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To what extent9 marks2018Q36Changing Britain, 1760โ1914
To what extent did better sanitation have the biggest impact on peopleโs health between 1760 and 1914?
WFQ = words from the question โ reuse in every point.amber = the isolated factor to weigh up.
(Use recalled knowledge to introduce then present a balanced assessment of the influence of different factors and come to a reasoned conclusion.)
๐ RAT sheet โ how to structure your answerโพ
To what extent / How important / How successful ยท Appears in 2 sections
WFQ (words from the question)a factor
There are several reasons why words from the question. These include the isolated factor, FACTOR 2, and FACTOR 3.โ 1 mark (introduction)
Some historians think the isolated factor was words from the question because _____. Also _____.โ 1 KU mark per fact (up to 5)
However, other historians think FACTOR 2 was words from the question because _____. Also _____.โ 1 mark (balance) + 1 KU per fact
Other historians think FACTOR 3 was words from the question because _____. Also _____.โ 1 KU mark per fact
Overall, the isolated factor / FACTOR 2 / FACTOR 3 was the most important words from the question. This is because [reason why โ does not need to be new].โ 2 marks (conclusion)
How it's marked
5 marks for knowledge โ 1 KU mark for each accurate, developed fact you give to support your factors (not too brief). If only one factor is presented, max 3 for knowledge.
Structure marks: 1 for an introduction, 1 for balance (more than one factor), 2 for a conclusion (1 for a valid judgement, 1 for a reason supporting it).
๐กIt is asking: one factor is a reason โ but there are others, so decide which was MOST important.
๐กEach fact you add (including every "Alsoโฆ") earns a KU mark, as long as it is developed and not too brief โ up to 5.
โ Reveal marking schemeโพ
Max 9 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Up to 5 marks can be awarded for relevant, factual, key points of knowledge used to support factors, with 1 mark given for each point (but one mark should be deducted if the process is not clear in at least two factors).
If only one factor is presented, a maximum of 3 marks should be awarded for relevant points of knowledge.
A further 4 marks can be awarded for providing the answer in a structured way and coming to a reasoned conclusion (1 mark introduction, 1 mark structure, 1 mark conclusion with a valid judgement, 1 mark for a reason in support of the judgement).
better sanitation
wash houses and public baths helped improve hygiene
provision of fresh, clean water reduced the threat of disease
improved sewerage systems/proper drainage reduced spread of germs/diseases
medical advances
smallpox vaccination (1798) helped prevent deaths from this illness
1897 โ cholera vaccine was developed, helping to protect people from deadly cholera epidemics
chloroform (after 1847/Simpson) helped to prevent deaths from shock during surgery
carbolic acid (Lister 1867) helped prevent spread of infection during/after surgery
better medical care
cleaner hospitals (thanks to Florence Nightingale) led to better treatment/survival rates
better training for doctors and nurses led to better medical care
properly trained midwives meant that more mothers and babies survived
Public Health Acts
local authorities empowered to improve living conditions (eg 1848, 1875)
Compare the views4 marks2018Q37Changing Britain, 1760โ1914
Compare the views of Sources A and B about rules and punishments in textile factories.
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 rules and punishments for workers in textile factories.
Rules of Waterfoot Mill:
Any person coming to work late shall be fined.
Any person found talking with the other workers instead of working shall be fined.
Any person found smoking on the premises shall be instantly dismissed.
The overseers are responsible for enforcing these rules and shall report all fines to the masters.
The overseers shall be the first on the premises in the morning and the last to leave the premises at night.
Source B
Workers could not afford to lose any of their wages by being fined for things such as being late. Some employers even advanced the factory clocks by 15 minutes in the morning so that all the workers were late. There were other fines too, for offences such as talking, whistling or singing. Mill owners also had the power to sack on the spot any employee who was found to be breaking the rules.
Overall, do the sources agree or disagree? (worth a mark for an overall comparison)
๐ RAT sheet โ how to structure your answerโพ
Compare the views ยท Appears in 2 sections
WFQ (words from the question)quote from the source
Overall, Sources X and Y [agree/disagree] about words from the question.โ 1 mark (overall)
The sources agree/disagree about statement summarising the point. Source X says โdirect quoteโ and Source Y [agrees/disagrees] when it says โdirect quoteโ.โ 1โ2 marks
The sources also agree/disagree about statement summarising the point. Source X says โdirect quoteโ and Source Y [agrees/disagrees] when it says โdirect quoteโ.โ 1โ2 marks
How it's marked
1 mark for a simple comparison (what the sources agree/disagree about).
2 marks for a developed comparison, supported by specific references to each source.
Full marks by four simple comparisons, two developed comparisons, or a combination.
๐กOne set of points will agree, one will disagree.
โ Reveal marking schemeโพ
Max 4 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
A simple comparison will indicate what points of detail or viewpoint the sources agree or disagree on and should be given 1 mark.
A developed comparison of the points of detail or overall viewpoint should be given a second mark.
Candidates may achieve full marks by making four simple comparisons, two developed comparisons (or by a combination of these).
Overall: Overall the sources agree about the harsh rules and punishments in textile factories.
Points of comparison
agree
Source A: Any person coming to work late shall be fined.
Source B: being fined for things such as being late.
agree
Source A: Any person found talking with the other workers instead of working shall be fined.
Source B: There were other fines too, for offences such as talking, whistling or singing.
agree
Source A: Any person found smoking on the premises shall be instantly dismissed.
Source B: Mill owners also had the power to sack on the spot any employee who was found to be breaking the rules.
How fully6 marks2018Q38Changing Britain, 1760โ1914
How fully does Source C explain the ways in which laws helped to improve working conditions in coal mines?
WFQ = words from the question โ reuse in every point.
(Use the source and recall to reach a judgement.)
Tip: Highlight up to 3 pieces of evidence from the source (worth up to 3 marks) โ then recall 3 points the source leaves out.
Highlight evidence โ tap the text:
Source C
Source C is about the laws which improved working conditions in coal mines.
The 1842 Mines Act stated that no-one under 15 could be in charge of operating machinery or winding gear. However, this act did nothing to stop boys over the age of 10 from working underground. In 1850, it became compulsory for all mine owners to report accidents that led to death. Further progress was made in making mines safer when the Mines Act of 1862 made single mine shafts illegal. Then in 1872, miners were given the right to appoint inspectors from among themselves.
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 should be given up to 3 marks for their identification of points from the source that support their judgement.
Candidates should be given up to 4 marks for their identification of points of significant omission, based on their own knowledge, that support their judgement.
A maximum of 2 marks may be given for answers in which no judgement has been made or which refer only to the source.
Points from the source
(1842 Mines Act) stated that no-one under 15 could be in charge of operating machinery/winding gear
(after 1850) all mine owners had to report accidents that led to death
(the 1862 Mines Act) made single shaft mines illegal
(1872 Mines Act) gave miners the right to appoint inspectors from among themselves
Points of significant omission
(1842 Mines Act stated that) no women or children under 10 could work underground
(1842 Mines Act) replaced people dragging coal underground with ponies
(1842 Mines Act) appointed a Mines Inspector
(1860 Mines Act) increased the age of boys that were allowed to work underground to 12
(1872 Mines Act) stated that fans had to be installed to improve ventilation
(in 1872) naked flames were made illegal/all mines had to use safety lamps.
Explain the reasons why the development of railways had such a big impact on Britain.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Explain ยท Appears in all 3 sections
WFQ (words from the question)your own recalled knowledge
One reason why words from the question was fact which meant that โฆโ 1 mark
A second reason why words from the question was fact which meant that โฆโ 1 mark
A third reason why words from the question was fact which meant that โฆโ 1 mark
A fourth reason why words from the question was fact which meant that โฆโ 1 mark
A fifth reason why words from the question was fact which meant that โฆโ 1 mark
A sixth reason why words from the question was fact which meant that โฆโ 1 mark
Example: One reason why women gained the vote in 1918 was that women burned down buildings like cricket pavilions, which meant that they gained publicity for the cause of votes for women.
How it's marked
1 mark for each accurate, relevant reason.
A second mark for each reason that is developed.
Each sentence/point must answer the question on its own.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
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
raw materials and finished products could be transported quickly and cheaply which meant that factories/industry was boosted by the railways
perishable foods (such as fish or milk) could be transported to cities quickly which meant that diets improved/these industries were boosted
railways were reached more parts of Britain, which meant that canals/roads/turnpikes went into decline
national railway timetables had to be made which meant that time had to be standardised across Britain
sporting teams could now play teams from further away which meant that national sporting leagues developed
railway travel was affordable which meant that the working classes could travel further than before/cheap holidays
railway travel was quick/cheap (eg suburbs developed as people could commute to work)
railways meant that national daily newspapers were possible for the first time
railways meant cheap and extensive postal service was now possible nationwide
politicians could use trains to travel which meant that travel was easier between parliament and constituency/there were now national election campaigns
railways created new jobs (eg navvies and conductors) which reduced unemployment
the railway network was extensive which meant that some people complained that Britainโs countryside was ruined.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Describe ยท Appears in 2 sections
WFQ (words from the question)
One words from the question was โฆโ 1 mark
A second words from the question was โฆโ 1 mark
A third words from the question was โฆโ 1 mark
A fourth words from the question was โฆโ 1 mark
Example: One use of new technology on the Western Front during the First World War was mustard gas, which was used to blind soldiers and make it more difficult for them to fight.
How it's marked
1 mark for each accurate, relevant key point of knowledge.
A second mark for each point that is developed.
Full marks by four straightforward points, two developed points, or a combination.
โ Reveal marking schemeโพ
Max 4 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
1 mark should be 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 4 marks.
Candidates may achieve full marks by providing four straightforward points, by making two developed points (or a combination of these).
Possible points of knowledge
all men (over 21) to have the vote/universal manhood suffrage
voting should take place by secret ballot
constituencies should be of equal size
MPs should be paid
the property qualification for becoming an MP should be abolished
To what extent9 marks2018Q31The Atlantic Slave Trade, 1770โ1807
To what extent did tribal conflict encouraged by the slave trade cause the most harm to African societies?
WFQ = words from the question โ reuse in every point.amber = the isolated factor to weigh up.
(Use recalled knowledge to introduce then present a balanced assessment of the influence of different factors and come to a reasoned conclusion.)
๐ RAT sheet โ how to structure your answerโพ
To what extent / How important / How successful ยท Appears in 2 sections
WFQ (words from the question)a factor
There are several reasons why words from the question. These include the isolated factor, FACTOR 2, and FACTOR 3.โ 1 mark (introduction)
Some historians think the isolated factor was words from the question because _____. Also _____.โ 1 KU mark per fact (up to 5)
However, other historians think FACTOR 2 was words from the question because _____. Also _____.โ 1 mark (balance) + 1 KU per fact
Other historians think FACTOR 3 was words from the question because _____. Also _____.โ 1 KU mark per fact
Overall, the isolated factor / FACTOR 2 / FACTOR 3 was the most important words from the question. This is because [reason why โ does not need to be new].โ 2 marks (conclusion)
How it's marked
5 marks for knowledge โ 1 KU mark for each accurate, developed fact you give to support your factors (not too brief). If only one factor is presented, max 3 for knowledge.
Structure marks: 1 for an introduction, 1 for balance (more than one factor), 2 for a conclusion (1 for a valid judgement, 1 for a reason supporting it).
๐กIt is asking: one factor is a reason โ but there are others, so decide which was MOST important.
๐กEach fact you add (including every "Alsoโฆ") earns a KU mark, as long as it is developed and not too brief โ up to 5.
โ Reveal marking schemeโพ
Max 9 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Up to 5 marks can be awarded for relevant, factual, key points of knowledge used to support factors, with 1 mark given for each point (but one mark should be deducted if the correct process is not clear in at least two factors).
If only one factor is presented, a maximum of 3 marks should be awarded for relevant points of knowledge.
A further 4 marks can be awarded for providing the answer in a structured way and coming to a reasoned conclusion (1 mark introduction, 1 mark structure, 1 mark conclusion with a valid judgement, 1 mark for a reason in support of the judgement).
tribal conflict
Africans became slaves by being captured as prisoners of war
African chiefs captured slaves from rival kingdoms to trade for goods (eg cloth, iron tools, weapons and alcohol)
Kingdom of Dahomey sent raiding parties to capture slaves to sell onto Europeans
demand for more slaves led to increased hatred and violence between tribes/within tribes/made worse by the introduction of guns
destruction of society
the loss of the youngest men and women in society meant that Africa fell behind the rest of the world (estimated that around 10 million people were transported from Africa over the eighteenth century)/villages often destroyed/deserted
farm land or hunting areas being abandoned because it was too far from the village to be safe/impact on food supply
parents were encouraged to sell children to pay family debts
African chiefs changed laws to make being sold into slavery a more common punishment
Slave trade led to loss of/destruction of culture
slave factories
development of European โfactoriesโ on the coast to control the slave trade led to terrible treatment for captured Africans
captured Africans deemed unfit were often left abandoned at slave factories
How fully6 marks2018Q32The Atlantic Slave Trade, 1770โ1807
How fully does Source A explain the impact that trade with the Caribbean had on the British economy?
WFQ = words from the question โ reuse in every point.
(Use the source and recall to reach a judgement.)
Tip: Highlight up to 3 pieces of evidence from the source (worth up to 3 marks) โ then recall 3 points the source leaves out.
Highlight evidence โ tap the text:
Source A
Source A is about the impact that trade with the Caribbean had on the British economy.
British trade with the Caribbean continued for many years. Slave-produced goods such as sugar and coffee were imported into British ports, helping them to become rich and powerful trading centres. Work was provided in many ports as men were employed as sailors, shipbuilders and dock workers. The profits made from the slave trade were also invested in the development of other British industries. Wealthy colonial families built huge mansions in many of the British cities where they traded.
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 should be awarded up to 3 marks for their identification of points from the source which support their judgement.
Candidates should be awarded up to 4 marks for their identification of points of significant omission, based on their own knowledge, that support their judgement.
A maximum of 2 marks may be awarded for answers in which no judgement has been made or which refer only to the source.
Points from the source
slave produced goods such as sugar and coffee were imported into British ports helping them to become rich and powerful trading centres
work was provided in many ports as men were employed as sailors, shipbuilders and dock workers
the profits made from the slave trade were also invested in the development of other British industries
wealthy colonial families built huge mansions in many of the British cities where they traded
Points of significant omission
many important government buildings in British cities were constructed using the profits of the slave trade
Glasgowโs economy benefited from the tobacco trade
slave cotton provided work for the mills of Lancashire
the slave trade had raised struggling ports to rich and prosperous trading centres (eg Bristol, London, Liverpool)
Describe the methods used to discipline slaves on the plantations.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Describe ยท Appears in 2 sections
WFQ (words from the question)
One words from the question was โฆโ 1 mark
A second words from the question was โฆโ 1 mark
A third words from the question was โฆโ 1 mark
A fourth words from the question was โฆโ 1 mark
Example: One use of new technology on the Western Front during the First World War was mustard gas, which was used to blind soldiers and make it more difficult for them to fight.
How it's marked
1 mark for each accurate, relevant key point of knowledge.
A second mark for each point that is developed.
Full marks by four straightforward points, two developed points, or a combination.
โ Reveal marking schemeโพ
Max 4 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
1 mark should be awarded for each accurate relevant key point of knowledge.
A second mark should be awarded for each point that is developed, up to a maximum of 4 marks.
Candidates may achieve full marks by providing four straightforward points, by making two developed points (or any combination of these).
Possible points of knowledge
flogging with a whip
beatings (for working slowly)
branded with hot iron
forced to wear heavy iron chains
iron muzzles
thumbscrews
execution (as an example to other slaves, eg burning slaves alive)
Compare the views4 marks2018Q34The Atlantic Slave Trade, 1770โ1807
Compare the views of Sources B and C about the methods used by the abolitionists.
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 methods used by the abolitionists.
The abolitionists used a variety of methods to put a stop to the slave trade. Personal accounts changed public opinion, as the dreadful experiences of the slaves during the Middle Passage were told by survivors. Many slavers backed these up, giving similar accounts about the horrors of the trade. Abolitionists such as Clarkson toured the country with equipment used on slaves to show the public how badly they were treated.
Source C
The Committee for the Abolition of the Slave Trade was set up by Thomas Clarkson and Granville Sharp. Clarkson travelled around Britain with instruments such as manacles and thumbscrews to gain support for the cause. John Newton, former slaver, published a pamphlet outlining the horrific conditions of the slave trade and confirming slave accounts. Some slaves, such as Olaudah Equiano, published autobiographies sharing their experiences and changing the views of the public.
Overall, do the sources agree or disagree? (worth a mark for an overall comparison)
๐ RAT sheet โ how to structure your answerโพ
Compare the views ยท Appears in 2 sections
WFQ (words from the question)quote from the source
Overall, Sources X and Y [agree/disagree] about words from the question.โ 1 mark (overall)
The sources agree/disagree about statement summarising the point. Source X says โdirect quoteโ and Source Y [agrees/disagrees] when it says โdirect quoteโ.โ 1โ2 marks
The sources also agree/disagree about statement summarising the point. Source X says โdirect quoteโ and Source Y [agrees/disagrees] when it says โdirect quoteโ.โ 1โ2 marks
How it's marked
1 mark for a simple comparison (what the sources agree/disagree about).
2 marks for a developed comparison, supported by specific references to each source.
Full marks by four simple comparisons, two developed comparisons, or a combination.
๐กOne set of points will agree, one will disagree.
โ Reveal marking schemeโพ
Max 4 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
A simple comparison will indicate what points of detail or viewpoint the sources agree or disagree on and should be awarded 1 mark.
A developed comparison of the points of detail or overall viewpoint should be awarded a second mark.
Candidates may achieve full marks by making four simple comparisons, two developed comparisons (or by any combination of these).
Overall: Overall the sources agree about the methods that were used by the abolitionists.
Points of comparison
agree
Source B: (Personal accounts changed public opinion as) the dreadful experiences of the slaves during the Middle Passage were told by survivors.
Source C: Some slaves (such as Olaudah Equiano) published autobiographies sharing their experiences (and changing the views of the public).
agree
Source B: Many slavers backed these up, giving similar accounts about the horrors of the trade.
Source C: John Newton, former slaver, published a pamphlet outlining the horrific conditions on the slave trade and confirming slave accounts.
agree
Source B: Abolitionists such as Clarkson toured the country with equipment used on slaves (to show the public how badly they were treated).
Source C: Clarkson travelled around Britain with instruments such as manacles and thumbscrews (to gain support for the cause).
Explain the reasons why it took so long to abolish the slave trade in Britain.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Explain ยท Appears in all 3 sections
WFQ (words from the question)your own recalled knowledge
One reason why words from the question was fact which meant that โฆโ 1 mark
A second reason why words from the question was fact which meant that โฆโ 1 mark
A third reason why words from the question was fact which meant that โฆโ 1 mark
A fourth reason why words from the question was fact which meant that โฆโ 1 mark
A fifth reason why words from the question was fact which meant that โฆโ 1 mark
A sixth reason why words from the question was fact which meant that โฆโ 1 mark
Example: One reason why women gained the vote in 1918 was that women burned down buildings like cricket pavilions, which meant that they gained publicity for the cause of votes for women.
How it's marked
1 mark for each accurate, relevant reason.
A second mark for each reason that is developed.
Each sentence/point must answer the question on its own.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
1 mark should be awarded for each accurate, relevant reason, and a second mark should be awarded for reasons that are developed.
Candidates may achieve full marks by providing six straightforward reasons, three developed reasons (or combination of these).
Possible reasons
the slave trade brought wealth to Britain, so was popular with those who were wealthy
the slave trade brought employment to Britain (eg shipyards, ports, mills, manufacturing) so was supported by many involved in these industries
cities profited from the slave trade (eg Bristol, Liverpool and Glasgow), so many in these cities wished to see slavery continue
the products of the slave trade were in great demand (eg cotton, tobacco and sugar) and many believed that slavery was needed in order to meet demand for these products
involvement in the slave trade helped Britain to remain a world power, so many continued to support slavery
the slave trade was seen as a valuable training ground for the Royal Navy, so it was supported
many MPs had financial interests in the slave trade, so wished to see it continue
many MPs were being bribed to ensure that they continued to give their support for the continuation of the trade
the slave trade still enjoyed the support of the King
taxes from slave produced goods were essential to fund the war with France.
Describe4 marks2018Q21The Creation of the Medieval Kingdoms, 1066โ1406
Describe the feudal system in medieval times.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Describe ยท Appears in 2 sections
WFQ (words from the question)
One words from the question was โฆโ 1 mark
A second words from the question was โฆโ 1 mark
A third words from the question was โฆโ 1 mark
A fourth words from the question was โฆโ 1 mark
Example: One use of new technology on the Western Front during the First World War was mustard gas, which was used to blind soldiers and make it more difficult for them to fight.
How it's marked
1 mark for each accurate, relevant key point of knowledge.
A second mark for each point that is developed.
Full marks by four straightforward points, two developed points, or a combination.
โ Reveal marking schemeโพ
Max 4 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
1 mark should be 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 4 marks.
Candidates may achieve full marks by providing four straightforward points, by making two developed points (or a combination of these).
Possible points of knowledge
the king kept some land for himself and gave the rest to the nobility/other important members of society
barons received land from the king and in return provided knights to fight in the kingโs army
knights received land from the barons and in return fought for the king on behalf of the barons
peasants received some land and in return worked on their overlordโs land/or provided other services
barons had to pay homage for their land
knights could pay money to their lord instead of providing military service (eg Scutage)
the Church was also part of the feudal system and could be asked to provide services in return for land.
Compare the views4 marks2018Q22The Creation of the Medieval Kingdoms, 1066โ1406
Compare the views of Sources A and B about the murder of Archbishop Becket in 1170.
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 murder of Archbishop Becket in 1170.
On the evening of December 29th, four knights arrived at Canterbury Cathedral and demanded to see Archbishop Becket. The knights attempted to arrest Becket but he refused to leave, claiming he was ready to die for God. Becket was dragged from the altar and in the scuffle that followed, was attacked by the knights. Then in an act of horror, one of the knights drew his sword and sliced off the crown of Becketโs head.
Source B
The knights attempted to seize Archbishop Becket but he would not move, stating he was willing to be a martyr for the Church. The Canterbury monks gathered around Becket and tried to protect him, but they were forced back by the knights. Becket was thrown to the floor and assaulted by the knights. To make sure he was dead, one of the knights held Becket down and cut off the top of his head.
Overall, do the sources agree or disagree? (worth a mark for an overall comparison)
๐ RAT sheet โ how to structure your answerโพ
Compare the views ยท Appears in 2 sections
WFQ (words from the question)quote from the source
Overall, Sources X and Y [agree/disagree] about words from the question.โ 1 mark (overall)
The sources agree/disagree about statement summarising the point. Source X says โdirect quoteโ and Source Y [agrees/disagrees] when it says โdirect quoteโ.โ 1โ2 marks
The sources also agree/disagree about statement summarising the point. Source X says โdirect quoteโ and Source Y [agrees/disagrees] when it says โdirect quoteโ.โ 1โ2 marks
How it's marked
1 mark for a simple comparison (what the sources agree/disagree about).
2 marks for a developed comparison, supported by specific references to each source.
