictions on it
Describe5 marks2017Q69โณ Older formatWorld War II, 1939โ1945
Describe the treatment of Jews and other minorities in Nazi occupied Europe.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Describe ยท Appears in 2 sections
WFQ (words from the question)
One words from the question was โฆโ 1 mark
A second words from the question was โฆโ 1 mark
A third words from the question was โฆโ 1 mark
A fourth words from the question was โฆโ 1 mark
Example: One use of new technology on the Western Front during the First World War was mustard gas, which was used to blind soldiers and make it more difficult for them to fight.
How it's marked
1 mark for each accurate, relevant key point of knowledge.
A second mark for each point that is developed.
Full marks by four straightforward points, two developed points, or a combination.
โ Reveal marking schemeโพ
Max 5 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
1 mark should be given for each accurate relevant key point of knowledge.
A second mark should be given for each point that is developed, up to a maximum of 5 marks.
Candidates may achieve full marks by providing five straightforward points, by making three developed points, or a combination of these.
Possible points of knowledge
confiscation of Jewish property and businesses
Jews made to wear the Star of David
ghettos created for Jews in Poland and Eastern Europe
work camps, detention camps, transfer camps and concentration camps set up around Europe for the internment of Jews, gypsies, homosexuals, other religious minorities, asocials
in Eastern Europe mobile killing units were dispatched to eliminate Jews eg Lithuania, Latvia, Ukraine, Romania,
mobile gas chambers in vans appeared in Eastern occupied territories from late 1941 onwards
mass deportation of Jews and other prisoners from Western Europe to Eastern camps took place from 1942 onwards
Compare the views4 marks2017Q70โณ Older formatWorld War II, 1939โ1945
Compare the views of Sources B and C about collaboration in Nazi occupied Europe.
WFQ = words from the question โ reuse in every point.
(Compare the sources overall and/or in detail.)
Tip: Highlight 2โ3 points of comparison โ either where the sources agree OR where they disagree. You do not need both; pick one set and compare them point by point.
Highlight evidence โ tap the text:
Source B
Sources B and C are about collaboration in Nazi occupied Europe.
People collaborated with the Nazis in occupied Europe in many different ways. In many cases it was simply a way to survive such as doing the laundry of German soldiers to earn extra food for your family. Others were more actively involved by informing the Germans of โenemiesโ within the community. Then there were those who supported the Nazi regime such as the local civilians and police who were recruited into the SS death squads.
Source C
Collaboration on a large scale occurred in Vichy France where the authorities supplied information to help the Nazis round up โundesirablesโ. Other examples of collaboration involved civilians working for the Germans in order to earn extra money or gain extra food rations. The most infamous example of collaboration was at Babi Yar near Kiev. Over 33,000 Jews were slaughtered there in September 1941 by Nazi SS forces, assisted by the Ukrainian police.
Overall, do the sources agree or disagree? (worth a mark for an overall comparison)
๐ RAT sheet โ how to structure your answerโพ
Compare the views ยท Appears in 2 sections
WFQ (words from the question)quote from the source
Overall, Sources X and Y [agree/disagree] about words from the question.โ 1 mark (overall)
The sources agree/disagree about statement summarising the point. Source X says โdirect quoteโ and Source Y [agrees/disagrees] when it says โdirect quoteโ.โ 1โ2 marks
The sources also agree/disagree about statement summarising the point. Source X says โdirect quoteโ and Source Y [agrees/disagrees] when it says โdirect quoteโ.โ 1โ2 marks
How it's marked
1 mark for a simple comparison (what the sources agree/disagree about).
2 marks for a developed comparison, supported by specific references to each source.
Full marks by four simple comparisons, two developed comparisons, or a combination.
๐กOne set of points will agree, one will disagree.
โ Reveal marking schemeโพ
Max 4 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must make direct comparisons of the two sources, either overall or in detail.
A simple comparison should be given 1 mark; a developed comparison should be given 2 marks.
Candidates may achieve full marks by making four simple comparisons, two developed comparisons or by a combination of these.
Overall: The sources agree about collaboration in Nazi occupied Europe
Points of comparison
agree
Source B: In many cases it was simply a way to survive such as doing the laundry of German soldiers to earn extra food for your family.
Source C: Other examples of collaboration involved civilians working for the Germans in order to earn extra money or gain extra food rations.
agree
Source B: Others were more actively involved by informing the Germans of โenemiesโ within the community.
Source C: Collaboration on a large scale occurred in Vichy France where the authorities supplied information to help the Nazis round up โundesirablesโ.
agree
Source B: Then there were those who supported the Nazi regime such as the local civilians and police who were recruited into the SS death squads.
Source C: Over 33,000 Jews were slaughtered there in September 1941 by Nazi SS forces, assisted by the Ukrainian police.
Explain5 marks2017Q71โณ Older formatWorld War II, 1939โ1945
Explain the reasons why the Normandy landings were successful.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Explain ยท Appears in all 3 sections
WFQ (words from the question)your own recalled knowledge
One reason why words from the question was fact which meant that โฆโ 1 mark
A second reason why words from the question was fact which meant that โฆโ 1 mark
A third reason why words from the question was fact which meant that โฆโ 1 mark
A fourth reason why words from the question was fact which meant that โฆโ 1 mark
A fifth reason why words from the question was fact which meant that โฆโ 1 mark
A sixth reason why words from the question was fact which meant that โฆโ 1 mark
Example: One reason why women gained the vote in 1918 was that women burned down buildings like cricket pavilions, which meant that they gained publicity for the cause of votes for women.
How it's marked
1 mark for each accurate, relevant reason.
A second mark for each reason that is developed.
Each sentence/point must answer the question on its own.
โ Reveal marking schemeโพ
Max 5 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must show a causal relationship between events.
1 mark should be given for each accurate, relevant reason, and a second mark should be given for reasons that are developed.
Candidates may achieve full marks by providing five straightforward reasons, three developed reasons, or a combination of these.