Full marks by four simple comparisons, two developed comparisons, or a combination.
๐กOne set of points will agree, one will disagree.
โ Reveal marking schemeโพ
Max 4 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
A simple comparison will indicate what points of detail or viewpoint the sources agree or disagree on and should be given 1 mark.
A developed comparison of the points of detail or overall viewpoint should be given a second mark.
Candidates may achieve full marks by making four simple comparisons, two developed comparisons (or by a combination of these).
Overall: Overall the sources agree about the violent murder of Archbishop Becket.
Points of comparison
agree
Source A: The knights attempted to arrest Becket but he refused to leave, claiming he was ready to die for God.
Source B: The knights attempted to seize Archbishop Becket but he would not move, stating he was willing to be a martyr for the Church.
agree
Source A: Becket was dragged from the altar and in the scuffle that followed, was attacked by the knights.
Source B: Becket was thrown to the floor and assaulted by the knights.
agree
Source A: (In an act of horror) one of the knights drew his sword and sliced off the crown of Becketโs head.
Source B: To make sure he was dead, one of the knights held Becket down and cut off the top of his head.
How fully6 marks2018Q23The Creation of the Medieval Kingdoms, 1066โ1406
How fully does Source C explain why monasteries were important in medieval times?
WFQ = words from the question โ reuse in every point.
(Use the source and recall to reach a judgement.)
Tip: Highlight up to 3 pieces of evidence from the source (worth up to 3 marks) โ then recall 3 points the source leaves out.
Highlight evidence โ tap the text:
Source C
Source C explains why monasteries were important in medieval times.
During medieval times, monasteries played a vital role in the wool trade, creating work for people and boosting the economy. Monasteries were also centres of learning, especially for boys preparing for a career in the Church. Although some monasteries were built far away from local communities, they were never isolated as pilgrims often stayed there overnight. The sick were also frequent visitors, hoping to be treated at the monastic infirmary. Monasteries were so important that it was not until after the 14th century that they became less popular.
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 should be given up to 3 marks for their identification of points from the source that support their judgement.
Candidates should be given up to 4 marks for their identification of points of significant omission, based on their own knowledge, that support their judgement.
A maximum of 2 marks may be given for answers in which no judgement has been made or which refer only to the source.
Points from the source
monasteries played a vital role in the wool trade (creating work for people and boosting the economy)
monasteries were also centres of learning (especially for boys preparing for a career in the Church)
pilgrims often stayed there overnight
the sick were also frequent visitors (hoping to be treated at the monastic infirmary)
Points of significant omission
key places of worship (eg prayed for the souls of the dead)
monastic libraries held chronicles which were of great historical importance
monastic fields were used to grow herbs for medicine/only source of medical treatment for many people
monasteries involved in developing other industries (eg brewing, fishing)
Explain6 marks2018Q24The Creation of the Medieval Kingdoms, 1066โ1406
Explain the reasons why towns grew in medieval times.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Explain ยท Appears in all 3 sections
WFQ (words from the question)your own recalled knowledge
One reason why words from the question was fact which meant that โฆโ 1 mark
A second reason why words from the question was fact which meant that โฆโ 1 mark
A third reason why words from the question was fact which meant that โฆโ 1 mark
A fourth reason why words from the question was fact which meant that โฆโ 1 mark
A fifth reason why words from the question was fact which meant that โฆโ 1 mark
A sixth reason why words from the question was fact which meant that โฆโ 1 mark
Example: One reason why women gained the vote in 1918 was that women burned down buildings like cricket pavilions, which meant that they gained publicity for the cause of votes for women.
How it's marked
1 mark for each accurate, relevant reason.
A second mark for each reason that is developed.
Each sentence/point must answer the question on its own.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
1 mark should be given for each accurate, relevant reason, and a second mark should be given for reasons that are developed.
Candidates may achieve full marks by providing six straightforward reasons, three developed reasons (or a combination of these).
Possible reasons
the increase in population meant there was a greater demand for manufactured goods made in towns
the workforce needed somewhere to live and so moved to towns
peasants moved to towns because they could improve their social position there
towns were supported by kings which helped them to grow (eg right to hold a market)
kings/barons could levy taxes and obtain cash from them and so encouraged their growth
towns were supported by barons which helped them to grow (eg did not stop peasants from moving there/rented land instead)
towns were attractive to people because it was safer to live together inside a townโs walls
towns were attractive to merchants who moved there so they could set up guilds.
To what extent9 marks2018Q25The Creation of the Medieval Kingdoms, 1066โ1406
To what extent was the Black Death the main reason for the Peasantsโ Revolt in 1381?
WFQ = words from the question โ reuse in every point.amber = the isolated factor to weigh up.
(Use recalled knowledge to introduce then present a balanced assessment of the influence of different factors and come to a reasoned conclusion.)
๐ RAT sheet โ how to structure your answerโพ
To what extent / How important / How successful ยท Appears in 2 sections
WFQ (words from the question)a factor
There are several reasons why words from the question. These include the isolated factor, FACTOR 2, and FACTOR 3.โ 1 mark (introduction)
Some historians think the isolated factor was words from the question because _____. Also _____.โ 1 KU mark per fact (up to 5)
However, other historians think FACTOR 2 was words from the question because _____. Also _____.โ 1 mark (balance) + 1 KU per fact
Other historians think FACTOR 3 was words from the question because _____. Also _____.โ 1 KU mark per fact
Overall, the isolated factor / FACTOR 2 / FACTOR 3 was the most important words from the question. This is because [reason why โ does not need to be new].โ 2 marks (conclusion)
How it's marked
5 marks for knowledge โ 1 KU mark for each accurate, developed fact you give to support your factors (not too brief). If only one factor is presented, max 3 for knowledge.
Structure marks: 1 for an introduction, 1 for balance (more than one factor), 2 for a conclusion (1 for a valid judgement, 1 for a reason supporting it).
๐กIt is asking: one factor is a reason โ but there are others, so decide which was MOST important.
๐กEach fact you add (including every "Alsoโฆ") earns a KU mark, as long as it is developed and not too brief โ up to 5.
โ Reveal marking schemeโพ
Max 9 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Up to 5 marks can be awarded for relevant, factual, key points of knowledge used to support factors, with 1 mark given for each point (but one mark should be deducted if the process is not clear in at least two factors).
If only one factor is presented, a maximum of 3 marks should be awarded for relevant points of knowledge.
A further 4 marks can be awarded for providing the answer in a structured way and coming to a reasoned conclusion (1 mark introduction, 1 mark structure, 1 mark conclusion with a valid judgement, 1 mark for a reason in support of the judgement).
Black Death
the peasants were unhappy because the Statute of Labourers law in 1351 said that no peasant could ever be paid more than he was before the Black Death
the peasants were angry because since the Black Death some peasants had been able to buy their freedom from their lord but many were still villeins and were not free
The Hundred Yearsโ War
England had been at war with France for nearly 50 years (the peasants were tired of paying for the war)
the war had been going badly since 1369, the peasants feared the French might invade
King Richard II
King Richard II was still young (the peasants believed he was being badly advised by his commissioners)
the peasants disliked the Kingโs commissioners because they were enforcing the collection of new taxes (eg in Essex and Kent)
poll taxes
the peasants were worried because they could not pay the new poll taxes (which had been introduced in 1377, 1379 and 1381)
the peasants were angry with the 1381 poll tax because every person over 15 had to pay 4d
the Church
the peasants resented having to work on the Churchโs land for free
the peasants were angry when John Ball, a priest who supported them, was jailed
Explain6 marks2018Q41The Making of Modern Britain, 1880โ1951
Explain the reasons why many people believed some groups of the poor deserved to be helped before 1914.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Explain ยท Appears in all 3 sections
WFQ (words from the question)your own recalled knowledge
One reason why words from the question was fact which meant that โฆโ 1 mark
A second reason why words from the question was fact which meant that โฆโ 1 mark
A third reason why words from the question was fact which meant that โฆโ 1 mark
A fourth reason why words from the question was fact which meant that โฆโ 1 mark
A fifth reason why words from the question was fact which meant that โฆโ 1 mark
A sixth reason why words from the question was fact which meant that โฆโ 1 mark
Example: One reason why women gained the vote in 1918 was that women burned down buildings like cricket pavilions, which meant that they gained publicity for the cause of votes for women.
How it's marked
1 mark for each accurate, relevant reason.
A second mark for each reason that is developed.
Each sentence/point must answer the question on its own.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
1 mark should be 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
reports of Booth and Rowntree highlighted the need for government intervention to tackle poverty
children were too young to be able to work and provide for themselves so deserved help if they were poor
children were often born into poverty which was no fault of their own so they deserved help
many children had to work instead of going to school so help for their families may enable them to go to school
the old were often unable to work and support themselves so they deserved some help
the old often ended up in the workhouse as they had been unable to save for their old age so it was seen as fair that they should receive some help from the state
the sick were unable to work and usually there was no sick pay so they deserved some help
medical treatment had to be paid for which many could not afford so they deserved some help
many of the unemployed were seasonally unemployed so they deserved help at certain times of year
finding work was difficult/employment was often irregular/workers often lost their jobs with no warning so they deserved some help.
To what extent9 marks2018Q42The Making of Modern Britain, 1880โ1951
To what extent were free school meals the most successful of the Liberal Reforms for the young?
WFQ = words from the question โ reuse in every point.amber = the isolated factor to weigh up.
(Use recalled knowledge to introduce then present a balanced assessment of the influence of different factors and come to a reasoned conclusion.)
๐ RAT sheet โ how to structure your answerโพ
To what extent / How important / How successful ยท Appears in 2 sections
WFQ (words from the question)a factor
There are several reasons why words from the question. These include the isolated factor, FACTOR 2, and FACTOR 3.โ 1 mark (introduction)
Some historians think the isolated factor was words from the question because _____. Also _____.โ 1 KU mark per fact (up to 5)
However, other historians think FACTOR 2 was words from the question because _____. Also _____.โ 1 mark (balance) + 1 KU per fact
Other historians think FACTOR 3 was words from the question because _____. Also _____.โ 1 KU mark per fact
Overall, the isolated factor / FACTOR 2 / FACTOR 3 was the most important words from the question. This is because [reason why โ does not need to be new].โ 2 marks (conclusion)
How it's marked
5 marks for knowledge โ 1 KU mark for each accurate, developed fact you give to support your factors (not too brief). If only one factor is presented, max 3 for knowledge.
Structure marks: 1 for an introduction, 1 for balance (more than one factor), 2 for a conclusion (1 for a valid judgement, 1 for a reason supporting it).
๐กIt is asking: one factor is a reason โ but there are others, so decide which was MOST important.
๐กEach fact you add (including every "Alsoโฆ") earns a KU mark, as long as it is developed and not too brief โ up to 5.
โ Reveal marking schemeโพ
Max 9 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Up to 5 marks can be awarded for relevant, factual, key points of knowledge used to support factors, with 1 mark given for each point (but one mark should be deducted if the correct process is not clear in at least two factors).
If only one factor is presented, a maximum of 3 marks should be awarded for relevant points of knowledge.
A further 4 marks can be awarded for providing the answer in a structured way and coming to a reasoned conclusion (1 mark introduction, 1 mark structure, 1 mark conclusion with a valid judgement, 1 mark for a reason in support of the judgement).
free school meals
often the only meal that children had in a day, making them healthier
helped poor families, as meals were paid for through local taxes
childrenโs health deteriorated during the school holidays, showing how important school meals were
not made compulsory until 1914 so many children did not benefit/children were benefitted after 1914
medical inspections
only identified problems at first/did not provide treatment (although did put pressure on government to act)
led to further reform/prompted the introduction of school clinics in 1912 providing free treatment
Childrenโs Charter
banned children under 16 from buying tobacco and children under 18 from buying alcohol so improved child health
juvenile remand homes/courts/prisons/probation officers meant that child criminals were no longer treated like adult criminals
abolished the death penalty for children which was fairer
fires in homes had to be guarded helping to prevent children from being burned in accidents
children could be removed from parents who did not take care of them improving their welfare
Compare the views4 marks2018Q43The Making of Modern Britain, 1880โ1951
Compare the views of Sources A and B about the benefits of the 1911 National Insurance Act.
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 benefits of the 1911 National Insurance Act.
All workers earning under ยฃ160 per year had to make a payment of 4 pence per week to the National Insurance fund. In return, insured workers received 10 shillings per week for the first 26 weeks of illness and 5 shillings a week after that. They were also entitled to free visits to the doctor and medicine. In addition, there was a maternity grant of 30 shillings for insured workers.
Source B
Some workers resented having to make weekly National Insurance contributions, but the act had many benefits. When insured workers had a baby, they were given a grant of 30 shillings. The 1911 Act also gave insured workers 10 shillings a week for the first six months of sickness and this benefit was then halved until they were fit to return to work. Insured workers were also provided with free medical care.
Overall, do the sources agree or disagree? (worth a mark for an overall comparison)
๐ RAT sheet โ how to structure your answerโพ
Compare the views ยท Appears in 2 sections
WFQ (words from the question)quote from the source
Overall, Sources X and Y [agree/disagree] about words from the question.โ 1 mark (overall)
The sources agree/disagree about statement summarising the point. Source X says โdirect quoteโ and Source Y [agrees/disagrees] when it says โdirect quoteโ.โ 1โ2 marks
The sources also agree/disagree about statement summarising the point. Source X says โdirect quoteโ and Source Y [agrees/disagrees] when it says โdirect quoteโ.โ 1โ2 marks
How it's marked
1 mark for a simple comparison (what the sources agree/disagree about).
2 marks for a developed comparison, supported by specific references to each source.
Full marks by four simple comparisons, two developed comparisons, or a combination.
๐กOne set of points will agree, one will disagree.
โ Reveal marking schemeโพ
Max 4 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
A simple comparison will indicate what points of detail or viewpoint the sources agree or disagree on and should be given 1 mark.
A developed comparison of the points of detail or overall viewpoint should be given a second mark.
Candidates may achieve full marks by making four simple comparisons, two developed comparisons (or by a combination of these).
Overall: Overall the sources agree about the benefits of the 1911 National Insurance Act.
Points of comparison
agree
Source A: Insured workers received 10 shillings per week for the first 26 weeks of illness and 5 shillings a week after that.
Source B: The 1911 Act also gave insured workers 10 shillings a week for the first six months of sickness and this benefit was then halved until they were fit to return to work.
agree
Source A: They were also entitled to free visits to the doctor and medicine.
Source B: Insured workers were also provided with free medical care.
agree
Source A: there was a maternity grant for insured workers of 30 shillings.
Source B: When insured workers had a baby they were given a grant of 30 shillings.
How fully6 marks2018Q44The Making of Modern Britain, 1880โ1951
How fully does Source C explain why the Second World War helped to bring about a welfare state?
WFQ = words from the question โ reuse in every point.
(Use the source and recall to reach a judgement.)
Tip: Highlight up to 3 pieces of evidence from the source (worth up to 3 marks) โ then recall 3 points the source leaves out.
Highlight evidence โ tap the text:
Source C
Source C explains why the Second World War helped to bring about a welfare state.
In many ways, the Second World War brought people together, created a sense of community and made people determined to create a better Britain. Winston Churchill was Prime Minister of a coalition government after 1940. The government intervened in peopleโs lives more during the war, moving further away from a โlaissez-faireโ approach. Rationing was brought in and the Ministry of Food was created, to make sure that everyone got a fair share of food. Some other reforms were introduced before 1945, such as family allowances.
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 should be given up to 3 marks for their identification of points from the source that support their judgement.
Candidates should be given up to 4 marks for their identification of points of significant omission, based on their own knowledge, that support their judgement.
A maximum of 2 marks may be given for answers in which no judgement has been made or which refer only to the source.
Points from the source
the war brought people together/created a sense of community/made people determined to create a better Britain
the government intervened in peopleโs lives more/moved away from โlaissez-faireโ
rationing was brought in/the Ministry of Food was created (to make sure everyone got a fair share of food)
family allowances were introduced before 1945
Points of significant omission
evacuation raised awareness of levels of poverty/created a determination to tackle poverty amongst children
bombing levelled the social classes which created a sense of shared suffering and helped to change peopleโs attitudes
the Beveridge Report sold hundreds of thousands of copies/created a public expectation of reform
some of the โGiantsโ were tackled before the end of the war such as โIgnoranceโ with the 1944 Butler Act
people accepted more government involvement in their lives because of things such as conscription.
Describe4 marks2018Q45The Making of Modern Britain, 1880โ1951
Describe the Labour reforms which improved the lives of British people between 1945 and 1951.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Describe ยท Appears in 2 sections
WFQ (words from the question)
One words from the question was โฆโ 1 mark
A second words from the question was โฆโ 1 mark
A third words from the question was โฆโ 1 mark
A fourth words from the question was โฆโ 1 mark
Example: One use of new technology on the Western Front during the First World War was mustard gas, which was used to blind soldiers and make it more difficult for them to fight.
How it's marked
1 mark for each accurate, relevant key point of knowledge.
A second mark for each point that is developed.
Full marks by four straightforward points, two developed points, or a combination.
โ Reveal marking schemeโพ
Max 4 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
1 mark should be 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 4 marks.
Candidates may achieve full marks by providing four straightforward points, by making two developed points (or a combination of these).
Possible points of knowledge
National Insurance was extended to prevent all workers from falling into poverty when they were sick or unemployed
National Insurance extended pensions for the old
National Insurance was universal/comprehensive (people were covered from the cradle to the grave)
National Assistance was available as a safety-net for those not covered by National Insurance
a National Health Service was introduced
many industries were nationalised
housing was improved with prefabs
housing was improved by the building of New Towns.
To what extent9 marks2018Q26War of the Three Kingdoms, 1603โ1651
To what extent was religion the main reason why James VI and I argued with Parliament between 1603 and 1625?
WFQ = words from the question โ reuse in every point.amber = the isolated factor to weigh up.
(Use recalled knowledge to introduce then present a balanced assessment of the influence of different factors and come to a reasoned conclusion.)
๐ RAT sheet โ how to structure your answerโพ
To what extent / How important / How successful ยท Appears in 2 sections
WFQ (words from the question)a factor
There are several reasons why words from the question. These include the isolated factor, FACTOR 2, and FACTOR 3.โ 1 mark (introduction)
Some historians think the isolated factor was words from the question because _____. Also _____.โ 1 KU mark per fact (up to 5)
However, other historians think FACTOR 2 was words from the question because _____. Also _____.โ 1 mark (balance) + 1 KU per fact
Other historians think FACTOR 3 was words from the question because _____. Also _____.โ 1 KU mark per fact
Overall, the isolated factor / FACTOR 2 / FACTOR 3 was the most important words from the question. This is because [reason why โ does not need to be new].โ 2 marks (conclusion)
How it's marked
5 marks for knowledge โ 1 KU mark for each accurate, developed fact you give to support your factors (not too brief). If only one factor is presented, max 3 for knowledge.
Structure marks: 1 for an introduction, 1 for balance (more than one factor), 2 for a conclusion (1 for a valid judgement, 1 for a reason supporting it).
๐กIt is asking: one factor is a reason โ but there are others, so decide which was MOST important.
๐กEach fact you add (including every "Alsoโฆ") earns a KU mark, as long as it is developed and not too brief โ up to 5.
โ Reveal marking schemeโพ
Max 9 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Up to 5 marks can be awarded for relevant, factual, key points of knowledge used to support factors, with 1 mark given for each point (but one mark should be deducted if the correct process is not clear in at least two factors).
If only one factor is presented, a maximum of 3 marks should be awarded for relevant points of knowledge.
A further 4 marks can be awarded for providing the answer in a structured way and coming to a reasoned conclusion (1 mark introduction, 1 mark structure, 1 mark conclusion with a valid judgement, 1 mark for a reason in support of the judgement).
religion
Millenary Petition (1603) which requested changes to practices in Church of England was rejected by James
licensing of Bancroftโs Canons (brought changes to clergy and Prayer Book) annoyed the clergy
James gave Bishops more control in the Church which worried Puritans (Direction of Preachers 1622)
revenue/finance
Parliament viewed James as being extravagant with money (eg spending on favourites/spending on coronation)
Parliament was dismissed in 1610 because of arguments over finances
arguments over impositions (extra customs tax) and subsidies led to parliamentโs dismissal in 1614
quarrels over the sale of monopolies
Kingโs personality
many in parliament were offended by Jamesโ belief in the Divine Right of Kings
James was criticised for neglecting the business of government in favour of leisure pursuits
How fully6 marks2018Q27War of the Three Kingdoms, 1603โ1651
How fully does Source A explain the reasons why the English forces were defeated by the Scots in the Bishopsโ Wars of 1639 and 1640?
WFQ = words from the question โ reuse in every point.
(Use the source and recall to reach a judgement.)
Tip: Highlight up to 3 pieces of evidence from the source (worth up to 3 marks) โ then recall 3 points the source leaves out.
Highlight evidence โ tap the text:
Source A
Source A is about the Bishopsโ Wars of 1639 and 1640.
The Bishopsโ Wars resulted from objections to Charles Iโs attempts to reform the Scottish church. The King reacted by beginning a military campaign against the Scots. However, his plans were undermined by lack of funds. The Scottish forces organised themselves quickly and efficiently, however the English forces lacked experienced commanders. The English army that finally gathered on the Scottish border in mid-1639 was untrained and poorly equipped. The Kingโs armies were defeated but the truce did not last and led to another Bishopsโ War in 1640.
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 should be given up to 3 marks for their identification of points from the source that supports their judgement.
Candidates should be given up to 4 marks for their identification of points of significant omission, based on their own knowledge, that support their judgement.
A maximum of 2 marks may be given for answers in which no judgement has been made or which refer only to the source.
Points from the source
the Kingโs plans were undermined by lack of funds
the Scottish forces organised themselves quickly and efficiently
English forces lacked experienced commanders
the English army that finally gathered on the Scottish border in mid-1639 was untrained and poorly equipped.
Points of significant omission
there was a lack of support for the war among the Kingโs subjects
in 1640, King Charles attempted a second campaign against the Scots, but once again, the army he raised was inadequate
many of the English soldiers deserted on the march to the north because they were untrained and poorly-disciplined
by August 1640, the Kingโs forces had mustered in Yorkshire and Northumberland, most of them poorly-armed, unpaid and underfed
the Earl of Strafford coerced the Irish parliament into granting funds to raise an Irish army but it was not ready in time to take part in the campaign against Scotland
the Scots were able to occupy Newcastle/morale in the English army was shattered.
Explain6 marks2018Q28War of the Three Kingdoms, 1603โ1651
Explain the reasons why there were challenges to royal authority in England during the reign of Charles I.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Explain ยท Appears in all 3 sections
WFQ (words from the question)your own recalled knowledge
One reason why words from the question was fact which meant that โฆโ 1 mark
A second reason why words from the question was fact which meant that โฆโ 1 mark
A third reason why words from the question was fact which meant that โฆโ 1 mark
A fourth reason why words from the question was fact which meant that โฆโ 1 mark
A fifth reason why words from the question was fact which meant that โฆโ 1 mark
A sixth reason why words from the question was fact which meant that โฆโ 1 mark
Example: One reason why women gained the vote in 1918 was that women burned down buildings like cricket pavilions, which meant that they gained publicity for the cause of votes for women.