Possible reasons
the Allies had complete naval and air superiority of the area prior to the landings which allowed them to deliver supplies
Allied deception plans were successful because the German High command believed the attack would happen at Pas-de-Calais
strategic bombing of the area behind the lines prevented German Panzer forces being deployed to Normandy
the use of floating harbours (Mulberries) which were brought over from England by the Allies allowed more troops and supplies to be transported to the beach heads
Pluto, the undersea pipe line was able to deliver fuel to allow for the sustained attack on the beach heads and further into German occupied territory
the landing of airborne forces hindered a German counter-attack
the German Atlantic Wall was incomplete
assistance of French resistance (eg destroying German communications)
Explain5 marks2017Q5โณ Older formatMary Queen of Scots, and the Scottish Reformation, 1542โ1587
Explain the reasons why Mary, Queen of Scots left Scotland for France in 1548.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Explain ยท Appears in all 3 sections
WFQ (words from the question)your own recalled knowledge
One reason why words from the question was fact which meant that โฆโ 1 mark
A second reason why words from the question was fact which meant that โฆโ 1 mark
A third reason why words from the question was fact which meant that โฆโ 1 mark
A fourth reason why words from the question was fact which meant that โฆโ 1 mark
A fifth reason why words from the question was fact which meant that โฆโ 1 mark
A sixth reason why words from the question was fact which meant that โฆโ 1 mark
Example: One reason why women gained the vote in 1918 was that women burned down buildings like cricket pavilions, which meant that they gained publicity for the cause of votes for women.
How it's marked
1 mark for each accurate, relevant reason.
A second mark for each reason that is developed.
Each sentence/point must answer the question on its own.
โ Reveal marking schemeโพ
Max 5 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must show a causal relationship between events.
1 mark should be given for each accurate, relevant reason, and a second mark should be given for reasons that are developed.
Candidates may achieve full marks by providing five straightforward reasons, three developed reasons, or a combination of these.
Possible reasons
Scotland broke the Treaty of Greenwich with England (promise for Mary to marry Henry VIII's son) so Mary would have been in danger from the English ('Rough Wooing')
Mary had to be moved around the country many times so it was becoming difficult to keep her safe from the attacking English
a plan was developed to smuggle Mary out of Scotland to France because the English continued to try and enforce the treaty even after Henry VIII had died (1547)
the French wanted Mary to marry the heir to the French throne so Mary had to leave Scotland to live in France
in August 1548 Mary set sail for France because Scotland and France had signed the Treaty of Haddington which promised Mary in marriage to the French heir to the throne
moving Mary to France was a precondition for French military aid against the English
Describe5 marks2017Q6โณ Older formatMary Queen of Scots, and the Scottish Reformation, 1542โ1587
Describe the events that led to Scotland becoming a Protestant country in 1560.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Describe ยท Appears in 2 sections
WFQ (words from the question)
One words from the question was โฆโ 1 mark
A second words from the question was โฆโ 1 mark
A third words from the question was โฆโ 1 mark
A fourth words from the question was โฆโ 1 mark
Example: One use of new technology on the Western Front during the First World War was mustard gas, which was used to blind soldiers and make it more difficult for them to fight.
How it's marked
1 mark for each accurate, relevant key point of knowledge.
A second mark for each point that is developed.
Full marks by four straightforward points, two developed points, or a combination.
โ Reveal marking schemeโพ
Max 5 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
1 mark should be given for each accurate relevant key point of knowledge.
A second mark should be given for each point that is developed, up to a maximum of 5 marks.
Candidates may achieve full marks by providing five straightforward points, by making three developed points, or a combination of these.
Possible points of knowledge
some Scots began to question the teachings of the Catholic Church
criticism of the wealth of the Catholic Church in Scotland
English translations of the Bible were distributed
religious pamphlets were brought over from abroad
Protestant preachers like John Knox started preaching/returned to Scotland in 1559
resentment of French/Catholic influence over Scotland
criticism of how some Protestant preachers were treated eg Wishart
death of Catholic Queen Mary of Guise in 1560
Parliament in August abolished the mass, ended the authority of the Pope and adopted the Protestant Confession of Faith
Evaluate the usefulness5 marks2017Q7โณ Older formatMary Queen of Scots, and the Scottish Reformation, 1542โ1587
Evaluate the usefulness of Source A as evidence of the death of Darnley in 1567.
WFQ = words from the question โ reuse in every point.
(You may want to comment on what type of source it is, who wrote it, when they wrote it, why they wrote it, what they say and what has been missed out.)
Tip: Highlight up to 2 content points you would quote (content is worth up to 2 marks) โ then consider author, purpose, timing and omission.
Highlight evidence โ tap the text:
Source A
Source A is from a textbook written by a modern historian in 2013.
On the night Darnley was killed, everyone in the palace was woken by a deafening noise that shook the entire area. Mary asked what cannon were firing as she thought they were under attack. But no one knew what was happening. All over town, people hurried outside to discover what dreadful disaster had occurred. Those who lived in Kirk o' Field stared in disbelief at the house where Darnley was staying, which was now rubble.
๐ RAT sheet โ how to structure your answerโพ
Evaluate the usefulness ยท Appears in 2 sections
Remember COAT
๐Content โ what the source says
๐ซOmission โ what the source leaves out
โ๏ธAuthor โ who wrote it
๐Timing โ when it was written
WFQ (words from the question)quote from the source
Source X says โ_____โ. This is useful as it is accurate information about words from the question.โ 1 mark (content)
Source X also says โ_____โ. This is useful as it is accurate information about words from the question.โ 1 mark (content)
Source X omits _____. This makes the source less useful. Source X also omits _____. This makes the source less useful.โ 1 mark (omission)
Source X was written by _____. This makes the source useful because they have personal / professional experience of, or are an expert in, words from the question.โ 1 mark (author)
Source X was written in _____. This is useful as it was during the time of / has the benefit of hindsight about words from the question.โ 1 mark (timing)
How it's marked
Maximum 4 marks for comments on author, type of source, purpose and timing.
Maximum 2 marks for comments on the content of the source.
Maximum 2 marks for comments on points of significant omission.
๐กYou can also comment on the Purpose and Type of source.
โ Reveal marking schemeโพ
Max 5 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must 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 of the source; a maximum of 2 marks for points of significant omission.
Author/Type/Purpose/Timing
Author: Historian โ Useful because he has expert knowledge/has studied a range of relevant sources
Type of Source: Textbook โ Useful because it contains straightforward factual information without bias/well researched
Purpose: To inform โ Useful because it provides detailed information
Timing: 2013 โ Useful because it has the benefit of hindsight
Points from the source
Deafening noise shook the entire area โ Useful because it is accurate (the explosion was heard by many)
Mary thought they were under attack โ Useful because it is accurate (Mary appeared not to know about the plot to kill Darnley)
Darnley's house reduced to a pile of rubble โ Useful because it is accurate (Darnley's house did suffer extensive damage)
Points of significant omission
Darnley's naked body was found in another area away from the explosion along with a servant/without any marks that would indicate that he was in an explosion
beside Darnley's body were found a cloak, a dagger, a chair and a coat
witnesses say they saw men running from the scene before the explosion
Mary's political enemies accused her of being involved in a plot to kill Darnley
How fully5 marks2017Q8โณ Older formatMary Queen of Scots, and the Scottish Reformation, 1542โ1587
How fully does Source B describe the events relating to the abdication of Mary, Queen of Scots? (Use the source and recall to reach a judgement.)
WFQ = words from the question โ reuse in every point.
Tip: Highlight up to 3 pieces of evidence from the source (worth up to 3 marks) โ then recall 3 points the source leaves out.
Highlight evidence โ tap the text:
Source B
Source B describes the events relating to the abdication of Mary, Queen of Scots in 1567.
Many of the Scottish nobles were outraged that Mary had married the Earl of Bothwell. Some of the Protestant nobles decided to rebel against Mary and Bothwell, including her half-brother the Earl of Moray. The Protestant nobles raised an army and so did Mary and her new husband. The two armies met at Carberry on 15th June 1566. The nobles said they would withdraw if Mary gave up Bothwell but she refused. Bothwell escaped to Denmark and Mary surrendered to the Scottish nobles.
๐ RAT sheet โ how to structure your answerโพ
How fully ยท Appears in all 3 sections
WFQ (words from the question)quote from the sourceomission โ your own recall
Overall, Source X partly words from the question.โ needed for full marks
Source X says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
However, Source X doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
How it's marked
Up to 3 marks for points from the source that support your judgement.
Up to 4 marks for points of significant omission from recall.
Maximum 2 marks if no judgement is made, or if you refer only to the source.
๐กUse the source AND recall.
๐กQuote and then explain โ show you understand it, donโt just repeat it.
๐กYou must make a judgement (e.g. โthe source partly explainsโฆโ) or you are capped at 2 marks.
โ Reveal marking schemeโพ
Max 5 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must 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.
Candidates should be given up to 3 marks for points from the source; up to 4 marks for points of significant omission.
A maximum of 2 marks may be given for answers which refer only to the source.
Points from the source
Scottish nobles, outraged at Mary's marriage to Bothwell, decided to rebel against Mary and Bothwell
the Protestant nobles raised an army and so did Mary and her new husband
the nobles said they would withdraw if Mary gave up Bothwell but she refused
Bothwell escaped and Mary surrendered to the Scottish nobles
Points of significant omission
the nobles then imprisoned Mary in Loch Leven Castle
Describe5 marks2017Q13โณ Older formatMigration and Empire, 1830โ1939
Describe the impact the Empire had on Scotland between 1830 and 1939.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Describe ยท Appears in 2 sections
WFQ (words from the question)
One words from the question was โฆโ 1 mark
A second words from the question was โฆโ 1 mark
A third words from the question was โฆโ 1 mark
A fourth words from the question was โฆโ 1 mark
Example: One use of new technology on the Western Front during the First World War was mustard gas, which was used to blind soldiers and make it more difficult for them to fight.
How it's marked
1 mark for each accurate, relevant key point of knowledge.
A second mark for each point that is developed.
Full marks by four straightforward points, two developed points, or a combination.
โ Reveal marking schemeโพ
Max 5 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
1 mark should be given for each accurate relevant key point of knowledge.
A second mark should be given for each point that is developed, up to a maximum of 5 marks.
Candidates may achieve full marks by providing five straightforward points, by making three developed points, or a combination of these.
Possible points of knowledge
wealth of cities such as Glasgow increased and cities grew/population 1 million by 1911
built environment benefited from investment of profits made from Empire investment โ fine public buildings, mansions for successful entrepreneurs
many jobs were created in Scotland in manufacturing goods for export to the Empire (eg railway locomotives, ships)
raw materials from the Empire (eg jute, sugar) were processed in Scotland
Empire cultures introduced into Scotland (eg food, music)
some investment capital went overseas instead of into developing new Scottish industries
immigrant workers provided a cheap labour force and kept wages down
large available cheap labour force discouraged investment in new mechanisation (eg in mining, shipbuilding)
created many opportunities for Scots within the Empire (eg armed forces, civil service)
How fully5 marks2017Q14โณ Older formatMigration and Empire, 1830โ1939
How fully does Source A describe the importance of the Catholic Church to Irish immigrants in Scotland? (Use the source and recall to reach a judgement.)
WFQ = words from the question โ reuse in every point.
Tip: Highlight up to 3 pieces of evidence from the source (worth up to 3 marks) โ then recall 3 points the source leaves out.
Highlight evidence โ tap the text:
Source A
Source A describes the importance of the Catholic Church to Irish immigrants in Scotland.
Seventy five percent of Irish immigrants to Scotland were Catholic and by 1902 there were 234 priests ministering to the Irish community in Glasgow. The church enabled them to keep their religious identity in Scotland through worshipping in their traditional way. It was the centre of social life for many Irish immigrants, offering a friendly environment where people could meet and be made welcome. The church also established youth groups. The church also attempted to tackle some of the issues Scottish society faced, such as the problem of poverty.
๐ RAT sheet โ how to structure your answerโพ
How fully ยท Appears in all 3 sections
WFQ (words from the question)quote from the sourceomission โ your own recall
Overall, Source X partly words from the question.โ needed for full marks
Source X says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
However, Source X doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
How it's marked
Up to 3 marks for points from the source that support your judgement.
Up to 4 marks for points of significant omission from recall.
Maximum 2 marks if no judgement is made, or if you refer only to the source.
๐กUse the source AND recall.
๐กQuote and then explain โ show you understand it, donโt just repeat it.
๐กYou must make a judgement (e.g. โthe source partly explainsโฆโ) or you are capped at 2 marks.
โ Reveal marking schemeโพ
Max 5 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must 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.
Candidates should be given up to 3 marks for points from the source; up to 4 marks for points of significant omission.
A maximum of 2 marks may be given for answers which refer only to the source.