How it's marked
1 mark for each accurate, relevant reason.
A second mark for each reason that is developed.
Each sentence/point must answer the question on its own.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
1 mark should be 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
King Charles I believed in the Divine Right of Kings which annoyed Parliament because they objected to the power it gave him
Charlesโ period of Personal Rule (1629-1640) increased opposition because he ruled without consulting Parliament for 11 years
Charlesโ personality caused problems because he was considered extravagant and Parliament accused him of wasting money
the foreign policy of Charles I (eg war with Spain was unpopular and caused opposition in Parliament because they mostly failed)
the money raising methods of Charles (forced loans, Ship Money, Tonnage and Poundage) led to opposition as they were deemed unfair
Charles attempted to reform the Church by introducing religious policies which were opposed by Parliament and Puritans because they believed they were returning to more Catholic-like ceremonies
Charles showed favouritism to some individuals at court (eg Buckingham, who was distrusted by Parliament leading to distrust of Charles).
Describe4 marks2018Q29War of the Three Kingdoms, 1603โ1651
Describe the events of the St Gilesโ riot in Edinburgh in 1637.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Describe ยท Appears in 2 sections
WFQ (words from the question)
One words from the question was โฆโ 1 mark
A second words from the question was โฆโ 1 mark
A third words from the question was โฆโ 1 mark
A fourth words from the question was โฆโ 1 mark
Example: One use of new technology on the Western Front during the First World War was mustard gas, which was used to blind soldiers and make it more difficult for them to fight.
How it's marked
1 mark for each accurate, relevant key point of knowledge.
A second mark for each point that is developed.
Full marks by four straightforward points, two developed points, or a combination.
โ Reveal marking schemeโพ
Max 4 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
1 mark should be 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 4 marks.
Candidates may achieve full marks by providing four straightforward points, by making two developed points (or a combination of these).
Possible points of knowledge
on 23 July 1637 in St Giles Cathedral, the Sunday service used the New Prayer Book introduced by Charles I
the Dean of the Cathedral began to read from the book but was shouted down by some women in the congregation (shouting โthe mass has come amongst usโ)
the Bishop of Edinburgh climbed the pulpit to try and appease the crowd
members of the congregation began to throw Bibles at him
Jenny Geddes threw a stool at the Bishop (shouting โhow dare you say mass in ma lugโ)
bailiffs attempted to restore order and threw the rioters out
the service continued but rioters were banging on doors outside and throwing stones at the windows.
Compare the views4 marks2018Q30War of the Three Kingdoms, 1603โ1651
Compare the views of Sources B and C about the reasons why people joined sides in the English 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 reasons why people joined sides during the English Civil War.
Between 1642 and 1646 England was torn apart by a civil war. The Kingโs supporters included the gentry because they saw him as defender of the social order. Others supported him because of religious reasons with more conservative Protestants and some Catholics defending his religious policies. Then there were those who joined up purely because they sincerely believed in the cause of the King, which was to maintain his royal authority.
Source C
Religion was an important reason for choosing sides in the civil war. The Parliamentarians were against the Kingโs religious policies and many Puritans joined them to fight against changes to the church. However, for some religion did not matter, they were more attracted by the Parliamentariansโ attitudes to challenging the class system. A few joined the civil war only to make money but the majority believed in the royal cause.
Overall, do the sources agree or disagree? (worth a mark for an overall comparison)
๐ RAT sheet โ how to structure your answerโพ
Compare the views ยท Appears in 2 sections
WFQ (words from the question)quote from the source
Overall, Sources X and Y [agree/disagree] about words from the question.โ 1 mark (overall)
The sources agree/disagree about statement summarising the point. Source X says โdirect quoteโ and Source Y [agrees/disagrees] when it says โdirect quoteโ.โ 1โ2 marks
The sources also agree/disagree about statement summarising the point. Source X says โdirect quoteโ and Source Y [agrees/disagrees] when it says โdirect quoteโ.โ 1โ2 marks
How it's marked
1 mark for a simple comparison (what the sources agree/disagree about).
2 marks for a developed comparison, supported by specific references to each source.
Full marks by four simple comparisons, two developed comparisons, or a combination.
๐กOne set of points will agree, one will disagree.
โ Reveal marking schemeโพ
Max 4 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
A simple comparison will indicate what points of detail or viewpoint the sources agree or disagree on and should be given 1 mark.
A developed comparison of the points of detail or overall viewpoint should be given a second mark.
Candidates may achieve full marks by making four simple comparisons, two developed comparisons (or by a combination of these).
Overall: Overall the sources agree on the reasons why people joined sides on the outbreak of the civil war.
Points of comparison
agree
Source B: The Kingโs supporters included the gentry because they saw him as defender of the social order.
Source C: However, for some religion did not matter, they were more attracted by the Parliamentariansโ attitudes to challenging the class system.
agree
Source B: Others supported him because of religious reasons with more conservative Protestants and some Catholics defending his religious policies.
Source C: The Parliamentarians were against the Kingโs religious policies and many Puritans joined them to fight against changes to the church.
agree
Source B: Then there were those who joined up purely because they sincerely believed in the cause of the King, which was to maintain his royal authority.
Source C: A few joined the civil war only to make money but the majority believed in the royal cause.
Describe4 marks2018Q51โTea and Freedomโ: the American Revolution, 1774โ1783
Describe the events of the Boston Massacre.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Describe ยท Appears in 2 sections
WFQ (words from the question)
One words from the question was โฆโ 1 mark
A second words from the question was โฆโ 1 mark
A third words from the question was โฆโ 1 mark
A fourth words from the question was โฆโ 1 mark
Example: One use of new technology on the Western Front during the First World War was mustard gas, which was used to blind soldiers and make it more difficult for them to fight.
How it's marked
1 mark for each accurate, relevant key point of knowledge.
A second mark for each point that is developed.
Full marks by four straightforward points, two developed points, or a combination.
โ Reveal marking schemeโพ
Max 4 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
1 mark should be awarded for each accurate relevant key point of knowledge.
A second mark should be awarded for each point that is developed, up to a maximum of 4 marks.
Candidates may achieve full marks by providing four straightforward points, by making two developed points (or any combination of these).
Possible points of knowledge
arguments began at Custom House between colonists and a British sentry over Townshend Acts (taxes)
the British soldiers came to the aid of a sentry dealing with an increasingly angry crowd
the crowd failed to disperse when ordered to do so
shots were fired to disperse crowd
five people died
seven people were wounded
the British officer in charge, Captain Preston, was arrested for manslaughter.
Explain6 marks2018Q52โTea and Freedomโ: the American Revolution, 1774โ1783
Explain the reasons why the American colonists went to war with Britain in 1775.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Explain ยท Appears in all 3 sections
WFQ (words from the question)your own recalled knowledge
One reason why words from the question was fact which meant that โฆโ 1 mark
A second reason why words from the question was fact which meant that โฆโ 1 mark
A third reason why words from the question was fact which meant that โฆโ 1 mark
A fourth reason why words from the question was fact which meant that โฆโ 1 mark
A fifth reason why words from the question was fact which meant that โฆโ 1 mark
A sixth reason why words from the question was fact which meant that โฆโ 1 mark
Example: One reason why women gained the vote in 1918 was that women burned down buildings like cricket pavilions, which meant that they gained publicity for the cause of votes for women.
How it's marked
1 mark for each accurate, relevant reason.
A second mark for each reason that is developed.
Each sentence/point must answer the question on its own.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
1 mark should be awarded for each accurate, relevant reason.
A second mark should be awarded for reasons that are developed.
Candidates may achieve full marks by providing six straightforward reasons, three developed reasons (or any combination of these).
Possible reasons
colonists were angered by the presence of British troops following the defeat of the French in 1763
colonists were angered by George III's desire to exert greater control over colonies
frustration over Britain's refusal to allow the colonies to expand westward
growing anger over continued taxation of colonies without direct representation in the British parliament
anger over imposition of British taxes (eg Sugar Act, Stamp Act, The Tea Act, Quartering Acts, Intolerable Acts)
the Boston Massacre increased tension between Britain and the colonists
the Boston Tea Party increased tension between Britain and the colonists
formation of the Continental Congress in 1774
fighting at Lexington and Concord in April 1775 led to formation of Continental Army under leadership of George Washington in June 1775.
Evaluate the usefulness5 marks2018Q53โTea and Freedomโ: the American Revolution, 1774โ1783
Evaluate the usefulness of Source A as evidence of the conflict between the colonists and the British by 1776.
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, published in 2005.
The Battle of Fort Ticonderoga gave the colonists a surprising but important victory over the British. The location of the fort was vital as its position protected New York and the New England colonies from British invasion from Canada. No one was killed during the attack. The main reason that the colonists wanted the fort was because they would gain control over cannons, munitions and armaments. These cannons were later moved to Boston. The fort itself was in a rundown condition, needing reconstruction.
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
A maximum of 4 marks can be awarded for evaluative comments relating to the author, type of source, purpose and timing.
A maximum of 2 marks may be awarded for evaluative comments relating to the content of the source.
A maximum of 2 marks may be awarded for evaluative comments relating to points of significant omission.
Author
Written by a modern historian โ Useful because he is a well-informed expert.
Type of source
Textbook โ Useful as it is likely to have been thoroughly researched.
Purpose
To inform โ Useful as it provides detailed information about the conflict/less useful as it only informs us about Ticonderoga.
Timing
2005 โ Useful because it was written with the benefit of hindsight.
Content
The Battle of Fort Ticonderoga gave the colonists a surprising but important victory over the British โ Useful because it is accurate (this was an unexpected victory for the colonists).
The location of the fort was vital as its position protected New York and the New England colonies from British invasion from Canada โ Useful because it is accurate (the location was advantageous to colonists).
The main reason that the colonists wanted the fort was because they would gain control over cannons, munitions and armaments/these cannons were later moved to Boston โ Useful because it is accurate (the colonists did seize a significant amount of weaponry from the fort).
Points of significant omission
Green Mountain Boys (local militia group) took over fort for the colonists
Battles of Lexington/Concord are considered the start of the conflict
Battle of Bunker Hill many British soldiers died causing further escalation of conflict.
How fully6 marks2018Q54โTea and Freedomโ: the American Revolution, 1774โ1783
How fully does Source B describe the experience of British soldiers in battle during the American Revolution? (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 the experience of British soldiers in battle during the American Revolution.
The British army had around 8,500 men and were vastly outnumbered by the militia they were fighting. If more troops were needed, they were hired from abroad. British troops wore red coats, white breeches and tall felt hats. Their uniform made them easy targets. It was also unsuitable for fighting in North America. British troops complained about the unfair tactics employed by the colonists. They were not used to fighting enemies whose main tactics were to hide behind walls and trees, open fire then move away.
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 should be awarded up to 3 marks for their identification of points from the source which support their judgement.
Candidates should be awarded up to 4 marks for their identification of points of significant omission, based on their own knowledge, that support their judgement.
A maximum of 2 marks may be awarded for answers in which no judgement has been made or which refer only to the source.
Points from the source
the British army had around 8,500 men and were vastly outnumbered by the militia they were fighting
their uniform made them easy targets
it (uniform) was also unsuitable for fighting in North America
British troops were not used to guerrilla warfare (fighting enemies whose main tactics were to hide behind walls and trees, open fire then move away)
Points of significant omission
the British army was drilled to fight in formation
soldiers carried smooth-bore muskets that took time to load down the barrel and these guns were not very accurate
soldiers also had bayonets for close quarter combat
some British officers were ignorant and lazy and made poor military decisions which caused confusion
the British underestimated the colonists which led to higher casualties (eg Bunker Hill).
Compare the views4 marks2018Q55โTea and Freedomโ: the American Revolution, 1774โ1783
Compare the views of Sources C and D about attitudes towards the Declaration of Independence in 1776. (Compare the sources overall and/or in detail.)
WFQ = words from the question โ reuse in every point.
Tip: Highlight 2โ3 points of comparison โ either where the sources agree OR where they disagree. You do not need both; pick one set and compare them point by point.
Highlight evidence โ tap the text:
Source C
Sources C and D are about attitudes towards the Declaration of Independence.
On 14 July 1776, Congress took the final step by issuing the Declaration of Independence. King George III was accused by many colonists of indefensible crimes such as imposing taxes which colonists had not agreed to and damaging their trade. The worst charge was that he was responsible for an unfair justice system. The Declaration of Independence was inspirational for all Americans, both black and white.
Source D
The Declaration of Independence was issued in July 1776. Many colonists supported King George III's policies, arguing that his taxes were justified. The King was most upset by the accusation that he had stopped America from having a just legal system as the British felt it was the fairest available. The Declaration was criticised by many as it made no comment on the large number of slaves in America.
Overall, do the sources agree or disagree? (worth a mark for an overall comparison)
๐ RAT sheet โ how to structure your answerโพ
Compare the views ยท Appears in 2 sections
WFQ (words from the question)quote from the source
Overall, Sources X and Y [agree/disagree] about words from the question.โ 1 mark (overall)
The sources agree/disagree about statement summarising the point. Source X says โdirect quoteโ and Source Y [agrees/disagrees] when it says โdirect quoteโ.โ 1โ2 marks
The sources also agree/disagree about statement summarising the point. Source X says โdirect quoteโ and Source Y [agrees/disagrees] when it says โdirect quoteโ.โ 1โ2 marks
How it's marked
1 mark for a simple comparison (what the sources agree/disagree about).
2 marks for a developed comparison, supported by specific references to each source.
Full marks by four simple comparisons, two developed comparisons, or a combination.
๐กOne set of points will agree, one will disagree.
โ Reveal marking schemeโพ
Max 4 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
A simple comparison will indicate what points of detail or viewpoint the sources agree or disagree on and should be awarded 1 mark.
A developed comparison of the points of detail or overall viewpoint should be awarded a second mark.
Candidates may achieve full marks by making four simple comparisons, two developed comparisons (or by any combination of these).
Overall: Overall the sources disagree about attitudes towards the Declaration of Independence in 1776.
Points of comparison
disagree
Source C: King George III was accused by many colonists of indefensible crimes such as imposing taxes which colonists had not agreed to and damaging their trade.
Source D: Many colonists supported King George III's policies, arguing that his taxes were justified.
disagree
Source C: The worst charge was that he was responsible for an unfair justice system.
Source D: The King was most upset by the accusation that he had stopped America from having a just legal system as the British felt it was the fairest available.
disagree
Source C: The Declaration of Independence was inspirational for all Americans, both black and white.
Source D: The Declaration was criticised by many as it made no comment on the large number of slaves in America.
Explain6 marks2018Q81Appeasement and the Road to War, 1918โ1939
Explain the reasons why the German people were so opposed to the Treaty of Versailles.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Explain ยท Appears in all 3 sections
WFQ (words from the question)your own recalled knowledge
One reason why words from the question was fact which meant that โฆโ 1 mark
A second reason why words from the question was fact which meant that โฆโ 1 mark
A third reason why words from the question was fact which meant that โฆโ 1 mark
A fourth reason why words from the question was fact which meant that โฆโ 1 mark
A fifth reason why words from the question was fact which meant that โฆโ 1 mark
A sixth reason why words from the question was fact which meant that โฆโ 1 mark
Example: One reason why women gained the vote in 1918 was that women burned down buildings like cricket pavilions, which meant that they gained publicity for the cause of votes for women.
How it's marked
1 mark for each accurate, relevant reason.
A second mark for each reason that is developed.
Each sentence/point must answer the question on its own.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
1 mark should be given for each accurate, relevant reason.
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
Germans were angered at having no say in the terms of the Treaty, calling it a โDIKTATโ or dictated peace
Germans felt that Germany was unjustly blamed for starting the war (War Guilt Clause)
Germans resented having to pay reparations
anger towards the Treaty was further heightened by the economic difficulties Germany faced in the 1920s (hyperinflation)
Germans were angered that land lost in the Treaty led to Germans living under foreign rule
the loss of German colonies was felt to be unfair
resentment towards the Treaty was further heightened as the territorial terms were not based on Wilson's 14 points/self-determination
Germans believed that the reduction in the armed forces left their country vulnerable to attack by foreign nations.
How fully6 marks2018Q82Appeasement and the Road to War, 1918โ1939
How fully does Source A describe the successes of the League of Nations before 1933? (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 the work of the League of Nations.
The 1920s are known as the Golden Age of the League of Nations. The League improved health by starting a global campaign to exterminate mosquitoes and the spread of malaria. It also tried to settle disputes between nations. When Czechoslovakia and Poland fought over Teschen, the League resolved the conflict by splitting the area between the two countries. In 1921 it held a vote to settle a disagreement between Germany and Poland over control of Silesia. When Greece invaded Bulgaria in 1925, the League successfully ordered Greece to withdraw.
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 should be given up to 3 marks for their identification of points from the source that support their judgement.
Candidates should be given up to 4 marks for their identification of points of significant omission, based on their own knowledge, that support their judgement.
A maximum of 2 marks may be given for answers in which no judgement has been made or which refer only to the source.
Points from the source
the League improved health by starting a global campaign to exterminate mosquitoes and the spread of malaria
when Czechoslovakia and Poland fought over Teschen, the League resolved the conflict by splitting the area between the two countries
in 1921 it held a vote to settle a disagreement between Germany and Poland over control of Silesia
when Greece invaded Bulgaria in 1925, the League successfully ordered Greece to withdraw.
Points of significant omission
the League helped prisoners of war return to their homes in the years following the end of the First World War
the League settled a dispute between Sweden and Finland over the Aaland Islands in 1921 (eg after an investigation it decided that the islands should belong to Finland)
the League fought worldwide slavery (eg slave trade in Africa and Burma, freed 200,000 slaves)
the League assisted refugees (eg set up camps, provided food, built farms and homes)
the League of Nations tackled the illegal drugs trade (eg blacklisting large German, Dutch, French and Swiss companies which were involved in the sale of illegal drugs)
the League worked to prevent the spread of leprosy.
Describe4 marks2018Q83Appeasement and the Road to War, 1918โ1939
Describe the steps taken by Hitler to strengthen Germany's military position between 1933 and 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 4 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
1 mark should be 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 4 marks.
Candidates may achieve full marks by providing four straightforward points, by making two developed points (or a combination of these).
Possible points of knowledge
Hitler introduced conscription to the German army (eg by the end of 1935 the German army totalled over 500,000 men)
Hitler ordered industry to begin the production of tanks
Hitler had built up an air force by the end of 1934
the Anglo-German Naval agreement was signed giving Germany permission to build up its navy/to a level that was 35% of Britain's naval strength
in March 1936, Hitler sent 20,000 German troops to reoccupy the demilitarised zone of the Rhineland
in March 1938, Hitler ordered German troops to march across the border with Austria
under threat of a German invasion of Czechoslovakia, Britain, France and Italy signed the Munich agreement in September 1938 giving Germany permission to annexe the Sudetenland.
Evaluate the usefulness5 marks2018Q84Appeasement and the Road to War, 1918โ1939
Evaluate the usefulness of Source B as evidence of the reasons why Britain chose to follow a policy of appeasement.
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 modern historians, published in 2006.
Time and again Britain backed down in the face of Nazi aggression. This policy can be traced back to the way Germany was treated at Versailles, with many in Britain later regretting how harsh the Treaty had been. After the horrors of the Great War, public opinion influenced British governments more than ever before, because people longed for peace. Furthermore, the British economy was depressed throughout the 1930s and appeasement was an attractive way of avoiding expensive conflict.
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
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 evaluative comments relating to the content of the source.
A maximum of 2 marks may be given for evaluative comments relating to points of significant omission.
Author
Modern historians โ Useful because they are well-informed experts.
Type of source
Textbook โ Useful because it will have researched the issue thoroughly.
Purpose
To inform โ Useful because it provides detailed information.
Timing
2006 โ Useful as it is written with the benefit of hindsight.
Content
This policy can be traced back to the way Germany was treated at Versailles, with many in Britain later regretting how harsh the Treaty had been โ Useful as it is accurate (many British people felt that Hitler was merely righting the wrongs of the unjust Treaty of Versailles).
After the horrors of the Great War, public opinion influenced British governments more than ever before because people longed for peace โ Useful as it is accurate (there was a growing pacifist feeling amongst the British public).
the British economy was depressed throughout the 1930s and appeasement was an attractive way of avoiding expensive conflict โ Useful as it is accurate (the British economy faced difficulties in the interwar period).
Points of significant omission
Britain lacked allies (eg Empire countries unwilling, USA isolationist and France not trusted)
Germany had rearmed with a powerful army, navy and air force so Britain felt too weak to challenge
there was fear of war due to the likely destruction caused by bombing from the air
by appeasing Hitler Britain bought itself time to rearm and strengthen the military.
Compare the views4 marks2018Q85Appeasement and the Road to War, 1918โ1939
Compare the views of Sources C and D about the reaction of Neville Chamberlain to Germany's occupation of Czechoslovakia in March 1939. (Compare the sources overall and/or in detail.)
WFQ = words from the question โ reuse in every point.
Tip: Highlight 2โ3 points of comparison โ either where the sources agree OR where they disagree. You do not need both; pick one set and compare them point by point.
Highlight evidence โ tap the text:
Source C
Sources C and D are about the reaction of Neville Chamberlain to Germany's occupation of Czechoslovakia in March 1939.
The British public reacted with fury. However, Chamberlain's reaction to the German occupation of Czechoslovakia was weak. Although Hitler was clearly in breach of the promises he had previously made, Chamberlain would not accuse him of breaking the terms of the Munich Agreement. Chamberlain never had any intention of fighting Germany at this point and he continued trying to negotiate a peaceful settlement with Hitler.
Source D
Chamberlain made it very clear to Hitler that he believed the promises he had made at Munich had been broken. Chamberlain put Britain on a war footing and was ready and willing to fight with Germany if necessary. The German occupation of Czechoslovakia marks the moment that Chamberlain finally took strong action against Hitler. On 31st March, Britain pledged to defend the independence of Poland.
Overall, do the sources agree or disagree? (worth a mark for an overall comparison)
๐ RAT sheet โ how to structure your answerโพ
Compare the views ยท Appears in 2 sections
WFQ (words from the question)quote from the source
Overall, Sources X and Y [agree/disagree] about words from the question.โ 1 mark (overall)
The sources agree/disagree about statement summarising the point. Source X says โdirect quoteโ and Source Y [agrees/disagrees] when it says โdirect quoteโ.โ 1โ2 marks
The sources also agree/disagree about statement summarising the point. Source X says โdirect quoteโ and Source Y [agrees/disagrees] when it says โdirect quoteโ.โ 1โ2 marks
How it's marked
1 mark for a simple comparison (what the sources agree/disagree about).
2 marks for a developed comparison, supported by specific references to each source.
Full marks by four simple comparisons, two developed comparisons, or a combination.
๐กOne set of points will agree, one will disagree.
โ Reveal marking schemeโพ
Max 4 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
A simple comparison will indicate what points of detail or viewpoint the sources agree or disagree on and should be awarded 1 mark.
A developed comparison of the points of detail or overall viewpoint should be awarded a second mark.
Candidates may achieve full marks by making four simple comparisons, two developed comparisons (or by any combination of these).
Overall: Overall both sources disagree about the reaction of Neville Chamberlain to Germany's occupation of Czechoslovakia in March 1939.