Points from the source
the church enabled them to keep their religious identity in Scotland through worshipping in their traditional way
it was the centre of social life for many Irish immigrants/offered a friendly environment where people could meet and be made welcome
the church also established youth groups
the church also attempted to tackle some of the issues Scottish society faced, such as the problem of poverty
Points of significant omission
parish priests helped with writing letters, finding work and accommodation etc
church ran charities to help poor immigrants (eg St Vincent de Paul Society)
church set up and supervised schools for Catholic children
church set up sports organisations such as Celtic FC and Hibernian FC
immigrants from the north of Ireland were often Protestants so the Catholic Church did not play a part in their lives
Evaluate the usefulness5 marks2017Q15โณ Older formatMigration and Empire, 1830โ1939
Evaluate the usefulness of Source B as evidence of the work done by immigrants in Scotland.
WFQ = words from the question โ reuse in every point.
(You may want to comment on what type of source it is, who wrote it, when they wrote it, why they wrote it, what they say and what has been missed out.)
Tip: Highlight up to 2 content points you would quote (content is worth up to 2 marks) โ then consider author, purpose, timing and omission.
Highlight evidence โ tap the text:
Source B
Source B is from a textbook written by a modern historian in 2007.
Jewish immigrants usually lacked the experience needed to work in heavy industry but instead they supplied goods and services. The Census of 1891 showed that in the Gorbals in Glasgow, where most of the working class Jews lived, 195 Jews worked in the clothing industry. Another 116 made a living selling door to door or running small shops. Many had practised these occupations in their native country so they brought these skills with them.
๐ RAT sheet โ how to structure your answerโพ
Evaluate the usefulness ยท Appears in 2 sections
Remember COAT
๐Content โ what the source says
๐ซOmission โ what the source leaves out
โ๏ธAuthor โ who wrote it
๐Timing โ when it was written
WFQ (words from the question)quote from the source
Source X says โ_____โ. This is useful as it is accurate information about words from the question.โ 1 mark (content)
Source X also says โ_____โ. This is useful as it is accurate information about words from the question.โ 1 mark (content)
Source X omits _____. This makes the source less useful. Source X also omits _____. This makes the source less useful.โ 1 mark (omission)
Source X was written by _____. This makes the source useful because they have personal / professional experience of, or are an expert in, words from the question.โ 1 mark (author)
Source X was written in _____. This is useful as it was during the time of / has the benefit of hindsight about words from the question.โ 1 mark (timing)
How it's marked
Maximum 4 marks for comments on author, type of source, purpose and timing.
Maximum 2 marks for comments on the content of the source.
Maximum 2 marks for comments on points of significant omission.
๐กYou can also comment on the Purpose and Type of source.
โ Reveal marking schemeโพ
Max 5 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must 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 of the source; a maximum of 2 marks for points of significant omission.
Author/Type/Purpose/Timing
Author: Modern Historian โ Useful because he has expert knowledge/has studied a range of relevant sources
Type of Source: Textbook โ Useful because it contains straightforward factual information without bias/well researched
Purpose: To inform โ Useful because it provides detailed information
Timing: 2007 โ Useful because it has the benefit of hindsight
Points from the source
They supplied goods and services/brought their skills with them from their native lands โ Useful as it is accurate (Jews did not tend to work in Scotland's traditional industries)
Many worked in the clothing industry โ Useful as it is accurate (the clothing industry did employ many Jewish immigrants)
Many made a living selling door-to-door or running small shops โ Useful as it is accurate (Jewish immigrants did often set up their own businesses)
Points of significant omission
worked in the tobacco trade/making cigarettes
worked in the jewellery trade
many other immigrants worked in agriculture
many other immigrants did work in heavy industries (eg coalmining)
Explain5 marks2017Q16โณ Older formatMigration and Empire, 1830โ1939
Explain the reasons why many Scots were attracted to start new lives overseas.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Explain ยท Appears in all 3 sections
WFQ (words from the question)your own recalled knowledge
One reason why words from the question was fact which meant that โฆโ 1 mark
A second reason why words from the question was fact which meant that โฆโ 1 mark
A third reason why words from the question was fact which meant that โฆโ 1 mark
A fourth reason why words from the question was fact which meant that โฆโ 1 mark
A fifth reason why words from the question was fact which meant that โฆโ 1 mark
A sixth reason why words from the question was fact which meant that โฆโ 1 mark
Example: One reason why women gained the vote in 1918 was that women burned down buildings like cricket pavilions, which meant that they gained publicity for the cause of votes for women.
How it's marked
1 mark for each accurate, relevant reason.
A second mark for each reason that is developed.
Each sentence/point must answer the question on its own.
โ Reveal marking schemeโพ
Max 5 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must show a causal relationship between events.
1 mark should be given for each accurate, relevant reason, and a second mark should be given for reasons that are developed.
Candidates may achieve full marks by providing five straightforward reasons, three developed reasons, or a combination of these.
Possible reasons
improved transport โ steam ships and railways โ encouraged Scots to move because they would not be without earnings for long/could return if necessary
some felt compelled to do missionary work/spread Christianity in the Empire
established Scots communities abroad were attractive to new emigrants who would feel more comfortable with their familiar culture
some countries offered free or cheap land (eg Canada) which attracted Scots farmers and crofters
land in New Zealand and the USA was known to be fertile and better than the land in Scotland so farmers were attracted there
agents for Empire countries held information meetings to encourage Scots to emigrate by showing the positive side of emigration
family and friends who had emigrated wrote letters home encouraging others to join them as they were doing well/helped with the cost of fares
higher wages for skilled Scots encouraged both permanent and temporary emigration
wide range of work available in trades that Scots were experienced in (eg farming, mining, engineering) so they could find work easily
administrative empire jobs with high status were attractive to well-educated Scots
Describe5 marks2017Q17โณ Older formatThe Era of the Great War, 1900โ1928
Describe the conditions Scottish soldiers faced in the trenches.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Describe ยท Appears in 2 sections
WFQ (words from the question)
One words from the question was โฆโ 1 mark
A second words from the question was โฆโ 1 mark
A third words from the question was โฆโ 1 mark
A fourth words from the question was โฆโ 1 mark
Example: One use of new technology on the Western Front during the First World War was mustard gas, which was used to blind soldiers and make it more difficult for them to fight.
How it's marked
1 mark for each accurate, relevant key point of knowledge.
A second mark for each point that is developed.
Full marks by four straightforward points, two developed points, or a combination.
โ Reveal marking schemeโพ
Max 5 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
1 mark should be given for each accurate relevant key point of knowledge.
A second mark should be given for each point that is developed, up to a maximum of 5 marks.
Candidates may achieve full marks by providing five straightforward points, by making three developed points, or a combination of these.
Possible points of knowledge
the trenches were often flooded/muddy
the soldiers had little protection from the weather/cold in winter
constant strain of gunfire/explosions (eg threat of snipers, shellshock)
terrible smell in the trenches (eg rotting corpses, open latrines)
discomfort caused by lice/flies
problems caused by conditions such as: trench foot; trench mouth
danger of gas; blisters; blindness; suffocation
problem of rats searching for food/spreading diseases
difficulty of coping with seeing friends wounded or killed
Explain5 marks2017Q18โณ Older formatThe Era of the Great War, 1900โ1928
Explain the reasons why rationing was introduced during the Great War.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Explain ยท Appears in all 3 sections
WFQ (words from the question)your own recalled knowledge
One reason why words from the question was fact which meant that โฆโ 1 mark
A second reason why words from the question was fact which meant that โฆโ 1 mark
A third reason why words from the question was fact which meant that โฆโ 1 mark
A fourth reason why words from the question was fact which meant that โฆโ 1 mark
A fifth reason why words from the question was fact which meant that โฆโ 1 mark
A sixth reason why words from the question was fact which meant that โฆโ 1 mark
Example: One reason why women gained the vote in 1918 was that women burned down buildings like cricket pavilions, which meant that they gained publicity for the cause of votes for women.
How it's marked
1 mark for each accurate, relevant reason.
A second mark for each reason that is developed.
Each sentence/point must answer the question on its own.
โ Reveal marking schemeโพ
Max 5 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must show a causal relationship between events.
1 mark should be given for each accurate, relevant reason, and a second mark should be given for reasons that are developed.
Candidates may achieve full marks by providing five straightforward reasons, three developed reasons, or a combination of these.
Possible reasons
health was being affected by lack of food/malnutrition
some people were starving
soldiers took priority therefore there was less food on the Home Front
vital war workers needed fed adequately to produce weapons etc
U-boats sank many supply ships which reduced the amount of food available
there was a limit to what civilians could grow (especially in cities)
food became expensive/prices of goods rose faster than peoples' wages
farm production affected by recruitment of labourers/requisitioning of horses
failure of propaganda campaigns to limit food waste
rationing introduced to maintain a fair supply of food/necessary to maintain high morale on the Home Front
How fully5 marks2017Q19โณ Older formatThe Era of the Great War, 1900โ1928
How fully does Source A describe the changing role of women during the Great War? (Use the source and recall to reach a judgement.)
WFQ = words from the question โ reuse in every point.
Tip: Highlight up to 3 pieces of evidence from the source (worth up to 3 marks) โ then recall 3 points the source leaves out.
Highlight evidence โ tap the text:
Source A
Source A describes the changing role of women during the Great War.
The Great War was a crucial time for women. This is because it gave women an opportunity to prove themselves in a male-dominated society, doing more than cleaning the house and looking after children. With so many men going to war, there was a large gap in employment and women responded by replacing men in the workplace. The Women's Royal Air Force was created, where women worked on planes as mechanics. Some of the less well known roles of women in the war included selling war bonds.
๐ RAT sheet โ how to structure your answerโพ
How fully ยท Appears in all 3 sections
WFQ (words from the question)quote from the sourceomission โ your own recall
Overall, Source X partly words from the question.โ needed for full marks
Source X says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
However, Source X doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
How it's marked
Up to 3 marks for points from the source that support your judgement.
Up to 4 marks for points of significant omission from recall.
Maximum 2 marks if no judgement is made, or if you refer only to the source.
๐กUse the source AND recall.
๐กQuote and then explain โ show you understand it, donโt just repeat it.
๐กYou must make a judgement (e.g. โthe source partly explainsโฆโ) or you are capped at 2 marks.
โ Reveal marking schemeโพ
Max 5 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must 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.
Candidates should be given up to 3 marks for points from the source; up to 4 marks for points of significant omission.
A maximum of 2 marks may be given for answers which refer only to the source.
Points from the source
it gave women an opportunity to prove themselves in a male-dominated society (doing more than cleaning the house and tending to the children)
(with so many men going to war there was a large gap in employment and) women responded by replacing men in the workplace
Women's Royal Air Force was created/women worked on planes as mechanics
less well known roles of women in the war included selling war bonds
Points of significant omission
they worked in heavy industry
they worked in public transport (eg railways, trams, buses)
in farming and forestry/Land Army
they joined the newly formed women's police force
they joined the women's WRENS, WAACS/further details about the WRAF
Evaluate the usefulness5 marks2017Q20โณ Older formatThe Era of the Great War, 1900โ1928
Evaluate the usefulness of Source B as evidence of the effects of the Great War on Scotland's industries.
WFQ = words from the question โ reuse in every point.
(You may want to comment on what type of source it is, who wrote it, when they wrote it, why they wrote it, what they say and what has been missed out.)
Tip: Highlight up to 2 content points you would quote (content is worth up to 2 marks) โ then consider author, purpose, timing and omission.
Highlight evidence โ tap the text:
Source B
Source B is from a textbook written by a modern historian in 1989.
The Great War had a considerable impact on Scotland's fishing industry. By 1919 the hundreds of fishing boats that had been working for the Royal Navy were free again to go fishing. It meant there were far more boats chasing the same amount of fish, and many boats could not make enough money to stay in business. On top of that it was far more difficult to sell fish. Before the war most of the herring that were caught were sold to Germany and Russia.
๐ RAT sheet โ how to structure your answerโพ
Evaluate the usefulness ยท Appears in 2 sections
Remember COAT
๐Content โ what the source says
๐ซOmission โ what the source leaves out
โ๏ธAuthor โ who wrote it
๐Timing โ when it was written
WFQ (words from the question)quote from the source
Source X says โ_____โ. This is useful as it is accurate information about words from the question.โ 1 mark (content)
Source X also says โ_____โ. This is useful as it is accurate information about words from the question.โ 1 mark (content)
Source X omits _____. This makes the source less useful. Source X also omits _____. This makes the source less useful.โ 1 mark (omission)
Source X was written by _____. This makes the source useful because they have personal / professional experience of, or are an expert in, words from the question.โ 1 mark (author)
Source X was written in _____. This is useful as it was during the time of / has the benefit of hindsight about words from the question.โ 1 mark (timing)
How it's marked
Maximum 4 marks for comments on author, type of source, purpose and timing.
Maximum 2 marks for comments on the content of the source.
Maximum 2 marks for comments on points of significant omission.