Points of comparison
disagree
Source C: However, Chamberlain's reaction to the German occupation of Czechoslovakia was weak.
Source D: The German occupation of Czechoslovakia marks the moment that Chamberlain finally took strong action against Hitler.
disagree
Source C: Although Hitler was clearly in breach of the promises he had previously made, Chamberlain would not accuse him of breaking the terms of the Munich Agreement.
Source D: Chamberlain made it very clear to Hitler that he believed the promises he had made at Munich had been broken.
disagree
Source C: Chamberlain never had any intention of fighting Germany at this point and he continued trying to negotiate a peaceful settlement with Hitler.
Source D: Chamberlain put Britain on a war footing and was ready and willing to fight with Germany if necessary.
Describe4 marks2018Q76Free at Last? Civil Rights in the USA, 1918โ1968
Describe the difficulties faced by immigrants to the USA in the 1920s.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Describe ยท Appears in 2 sections
WFQ (words from the question)
One words from the question was โฆโ 1 mark
A second words from the question was โฆโ 1 mark
A third words from the question was โฆโ 1 mark
A fourth words from the question was โฆโ 1 mark
Example: One use of new technology on the Western Front during the First World War was mustard gas, which was used to blind soldiers and make it more difficult for them to fight.
How it's marked
1 mark for each accurate, relevant key point of knowledge.
A second mark for each point that is developed.
Full marks by four straightforward points, two developed points, or a combination.
โ Reveal marking schemeโพ
Max 4 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
1 mark should be 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 4 marks.
Candidates may achieve full marks by providing four straightforward points, by making two developed points (or a combination of these).
Possible points of knowledge
on first arrival to America, immigrants were taken to Ellis Island where they faced a physical examination and possible return
immigrants found it difficult to find accommodation/often had to pay high rent
overcrowded housing/some large families sometimes with 10 or 12 people had only one room to live in
housing which lacked adequate heating/cold and damp housing/housing without sanitation/running water
many immigrants were poorly educated/non-English speaking and struggled to find work
many immigrants found that the only work that was available to them was unskilled and low paid
many immigrants faced prejudice and discrimination from the American public (eg ethnicity, religious tensions, political views)
Evaluate the usefulness5 marks2018Q77Free at Last? Civil Rights in the USA, 1918โ1968
Evaluate the usefulness of Source A as evidence of the ways in which the Jim Crow laws segregated black and white Americans.
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 modern historians, published in 2013.
Slavery had been abolished in the 1860s but the Southern states of the USA used Jim Crow laws to maintain a segregated society. Black children were forbidden to attend school with white children. At work, black Americans collected their pay separately from whites. There were also strict bans on whites and blacks marrying. In 1896, the Supreme Court ruled that such segregation of black people from white people was acceptable. Their ruling was called the โseparate but equalโ decision.
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
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 evaluative comments relating to the content of the source.
A maximum of 2 marks may be given for evaluative comments relating to points of significant omission.
Author
Modern historians โ Useful because they are well-informed experts.
Type of source
Textbook โ Useful because it will have researched the issue thoroughly.
Purpose
To inform โ Useful because it provides detailed information.
Timing
2013 โ Useful as it is written with the benefit of hindsight.
Content
Black children were forbidden to attend school with white children โ Useful as it is accurate (education was segregated).
At work, black Americans collected their pay separately from whites โ Useful as it is accurate (employment was segregated).
There were also strict bans on whites and blacks marrying โ Useful as it is accurate (marriage between black and white Americans was forbidden).
Points of significant omission
separate train carriages/separate seating on buses
separate restaurants/separate seating areas in restaurants
separate leisure and sporting facilities
separate toilets, drinking fountains and restrooms.
Explain6 marks2018Q78Free at Last? Civil Rights in the USA, 1918โ1968
Explain the reasons why sit-ins were an important step forward in the campaign for civil rights.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Explain ยท Appears in all 3 sections
WFQ (words from the question)your own recalled knowledge
One reason why words from the question was fact which meant that โฆโ 1 mark
A second reason why words from the question was fact which meant that โฆโ 1 mark
A third reason why words from the question was fact which meant that โฆโ 1 mark
A fourth reason why words from the question was fact which meant that โฆโ 1 mark
A fifth reason why words from the question was fact which meant that โฆโ 1 mark
A sixth reason why words from the question was fact which meant that โฆโ 1 mark
Example: One reason why women gained the vote in 1918 was that women burned down buildings like cricket pavilions, which meant that they gained publicity for the cause of votes for women.
How it's marked
1 mark for each accurate, relevant reason.
A second mark for each reason that is developed.
Each sentence/point must answer the question on its own.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
1 mark should be given for each accurate, relevant reason.
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
many white Americans supported the protestors
restaurants and cafรฉs across America could not afford the bad publicity and loss of business/by the summer of 1960 there were almost no more segregated lunch counters in the South
the success of the sit-ins proved that blacks had economic power and could use it to end segregation
sit-ins attracted a great amount of media attention and sympathy for the civil rights movement/night after night TV viewers across America saw peaceful students being mistreated
the sit-ins led to the formation of the Students Non-Violent Co-ordinating Committee (SNCC) which provided student volunteers for marches and other protests
the use of the sit-in tactic spread to protest against other forms of racial segregation (eg wade-ins at segregated swimming pools/pray-ins at segregated churches)
sit-ins gave other black Americans (eg students/young people) the confidence and determination to campaign for civil rights.
How fully6 marks2018Q79Free at Last? Civil Rights in the USA, 1918โ1968
How fully does Source B describe the civil rights protest in Birmingham in 1963? (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 events in Birmingham, Alabama in 1963.
Birmingham was probably the most racist and segregated place in the USA. Martin Luther King led a protest march through Birmingham against the discrimination and inequality faced by black Americans in the city. The march was led by children with over 30,000 demonstrators taking part. Chief of Police, Bull Connor, ordered the arrest of protestors and many children aged 6 to 18 were jailed. On the following day water cannons were used to disperse the marchers. The events in Birmingham caused an outcry across America.
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 should be given up to 3 marks for their identification of points from the source that support their judgement.
Candidates should be given up to 4 marks for their identification of points of significant omission, based on their own knowledge, that support their judgement.
A maximum of 2 marks may be given for answers in which no judgement has been made or which refer only to the source.
Points from the source
Martin Luther King led a protest march through Birmingham (against the discrimination and inequality faced by black Americans in the city)
the march was led by children/with over 30,000 demonstrators taking part
Chief of Police, Bull Connor, ordered the arrest of protestors (many children aged 6 to 18 were jailed)
on the following day water cannons were used to disperse the marchers
Points of significant omission
many protestors were beaten/injured by police (many of them were children)
dogs were also used by the police to attack the protestors
on the third day, the firemen refused to turn on their hoses/many of the police refused orders to attack the marchers
the march continued into a fourth day
the businessmen of Birmingham, worried about the impact on trade, offered to desegregate restrooms, lunch counters and drinking fountains within 90 days
the Ku Klux Klan was furious at the offer from the businessmen and firebombed black churches, houses and businesses.
Compare the views4 marks2018Q80Free at Last? Civil Rights in the USA, 1918โ1968
Compare the views of Sources C and D about the beliefs of Malcolm X. (Compare the sources overall and/or in detail.)
WFQ = words from the question โ reuse in every point.
Tip: Highlight 2โ3 points of comparison โ either where the sources agree OR where they disagree. You do not need both; pick one set and compare them point by point.
Highlight evidence โ tap the text:
Source C
Sources C and D describe the beliefs of Malcolm X.
Malcolm X was a leading figure in the Nation of Islam. Malcolm was a racist who hated white Americans, in much the same way that members of the KKK hated black Americans. His answer to the discrimination faced by black Americans was to call for segregation of the races โ to separate black Americans from the โwhite enemyโ. In promoting โBlack is Beautifulโ, Malcolm argued that black Americans were a superior people to other races.
Source D
Malcolm X never once argued for segregation of white Americans from black Americans. He believed that black Americans should be in control of black communities and equally believed in white power for white people. Malcolm never believed that black people were superior to anyone else. Malcolm didn't hate white Americans, he just distrusted them, not because of their skin colour but because of the way they treated his people.
Overall, do the sources agree or disagree? (worth a mark for an overall comparison)
๐ RAT sheet โ how to structure your answerโพ
Compare the views ยท Appears in 2 sections
WFQ (words from the question)quote from the source
Overall, Sources X and Y [agree/disagree] about words from the question.โ 1 mark (overall)
The sources agree/disagree about statement summarising the point. Source X says โdirect quoteโ and Source Y [agrees/disagrees] when it says โdirect quoteโ.โ 1โ2 marks
The sources also agree/disagree about statement summarising the point. Source X says โdirect quoteโ and Source Y [agrees/disagrees] when it says โdirect quoteโ.โ 1โ2 marks
How it's marked
1 mark for a simple comparison (what the sources agree/disagree about).
2 marks for a developed comparison, supported by specific references to each source.
Full marks by four simple comparisons, two developed comparisons, or a combination.
๐กOne set of points will agree, one will disagree.
โ Reveal marking schemeโพ
Max 4 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
A simple comparison will indicate what points of detail or viewpoint the sources agree or disagree on and should be awarded 1 mark.
A developed comparison of the points of detail or overall viewpoint should be awarded a second mark.
Candidates may achieve full marks by making four simple comparisons, two developed comparisons (or by any combination of these).
Overall: Overall the sources disagree about the beliefs of Malcolm X.
Points of comparison
disagree
Source C: Malcolm was a racist who hated white Americans (in much the same way that members of the KKK hated black Americans).
Source D: Malcolm didn't hate white Americans, he just distrusted them (not because of their skin colour but because of the way they treated his people).
disagree
Source C: His answer to the discrimination faced by black Americans was to call for segregation of the races (to separate black Americans from the โwhite enemyโ).
Source D: Malcolm X never once argued for segregation of white Americans from black Americans.
disagree
Source C: In promoting โBlack is Beautifulโ, Malcolm argued that black Americans were a superior people to other races.
Source D: Malcolm never believed that black people were superior to anyone else.
Describe4 marks2018Q61Hitler and Nazi Germany, 1919โ1939
Describe the events of the Munich Beer Hall Putsch in 1923.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Describe ยท Appears in 2 sections
WFQ (words from the question)
One words from the question was โฆโ 1 mark
A second words from the question was โฆโ 1 mark
A third words from the question was โฆโ 1 mark
A fourth words from the question was โฆโ 1 mark
Example: One use of new technology on the Western Front during the First World War was mustard gas, which was used to blind soldiers and make it more difficult for them to fight.
How it's marked
1 mark for each accurate, relevant key point of knowledge.
A second mark for each point that is developed.
Full marks by four straightforward points, two developed points, or a combination.
โ Reveal marking schemeโพ
Max 4 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
1 mark should be 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 4 marks.
Candidates may achieve full marks by providing four straightforward points, by making two developed points (or a combination of these).
Possible points of knowledge
(on the night of 8 November 1923) Hitler and 600 supporters burst into a political meeting at the local Beer Hall
Hitler stood on a chair and fired a shot in the air and announced a revolution had begun/made an impassioned speech and gained support of those in hall
Hitler forced the Bavarian leaders present to agree to rebel
Ludendorff then let them go home and they ordered the army/police to end the rebellion
the next day (9 November 1923) Hitler and his Nazis went into Munich on what they thought would be a triumphal march to take power
police and army reinforcements blocked the path of the rebels
16 Nazis and 4 policemen were killed in an exchange of gunfire
Hitler was injured and fled/was arrested two days later.
Explain6 marks2018Q62Hitler and Nazi Germany, 1919โ1939
Explain the reasons why support for the Nazis grew by January 1933.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Explain ยท Appears in all 3 sections
WFQ (words from the question)your own recalled knowledge
One reason why words from the question was fact which meant that โฆโ 1 mark
A second reason why words from the question was fact which meant that โฆโ 1 mark
A third reason why words from the question was fact which meant that โฆโ 1 mark
A fourth reason why words from the question was fact which meant that โฆโ 1 mark
A fifth reason why words from the question was fact which meant that โฆโ 1 mark
A sixth reason why words from the question was fact which meant that โฆโ 1 mark
Example: One reason why women gained the vote in 1918 was that women burned down buildings like cricket pavilions, which meant that they gained publicity for the cause of votes for women.
How it's marked
1 mark for each accurate, relevant reason.
A second mark for each reason that is developed.
Each sentence/point must answer the question on its own.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
1 mark should be given for each accurate, relevant reason.
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
Versailles was very unpopular in Germany and Hitler's promise to ignore/tear it up got him a lot of support
Germans were disgusted by a series of weak, short-lived coalitions so they supported Hitler who seemed a strong and determined leader
opponents of the Nazis were not united so there was no one who was prepared or able to fight to stop Hitler
Hitler's promises to end unemployment were very popular
people wanted someone to blame, and looked to extreme solutions โ Hitler offered them both, and Nazi success in the elections grew
the financial support of wealthy businessmen gave Hitler the money to run his propaganda and election campaigns
Nazi propaganda persuaded the German masses to believe that Hitler was their last hope
Hitler promised everybody something so the Nazis had widespread appeal
parades of uniformed SA/Brownshirts impressed Germans/led to many young men joining the Nazis
Hitler was a brilliant speaker/he was a good organiser and politician (his self-belief persuaded people to believe in him)
failure of Weimar to deal with economic problems (eg hyperinflation/Great Depression) helped to create support for the Nazis.
Evaluate the usefulness5 marks2018Q63Hitler and Nazi Germany, 1919โ1939
Evaluate the usefulness of Source A as evidence of the treatment of Jews in Nazi Germany between 1933 and 1939.
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 modern historians, published in 2000.
The murder of a Nazi diplomat in Paris on 7th November 1938 by a Jew sparked an episode of violent persecution in Germany. Propaganda Minister Joseph Goebbels encouraged an attack on Jewish shops, homes and synagogues. This became known as Kristallnacht (Crystal Night) because of all the glass strewn across the pavements and streets of German towns and cities. Around 100 Jews were murdered during the violence. A further 20,000 were sent to concentration camps. After Kristallnacht the Nazis introduced new measures to persecute the Jews.
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
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 evaluative comments relating to the content of the source.
A maximum of 2 marks may be given for evaluative comments relating to points of significant omission.
Author
Historians โ Useful as they are well-informed experts.
Type of source
Textbook โ Useful because it will have researched the issue thoroughly.
Purpose
To inform โ Useful as it provides detailed information/less useful as it only refers to Kristallnacht.
Timing
2000 โ Useful as it is a written with the benefit of hindsight.
Content
attacks on Jewish shops, homes and synagogues โ Useful as it is accurate (many Jewish shops and businesses were destroyed or looted).
100 Jews were murdered โ Useful as it is accurate (many Jews were killed).
20,000 sent to concentration camps โ Useful as it is accurate (many Jews were sent to camps).
Points of significant omission
Jews were forced out of jobs (eg civil service)/boycotts of Jewish shops
the Nuremburg Laws were passed in 1935 (eg Jews no longer allowed to be German citizens/Jews not allowed to have sexual relationships with non-Jews/Jews not allowed to marry non-Jews)
Jews beaten up on streets/separate park benches for Jews
Jews banned from state schools/cinemas/public places.
How fully6 marks2018Q64Hitler and Nazi Germany, 1919โ1939
How fully does Source B describe opposition in Nazi Germany between 1933 and 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 B
Source B describes opposition in Nazi Germany between 1933 and 1939.
Some workers protested by refusing to give Nazi salutes. Others rebelled by not turning up for work at all. Some even damaged factory machinery or equipment. In 1939 one factory worker, Georg Elser, was so angered by the lack of workers' rights that he planted a bomb in a hall where Hitler was scheduled to speak. Elser's timing was perfect; however Hitler had finished his speech several minutes early and was no longer on the stage by the time the bomb detonated.
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 should be given up to 3 marks for their identification of points from the source that support their judgement.
Candidates should be given up to 4 marks for their identification of points of significant omission, based on their own knowledge, that support their judgement.
A maximum of 2 marks may be given for answers in which no judgement has been made or which refer only to the source.
Points from the source
some workers protested by refusing to give Nazi salutes
others rebelled by not turning up for work at all
some even damaged factory machinery or equipment
one worker planted a bomb in a Munich beer hall where Hitler was scheduled to speak
Points of significant omission
anti-Nazi activity among some urban youth groups (eg โEdelweiss Piratesโ who sang insulting parodies of Hitler Youth anthems and sometimes beat up members/the Pirates also engaged in petty resistance, such as vandalism of Nazi propaganda or buildings)
university halls and campuses were notable sources of anti-government criticism and protest
Christian churches (both Catholic and Protestant) opposed the imposition of Nazi ideology on German life (eg the Confessional Church was formed by Martin Niemรถller in 1934 with 6,000 ministers)
some in the military despised Hitler and there were occasional plots and discussions about removing him from power
many SPD members went โundergroundโ, forming a resistance group called Roter Strosstrupp (โRed Strike Troopsโ)/by late 1933 this group had around 3,000 members
following the Reichstag fire (more than 30,000) KPD members continued with underground resistance.
Compare the views4 marks2018Q65Hitler and Nazi Germany, 1919โ1939
Compare the views of Sources C and D on attitudes towards youth organisations for girls in Nazi Germany. (Compare the sources overall and/or in detail.)
WFQ = words from the question โ reuse in every point.
Tip: Highlight 2โ3 points of comparison โ either where the sources agree OR where they disagree. You do not need both; pick one set and compare them point by point.
Highlight evidence โ tap the text:
Source C
Sources C and D are about attitudes towards youth organisations for girls in Nazi Germany.
There were separate organisations for boys and girls. For girls, the organisation prepared them for motherhood which most accepted. Girls, at the age of 10, joined the League of Young Maidens. Girls had to run 60 metres in 14 seconds, throw a ball 12 metres, know how to somersault and they enjoyed the competitiveness. When they turned 14, they had lessons on sewing and cooking which most found very useful.
Source D
Girls aged 10-14 years joined the Young Maidens where they were taught how to become good mothers but many resented this. Compulsory route marches and swimming contests were disliked by many girls. Between the ages of 14 and 21, they joined the League of German Maidens where they were further prepared for their roles as the mothers of future Germans. There were also classes on needlework and housework which many considered unnecessary.
Overall, do the sources agree or disagree? (worth a mark for an overall comparison)
๐ RAT sheet โ how to structure your answerโพ
Compare the views ยท Appears in 2 sections
WFQ (words from the question)quote from the source
Overall, Sources X and Y [agree/disagree] about words from the question.โ 1 mark (overall)
The sources agree/disagree about statement summarising the point. Source X says โdirect quoteโ and Source Y [agrees/disagrees] when it says โdirect quoteโ.โ 1โ2 marks
The sources also agree/disagree about statement summarising the point. Source X says โdirect quoteโ and Source Y [agrees/disagrees] when it says โdirect quoteโ.โ 1โ2 marks
How it's marked
1 mark for a simple comparison (what the sources agree/disagree about).
2 marks for a developed comparison, supported by specific references to each source.
Full marks by four simple comparisons, two developed comparisons, or a combination.
๐กOne set of points will agree, one will disagree.
โ Reveal marking schemeโพ
Max 4 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
A simple comparison will indicate what points of detail or viewpoint the sources agree or disagree on and should be awarded 1 mark.
A developed comparison of the points of detail or overall viewpoint should be awarded a second mark.
Candidates may achieve full marks by making four simple comparisons, two developed comparisons (or by any combination of these).
Overall: Overall the sources disagree about attitudes towards youth organisations for girls in Nazi Germany.
Points of comparison
disagree
Source C: For girls, the organisation prepared them for motherhood which most accepted.
Source D: Girls (aged 10-14 years) joined the Young Maidens where they were taught how to become good mothers but many resented this.
disagree
Source C: Girls had to run 60 metres in 14, seconds/throw a ball 12 metres/know how to somersault and they enjoyed the competitiveness.
Source D: Compulsory route marches and swimming contests were disliked by many girls.
disagree
Source C: When they turned 14, they had lessons on sewing and cooking which most found very useful.
Source D: There were also classes on needlework and housework which many considered unnecessary.
Evaluate the usefulness5 marks2018Q71Mussolini and Fascist Italy, 1919โ1939
Evaluate the usefulness of Source A as evidence of the appeal of Fascism between 1919 and 1925.
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 modern historians, published in 1998.
The Fascists got very little support in the 1919 election, but things improved for them after this. They appealed to many small landowners who had been harmed by Socialist local government and were worried about a Socialist revolution. Young people were attracted to Fascism as it seemed to offer the prospect of adventure and action. The Fascists also gained working class support as they kept some of their original radical social policies such as fair wages and prices.
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
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 evaluative comments relating to the content of the source.
A maximum of 2 marks may be given for evaluative comments relating to points of significant omission.
Author
Modern historians โ Useful as they are well-informed experts.
Type of source
Textbook โ Useful because it will have researched the issue thoroughly.
Purpose
To inform โ Useful as it provides detailed information.
Timing
1998 โ Useful as it is written with the benefit of hindsight.
Content
They appealed to many small landowners who had been harmed by Socialist local government and were worried about a Socialist revolution โ Useful as it is accurate (the Fascists did exploit the fear of Socialism).
Young people were attracted to Fascism as it seemed to offer the prospect of adventure and action โ Useful as it is accurate (Fascism did have dynamic appeal for the young).
The Fascists also gained working class support as they kept some of their original radical social policies such as fair wages and prices โ Useful as it is accurate (the Fascists did appeal to the workers).
Points of significant omission
many were attracted by Mussolini's oratory
Fascism presented itself as a patriotic movement and so appealed to nationalists
Fascism appealed to ex-soldiers by promising recognition of their service
the promise of an eight hour day appealed to many.
Describe4 marks2018Q72Mussolini and Fascist Italy, 1919โ1939
Describe the methods used by the Italian Fascists to spread propaganda.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Describe ยท Appears in 2 sections
WFQ (words from the question)
One words from the question was โฆโ 1 mark
A second words from the question was โฆโ 1 mark
A third words from the question was โฆโ 1 mark
A fourth words from the question was โฆโ 1 mark
Example: One use of new technology on the Western Front during the First World War was mustard gas, which was used to blind soldiers and make it more difficult for them to fight.
How it's marked
1 mark for each accurate, relevant key point of knowledge.
A second mark for each point that is developed.
Full marks by four straightforward points, two developed points, or a combination.
โ Reveal marking schemeโพ
Max 4 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
1 mark should be 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 4 marks.
Candidates may achieve full marks by providing four straightforward points, by making two developed points (or a combination of these).
Possible points of knowledge
control of newspapers
control of radio
use of mass rallies
display of posters
use of sport to promote Fascist ideals
L'Unione Cinematografica Eductavia produced documentaries and newsreels to be shown at cinemas
subsidies provided to Italian film makers who made patriotic films
schools used to indoctrinate pupils with Fascist ideals.
How fully6 marks2018Q73Mussolini and Fascist Italy, 1919โ1939
How fully does Source B describe the activities of Fascist youth organisations? (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 activities of Fascist youth organisations.
The Fascists were determined to win the support of every one of the younger generation. The new Fascist youth organisation was called the ONB (Opera Nazionale Balila). It was a party organisation but it was taken over by the Education Ministry in 1929. Young people learned horse riding skills. Many youngsters went skiing in the Italian Alps. Every member had to swear a personal oath of loyalty to Mussolini. Most towns had rallies on a Saturday afternoon between 3ยท30 and 6ยท00 pm.
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 should be given up to 3 marks for their identification of points from the source that support their judgement.
Candidates should be given up to 4 marks for their identification of points of significant omission, based on their own knowledge, that support their judgement.
A maximum of 2 marks may be given for answers in which no judgement has been made or which refer only to the source.
Points from the source
young people learned horse riding skills
many youngsters went skiing in the Italian Alps
every member had to swear a personal oath of loyalty to Mussolini
most towns had rallies on a Saturday afternoon between 3.30 and 6.00 pm.
Explain6 marks2018Q74Mussolini and Fascist Italy, 1919โ1939
Explain the reasons why Italy invaded Abyssinia in 1935.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Explain ยท Appears in all 3 sections
WFQ (words from the question)your own recalled knowledge
One reason why words from the question was fact which meant that โฆโ 1 mark
A second reason why words from the question was fact which meant that โฆโ 1 mark
A third reason why words from the question was fact which meant that โฆโ 1 mark
A fourth reason why words from the question was fact which meant that โฆโ 1 mark
A fifth reason why words from the question was fact which meant that โฆโ 1 mark
A sixth reason why words from the question was fact which meant that โฆโ 1 mark
Example: One reason why women gained the vote in 1918 was that women burned down buildings like cricket pavilions, which meant that they gained publicity for the cause of votes for women.
How it's marked
1 mark for each accurate, relevant reason.
A second mark for each reason that is developed.
Each sentence/point must answer the question on its own.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
1 mark should be given for each accurate, relevant reason.
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
to avenge the defeat at Adowa in 1896
to consolidate Italy's position in East Africa (where they had had a presence since the 1880s)
to increase Italian prestige/to show that Italy was capable of acting as an imperial power like Britain and France
a successful war abroad could rally support at home
to put Italy in a position to exploit Abyssinian resources
to develop export markets for Italian businesses
to demonstrate to Hitler that Italy was a powerful nation (and therefore a valuable ally)
Mussolini believed that Britain and France would not act to stop him.
Compare the views4 marks2018Q75Mussolini and Fascist Italy, 1919โ1939
Compare the views of Sources C and D about opposition to the Fascist regime. (Compare the sources overall and/or in detail.)
WFQ = words from the question โ reuse in every point.
Tip: Highlight 2โ3 points of comparison โ either where the sources agree OR where they disagree. You do not need both; pick one set and compare them point by point.
Highlight evidence โ tap the text:
Source C
Sources C and D are about opposition to the Fascist regime.
Europe in the inter-war period was divided between democracies and dictatorships. Democracy managed to survive in Britain, but Mussolini had many admirers there. Opposition to the Fascist government in Italy was quite effective. There were several reasons for this but it was mainly because the regime was not popular amongst large numbers of people. The opposition groups were only occasionally infiltrated by the police and their informers.
Source D
There was opposition to the Fascists, but it never posed a threat to the regime. Many Italians wanted to stay out of politics and concentrate on family life but most supported Mussolini's foreign and economic policies. When opposition groups did appear they were unable to operate without interference from the police. Socialists and Communists were at the forefront of opposition to the government. Fascism has little support in Italy today.
Overall, do the sources agree or disagree? (worth a mark for an overall comparison)
๐ RAT sheet โ how to structure your answerโพ
Compare the views ยท Appears in 2 sections
WFQ (words from the question)quote from the source
Overall, Sources X and Y [agree/disagree] about words from the question.โ 1 mark (overall)
The sources agree/disagree about statement summarising the point. Source X says โdirect quoteโ and Source Y [agrees/disagrees] when it says โdirect quoteโ.โ 1โ2 marks
The sources also agree/disagree about statement summarising the point. Source X says โdirect quoteโ and Source Y [agrees/disagrees] when it says โdirect quoteโ.โ 1โ2 marks
How it's marked
1 mark for a simple comparison (what the sources agree/disagree about).
2 marks for a developed comparison, supported by specific references to each source.
Full marks by four simple comparisons, two developed comparisons, or a combination.
๐กOne set of points will agree, one will disagree.
โ Reveal marking schemeโพ
Max 4 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
A simple comparison will indicate what points of detail or viewpoint the sources agree or disagree on and should be awarded 1 mark.
A developed comparison of the points of detail or overall viewpoint should be awarded a second mark.
Candidates may achieve full marks by making four simple comparisons, two developed comparisons (or by any combination of these).
Overall: Overall the sources disagree on opposition to the Fascist regime.
Points of comparison
disagree
Source C: Opposition to the Fascist government in Italy was quite effective.
Source D: There was opposition to the Fascists, but it never posed a threat to the regime.
disagree
Source C: the regime was not popular amongst large numbers of people.
Source D: most supported Mussolini's foreign and economic policies.
disagree
Source C: The opposition groups were only occasionally infiltrated by the police and their informers.
Source D: When opposition groups did appear they were unable to operate without interference from the police.
Describe4 marks2018Q66Red Flag: Lenin and the Russian Revolution, 1894โ1921
Describe the methods used by the Tsar to control the Russian people.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Describe ยท Appears in 2 sections
WFQ (words from the question)
One words from the question was โฆโ 1 mark
A second words from the question was โฆโ 1 mark
A third words from the question was โฆโ 1 mark
A fourth words from the question was โฆโ 1 mark
Example: One use of new technology on the Western Front during the First World War was mustard gas, which was used to blind soldiers and make it more difficult for them to fight.
How it's marked
1 mark for each accurate, relevant key point of knowledge.
A second mark for each point that is developed.
Full marks by four straightforward points, two developed points, or a combination.
โ Reveal marking schemeโพ
Max 4 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
1 mark should be 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 4 marks.
Candidates may achieve full marks by providing four straightforward points, by making two developed points (or a combination of these).
Possible points of knowledge
Tsar was an autocrat/nobody was able to challenge his position
the Okhrana (Secret Police) was used to identify and spy on enemies of the state
political opponents routinely imprisoned/exiled (eg to Siberia)
the army was used as an effective means of enforcing the Tsar's power
the Russian Orthodox Church reinforced the Tsar's authority
the Russian legal system was designed to maintain autocracy and the power of the Tsar
the Civil Service was used by the Tsar to control everyday life (eg censorship)
Russification used to control non-Russian peoples.
How fully6 marks2018Q67Red Flag: Lenin and the Russian Revolution, 1894โ1921
How fully does Source A describe the events of the 1905 Revolution? (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 the 1905 Revolution.
The 1905 Revolution involved a number of separate uprisings throughout Russia. In January, a wave of strikes began throughout the country involving 400,000 people. The Tsar's uncle, the Grand Duke Sergei, was assassinated in February. By summer, the demands of the protestors had become far more political. They took to the streets demanding freedom of speech, an elected parliament and the right to form political parties. In Poland and the Baltic provinces, national minorities who were opposed to the Tsarist regime also rose up to demand political and economic reforms.
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 should be given up to 3 marks for their identification of points from the source that support their judgement.
Candidates should be given up to 4 marks for their identification of points of significant omission, based on their own knowledge, that support their judgement.
A maximum of 2 marks may be given for answers in which no judgement has been made or which refer only to the source.
Points from the source
in January, a wave of strikes began throughout the country involving 400,000 people
the Tsar's uncle was assassinated in February
protestors took to the streets (demanding freedom of speech, an elected parliament and the right to form political parties)
national minorities who were opposed to the Tsarist regime also rose up to demand political and economic reforms
Points of significant omission
Father Gapon organised a peaceful protest to deliver a petition to the Tsar
march on Winter Palace leading to Bloody Sunday
in October, a General Strike took place in Moscow and quickly spread to other cities
railway strike in October led to a halt of the transport system upon which food distribution depended
some naval mutinies (eg Battleship Potemkin)
large scale peasant riots throughout October/November in many parts of the country/land seizure by peasants of what they saw as their land.
Explain6 marks2018Q68Red Flag: Lenin and the Russian Revolution, 1894โ1921
Explain the reasons why the February Revolution broke out in 1917.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Explain ยท Appears in all 3 sections
WFQ (words from the question)your own recalled knowledge
One reason why words from the question was fact which meant that โฆโ 1 mark
A second reason why words from the question was fact which meant that โฆโ 1 mark
A third reason why words from the question was fact which meant that โฆโ 1 mark
A fourth reason why words from the question was fact which meant that โฆโ 1 mark
A fifth reason why words from the question was fact which meant that โฆโ 1 mark
A sixth reason why words from the question was fact which meant that โฆโ 1 mark
Example: One reason why women gained the vote in 1918 was that women burned down buildings like cricket pavilions, which meant that they gained publicity for the cause of votes for women.
How it's marked
1 mark for each accurate, relevant reason.
A second mark for each reason that is developed.
Each sentence/point must answer the question on its own.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
1 mark should be given for each accurate, relevant reason.
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
working class discontent over poor living/working conditions/shortages led to them wanting a change
the Tsar was blamed for the military defeats of the First World War after he took control of the army/by February 1917 he had lost the confidence of the Russian people as they wanted change
people had expected the First World War to be over long before 1917/people were war weary and believed the Tsar would not agree to a cessation of fighting so they looked for change
Russian peasants were still aggrieved due to the land issue/strain of the First World War hit the peasantry and they wanted change
severe economic problems such as high taxes/inflation and price rises led to a general demand for change
the Tsar was seen as a weak ruler who relied on the Tsarina/Rasputin and a close group of ministers which people grew to dislike and demanded change
the Tsarina was viewed with suspicion due to her German heritage and so people did not trust her
discontent at lack of political power by growing middle class/dislike of privileged status eg nobility, church.
Evaluate the usefulness5 marks2018Q69Red Flag: Lenin and the Russian Revolution, 1894โ1921
Evaluate the usefulness of Source B as evidence of the reasons for the failure of the Provisional Government.
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, published in 1963.
The Tsar abdicated in March 1917 and the Duma set up a Provisional Government. It was designed to promote democracy and liberalism in Russia. However, it did not overcome the difficulties facing Russia. The Provisional Government also continued the war, even though the Russian people were completely against it and the army became much less willing to fight. Finally, the Provisional Government failed to solve the issue of land settlements which also angered the peasants.
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
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 evaluative comments relating to the content of the source.
A maximum of 2 marks may be given for evaluative comments relating to points of significant omission.
Author
Modern historian โ Useful as he is a well-informed expert.
Type of source
Textbook โ Useful because it will have researched the issue thoroughly.
Purpose
To inform โ Useful as it is a detailed explanation of the reasons for the failure of the Provisional Government.
Timing
1963 โ Useful as the author has the benefit of hindsight.
Content
They did not overcome the difficulties facing Russia โ Useful as it is accurate (the Provisional Government was not successful at solving the key problems Russia faced).
The Provisional Government also continued the war, even though the Russian people were completely against it and the army became much less willing to fight โ Useful as it is accurate (Provisional Government failed to end the war which increased criticism).
The Provisional Government failed to solve the issue of land settlements which also angered the peasants โ Useful as it is accurate (the Provisional Government made no definitive land settlement).
Points of significant omission
Provisional Government failed due to conflict with the Petrograd Soviet/dual power weakened the government's authority
the Russian economy continued to go downhill/it failed to limit inflation (shortages of food/fuel)
the Provisional Government failed due to a lack of support from the army or police (eg Kornilov affair)
Compare the views4 marks2018Q70Red Flag: Lenin and the Russian Revolution, 1894โ1921
Compare the views of Sources C and D about the effects of the Civil War on Russian peasants. (Compare the sources overall and/or in detail.)
WFQ = words from the question โ reuse in every point.
Tip: Highlight 2โ3 points of comparison โ either where the sources agree OR where they disagree. You do not need both; pick one set and compare them point by point.
Highlight evidence โ tap the text:
Source C
Sources C and D are about the effects of the Civil War on Russian peasants.
My troops entered the village and put all the Bolshevik traitors to death, this was the usual punishment. After the executions, their houses were burned. The whole village protested but we did not care. Many villages had to be dealt with in this way but it was necessary. Then the rest of the population was ordered to deliver, without payment, all of their grain. We left them with their cattle and horses.
Source D
Both the Reds and the Whites practised terror in areas under their control. They looked on the death penalty as an emergency measure, which was only used when absolutely necessary. The Whites adopted a policy of grain requisitioning, sending soldiers, usually armed, to get a share of the grain out of peasants' barns. They also took farm animals and horses to help them win the war.
Overall, do the sources agree or disagree? (worth a mark for an overall comparison)
๐ RAT sheet โ how to structure your answerโพ
Compare the views ยท Appears in 2 sections
WFQ (words from the question)quote from the source
Overall, Sources X and Y [agree/disagree] about words from the question.โ 1 mark (overall)
The sources agree/disagree about statement summarising the point. Source X says โdirect quoteโ and Source Y [agrees/disagrees] when it says โdirect quoteโ.โ 1โ2 marks
The sources also agree/disagree about statement summarising the point. Source X says โdirect quoteโ and Source Y [agrees/disagrees] when it says โdirect quoteโ.โ 1โ2 marks
How it's marked
1 mark for a simple comparison (what the sources agree/disagree about).
2 marks for a developed comparison, supported by specific references to each source.
Full marks by four simple comparisons, two developed comparisons, or a combination.
๐กOne set of points will agree, one will disagree.
โ Reveal marking schemeโพ
Max 4 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
A simple comparison will indicate what points of detail or viewpoint the sources agree or disagree on and should be awarded 1 mark.
A developed comparison of the points of detail or overall viewpoint should be awarded a second mark.
Candidates may achieve full marks by making four simple comparisons, two developed comparisons (or by any combination of these).
Overall: Overall the sources disagree about the effects that the Civil War had on Russian peasants.
Points of comparison
disagree
Source C: My troops entered the village and put all the Bolshevik traitors to death, this was the usual punishment.
Source D: They looked on the death penalty as an emergency measure, which was only used when absolutely necessary.
disagree
Source C: Then the rest of the population was ordered to deliver, without payment, all of their grain.
Source D: The Whites adopted a policy of grain requisitioning, sending soldiers, usually armed, to get a share of the grain out of peasants' barns.
disagree
Source C: We left them with their cattle and horses.
Source D: They also took farm animals and horses to help them win the war.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Explain ยท Appears in all 3 sections
WFQ (words from the question)your own recalled knowledge
One reason why words from the question was fact which meant that โฆโ 1 mark
A second reason why words from the question was fact which meant that โฆโ 1 mark
A third reason why words from the question was fact which meant that โฆโ 1 mark
A fourth reason why words from the question was fact which meant that โฆโ 1 mark
A fifth reason why words from the question was fact which meant that โฆโ 1 mark
A sixth reason why words from the question was fact which meant that โฆโ 1 mark
Example: One reason why women gained the vote in 1918 was that women burned down buildings like cricket pavilions, which meant that they gained publicity for the cause of votes for women.
How it's marked
1 mark for each accurate, relevant reason.
A second mark for each reason that is developed.
Each sentence/point must answer the question on its own.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
1 mark should be given for each accurate, relevant reason.
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
to protect Western Europe from a potential Soviet attack
to resist the spread of Communism to Western Europe
to provide for a system of collective security
to strengthen the American military presence in Europe
to ensure that smaller member countries would be less vulnerable to Soviet influence or attack (in case the Soviets tried to pick off countries one by one)
to make good on the Truman doctrine, which stated that the US would resist the spread of Communism
in 1948 Czechoslovakia became Communist and this prompted action as it saw the disappearance of the last democracy in Eastern Europe
the Berlin blockade seemed to indicate a new aggressive intent from the Soviets and NATO was established to try and counter this
as a US response to British requests to do more to aid the countries of Western Europe
the US hoped that NATO would integrate West Germany into the European system and thus reduce the likelihood of future conflict.
Evaluate the usefulness5 marks2018Q92The Cold War, 1945โ1989
Evaluate the usefulness of Source A as evidence of the Cuban missile crisis.
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, published in 1997.
The Soviet Union exploded an atomic bomb in 1949. From this point there was the possibility of nuclear war between the Soviet Union and America. In 1962 Castro agreed to the placing of 64 nuclear missiles on 9 bases in Cuba. In October, 43,000 Soviet servicemen arrived in Cuba, along with hundreds of tanks and anti-aircraft missiles to operate and defend the bases. The equipment was unloaded at night and the servicemen arrived on cruise ships dressed as holidaymakers.
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
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 evaluative comments relating to the content of the source.
A maximum of 2 marks may be given for evaluative comments relating to points of significant omission.
Author
Modern historian โ Useful as he is a well-informed expert.
Type of source
Textbook โ Useful because it will have researched the issue thoroughly.
Purpose
To inform โ Useful as it provides detailed information.
Timing
1997 โ Useful as it is written with the benefit of hindsight.
Content
In 1962 Castro agreed to the placing of 64 nuclear missiles on 9 bases in Cuba โ Useful as it is accurate (Castro did allow several Soviet bases to be set up in Cuba).
In October, 43,000 Soviet servicemen arrived in Cuba, along with hundreds of tanks and anti-aircraft missiles, to operate and defend the bases โ Useful as it is accurate (a considerable number of Soviet military personnel were based in Cuba).
The equipment was unloaded at night, and the servicemen arrived on cruise ships dressed as holidaymakers โ Useful as it is accurate (Soviets did try to disguise their intentions).
Points of significant omission
an American U2 spy plane took photographs of the missile sites
the Americans responded with a naval blockade of Cuba
US armed forces moved to DefCon2
Krushchev agreed to remove the missiles (if the US did the same in Turkey).
How fully does Source B describe American military tactics 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 B
Source B is about American military tactics in Vietnam.
By the end of 1968 there were more than half a million American troops in Vietnam. Their involvement in this conflict would prove to be very controversial indeed. The Americans used napalm which caused horrific burns on its victims. Anti-personnel bombs exploded in mid-air and spewed out thousands of pellets and needles onto the land below. Helicopters were also used to transport platoons in and out of the jungle very quickly. Operation Flaming Dart was a bombing campaign targeting North Vietnamese bases in 1965.
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 should be given up to 3 marks for their identification of points from the source that support their judgement.
Candidates should be given up to 4 marks for their identification of points of significant omission, based on their own knowledge, that support their judgement.
A maximum of 2 marks may be given for answers in which no judgement has been made or which refer only to the source.
Points from the source
the Americans used napalm which caused horrific burns on its victims
anti-personnel bombs exploded in mid-air and spewed out thousands of pellets and needles onto the land below
helicopters were also used to transport platoons in and out of the jungle very quickly
Operation Flaming Dart was a bombing campaign targeting North Vietnamese bases in 1965
Points of significant omission
Agent Orange was sprayed on crops/jungle
search and destroy missions aimed to kill any Vietcong found in villages
peasants were forced to leave Vietcong controlled areas and live in strategic hamlets
โZippoโ raids were launched to burn villages
Operation Rolling Thunder involved a massive bombing campaign on North Vietnam by B52 Bombers
Operation Phoenix saw the CIA kill or capture suspected Vietcong and sympathetic civilians.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Describe ยท Appears in 2 sections
WFQ (words from the question)
One words from the question was โฆโ 1 mark
A second words from the question was โฆโ 1 mark
A third words from the question was โฆโ 1 mark
A fourth words from the question was โฆโ 1 mark
Example: One use of new technology on the Western Front during the First World War was mustard gas, which was used to blind soldiers and make it more difficult for them to fight.
How it's marked
1 mark for each accurate, relevant key point of knowledge.
A second mark for each point that is developed.
Full marks by four straightforward points, two developed points, or a combination.
โ Reveal marking schemeโพ
Max 4 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
1 mark should be 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 4 marks.
Candidates may achieve full marks by providing four straightforward points, by making two developed points (or a combination of these).
Possible points of knowledge
guerilla warfare (launched surprise attacks before quickly disappearing)
use of the Ho Chi Minh trail to supply their armies
staying very close to the Americans so they could not use air or artillery backup without killing their own men (โHanging onto the beltsโ of the Americans)
use of booby traps/landmines
mingling in with peasants to prevent identification
the Tet Offensive was an attack on South Vietnamese cities
Compare the views4 marks2018Q95The Cold War, 1945โ1989
Compare the views of Sources C and D on the attitudes towards the strategic arms limitation treaties. (Compare the sources overall and/or in detail.)
WFQ = words from the question โ reuse in every point.
Tip: Highlight 2โ3 points of comparison โ either where the sources agree OR where they disagree. You do not need both; pick one set and compare them point by point.
Highlight evidence โ tap the text:
Source C
Sources C and D are about the attitudes towards the strategic arms limitation treaties.
By the 1970s both the Soviet Union and the United States were willing to make agreements with each other to limit weapons. Both countries believed that these treaties would limit the threat of nuclear destruction. There was a desire in both countries to save money rather than spending it on more weapons. There was a belief that arms reduction could lead to increased cooperation between the two superpowers.
Source D
In 1972 the SALT 1 Treaty limited the number of Anti-Ballistic Missiles and prevented the addition of more long range missiles. Nixon and Brezhnev did not care about how much this would cost. Many were concerned that agreements such as this would not reduce the threat of nuclear war. Both countries continued to view each other with suspicion and were reluctant to cooperate on areas such as joint space missions.
Overall, do the sources agree or disagree? (worth a mark for an overall comparison)
๐ RAT sheet โ how to structure your answerโพ
Compare the views ยท Appears in 2 sections
WFQ (words from the question)quote from the source
Overall, Sources X and Y [agree/disagree] about words from the question.โ 1 mark (overall)
The sources agree/disagree about statement summarising the point. Source X says โdirect quoteโ and Source Y [agrees/disagrees] when it says โdirect quoteโ.โ 1โ2 marks
The sources also agree/disagree about statement summarising the point. Source X says โdirect quoteโ and Source Y [agrees/disagrees] when it says โdirect quoteโ.โ 1โ2 marks
How it's marked
1 mark for a simple comparison (what the sources agree/disagree about).
2 marks for a developed comparison, supported by specific references to each source.
Full marks by four simple comparisons, two developed comparisons, or a combination.
๐กOne set of points will agree, one will disagree.
โ Reveal marking schemeโพ
Max 4 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
A simple comparison will indicate what points of detail or viewpoint the sources agree or disagree on and should be awarded 1 mark.
A developed comparison of the points of detail or overall viewpoint should be awarded a second mark.
Candidates may achieve full marks by making four simple comparisons, two developed comparisons (or by any combination of these).
Overall: Overall the sources disagree on the attitudes towards strategic arms limitation treaties.
Points of comparison
disagree
Source C: Both countries believed that these treaties would limit the threat of nuclear destruction.
Source D: Many were concerned that agreements such as this would not reduce the threat of nuclear war.
disagree
Source C: There was a desire in both countries to save money rather than spending it on more weapons.
Source D: Nixon and Brezhnev did not care about how much this would cost.
disagree
Source C: There was a belief that arms reduction could lead to increased cooperation between the two superpowers.
Source D: Both countries continued to view each other with suspicion and were reluctant to cooperate on areas such as joint space missions.
Evaluate the usefulness5 marks2018Q46The Cross and the Crescent: the Crusades, 1071โ1192
Evaluate the usefulness of Source A as evidence of the use of castles in medieval times.