๐กYou can also comment on the Purpose and Type of source.
โ Reveal marking schemeโพ
Max 5 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must 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 of the source; a maximum of 2 marks for points of significant omission.
Author/Type/Purpose/Timing
Author: Modern Historian โ Useful because he has expert knowledge/has studied a range of relevant sources
Type of Source: A text book/history book โ Useful because it contains straightforward factual information without bias/well researched
Purpose: To inform โ Useful because it provides detailed information
Timing: 1989 โ Useful because it has the benefit of hindsight
Points from the source
the hundreds of fishing boats that had been working for the Royal Navy were free again to go fishing โ Useful as it is accurate (wartime restrictions were lifted and fishing grounds reopened)
It meant there were far more boats chasing the same amount of fish/many boats could not make enough money to stay in business โ Useful as it is accurate (many boats did go out of business)
On top of that it was far more difficult to sell fish (Before the war most of the herring that were caught were sold to Germany and Russia) โ Useful as it is accurate (Germany and Russia were both in chaos after the war)
Points of significant omission
many industries received a boost during the war (eg shipbuilding, jute)
people at home were eating a lot less fish which decreased demand/European countries started to compete strongly with Scottish fleets and in 1920 the government removed the guaranteed price for herring
some fishing boats were in poor condition after wartime so not as productive
many industries declined after the war due to lack of wartime demand (eg agriculture, coal, jute)
How fully5 marks2017Q9โณ Older formatThe Treaty of Union, 1689โ1715
How fully does Source A describe the causes of tension between Scotland and England up to 1707? (Use the source and recall to reach a judgement.)
WFQ = words from the question โ reuse in every point.
Tip: Highlight up to 3 pieces of evidence from the source (worth up to 3 marks) โ then recall 3 points the source leaves out.
Highlight evidence โ tap the text:
Source A
Source A describes the causes of tension between Scotland and England up to 1707.
Relations between Scotland and England were very poor in these years. In England there was a lot of resentment at the level of support for the Jacobites in Scotland. The Scots were angry at not being consulted by the English over the Act of Settlement of 1701. As the smaller partner in the union of crowns the Scots felt their interests were ignored. The Scots were also annoyed that they had not been consulted over entry into the war of Spanish Succession.
๐ RAT sheet โ how to structure your answerโพ
How fully ยท Appears in all 3 sections
WFQ (words from the question)quote from the sourceomission โ your own recall
Overall, Source X partly words from the question.โ needed for full marks
Source X says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
However, Source X doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
How it's marked
Up to 3 marks for points from the source that support your judgement.
Up to 4 marks for points of significant omission from recall.
Maximum 2 marks if no judgement is made, or if you refer only to the source.
๐กUse the source AND recall.
๐กQuote and then explain โ show you understand it, donโt just repeat it.
๐กYou must make a judgement (e.g. โthe source partly explainsโฆโ) or you are capped at 2 marks.
โ Reveal marking schemeโพ
Max 5 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must 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.
Candidates should be given up to 3 marks for points from the source; up to 4 marks for points of significant omission.
A maximum of 2 marks may be given for answers which refer only to the source.
Points from the source
in England there was a lot of resentment at the level of support for the Jacobites in Scotland
the Scots were angry at not being consulted by the English over the Act of Settlement of 1701
as the smaller partner in the union of crowns the Scots felt their interests were ignored
the Scots were also annoyed that they had not been consulted over entry into the war of Spanish Succession
Points of significant omission
Scots were angry at the role of England in the failure of the Darien scheme
England's wars with France had worsened Scotland's economic problems, especially hitting towns such as Ayr which imported French goods
the English were annoyed when Scots passed the Act Anent Peace and War
the Scottish parliament angered Westminster by appointing a Protestant successor to Queen Anne without consulting them
the Scots regarded the Aliens Act as an attempt to bully them
The Worcester Affair (execution of English captain for piracy) angered the English
Describe5 marks2017Q10โณ Older formatThe Treaty of Union, 1689โ1715
Describe the arguments used by the opponents of Union in Scotland.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Describe ยท Appears in 2 sections
WFQ (words from the question)
One words from the question was โฆโ 1 mark
A second words from the question was โฆโ 1 mark
A third words from the question was โฆโ 1 mark
A fourth words from the question was โฆโ 1 mark
Example: One use of new technology on the Western Front during the First World War was mustard gas, which was used to blind soldiers and make it more difficult for them to fight.
How it's marked
1 mark for each accurate, relevant key point of knowledge.
A second mark for each point that is developed.
Full marks by four straightforward points, two developed points, or a combination.
โ Reveal marking schemeโพ
Max 5 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
1 mark should be given for each accurate relevant key point of knowledge.
A second mark should be given for each point that is developed, up to a maximum of 5 marks.
Candidates may achieve full marks by providing five straightforward points, by making three developed points, or a combination of these.
Possible points of knowledge
Union would lead to a rise in taxes in Scotland
the Scottish MPs would be outnumbered in a new British parliament
Union would end Scotland's identity as an independent nation (eg currency and laws)
Union would threaten the independence of the Scottish church
Scotland would be unable to compete with the more developed English industry (at home or abroad)
fears that English trading interests would be prioritised
Explain5 marks2017Q11โณ Older formatThe Treaty of Union, 1689โ1715
Explain the reasons why many Scots were in favour of Union with England.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Explain ยท Appears in all 3 sections
WFQ (words from the question)your own recalled knowledge
One reason why words from the question was fact which meant that โฆโ 1 mark
A second reason why words from the question was fact which meant that โฆโ 1 mark
A third reason why words from the question was fact which meant that โฆโ 1 mark
A fourth reason why words from the question was fact which meant that โฆโ 1 mark
A fifth reason why words from the question was fact which meant that โฆโ 1 mark
A sixth reason why words from the question was fact which meant that โฆโ 1 mark
Example: One reason why women gained the vote in 1918 was that women burned down buildings like cricket pavilions, which meant that they gained publicity for the cause of votes for women.
How it's marked
1 mark for each accurate, relevant reason.
A second mark for each reason that is developed.
Each sentence/point must answer the question on its own.
โ Reveal marking schemeโพ
Max 5 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must show a causal relationship between events.
1 mark should be given for each accurate, relevant reason, and a second mark should be given for reasons that are developed.
Candidates may achieve full marks by providing five straightforward reasons, three developed reasons, or a combination of these.