WFQ = words from the question โ reuse in every point.
(You may want to comment on what type of source it is, who wrote it, when they wrote it, why they wrote it, what they say and what has been missed out.)
Tip: Highlight up to 2 content points you would quote (content is worth up to 2 marks) โ then consider author, purpose, timing and omission.
Highlight evidence โ tap the text:
Source A
Source A is from a textbook written by a modern historian, published in 1960.
Castles became very important during the 11th century. Most castles were built to defend a location and so were usually made of stone and reinforced with high walls. Inside a castle were many rooms including a keep and a Great Hall, where weddings and feasts were held to celebrate special occasions. Castles were often uncomfortable with little warmth or light. Despite this, castles provided a place for knights to stay when carrying out guard duty for their lord.
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
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 evaluative comments relating to the content of the source.
A maximum of 2 marks may be given for evaluative comments relating to points of significant omission.
Author
Modern historian โ Useful as he is a well-informed expert.
Type of source
Textbook โ Useful because it will have been thoroughly researched.
Purpose
To inform โ Useful as it gives detailed information/a balanced account.
Timing
1960 โ Useful as it is written with the benefit of hindsight.
Content
Most castles were built to defend a location โ Useful as it is accurate (castles were used mainly for protection).
Castles had a Great Hall, where weddings and feasts were held to celebrate special occasions โ Useful as it is accurate (Great Halls were used to entertain).
Castles provided a place for knights to stay when carrying out guard duty for their lord โ Useful as it is accurate (most castles had barracks used by knights/soldiers).
Points of significant omission
castles were used as a home by the king/lord
Great Hall used as a court to try criminals
castles had a store room for supplies (eg crops)
castles were used as an administrative centre from which to control the surrounding land/village.
Explain6 marks2018Q47The Cross and the Crescent: the Crusades, 1071โ1192
Explain the reasons why Emperor Alexius and the Crusaders had a difficult relationship during the First Crusade.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Explain ยท Appears in all 3 sections
WFQ (words from the question)your own recalled knowledge
One reason why words from the question was fact which meant that โฆโ 1 mark
A second reason why words from the question was fact which meant that โฆโ 1 mark
A third reason why words from the question was fact which meant that โฆโ 1 mark
A fourth reason why words from the question was fact which meant that โฆโ 1 mark
A fifth reason why words from the question was fact which meant that โฆโ 1 mark
A sixth reason why words from the question was fact which meant that โฆโ 1 mark
Example: One reason why women gained the vote in 1918 was that women burned down buildings like cricket pavilions, which meant that they gained publicity for the cause of votes for women.
How it's marked
1 mark for each accurate, relevant reason.
A second mark for each reason that is developed.
Each sentence/point must answer the question on its own.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
1 mark should be given for each accurate, relevant reason.
A second mark should be given for reasons that are developed.
Candidates may achieve full marks by providing six straightforward reasons, three developed reasons (or a combination of these).
Possible reasons
the People's Crusade had behaved badly whilst in the Byzantine Empire and Byzantine troops had attacked them
the Crusaders blamed Emperor Alexius for the failure of the People's Crusade
some Crusaders were unhappy Emperor Alexius had forced them to take an oath of loyalty/to give back any land they captured
Emperor Alexius withheld supplies until the oath was taken, angering the Crusaders
the Crusaders felt betrayed by Emperor Alexius when he negotiated with the Muslims inside Nicaea/took the city behind the Crusaders' backs
Baldwin broke his oath/took Edessa which upset Emperor Alexius
Emperor Alexius did not arrive at Antioch to help the Crusaders when they were besieged by the Muslims
Bohemond broke his oath/kept Antioch for himself angering Emperor Alexius.
How fully6 marks2018Q48The Cross and the Crescent: the Crusades, 1071โ1192
How fully does Source B describe the capture of Antioch in 1098? (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 capture of Antioch in 1098.
The Crusaders had not been at Antioch for long when they heard the news that Kerbogha's army was on its way to attack them. Bohemond, desperate to keep Antioch for himself, bribed a Muslim guard who agreed to let the Crusaders into the city. In the middle of the night, sixty of Bohemond's men scaled the city walls. Quickly they reached the battlements and captured three towers. Before the Muslims could react, the two main gates were opened and the rest of the Crusader army rushed in.
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 should be given up to 3 marks for their identification of points from the source that support their judgement.
Candidates should be given up to 4 marks for their identification of points of significant omission, based on their own knowledge, that support their judgement.
A maximum of 2 marks may be given for answers in which no judgement has been made or which refer only to the source.
Points from the source
Bohemond bribed a Muslim guard who agreed to let the Crusaders into the city
in the middle of the night, 60 of Bohemond's men scaled the city walls
quickly they reached the battlements and captured three towers
the two main gates were opened and the rest of the Crusader army rushed in.
Points of significant omission
the Crusaders appeared to withdraw to give the defenders a false sense of security
the Crusaders used ropes/ladders to climb the walls
the Crusaders slaughtered the inhabitants of the city
native Christians inside the city joined the Crusaders in the attack
Describe4 marks2018Q49The Cross and the Crescent: the Crusades, 1071โ1192
Describe what happened at the Battle of Hattin in 1187.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Describe ยท Appears in 2 sections
WFQ (words from the question)
One words from the question was โฆโ 1 mark
A second words from the question was โฆโ 1 mark
A third words from the question was โฆโ 1 mark
A fourth words from the question was โฆโ 1 mark
Example: One use of new technology on the Western Front during the First World War was mustard gas, which was used to blind soldiers and make it more difficult for them to fight.
How it's marked
1 mark for each accurate, relevant key point of knowledge.
A second mark for each point that is developed.
Full marks by four straightforward points, two developed points, or a combination.
โ Reveal marking schemeโพ
Max 4 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
1 mark should be 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 4 marks.
Candidates may achieve full marks by providing four straightforward points, by making two developed points (or a combination of these).
Possible points of knowledge
the Crusaders were trapped at Hattin and cut off from any water supplies
Saladin surrounded the Crusaders with burning brushwood and dry grass, blinding them
the Muslim cavalry attacked the Crusaders with arrows
some Crusaders broke through the Muslim lines but were then cut off from the main army and forced to retreat
many Crusaders were killed in battle/others were captured
the Knights Templars/Hospitallers were singled out for execution
other Crusaders were sold into slavery
King Guy was forced to surrender/taken prisoner by Saladin.
Compare the views4 marks2018Q50The Cross and the Crescent: the Crusades, 1071โ1192
Compare the views of Sources C and D about the relationship between Saladin and the Muslims. (Compare the sources overall and/or in detail.)
WFQ = words from the question โ reuse in every point.
Tip: Highlight 2โ3 points of comparison โ either where the sources agree OR where they disagree. You do not need both; pick one set and compare them point by point.
Highlight evidence โ tap the text:
Source C
Sources C and D are about the relationship between Saladin and the Muslims.
When Saladin captured Jerusalem, he ended nearly 100 years of Christian control of the city. Despite this, many Muslims were unhappy with Saladin's leadership and were close to leaving his army. Saladin had been out-fought by the Crusaders at Arsuf and the Muslims believed his poor tactics at Jaffa had cost them victory. Saladin also upset the Muslims at Jerusalem by showing mercy to the Crusaders and refusing to kill them.
Source D
Thousands of Muslims from Syria and Egypt flocked to join Saladin's forces. Saladin was so highly respected by the Muslims that even when he let the Crusaders go free at Jerusalem, not one Muslim complained. Although reinforcements arrived from Europe to help the Crusaders, Saladin was not concerned. At Jaffa Saladin successfully held off an attack led by Richard I and saved the grateful Muslims from defeat.
Overall, do the sources agree or disagree? (worth a mark for an overall comparison)
๐ RAT sheet โ how to structure your answerโพ
Compare the views ยท Appears in 2 sections
WFQ (words from the question)quote from the source
Overall, Sources X and Y [agree/disagree] about words from the question.โ 1 mark (overall)
The sources agree/disagree about statement summarising the point. Source X says โdirect quoteโ and Source Y [agrees/disagrees] when it says โdirect quoteโ.โ 1โ2 marks
The sources also agree/disagree about statement summarising the point. Source X says โdirect quoteโ and Source Y [agrees/disagrees] when it says โdirect quoteโ.โ 1โ2 marks
How it's marked
1 mark for a simple comparison (what the sources agree/disagree about).
2 marks for a developed comparison, supported by specific references to each source.
Full marks by four simple comparisons, two developed comparisons, or a combination.
๐กOne set of points will agree, one will disagree.
โ Reveal marking schemeโพ
Max 4 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
A simple comparison will indicate what points of detail or viewpoint the sources agree or disagree on and should be awarded 1 mark.
A developed comparison of the points of detail or overall viewpoint should be awarded a second mark.
Candidates may achieve full marks by making four simple comparisons, two developed comparisons (or by any combination of these).
Overall: Overall the sources disagree about the relationship between Saladin and the Muslims.
Points of comparison
disagree
Source C: Many Muslims were unhappy with Saladin's leadership and were close to leaving his army.
Source D: Thousands of Muslims from Syria and Egypt flocked to join Saladin's forces.
disagree
Source C: Saladin had been out-fought by the Crusaders at Arsuf and the Muslims believed his poor tactics at Jaffa had cost them victory.
Source D: At Jaffa Saladin successfully held off an attack led by Richard I and saved the grateful Muslims from defeat.
disagree
Source C: Saladin also upset the Muslims at Jerusalem by showing mercy to the Crusaders and refusing to kill them.
Source D: Saladin was so highly respected by the Muslims that even when he let the Crusaders go free at Jerusalem, not one Muslim complained.
Evaluate the usefulness5 marks2018Q56USA, 1850โ1880
Evaluate the usefulness of Source A as evidence of the reasons why people moved West.
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 modern historians, published in 1998.
The American Civil War lasted from 1861 to 1865. After the war ended, thousands of former soldiers wanted to rebuild their lives. Many of the newly freed black slaves were looking for a new life. One obvious place to go was the West. The US government also recognised the need to populate the West and to achieve this, they passed the Homestead Act in 1862. This law encouraged people to move West and allowed each family to settle on 160 acres of land.
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
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 evaluative comments relating to the content of the source.
A maximum of 2 marks may be given for evaluative comments relating to points of significant omission.
Author
Modern historians โ Useful because they are well-informed experts.
Type of source
Textbook โ Useful because it will have researched the issue thoroughly.
Purpose
To inform โ Useful because it is a detailed explanation of the reasons for Westward expansion.
Timing
1998 โ Useful because it has been written with the benefit of hindsight.
Content
Thousands of former soldiers wanted to rebuild their lives โ Useful as it is accurate (many ex-soldiers did go West to rebuild their lives).
Many of the newly freed black slaves were looking for a new life โ Useful as it is accurate (many former slaves did want to leave the South for a new life in the West).
The Homestead Act in 1862 encouraged people to move West/allowed each family to settle on 160 acres of land โ Useful as it is accurate (many settlers did move West because of the promise of free land).
Points of significant omission
people moved West to make a fortune by looking for gold
people moved West to escape economic problems in the East (eg unemployment, low wages, overcrowded cities)
people moved West to escape religious persecution in the East (eg Mormons)
Describe the problems faced by settlers who travelled West.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Describe ยท Appears in 2 sections
WFQ (words from the question)
One words from the question was โฆโ 1 mark
A second words from the question was โฆโ 1 mark
A third words from the question was โฆโ 1 mark
A fourth words from the question was โฆโ 1 mark
Example: One use of new technology on the Western Front during the First World War was mustard gas, which was used to blind soldiers and make it more difficult for them to fight.
How it's marked
1 mark for each accurate, relevant key point of knowledge.
A second mark for each point that is developed.
Full marks by four straightforward points, two developed points, or a combination.
โ Reveal marking schemeโพ
Max 4 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
1 mark should be 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 4 marks.
Candidates may achieve full marks by providing four straightforward points, by making two developed points (or a combination of these).
Possible points of knowledge
very few reliable maps/unreliable routes/poor roads/no bridges
harsh and unpredictable weather
homesteaders became ill/caught diseases and were unable to receive medical attention
Explain the reasons why support for the Republican Party grew in the 1850s.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Explain ยท Appears in all 3 sections
WFQ (words from the question)your own recalled knowledge
One reason why words from the question was fact which meant that โฆโ 1 mark
A second reason why words from the question was fact which meant that โฆโ 1 mark
A third reason why words from the question was fact which meant that โฆโ 1 mark
A fourth reason why words from the question was fact which meant that โฆโ 1 mark
A fifth reason why words from the question was fact which meant that โฆโ 1 mark
A sixth reason why words from the question was fact which meant that โฆโ 1 mark
Example: One reason why women gained the vote in 1918 was that women burned down buildings like cricket pavilions, which meant that they gained publicity for the cause of votes for women.
How it's marked
1 mark for each accurate, relevant reason.
A second mark for each reason that is developed.
Each sentence/point must answer the question on its own.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
1 mark should be given for each accurate, relevant reason.
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
people supported the Republicans because they appeared to be the anti-slavery party
people supported the Republicans because they advocated the return to high protective tariffs
people supported the Republicans because they wished to give free grants of land to Western settlers
people supported the Republicans because they appeared to be the party of big business and the North was developing in this way
people supported the Republicans because they were successful at securing majorities in the Senate so could implement their policies
people supported the Republicans because Lincoln was an able leader
European immigrants supported the Republicans because they opposed slavery/tended to settle in the northern cities
split in Democrats along North/South lines drove some northern Democrats to the Republicans.
How fully does Source B describe the treatment of newly freed slaves by the Black Codes? (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 the Black Codes.
The Black Codes were laws that were passed by the Southern States after the Civil War. They were designed to limit the freedom of ex-slaves. They gave newly freed slaves the essential right to own and inherit property. Former slaves also had the right to legal protection. However, the Black Codes tried to prevent them from using their right to vote in elections. In certain states, Black Codes banned newly freed slaves from certain jobs and made sure that they could only earn very low wages.
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 should be given up to 3 marks for their identification of points from the source that support their judgement.
Candidates should be given up to 4 marks for their identification of points of significant omission, based on their own knowledge, that support their judgement.
A maximum of 2 marks may be given for answers in which no judgement has been made or which refer only to the source.
Points from the source
they gave newly freed slaves the right to own and inherit property
former slaves also had the right to legal protection
the Black Codes tried to prevent them from using their right to vote in elections
Black Codes banned newly freed slaves from certain jobs/made sure that they could only earn very low wages
Points of significant omission
ex-slaves could not run their own business
ex-slaves were not allowed to bear arms
ex-slaves were allowed to marry in some states
ex-slaves were forced to be tried in separate courts
ex-slaves were not allowed to strike or leave their jobs
ex-slaves could not testify in court against whites.
Compare the views of Sources C and D about the attitudes of Native Americans to their treatment by the US Government. (Compare the sources overall and/or in detail.)
WFQ = words from the question โ reuse in every point.
Tip: Highlight 2โ3 points of comparison โ either where the sources agree OR where they disagree. You do not need both; pick one set and compare them point by point.
Highlight evidence โ tap the text:
Source C
Sources C and D are about the reaction of Native Americans to their treatment by the US Government.
We want to die in peace feeling that our numbers will not diminish and that our name will not become extinct. We cannot accept being forced to live on land which is not suitable to our needs. Our people are decreasing in numbers here, and will continue to decrease unless they are allowed to return to their native land. There is no climate or soil which is equal to our previous home.
Source D
After the battle of the Little Bighorn there was no prospect of a Native American military victory against the whites. The only option for us was life on a reservation which had some advantages. We were given adequate amounts of land on which to grow crops. Most accepted the change from being hunters to farmers. Food rations were sufficient and the Native American population increased.
Overall, do the sources agree or disagree? (worth a mark for an overall comparison)
๐ RAT sheet โ how to structure your answerโพ
Compare the views ยท Appears in 2 sections
WFQ (words from the question)quote from the source
Overall, Sources X and Y [agree/disagree] about words from the question.โ 1 mark (overall)
The sources agree/disagree about statement summarising the point. Source X says โdirect quoteโ and Source Y [agrees/disagrees] when it says โdirect quoteโ.โ 1โ2 marks
The sources also agree/disagree about statement summarising the point. Source X says โdirect quoteโ and Source Y [agrees/disagrees] when it says โdirect quoteโ.โ 1โ2 marks
How it's marked
1 mark for a simple comparison (what the sources agree/disagree about).
2 marks for a developed comparison, supported by specific references to each source.
Full marks by four simple comparisons, two developed comparisons, or a combination.
๐กOne set of points will agree, one will disagree.
โ Reveal marking schemeโพ
Max 4 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
A simple comparison will indicate what points of detail or viewpoint the sources agree or disagree on and should be awarded 1 mark.
A developed comparison of the points of detail or overall viewpoint should be awarded a second mark.
Candidates may achieve full marks by making four simple comparisons, two developed comparisons (or by any combination of these).
Overall: Overall both sources disagree about the reaction of Native Americans to their treatment by the US Government.
Points of comparison
disagree
Source C: We cannot accept being forced to live on land which is not suitable to our needs.
Source D: Most accepted the change from being hunters to farmers/The only option for us was life on a reservation which had some advantages.
disagree
Source C: There is no climate or soil which is equal to our previous home.
Source D: We were given adequate amounts of land on which to grow crops.
disagree
Source C: Our people are decreasing in numbers here, and will continue to decrease unless they are allowed to return to their native land.
Source D: Food rations were sufficient and the Native American population increased.
Explain the reasons why the German army was able to defeat Poland in 1939.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Explain ยท Appears in all 3 sections
WFQ (words from the question)your own recalled knowledge
One reason why words from the question was fact which meant that โฆโ 1 mark
A second reason why words from the question was fact which meant that โฆโ 1 mark
A third reason why words from the question was fact which meant that โฆโ 1 mark
A fourth reason why words from the question was fact which meant that โฆโ 1 mark
A fifth reason why words from the question was fact which meant that โฆโ 1 mark
A sixth reason why words from the question was fact which meant that โฆโ 1 mark
Example: One reason why women gained the vote in 1918 was that women burned down buildings like cricket pavilions, which meant that they gained publicity for the cause of votes for women.
How it's marked
1 mark for each accurate, relevant reason.
A second mark for each reason that is developed.
Each sentence/point must answer the question on its own.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
1 mark should be given for each accurate, relevant reason.
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
two German army groups invaded, from Slovakia in the south and Prussia in the north which meant that the Polish forces were surrounded
the German air force attacked and destroyed the Polish air force in the air and on the ground which meant they quickly established air supremacy
German bombers attacked road and rail junctions, as well as concentrations of Polish troops which meant Polish counter-attack and communications were compromised
towns and villages were bombed to spread terror among civilians and generate a fleeing mass of refugees which blocked the roads and prevented reinforcements from arriving at the front
dive-bombers (Junkers) destroyed any strong points in the German path meaning that counter-attack was almost impossible
Anglo-French military aid could not reach Poland in time to help
the Soviet Union had signed a non-aggression pact with Germany in August 1939 and helped Germany defeat Poland by seizing a third of all Polish territory by mid-September
the Polish army was weaker than the German army (eg 30 Polish divisions faced 40 German ones/12 of the Polish divisions were cavalry)
the German army was more mechanised (eg while the Germans deployed 3,200 tanks, the Polish only had 600).
Evaluate the usefulness5 marks2018Q87World War II, 1939โ1945
Evaluate the usefulness of Source A as evidence of the German invasion of France in 1940.
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, published in 2011.
The German plan was to attack through Holland and Belgium, with the main blow against France to be launched a little later through the Ardennes. This was a hilly and heavily forested area on the German-Belgian-French border. Contrary to a generally held belief, the Germans had fewer tanks than the Allies (2,500 against 3,500) at this point. The German tanks were concentrated into Panzer formations but the French tanks were scattered rather than organised into powerful formations like the Germans.
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
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 evaluative comments relating to the content of the source.
A maximum of 2 marks may be given for evaluative comments relating to points of significant omission.
Author
Modern historian โ Useful because he is a well-informed expert.
Type of source
Textbook โ Useful because it will have been thoroughly researched.
Purpose
To inform โ Useful because it provides detailed information.
Timing
2011 โ Useful because it is written with the benefit of hindsight.
Content
The German plan was to attack through Holland and Belgium, with the main blow against France to be launched a little later through the Ardennes โ Useful because it is accurate (the plan was to attack France through the Ardennes).
Contrary to a generally held belief, the Germans had fewer tanks than the Allies (2,500 against 3,500) at this point โ Useful because it is accurate (the German tanks were fewer in number than the French).
The German tanks were concentrated into Panzer formations but the French tanks were scattered rather than organised into powerful formations like the Germans โ Useful because it is accurate (the German tank formations were stronger than the French).
Points of significant omission
German troops used Blitzkrieg tactics and unleashed their surprise attack
the French had most of their forces on the Maginot Line further south
the Germans launched a major offensive on Paris on 9th June/on 13th June Paris was declared an open city
the French government fled to Bordeaux/the first German troops entered the French capital on 14th June.
How fully does Source B describe the Battle of Midway in June 1942? (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 the Battle of Midway, June 1942.
At 10ยท26 am on the 4th June 1942 the course of World War Two in the Pacific changed. At that moment 37 bombers from the USS Enterprise engaged in a dive-bombing attack on two Japanese aircraft carriers. Within minutes both ships were on fire due to the explosion of fuel lines and aircraft petrol tanks. Within six hours the remaining two Japanese carriers had also been destroyed. By the time the battle ended, 3,057 Japanese had died. Midway was that rarest of fights โ a truly decisive battle.
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 should be given up to 3 marks for their identification of points from the source that support their judgement.
Candidates should be given up to 4 marks for their identification of points of significant omission, based on their own knowledge, that support their judgement.
A maximum of 2 marks may be given for answers in which no judgement has been made or which refer only to the source.
Points from the source
37 bombers from the USS Enterprise engaged in a dive-bombing attack on two Japanese aircraft carriers
within minutes both ships were on fire due to the explosion of fuel lines and aircraft petrol tanks
within six hours the remaining two Japanese carriers had also been destroyed
by the time the battle ended, 3,057 Japanese had died
Points of significant omission
the Americans were able to confirm the target of the Japanese was Midway by intercepting radio communications
the American attack was a combined assault, mixing torpedo bombers with dive bombers escorted by fighters
earlier the US torpedo bombers flew in at low level but were badly damaged by Japanese Zero fighters/47 out of 51 American torpedo planes were shot down
the dive-bombers from the USS Enterprise were lost, but found their target by following a Japanese destroyer, which was steaming at high speed to re-join the carriers after driving off an American submarine
the Japanese did not have radar, relying instead on the human eye to spot the threat
Japanese losses were much greater than the US (the Japanese lost four carriers, a heavy cruiser and 270 aircraft - the US lost one carrier and 130 aircraft).
Describe the conditions for prisoners in forced labour camps 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 4 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
1 mark should be 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 4 marks.
Candidates may achieve full marks by providing four straightforward points, by making two developed points (or a combination of these).