Possible reasons
Protestants were happy that Union would guarantee the Protestant Succession
if Scotland failed to agree to Union, England might invade and enforce a worse settlement
Union would give the Scots access to England and her colonies and so enrich the country
Scotland would be more secure as they would gain English military protection
Many Scots were swayed by promises of temporary tax exemptions
the Union would give Scots greater standing in Europe
Scotland and England shared a similar language, religion and trade traditions
Evaluate the usefulness5 marks2017Q12โณ Older formatThe Treaty of Union, 1689โ1715
Evaluate the usefulness of Source B as evidence of the reasons why the Scots Parliament passed the Treaty of Union.
WFQ = words from the question โ reuse in every point.
(You may want to comment on what type of source it is, who wrote it, when they wrote it, why they wrote it, what they say and what has been missed out.)
Tip: Highlight up to 2 content points you would quote (content is worth up to 2 marks) โ then consider author, purpose, timing and omission.
Highlight evidence โ tap the text:
Source B
Source B is from a textbook written by a modern historian in 1996.
Many Kirk ministers were very concerned about the possibility of union. But when Parliament passed an Act for the Security of the Kirk many of them changed their tune. The Equivalent was the biggest incentive for many as it led to the sum of over three hundred thousand pounds sterling to be sent in cash to Scotland. English guarantees over the independence of the Scots legal system also soothed most fears within the Scottish legal profession.
๐ RAT sheet โ how to structure your answerโพ
Evaluate the usefulness ยท Appears in 2 sections
Remember COAT
๐Content โ what the source says
๐ซOmission โ what the source leaves out
โ๏ธAuthor โ who wrote it
๐Timing โ when it was written
WFQ (words from the question)quote from the source
Source X says โ_____โ. This is useful as it is accurate information about words from the question.โ 1 mark (content)
Source X also says โ_____โ. This is useful as it is accurate information about words from the question.โ 1 mark (content)
Source X omits _____. This makes the source less useful. Source X also omits _____. This makes the source less useful.โ 1 mark (omission)
Source X was written by _____. This makes the source useful because they have personal / professional experience of, or are an expert in, words from the question.โ 1 mark (author)
Source X was written in _____. This is useful as it was during the time of / has the benefit of hindsight about words from the question.โ 1 mark (timing)
How it's marked
Maximum 4 marks for comments on author, type of source, purpose and timing.
Maximum 2 marks for comments on the content of the source.
Maximum 2 marks for comments on points of significant omission.
๐กYou can also comment on the Purpose and Type of source.
โ Reveal marking schemeโพ
Max 5 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must 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 of the source; a maximum of 2 marks for points of significant omission.
Author/Type/Purpose/Timing
Author: Modern historian โ Useful because he has expert knowledge/has studied a range of relevant sources
Type of Source: Textbook โ Useful because it contains straightforward factual information without bias/well researched
Purpose: To inform on views towards the Union โ Useful because it provides detailed information
Timing: 1996 โ Useful because it has the benefit of hindsight
Points from the source
But when Parliament passed an Act for the Security of the Kirk many of them changed their tune โ Useful as it is accurate (the Kirk was satisfied by the passing of this Act)
The Equivalent was the biggest incentive for many as it led to the sum of over three hundred thousand pounds sterling to be sent in cash to Scotland โ Useful as it is accurate (the Equivalent did succeed as an incentive)
English guarantees over the independence of the Scots legal system also soothed most fears within the Scottish legal profession โ Useful as it is accurate (the legal profession was satisfied by these guarantees)
Points of significant omission
the Earl of Glasgow distributed ยฃ20,000 amongst the supporters of Union
the Squadrone Volante backed Union as they believed they would get control of the distribution of the Equivalent
Government pensions, promotions and job positions were offered to those who voted for Union
Explain5 marks2017Q1โณ Older formatThe Wars of Independence, 1286โ1328
Explain the reasons why many Scots were unhappy to accept the Maid of Norway as their queen.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Explain ยท Appears in all 3 sections
WFQ (words from the question)your own recalled knowledge
One reason why words from the question was fact which meant that โฆโ 1 mark
A second reason why words from the question was fact which meant that โฆโ 1 mark
A third reason why words from the question was fact which meant that โฆโ 1 mark
A fourth reason why words from the question was fact which meant that โฆโ 1 mark
A fifth reason why words from the question was fact which meant that โฆโ 1 mark
A sixth reason why words from the question was fact which meant that โฆโ 1 mark
Example: One reason why women gained the vote in 1918 was that women burned down buildings like cricket pavilions, which meant that they gained publicity for the cause of votes for women.
How it's marked
1 mark for each accurate, relevant reason.
A second mark for each reason that is developed.
Each sentence/point must answer the question on its own.
โ Reveal marking schemeโพ
Max 5 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must show a causal relationship between events.
1 mark should be given for each accurate, relevant reason, and a second mark should be given for reasons that are developed.
Candidates may achieve full marks by providing five straightforward reasons, three developed reasons, or a combination of these.
Possible reasons
she was a girl โ people did not believe females were suitable to be monarchs so were not happy to accept her as queen
as a female she would not be able to lead an army in battle so would not fulfil her role as monarch/defend her realm which worried people
she was a small child so would need someone else to rule on her behalf โ people knew this could cause rivalries among the nobles for this role so they were worried
she could be kidnapped by an unscrupulous noble in order to gain control over the country so her safety caused concern
she would not be able to control powerful nobles so a danger of civil war would remain which made many very unhappy
she would have to marry and a Scottish husband would lead to rivalry among the nobles
choosing a foreign husband would lead to Scotland being ruled by a foreigner
she herself was foreign and she was living far away in Norway, which some found unacceptable
there would have to be negotiations with her father before she could come to Scotland/about her future marriage โ this would involve foreign interest which worried many Scots
nobles such as Bruce felt that they had a better claim so did not want her to be queen.
Evaluate the usefulness5 marks2017Q2โณ Older formatThe Wars of Independence, 1286โ1328
Evaluate the usefulness of Source A as evidence of problems the Scots faced when judging the Great Cause.
WFQ = words from the question โ reuse in every point.
(You may want to comment on what type of source it is, who wrote it, when they wrote it, why they wrote it, what they say and what has been missed out.)
Tip: Highlight up to 2 content points you would quote (content is worth up to 2 marks) โ then consider author, purpose, timing and omission.
Highlight evidence โ tap the text:
Source A
Source A is from a textbook written by a modern historian in 2009.