Possible points of knowledge
on arrival the inmates were separated (men and women were kept apart, children stayed with their mothers) had their heads shaved and were given a striped uniform
every day there was a roll call (sometime the prisoners would have to stand in rows for hours on end in all weathers)
before roll call the inmates had to share unsanitary toilet facilities and wash in dirty water with no soap or change of clothes
inmates were given meagre rations (eg watery soup, a piece of bread and some imitation coffee once a day)
depending on the type of camp, prisoners were assigned to a whole range of different duties (eg some remained inside the camp working on a variety of jobs, from administration tasks to heavy manual labour)
most prisoners worked outside the camps in one of the many factories, construction projects, farms or coal mines (they would quite often have to walk several kilometres to their place of work)
punishments for breaking rules were harsh and could result in death
sleeping quarters were cramped and overcrowded bunk beds.
Compare the views4 marks2018Q90World War II, 1939โ1945
Compare the views of Sources C and D about the Normandy landings in June 1944. (Compare the sources overall and/or in detail.)
WFQ = words from the question โ reuse in every point.
Tip: Highlight 2โ3 points of comparison โ either where the sources agree OR where they disagree. You do not need both; pick one set and compare them point by point.
Highlight evidence โ tap the text:
Source C
Sources C and D describe the Normandy landings in June 1944.
The 6th of June 1944 saw the start of the largest naval, air and land operation in history. The Normandy landings, which pushed German forces out of north-west Europe, are often remembered as a predominantly American operation. The German forces were defeated in northern France due to the better tactical skills of the Allies. However, despite the Allies becoming bogged down in Normandy, they eventually secured one of history's most memorable victories.
Source D
Despite being led by an American General, D-Day was a huge Allied effort with Britain taking the lead in planning and resourcing it. Although a long and costly campaign, it played a crucial role in ending the war. The rapid Allied advance through France was faster than the German advance through France four years earlier. The German forces were not easy to defeat, nevertheless the Allies prevailed due to their superior resources.
Overall, do the sources agree or disagree? (worth a mark for an overall comparison)
๐ RAT sheet โ how to structure your answerโพ
Compare the views ยท Appears in 2 sections
WFQ (words from the question)quote from the source
Overall, Sources X and Y [agree/disagree] about words from the question.โ 1 mark (overall)
The sources agree/disagree about statement summarising the point. Source X says โdirect quoteโ and Source Y [agrees/disagrees] when it says โdirect quoteโ.โ 1โ2 marks
The sources also agree/disagree about statement summarising the point. Source X says โdirect quoteโ and Source Y [agrees/disagrees] when it says โdirect quoteโ.โ 1โ2 marks
How it's marked
1 mark for a simple comparison (what the sources agree/disagree about).
2 marks for a developed comparison, supported by specific references to each source.
Full marks by four simple comparisons, two developed comparisons, or a combination.
๐กOne set of points will agree, one will disagree.
โ Reveal marking schemeโพ
Max 4 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
A simple comparison will indicate what points of detail or viewpoint the sources agree or disagree on and should be awarded 1 mark.
A developed comparison of the points of detail or overall viewpoint should be awarded a second mark.
Candidates may achieve full marks by making four simple comparisons, two developed comparisons (or by any combination of these).
Overall: Overall the sources disagree about the Normandy landings in June 1944.
Points of comparison
disagree
Source C: The Normandy landings, which pushed German forces out of north-west Europe, are often remembered as a predominantly American operation.
Source D: Despite being led by an American General, D-Day was a huge Allied effort with Britain taking the lead in planning and resourcing it.
disagree
Source C: The German forces were defeated in northern France due to the better tactical skills of the Allies.
Source D: The German forces were not easy to defeat, nevertheless the Allies prevailed due to their superior resources.
disagree
Source C: However, despite the Allies becoming bogged down in Normandy, they eventually secured one of history's most memorable victories.
Source D: The rapid Allied advance through France was faster than the German advance through France four years earlier.
Explain6 marks2018Q5Mary Queen of Scots, and the Scottish Reformation, 1542โ1587
Explain the reasons why the Catholic Church faced difficulties in Scotland in the 1540s and 1550s.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Explain ยท Appears in all 3 sections
WFQ (words from the question)your own recalled knowledge
One reason why words from the question was fact which meant that โฆโ 1 mark
A second reason why words from the question was fact which meant that โฆโ 1 mark
A third reason why words from the question was fact which meant that โฆโ 1 mark
A fourth reason why words from the question was fact which meant that โฆโ 1 mark
A fifth reason why words from the question was fact which meant that โฆโ 1 mark
A sixth reason why words from the question was fact which meant that โฆโ 1 mark
Example: One reason why women gained the vote in 1918 was that women burned down buildings like cricket pavilions, which meant that they gained publicity for the cause of votes for women.
How it's marked
1 mark for each accurate, relevant reason.
A second mark for each reason that is developed.
Each sentence/point must answer the question on its own.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
1 mark should be given for each accurate, relevant reason, and a second mark should be given for reasons that are developed.
Candidates may achieve full marks by providing six straightforward reasons, three developed reasons (or a combination of these).
Possible reasons
the Church could be easily influenced through bribery by rich nobles which affected the authority of the Church
Abbots and Bishops insisted that funds from parishes were sent to them (often abroad) which meant that local churches suffered
local parish priests were often poorly educated which meant they lacked knowledge of scripture and were not able to say mass accurately
some of the clergy were married with children which caused criticism as they were supposed to be celibate
illegitimate children of the nobility and royalty were appointed to offices within the Church which caused resentment (eg James Vโs illegitimate sons)
attempts at reform before the 1560s were criticised for being too limited
senior clergy spent Church finances to fund luxurious lifestyles which many people saw as corrupt
Protestant ideas were growing in Scotland which was a threat to the practices of the Catholic Church (eg sale of pardons)
the Lords of the Congregation, a group of Protestant Lords, united against Mary of Guise and were planning to establish a Protestant Reformation in Scotland, which challenged the authority of the Catholic Queen and Church
the Catholic Church faced condemnation for its persecution of Protestant followers (eg George Wishart who was burned as a heretic in 1546)
the Catholic Church was closely connected to France which aroused resentment in Scotland.
How fully6 marks2018Q6Mary Queen of Scots, and the Scottish Reformation, 1542โ1587
How fully does Source A describe the regencies of Moray and Morton?
WFQ = words from the question โ reuse in every point.
(Use the source and recall to reach a judgement.)
Tip: Highlight up to 3 pieces of evidence from the source (worth up to 3 marks) โ then recall 3 points the source leaves out.
Highlight evidence โ tap the text:
Source A
Source A describes the regencies of Moray and Morton in Scotland.
In 1567, James VI became king but was too young to rule so Moray became Jamesโ first regent. He had to cope with the fact that Mary still had supporters who wanted to return her to the throne even after her abdication. Moray spent his time securing Protestantism in Scotland by passing laws to strengthen the religion. This helped reduce support for Mary among the nobles. In 1572, Morton became regent and also strongly supported Protestantism. He forced ministers to declare loyalty to the King as Governor of the Kirk.
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 should be awarded up to 3 marks for their identification of points from the source which support their judgement.
Candidates should be awarded up to 4 marks for their identification of points of significant omission, based on their own knowledge, that support their judgement.
A maximum of 2 marks may be awarded for answers in which no judgement has been made or which refer only to the source.
Points from the source
[Moray] had to cope with the fact that Mary still had supporters who wanted to return her to the throne even after her abdication
Moray spent his time securing Protestantism in Scotland by passing laws to strengthen the religion
in 1572 Morton became regent and also strongly supported Protestantism
he forced ministers to declare loyalty to the King as Governor of the Kirk
Points of significant omission
Moray passed laws of the Reformation Parliament in 1560 which favoured the Kirk
Moray took strong action against Catholic priests
Moray was murdered in Linlithgow in 1570 by one of Maryโs supporters
Morton had strong support from Elizabeth I for his religious policies
Morton was a strong regent who restored law and order and increased taxes
Morton was executed in 1581 due to his complicity in the murder of Darnley.
To what extent9 marks2018Q7Mary Queen of Scots, and the Scottish Reformation, 1542โ1587
To what extent were relations with the nobility the main reason why Mary faced difficulties during her reign in Scotland between 1561 and 1567?
WFQ = words from the question โ reuse in every point.amber = the isolated factor to weigh up.
(Use recalled knowledge to introduce then present a balanced assessment of the influence of different factors and come to a reasoned conclusion.)
๐ RAT sheet โ how to structure your answerโพ
To what extent / How important / How successful ยท Appears in 2 sections
WFQ (words from the question)a factor
There are several reasons why words from the question. These include the isolated factor, FACTOR 2, and FACTOR 3.โ 1 mark (introduction)
Some historians think the isolated factor was words from the question because _____. Also _____.โ 1 KU mark per fact (up to 5)
However, other historians think FACTOR 2 was words from the question because _____. Also _____.โ 1 mark (balance) + 1 KU per fact
Other historians think FACTOR 3 was words from the question because _____. Also _____.โ 1 KU mark per fact
Overall, the isolated factor / FACTOR 2 / FACTOR 3 was the most important words from the question. This is because [reason why โ does not need to be new].โ 2 marks (conclusion)
How it's marked
5 marks for knowledge โ 1 KU mark for each accurate, developed fact you give to support your factors (not too brief). If only one factor is presented, max 3 for knowledge.
Structure marks: 1 for an introduction, 1 for balance (more than one factor), 2 for a conclusion (1 for a valid judgement, 1 for a reason supporting it).
๐กIt is asking: one factor is a reason โ but there are others, so decide which was MOST important.
๐กEach fact you add (including every "Alsoโฆ") earns a KU mark, as long as it is developed and not too brief โ up to 5.
โ Reveal marking schemeโพ
Max 9 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Up to 5 marks can be given for relevant, factual, key points of knowledge used to support factors, with 1 mark given for each point (but one mark should be deducted if the process is not clear in at least two factors).
If only one factor is presented, a maximum of 3 marks should be given for relevant points of knowledge.
A further 4 marks can be given for providing the answer in a structured way and coming to a reasoned conclusion (1 mark introduction, 1 mark structure, 1 mark conclusion with a valid judgement, 1 mark for a reason in support of the judgement).
relations with the nobility
many nobles were suspicious of Mary on her return from France as they thought she would replace them with Frenchmen
the nobles resented taking orders from a woman
during her first few years, Mary used her half-brother, Lord James Stewart, and Maitland of Lethington to help govern Scotland which annoyed their rivals
in March 1565, Moray, Argyll and Chรขtelherault agreed to rebel because of Maryโs marriage to Darnley, resulting in the Chaseabout Raid
marital relationships
Darnleyโs behaviour of drinking and womanising reflected badly on Mary
Maryโs relationship with Riccio was under suspicion, some suspected they were having an affair/he was a foreign spy
Mary was suspected of involvement in Darnleyโs murder
Maryโs marriage to Bothwell was heavily criticised and lost Mary support because he was a suspect in Darnleyโs death
religious policy
Scotland was a Protestant country and when the Catholic Mary returned from France the new Kirk was suspicious that she may wish to return Scotland to a Catholic country
John Knox never believed that Mary accepted the Protestant religion in Scotland and encouraged opposition to her amongst Protestant followers
relationship with Elizabeth
Mary was undermined by Elizabethโs support of Scottish nobles in rebellion against her
Maryโs religion encouraged English Catholics to plot against Elizabeth which further undermined their relationship
Evaluate the usefulness5 marks2018Q8Mary Queen of Scots, and the Scottish Reformation, 1542โ1587
Evaluate the usefulness of Source B as evidence of the execution of Mary, Queen of Scots in 1587.
WFQ = words from the question โ reuse in every point.
(You may want to comment on what type of source it is, who wrote it, when they wrote it, why they wrote it, what they say and what has been missed out.)
Tip: Highlight up to 2 content points you would quote (content is worth up to 2 marks) โ then consider author, purpose, timing and omission.
Highlight evidence โ tap the text:
Source B โ from the diary of a lady-in-waiting who accompanied Mary during her imprisonment in England and was written in 1567
Source B is from the diary of a lady-in-waiting who accompanied Mary during her imprisonment in England and was written in 1567.
The Queen quickly, and with great courage, knelt down and showed no signs of faltering. So great was her bravery that all present were moved. The executioner, or rather the minister of Satan, strove to kill not only her body but her soul because he kept interrupting her prayers. When she eventually finished praying, she laid her head on the block. The executioner struck her a great blow on the neck, which was not however, entirely severed.
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
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 evaluative comments relating to the content of the source.
A maximum of 2 marks may be given for evaluative comments relating to points of significant omission.
Points from the source
Author: Lady-in-waiting to Mary โ Useful because she was an eyewitness.
Type of source: Diary โ Useful because it is an honest, personal account.
Purpose: To record โ Useful because it is a private account (and likely to be truthful).
Timing: 1567 โ Useful because it was written at the time of Maryโs execution./1567 โ Not useful because it was not written at the time of Maryโs execution.
Content: The Queen quickly, and with great courage, knelt down and showed no signs of faltering. โ Useful because it is accurate (Mary did show courage during her execution).
Content: The executioner kept interrupting her prayers/when she eventually finished she laid her head on the block. โ Useful because it is accurate (the executioner did attempt to interrupt Maryโs prayers).
Content: The executioner struck her a great blow on the neck, which was not however, entirely severed. โ Useful because it is accurate (the first blow failed to cut off her head).
Points of significant omission
Mary removed her black dress to reveal a red petticoat which was a symbol of Catholic martyrdom
two blows were needed to cut off Maryโs head
the executioner raised up her head to show the crowd and her wig came away to reveal her grey hair cut short to her scalp
Maryโs small dog was found under her skirts soaked in her blood/the dog had to be removed by force then it laid on her shoulder.
Evaluate the usefulness5 marks2018Q13Migration and Empire, 1830โ1939
Evaluate the usefulness of Source A as evidence of the reasons why so many immigrants came to Scotland after 1830.
WFQ = words from the question โ reuse in every point.
(You may want to comment on what type of source it is, who wrote it, when they wrote it, why they wrote it, what they say and what has been missed out.)
Tip: Highlight up to 2 content points you would quote (content is worth up to 2 marks) โ then consider author, purpose, timing and omission.
Highlight evidence โ tap the text:
Source A โ from an interview with Peter Rusgis and was recorded in 1910
Source A is from an interview with Peter Rusgis and was recorded in 1910.
My father was 21 when he came to Scotland from Lithuania with his brother. Neither of them wanted to be forced into the Russian army as this would have meant they were away from home for several years. Scotland was far enough away so the Russians could not get hold of them. They were both frightened as conditions were bad in the Russian army so Scotland seemed a safe destination. My father had also heard that there were plenty of jobs in Scotland.
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
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 evaluative comments relating to the content of the source.
A maximum of 2 marks may be given for evaluative comments relating to points of significant omission.
Points from the source
Author: Peter Rusgis โ Useful as he was the son of an immigrant so he would have first-hand knowledge of why people immigrated to Scotland.
Type of source: Interview โ Useful because they tend to be factual and detailed.
Purpose: To record/inform โ Useful as he would want to record his fatherโs story as accurately as possible.
Timing: 1910 โ Useful because it was written when immigrants were coming to Scotland from Eastern Europe.
Content: Neither of them wanted to be forced into the Russian army as this would have meant they were away from home for several years. โ Useful as it is accurate (young men did flee from Lithuania to escape conscription into the Russian army).
Content: They were both frightened as conditions were bad in the Russian army/Scotland seemed a safe destination. โ Useful as it is accurate (people did flee from places like Lithuania because of fear).
Content: My father had also heard that there were plenty of jobs in Scotland. โ Useful as it is accurate (many immigrants did come to Scotland as there were plenty of jobs available).
Points of significant omission
Irish Catholics came to escape hunger/because Scotland was geographically close/family connections/fares to Scotland were cheap/wages were higher in Scotland
Italian immigrants came to Scotland to escape poverty/to work in family businesses/to escape drought/to earn money to send back to Italy
Jewish immigrants came to escape persecution/pogroms in Russia
Irish Protestants came in response to job adverts/to work in shipyards.
How fully6 marks2018Q14Migration and Empire, 1830โ1939
How fully does Source B describe the relationships between immigrants and Scots between the 1830s and 1939?
WFQ = words from the question โ reuse in every point.
(Use the source and recall to reach a judgement.)
Tip: Highlight up to 3 pieces of evidence from the source (worth up to 3 marks) โ then recall 3 points the source leaves out.
Highlight evidence โ tap the text:
Source B
Source B describes the relationships between immigrants and Scots between the 1830s and 1939.
By 1914, approximately 4,500 Italians lived in Scotland. Italians established many popular businesses such as ice-cream parlours, cafรฉs and fish and chip shops. However, there was some tension between the Catholic Italians and the Protestant Scots who objected to Italian cafรฉs opening on Sundays. The cafรฉ owners were also criticised by local people who claimed the cafรฉs sometimes encouraged unruly behaviour. There was little integration between Scots and Italians. Many Italians intended to return to Italy once they had made money in Scotland.
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 should be awarded up to 3 marks for their identification of points from the source which support their judgement.
Candidates should be awarded up to 4 marks for their identification of points of significant omission, based on their own knowledge, that support their judgement.
A maximum of 2 marks may be awarded for answers in which no judgement has been made or which refer only to the source.
Points from the source
Italians established many popular businesses (such as ice-cream parlours, cafรฉs and fish and chip shops)
there was tension between the Catholic Italians and the Protestant Scots (eg Italian cafรฉs being open on a Sunday)
the cafรฉ owners were also criticised by local people who claimed the cafรฉs sometimes encouraged unruly behaviour
there was little integration between the Scots and Italians
Points of significant omission
immigrants were unpopular with the Scottish workers as they were accused of taking jobs/being strike breakers/keeping wages down
immigrants and Scots competed for available housing/pushed housing costs up
Catholic Irish faced hostility from the Church of Scotland
Protestant Irish assimilated more easily as they shared the same religion with the Scots
Jews set up businesses which provided services for the Scots (eg watchmakers, tobacconists)
To what extent9 marks2018Q15Migration and Empire, 1830โ1939
To what extent were the attractions of new lands the most important factor which led to people leaving Scotland after 1830?
WFQ = words from the question โ reuse in every point.amber = the isolated factor to weigh up.
(Use recalled knowledge to introduce then present a balanced assessment of the influence of different factors and come to a reasoned conclusion.)
๐ RAT sheet โ how to structure your answerโพ
To what extent / How important / How successful ยท Appears in 2 sections
WFQ (words from the question)a factor
There are several reasons why words from the question. These include the isolated factor, FACTOR 2, and FACTOR 3.โ 1 mark (introduction)
Some historians think the isolated factor was words from the question because _____. Also _____.โ 1 KU mark per fact (up to 5)
However, other historians think FACTOR 2 was words from the question because _____. Also _____.โ 1 mark (balance) + 1 KU per fact
Other historians think FACTOR 3 was words from the question because _____. Also _____.โ 1 KU mark per fact
Overall, the isolated factor / FACTOR 2 / FACTOR 3 was the most important words from the question. This is because [reason why โ does not need to be new].โ 2 marks (conclusion)
How it's marked
5 marks for knowledge โ 1 KU mark for each accurate, developed fact you give to support your factors (not too brief). If only one factor is presented, max 3 for knowledge.
Structure marks: 1 for an introduction, 1 for balance (more than one factor), 2 for a conclusion (1 for a valid judgement, 1 for a reason supporting it).
๐กIt is asking: one factor is a reason โ but there are others, so decide which was MOST important.
๐กEach fact you add (including every "Alsoโฆ") earns a KU mark, as long as it is developed and not too brief โ up to 5.
โ Reveal marking schemeโพ
Max 9 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Up to 5 marks can be given for relevant, factual, key points of knowledge used to support factors, with 1 mark given for each point (but one mark should be deducted if the process is not clear in at least two factors).
If only one factor is presented, a maximum of 3 marks should be given for relevant points of knowledge.
A further 4 marks can be given for providing the answer in a structured way and coming to a reasoned conclusion (1 mark introduction, 1 mark structure, 1 mark conclusion with a valid judgement, 1 mark for a reason in support of the judgement).
attractions of new lands
the promise of cheap land/opportunity to own land/more fertile land
climate perceived as better to that in Scotland
employment opportunities/higher wages
encouragement from relatives/friends
the clearances
many people evicted from their homes/made homeless so had to move
some landlords assisted tenants by paying their passage if they agreed to leave
difficulties of earning a living
collapse of kelp industry/fall in demand for black cattle/collapse of herring trade after Russian Revolution in 1917
overpopulation led to the subdivision of land/not enough good land to support family/pay rent
Explain6 marks2018Q16Migration and Empire, 1830โ1939
Explain the reasons why Scottish emigrants were often successful in their new homelands.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Explain ยท Appears in all 3 sections
WFQ (words from the question)your own recalled knowledge
One reason why words from the question was fact which meant that โฆโ 1 mark
A second reason why words from the question was fact which meant that โฆโ 1 mark
A third reason why words from the question was fact which meant that โฆโ 1 mark
A fourth reason why words from the question was fact which meant that โฆโ 1 mark
A fifth reason why words from the question was fact which meant that โฆโ 1 mark
A sixth reason why words from the question was fact which meant that โฆโ 1 mark
Example: One reason why women gained the vote in 1918 was that women burned down buildings like cricket pavilions, which meant that they gained publicity for the cause of votes for women.
How it's marked
1 mark for each accurate, relevant reason.
A second mark for each reason that is developed.
Each sentence/point must answer the question on its own.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
1 mark should be 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
Scots who emigrated often had skills which were in demand in their homeland which meant they prospered (eg they were experienced farmers/granite workers/handloom weavers/seamen)
Scots were often relatively well educated which meant they could often adopt leadership roles in their new communities which meant they did well (eg education/politics/finance)
Scots gained a reputation as being hardworking which meant that employers were often keen to hire them
many Scots had an entrepreneurial attitude and set up their own businesses which meant that there were examples of Scots who became very rich
Scots were innovative and played key roles in the modernisation of their new homelands (eg developing railroads/telegraph systems/introducing new farming methods)
many Scots moved to areas where there were existing Scots communities which meant they had families and friends to support them/felt at home/were able to settle quickly (eg Otago in New Zealand and Nova Scotia)
Scots were experienced in finance and banking which meant that these skills were much in demand in their new homelands
many Scots were experienced miners which meant they were successful in the Australian Gold Rush
the Canadian Fur Trade was dominated by Scots so Scots were recruited for Hudson Bay Company which meant that other Scots were given key positions
the Presbyterian church in New Zealand was able to offer support/was familiar to them which helped Scots create a stronger community than other immigrants.
To what extent9 marks2018Q17The Era of the Great War, 1900โ1928
To what extent was the machine gun the most effective weapon on the Western Front during the Great War?
WFQ = words from the question โ reuse in every point.amber = the isolated factor to weigh up.
(Use recalled knowledge to introduce then present a balanced assessment of the influence of different factors and come to a reasoned conclusion.)
๐ RAT sheet โ how to structure your answerโพ
To what extent / How important / How successful ยท Appears in 2 sections
WFQ (words from the question)a factor
There are several reasons why words from the question. These include the isolated factor, FACTOR 2, and FACTOR 3.โ 1 mark (introduction)
Some historians think the isolated factor was words from the question because _____. Also _____.โ 1 KU mark per fact (up to 5)
However, other historians think FACTOR 2 was words from the question because _____. Also _____.โ 1 mark (balance) + 1 KU per fact
Other historians think FACTOR 3 was words from the question because _____. Also _____.โ 1 KU mark per fact
Overall, the isolated factor / FACTOR 2 / FACTOR 3 was the most important words from the question. This is because [reason why โ does not need to be new].โ 2 marks (conclusion)
How it's marked
5 marks for knowledge โ 1 KU mark for each accurate, developed fact you give to support your factors (not too brief). If only one factor is presented, max 3 for knowledge.