After the Scots asked for his help, King Edward I called for a parliament to be held in May 1291 to settle the future of the Scottish crown. The location he chose was Norham Castle on the English side of the River Tweed. He said that the proceedings would not start until the Guardians and the claimants to the throne had acknowledged his position as overlord of Scotland. The Scots were stunned.
๐ RAT sheet โ how to structure your answerโพ
Evaluate the usefulness ยท Appears in 2 sections
Remember COAT
๐Content โ what the source says
๐ซOmission โ what the source leaves out
โ๏ธAuthor โ who wrote it
๐Timing โ when it was written
WFQ (words from the question)quote from the source
Source X says โ_____โ. This is useful as it is accurate information about words from the question.โ 1 mark (content)
Source X also says โ_____โ. This is useful as it is accurate information about words from the question.โ 1 mark (content)
Source X omits _____. This makes the source less useful. Source X also omits _____. This makes the source less useful.โ 1 mark (omission)
Source X was written by _____. This makes the source useful because they have personal / professional experience of, or are an expert in, words from the question.โ 1 mark (author)
Source X was written in _____. This is useful as it was during the time of / has the benefit of hindsight about words from the question.โ 1 mark (timing)
How it's marked
Maximum 4 marks for comments on author, type of source, purpose and timing.
Maximum 2 marks for comments on the content of the source.
Maximum 2 marks for comments on points of significant omission.
๐กYou can also comment on the Purpose and Type of source.
โ Reveal marking schemeโพ
Max 5 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must 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 of the source; a maximum of 2 marks for points of significant omission.
Author/Type/Purpose/Timing
Author: Modern historian โ Useful because he has expert knowledge/has studied a range of relevant sources
Type of Source: Textbook โ Useful because it contains straightforward factual information without bias/well researched
Purpose: To inform โ Useful because it provides detailed information
Timing: 2009 โ Useful because it has the benefit of hindsight
Points from the source
King Edward called for a parliament to be held in May 1291 to settle the future of the Scottish crown โ Useful as it is accurate (Edward was in charge of the event rather than the Scots)
The location he chose was Norham Castle on the English side of the Tweed โ Useful as it is accurate (Edward's intention was to disadvantage the Scots)
He said that the proceedings would not start until the Guardians and the claimants to the throne had acknowledged his position as overlord of Scotland โ Useful as it is accurate (Edward did want to be the ruler of Scotland)
Points of significant omission
Scottish nobles/representatives did not think they could make such an agreement โ only a king could do so
some claimants agreed very quickly (eg Bruce) and made it difficult for others to refuse (eg Balliol)
Civil war a possibility due to rival factions/13 claimants in all including Edward
Edward brought an army with him to Norham to intimidate the Scots
Describe5 marks2017Q3โณ Older formatThe Wars of Independence, 1286โ1328
Describe the actions Edward I took to assert his authority over Scotland in 1296.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Describe ยท Appears in 2 sections
WFQ (words from the question)
One words from the question was โฆโ 1 mark
A second words from the question was โฆโ 1 mark
A third words from the question was โฆโ 1 mark
A fourth words from the question was โฆโ 1 mark
Example: One use of new technology on the Western Front during the First World War was mustard gas, which was used to blind soldiers and make it more difficult for them to fight.
How it's marked
1 mark for each accurate, relevant key point of knowledge.
A second mark for each point that is developed.
Full marks by four straightforward points, two developed points, or a combination.
โ Reveal marking schemeโพ
Max 5 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
1 mark should be given for each accurate relevant key point of knowledge.
A second mark should be given for each point that is developed, up to a maximum of 5 marks.
Candidates may achieve full marks by providing five straightforward points, by making three developed points, or a combination of these.
Possible points of knowledge
sacked Berwick
slaughtered the townspeople as a warning against resistance
defeated Scots noble-led army at Dunbar
marched his army throughout Scotland from Dunbar as far as Elgin and back
took control of Scottish castles eg Stirling, Edinburgh, Perth
dethroned Balliol/stripped Balliol of his king's insignia
took Balliol to London as his prisoner/took other hostages to ensure loyalty
made important Scots sign allegiance to him/Ragman Rolls
took away the Stone of Scone to England to stop another king being crowned
took away important Scottish legal documents/Black Rood of St Margaret
How fully5 marks2017Q4โณ Older formatThe Wars of Independence, 1286โ1328
How fully does Source B describe what happened to William Wallace after the Battle of Falkirk? (Use the source and recall to reach a judgement.)
WFQ = words from the question โ reuse in every point.
Tip: Highlight up to 3 pieces of evidence from the source (worth up to 3 marks) โ then recall 3 points the source leaves out.
Highlight evidence โ tap the text:
Source B
Source B is about what happened to William Wallace after the Battle of Falkirk.
For many years, little was known about Wallace's activities between his defeat at Falkirk and his death. He certainly left Scotland. Historians found a โsafe conductโ which was given to Wallace in 1300 by the King of France. Wallace travelled to France as part of his campaign to free John Balliol. Wallace apparently planned to visit the Pope to get him on Balliol's side. His campaign failed however and Wallace was back in Scotland well before 1305 where he continued to fight against Edward's rule.
๐ RAT sheet โ how to structure your answerโพ
How fully ยท Appears in all 3 sections
WFQ (words from the question)quote from the sourceomission โ your own recall
Overall, Source X partly words from the question.โ needed for full marks
Source X says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
However, Source X doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
How it's marked
Up to 3 marks for points from the source that support your judgement.
Up to 4 marks for points of significant omission from recall.
Maximum 2 marks if no judgement is made, or if you refer only to the source.
๐กUse the source AND recall.
๐กQuote and then explain โ show you understand it, donโt just repeat it.
๐กYou must make a judgement (e.g. โthe source partly explainsโฆโ) or you are capped at 2 marks.
โ Reveal marking schemeโพ
Max 5 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must 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.
Candidates should be given up to 3 marks for points from the source; up to 4 marks for points of significant omission.
A maximum of 2 marks may be given for answers which refer only to the source.
Points from the source
Wallace left Scotland
he travelled to France as part of his campaign to free John Balliol
Wallace planned to visit the Pope to get him on Balliol's side
Wallace was back in Scotland well before 1305 where he continued to fight against Edward's rule
Points of significant omission
resigned as Guardian of Scotland in 1298
declared an outlaw by Scottish parliament (in March 1305 at Edward's behest)
handed over to English by John Menteith in August 1305