Structure marks: 1 for an introduction, 1 for balance (more than one factor), 2 for a conclusion (1 for a valid judgement, 1 for a reason supporting it).
๐กIt is asking: one factor is a reason โ but there are others, so decide which was MOST important.
๐กEach fact you add (including every "Alsoโฆ") earns a KU mark, as long as it is developed and not too brief โ up to 5.
โ Reveal marking schemeโพ
Max 9 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Up to 5 marks can be given for relevant, factual, key points of knowledge used to support factors, with 1 mark given for each point (but one mark should be deducted if the process is not clear in at least two factors).
If only one factor is presented, a maximum of 3 marks should be given for relevant points of knowledge.
A further 4 marks can be given for providing the answer in a structured way and coming to a reasoned conclusion (1 mark introduction, 1 mark structure, 1 mark conclusion with a valid judgement, 1 mark for a reason in support of the judgement).
machine gun
machine gunโs casualty rate was much higher than that of regular rifles/the machine gun had the capability to fire 400-600 rounds per minute
the machine gun had a longer range than regular rifles/the use of cross fire made the machine gun deadly
it was the most effective defensive weapon in the trenches/but lacked mobility
at times less effective as barrel overheated and jammed
the tank
destroyed barbed wire defences/crossed no manโs land easily
bullet proof/shielded infantry during an attack on enemy trenches
very slow/often got stuck in the mud or broke down
gas
(chlorine/phosgene/mustard) โ created panic and killed/wounded many by choking/blinding
less effective as it was weather dependent/impact of gas masks
artillery
killed/wounded the most men from long range
rifle
crucial ever-present infantry weapon/useful due to its mobility when the soldiers were attacking
aeroplanes
some success in reconnaissance/bombing enemy trenches
How fully6 marks2018Q18The Era of the Great War, 1900โ1928
How fully does Source A describe the restrictions introduced under the Defence of the Realm Act?
WFQ = words from the question โ reuse in every point.
(Use the source and recall to reach a judgement.)
Tip: Highlight up to 3 pieces of evidence from the source (worth up to 3 marks) โ then recall 3 points the source leaves out.
Highlight evidence โ tap the text:
Source A
Source A describes the restrictions introduced under the Defence of the Realm Act.
The Defence of the Realm Act (DORA) was introduced in August 1914. It stated that no-one was allowed to talk about the navy or the army in public places. You were also not allowed to spread rumours about military matters. You could not trespass on railway lines or bridges. It was added to as the war progressed and listed all the things that people were not allowed to do in wartime. In addition, British Summer Time was introduced to give more daylight hours for extra work.
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 should be awarded up to 3 marks for their identification of points from the source which support their judgement.
Candidates should be awarded up to 4 marks for their identification of points of significant omission, based on their own knowledge, that support their judgement.
A maximum of 2 marks may be awarded for answers in which no judgement has been made or which refer only to the source.
Points from the source
it stated that no-one was allowed to talk about the navy or the army in public places
you were also not allowed to spread rumours about military matters
you could not trespass on railway lines or bridges
British Summer Time was introduced to give more daylight hours for extra work.
Points of significant omission
no-one was allowed to melt down gold or silver
no-one was allowed to light bonfires or fireworks
no-one was allowed to use invisible ink when writing abroad
no-one was allowed to ring church bells
the government could censor newspapers/letters
opening hours in pubs were cut/beer was watered down/customers in pubs were not allowed to buy a round of drinks.
Evaluate the usefulness5 marks2018Q19The Era of the Great War, 1900โ1928
Evaluate the usefulness of Source B as evidence of womenโs work during the Great War.
WFQ = words from the question โ reuse in every point.
(You may want to comment on what type of source it is, who wrote it, when they wrote it, why they wrote it, what they say and what has been missed out.)
Tip: Highlight up to 2 content points you would quote (content is worth up to 2 marks) โ then consider author, purpose, timing and omission.
Highlight evidence โ tap the text:
Source B โ from a newspaper interview with Prime Minister David Lloyd George, published on 22 August 1918
Source B is from a newspaper interview with Prime Minister David Lloyd George, published on 22 August 1918.
I admire the splendid manner in which female volunteers came forward to work in administrative offices of all kinds. We would have been unable to cope during the past few months without women working in hospitals. The heroines who have flocked to work behind the front lines as ambulance drivers have faced daily danger. My message is: โWell done, carry on. You are helping to create a new world for yourselves and for your childrenโ.
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
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 evaluative comments relating to the content of the source.
A maximum of 2 marks may be given for evaluative comments relating to points of significant omission.
Points from the source
Author: David Lloyd George โ Useful as he is the PM and has first-hand/eyewitness knowledge of the work done by women.
Type of source: Newspaper interview โ Useful as interviews tend to be both factual and detailed.
Purpose: To inform/persuade โ Useful as it praises the work done by women/provides detailed account of womenโs war work.
Timing: 22 August 1918 โ Useful as it was written in the last year of the war.
Content: female volunteers came forward to work in administrative offices of all kinds. โ Useful as it is accurate (women did volunteer to do various jobs on the home front).
Content: women working in hospitals. โ Useful as it is accurate (many women did become nurses).
Content: The heroines who have flocked to work behind the front lines as ambulance drivers. โ Useful as it is accurate (many women did work behind the front lines).
Points of significant omission
women worked in munition factories
the land army/on the land
on the trains as railway guards and ticket collectors/buses and tram conductors/emergency services like police/firefighters
some women also worked heavy or precision machinery in engineering/shipyards.
Explain6 marks2018Q20The Era of the Great War, 1900โ1928
Explain the reasons why the Suffragettes harmed the cause of votes for women.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Explain ยท Appears in all 3 sections
WFQ (words from the question)your own recalled knowledge
One reason why words from the question was fact which meant that โฆโ 1 mark
A second reason why words from the question was fact which meant that โฆโ 1 mark
A third reason why words from the question was fact which meant that โฆโ 1 mark
A fourth reason why words from the question was fact which meant that โฆโ 1 mark
A fifth reason why words from the question was fact which meant that โฆโ 1 mark
A sixth reason why words from the question was fact which meant that โฆโ 1 mark
Example: One reason why women gained the vote in 1918 was that women burned down buildings like cricket pavilions, which meant that they gained publicity for the cause of votes for women.
How it's marked
1 mark for each accurate, relevant reason.
A second mark for each reason that is developed.
Each sentence/point must answer the question on its own.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
1 mark should be 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
militancy created lots of bad publicity which made achieving the vote much less likely/portrayed women as unfit to vote
Suffragettes smashed shop windows which angered business owners
Suffragettes interrupted political meetings which annoyed politicians
Emily Davisonโs actions at the Derby outraged the nation
Suffragettes slashing paintings upset many people
attacking politicians made many people view Suffragettes as too immature to vote
chaining themselves to public buildings made many view Suffragettes as a nuisance
arson attacks (eg racecourses, post boxes) turned many against the cause
use of letter bombs made many think women were not responsible enough to vote
acid attacks (eg golf clubs) turned many against the cause
some Suffragettes viewed as unpatriotic for not supporting the war effort.
Explain6 marks2018Q9The Treaty of Union, 1689โ1715
Explain the reasons why the Darien Scheme failed.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Explain ยท Appears in all 3 sections
WFQ (words from the question)your own recalled knowledge
One reason why words from the question was fact which meant that โฆโ 1 mark
A second reason why words from the question was fact which meant that โฆโ 1 mark
A third reason why words from the question was fact which meant that โฆโ 1 mark
A fourth reason why words from the question was fact which meant that โฆโ 1 mark
A fifth reason why words from the question was fact which meant that โฆโ 1 mark
A sixth reason why words from the question was fact which meant that โฆโ 1 mark
Example: One reason why women gained the vote in 1918 was that women burned down buildings like cricket pavilions, which meant that they gained publicity for the cause of votes for women.
How it's marked
1 mark for each accurate, relevant reason.
A second mark for each reason that is developed.
Each sentence/point must answer the question on its own.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
1 mark should be 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
no one involved in setting up the scheme had ever been to Darien to carry out research and so were unaware of just how unsuitable for a colony the site was
the very high temperatures made things difficult for Scots who were not used to such heat
Darien has heavy rainfall/200 inches a year and this proved not to be conducive to the establishment of a settlement
Darien was full of diseases which posed dangers to the settlers (eg malaria, yellow fever)
the failure to take enough food on the journey contributed to the high casualty rate (eg 44 died during voyage) during the initial voyage
on the second expedition the casualty rate was even higher (eg 160 died during the voyage because of unclean water/rotting food)
not enough investment was made in the scheme as King William did not allow English or foreign investment
when the Scots got into difficulty King William forbade nearby English colonies to offer assistance
the Spanish attacked the settlement and forced the Scots to surrender
the Scots asked for high prices and so failed to trade
the Scots took the wrong goods for trading (eg Bibles, wigs, heavy cloths).
How fully6 marks2018Q10The Treaty of Union, 1689โ1715
How fully does Source A describe the arguments used by the opponents of Union in Scotland?
WFQ = words from the question โ reuse in every point.
(Use the source and recall to reach a judgement.)
Tip: Highlight up to 3 pieces of evidence from the source (worth up to 3 marks) โ then recall 3 points the source leaves out.
Highlight evidence โ tap the text:
Source A
Source A is about the arguments used by the opponents of Union in Scotland.
The Union debate produced very strong passions on both sides of the argument. Its opponents said that taxes would be sure to rise if the Union went ahead. They also claimed that as Scots would be in a minority in a new British Parliament their voices would always be drowned out by the English. Some Presbyterians warned that Union would force unwelcome changes on the Church of Scotland. Opponents of the Union also argued that it would give the English too much control over Scotlandโs trade.
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 should be awarded up to 3 marks for their identification of points from the source which support their judgement.
Candidates should be awarded up to 4 marks for their identification of points of significant omission, based on their own knowledge, that support their judgement.
A maximum of 2 marks may be awarded for answers in which no judgement has been made or which refer only to the source.
Points from the source
its opponents said that taxes would be sure to rise if the Union went ahead
they also claimed that as Scots would be in a minority in a new British Parliament/their voices would always be drowned out by the English
some Presbyterians warned that Union would force unwelcome changes on the Church of Scotland
opponents of the Union also argued that Union would give the English too much control over Scotlandโs trade
Points of significant omission
it was argued that in the aftermath of Union, Scottish businesses would not be able to compete with stronger English businesses
Episcopalians in Scotland opposed Union as it would secure the Hanoverian succession (and only a return to the Stuart dynasty could restore episcopacy to the Scottish church)
Union would lead to the end of Scotlandโs identity as an independent nation
Union would be wrong as a majority of the Scottish people opposed it
Royal burghs feared the end of their special privileges
many claimed Scotlandโs distinctive legal system would be under threat.
To what extent9 marks2018Q11The Treaty of Union, 1689โ1715
To what extent was the support of the Squadrone Volante the most important reason for the passing of the Act of Union by the Scottish Parliament?
WFQ = words from the question โ reuse in every point.amber = the isolated factor to weigh up.
(Use recalled knowledge to introduce then present a balanced assessment of the influence of different factors and come to a reasoned conclusion.)
๐ RAT sheet โ how to structure your answerโพ
To what extent / How important / How successful ยท Appears in 2 sections
WFQ (words from the question)a factor
There are several reasons why words from the question. These include the isolated factor, FACTOR 2, and FACTOR 3.โ 1 mark (introduction)
Some historians think the isolated factor was words from the question because _____. Also _____.โ 1 KU mark per fact (up to 5)
However, other historians think FACTOR 2 was words from the question because _____. Also _____.โ 1 mark (balance) + 1 KU per fact
Other historians think FACTOR 3 was words from the question because _____. Also _____.โ 1 KU mark per fact
Overall, the isolated factor / FACTOR 2 / FACTOR 3 was the most important words from the question. This is because [reason why โ does not need to be new].โ 2 marks (conclusion)
How it's marked
5 marks for knowledge โ 1 KU mark for each accurate, developed fact you give to support your factors (not too brief). If only one factor is presented, max 3 for knowledge.
Structure marks: 1 for an introduction, 1 for balance (more than one factor), 2 for a conclusion (1 for a valid judgement, 1 for a reason supporting it).
๐กIt is asking: one factor is a reason โ but there are others, so decide which was MOST important.
๐กEach fact you add (including every "Alsoโฆ") earns a KU mark, as long as it is developed and not too brief โ up to 5.
โ Reveal marking schemeโพ
Max 9 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Up to 5 marks can be given for relevant, factual, key points of knowledge used to support factors, with 1 mark given for each point (but one mark should be deducted if the process is not clear in at least two factors).
If only one factor is presented, a maximum of 3 marks should be given for relevant points of knowledge.
A further 4 marks can be given for providing the answer in a structured way and coming to a reasoned conclusion (1 mark introduction, 1 mark structure, 1 mark conclusion with a valid judgement, 1 mark for a reason in support of the judgement).
support of Squadrone Volante
role of the Squadrone crucial as had they failed to support Union it might have failed in Parliament given the opposition of the Country Party
many in the Squadrone supported Union as they were Presbyterians and believed this was the best way to protect the Kirk
many in the Squadrone were motivated by greed as they believed support for Union would give them control over the distribution of the Equivalent
pressure from England
England used the Aliens Act to make it clear there would be severe economic difficulties for Scotland should they resist Union
Queen Anne was determined for Union to take place and was ably assisted by political figures (eg Queensberry)
English troops were on the border during the negotiations to focus the mind of the Scots/fear of English army after recent victories (eg Blenheim, Ramillies)
bribery
pensions, promotions and jobs were all offered to encourage support for Union (eg the Earl of Glasgow distributed ยฃ20,000 to encourage support for Union)
Hamilton may have been bribed by the Court Party
division among the opposition
disagreement amongst opponents of Union (eg Catholics and extreme Presbyterians) meant they were unable to act together to prevent it
the Opposition was poorly led by the unpredictable Hamilton/he refused to participate in planned walkout of parliament
Evaluate the usefulness5 marks2018Q12The Treaty of Union, 1689โ1715
Evaluate the usefulness of Source B as evidence of discontent with the Union after 1707.
WFQ = words from the question โ reuse in every point.
(You may want to comment on what type of source it is, who wrote it, when they wrote it, why they wrote it, what they say and what has been missed out.)
Tip: Highlight up to 2 content points you would quote (content is worth up to 2 marks) โ then consider author, purpose, timing and omission.
Highlight evidence โ tap the text:
Source B โ from a speech by a Scottish Lord in the parliamentary journal of the House of Lords, June 1713
Source B is from a speech by a Scottish Lord in the parliamentary journal of the House of Lords, June 1713.
Permission should be given to bring in a Bill to end the Union. Each Kingdom should have its Rights and Privileges restored to what they had been at the time when the Union was first passed. Members should consider this question carefully. Charging Scotland with a Malt Tax is in violation of the 14th Article of the Treaty of Union in which it was clearly stated โthat Scotland shall not be charged with any Malt Tax during this warโ.
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
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 evaluative comments relating to the content of the source.
A maximum of 2 marks may be given for evaluative comments relating to points of significant omission.
Points from the source
Author: Scottish Lord โ Useful as it is a first-hand account by a Scottish Lord in Parliament who wanted to end Union.
Type of source: Parliamentary Journal (speech) โ Useful as this is part of an official account.
Purpose: To record โ Useful as it provides detail of Scottish grievances.
Timing: June 1713 โ Useful as it was written soon after the Union (by which time Scots were able to judge its effects).
Content: Permission should be given to bring in a Bill to end the Union. โ Useful as it is accurate (many Scots did desire to end Union at this time).
Content: Each Kingdom should have its Rights and Privileges restored to what they had been at the time when the Union was first passed. โ Useful as it is accurate (many Scots were annoyed at the infringement of their rights).
Content: Charging Scotland with a Malt Tax is in violation of the 14th Article of the Treaty of Union. โ Useful as it is accurate (many Scots were angry at the levying of this tax in contravention of the terms of Union).
Points of significant omission
there was dissatisfaction with the length of time it took to pay the Equivalent
anger over higher customs duties led to an increase in smuggling
anti-Union feeling important in explaining the level of support for the Jacobites in 1715
there was anger after the Scottish Privy Council was abolished in 1708.
Explain6 marks2018Q1The Wars of Independence, 1286โ1328
Explain the reasons why the succession of Margaret, the Maid of Norway, caused problems for Scotland after 1286.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Explain ยท Appears in all 3 sections
WFQ (words from the question)your own recalled knowledge
One reason why words from the question was fact which meant that โฆโ 1 mark
A second reason why words from the question was fact which meant that โฆโ 1 mark
A third reason why words from the question was fact which meant that โฆโ 1 mark
A fourth reason why words from the question was fact which meant that โฆโ 1 mark
A fifth reason why words from the question was fact which meant that โฆโ 1 mark
A sixth reason why words from the question was fact which meant that โฆโ 1 mark
Example: One reason why women gained the vote in 1918 was that women burned down buildings like cricket pavilions, which meant that they gained publicity for the cause of votes for women.
How it's marked
1 mark for each accurate, relevant reason.
A second mark for each reason that is developed.
Each sentence/point must answer the question on its own.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
1 mark should be 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
Margaret was a child โ problematic as others would have to rule or lead on her behalf/an adult ruler would be better/problematic as many children died before adulthood
Margaret was female โ problematic as many thought a king would be a stronger ruler/better able to control the nobles/better able to lead an army in to battle
Margaret would need a husband โ problematic as a Scottish husband could cause rivalry in Scotland/a foreign husband could mean that Scotland was controlled by a foreign country
Some nobles did not support Margaret โ problematic as the monarch needed the support of the nobles to be able to have strong government
Margaret was from Norway which meant that some saw her as a foreigner and worried that she would have divided loyalties
Balliols and Bruces thought they had a rightful claim to the throne โ problematic as rivalry increased/threat of civil war increased
How fully6 marks2018Q2The Wars of Independence, 1286โ1328
How fully does Source A describe the events that led to the defeat and capture of John Balliol?
WFQ = words from the question โ reuse in every point.
(Use the source and recall to reach a judgement.)
Tip: Highlight up to 3 pieces of evidence from the source (worth up to 3 marks) โ then recall 3 points the source leaves out.
Highlight evidence โ tap the text:
Source A
Source A is about the events that led to the defeat and capture of John Balliol.
During Johnโs reign, his attempts to break free of Edwardโs increasing control of Scotland proved hopeless. John lost patience and summoned his own parliament which agreed that homage and fealty should be withdrawn. The Scots knew better than to appeal to Edwardโs good nature and chose a course of action which would guarantee war: they concluded a treaty with France. To begin with, the Scots displayed a near suicidal optimism and invaded England. Edward began by slaughtering most of the citizens of Berwick for their bold resistance.
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 should be awarded up to 3 marks for their identification of points from the source which support their judgement.
Candidates should be awarded up to 4 marks for their identification of points of significant omission, based on their own knowledge, that support their judgement.
A maximum of 2 marks may be awarded for answers in which no judgement has been made or which refer only to the source.
Points from the source
Johnโs parliament agreed that homage and fealty should be withdrawn
they (Scotland) concluded a treaty with France
the Scots invaded England
Edward slaughtered most of the citizens of Berwick
Points of significant omission
John Balliol had accepted Edward I as his overlord
John Balliol was bullied by King Edward (eg summoned to pay wine bill)
John Balliol refused King Edwardโs order to join him in the war against France
King Edward defeated John Balliol at Dunbar/pursued Balliol north
King Edward forced John Balliol to surrender to him (at Montrose)
King Edward stripped John Balliol of his crown and title.
To what extent9 marks2018Q3The Wars of Independence, 1286โ1328
To what extent were the mistakes made by the English the most important reason why the Scots won the Battle of Stirling Bridge in 1297?
WFQ = words from the question โ reuse in every point.amber = the isolated factor to weigh up.
(Use recalled knowledge to introduce then present a balanced assessment of the influence of different factors and come to a reasoned conclusion.)
๐ RAT sheet โ how to structure your answerโพ
To what extent / How important / How successful ยท Appears in 2 sections
WFQ (words from the question)a factor
There are several reasons why words from the question. These include the isolated factor, FACTOR 2, and FACTOR 3.โ 1 mark (introduction)
Some historians think the isolated factor was words from the question because _____. Also _____.โ 1 KU mark per fact (up to 5)
However, other historians think FACTOR 2 was words from the question because _____. Also _____.โ 1 mark (balance) + 1 KU per fact
Other historians think FACTOR 3 was words from the question because _____. Also _____.โ 1 KU mark per fact
Overall, the isolated factor / FACTOR 2 / FACTOR 3 was the most important words from the question. This is because [reason why โ does not need to be new].โ 2 marks (conclusion)
How it's marked
5 marks for knowledge โ 1 KU mark for each accurate, developed fact you give to support your factors (not too brief). If only one factor is presented, max 3 for knowledge.
Structure marks: 1 for an introduction, 1 for balance (more than one factor), 2 for a conclusion (1 for a valid judgement, 1 for a reason supporting it).
๐กIt is asking: one factor is a reason โ but there are others, so decide which was MOST important.
๐กEach fact you add (including every "Alsoโฆ") earns a KU mark, as long as it is developed and not too brief โ up to 5.
โ Reveal marking schemeโพ
Max 9 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Up to 5 marks can be given for relevant, factual, key points of knowledge used to support factors, with 1 mark given for each point (but one mark should be deducted if the process is not clear in at least two factors).
If only one factor is presented, a maximum of 3 marks should be given for relevant points of knowledge.
A further 4 marks can be given for providing the answer in a structured way and coming to a reasoned conclusion (1 mark introduction, 1 mark structure, 1 mark conclusion with a valid judgement, 1 mark for a reason in support of the judgement).
English mistakes
the English were overconfident which meant that they underestimated the Scots/victory at Dunbar created the belief that they were superior
the English were missing experienced commanders/Hugh de Cressingham had little military experience/Earl of Surrey was in poor health
English army was smaller than the army they had at Dunbar which helped the Scots
poor planning โ Cressingham rejected the option of crossing using a ford/crossing by the bridge was a difficult manoeuvre
Cressingham wanted the battle to be over quickly to save money which meant that they rushed decisions
choice of battlefield not suited to cavalry
plans chaotic โ two false starts revealed plans to the Scots/English slow to get organised/slept in/knighting ceremony
army forced into a bottleneck/bridge too narrow for cavalry and no chance of escape
Scottish strengths
Scots positioned on high ground giving them an advantage/Abbey Craig
tactics โ schiltrons impossible to break with cavalry charge/moved as a unit/mobility a surprise for the English
leadership of Wallace and Murray
chose battleground well/surveyed land/knew marshy ground would not be suited to the English cavalry
timing was superb โ attacked quickly so English were trapped/if had attacked too early vanguard would not have got across bridge
Evaluate the usefulness5 marks2018Q4The Wars of Independence, 1286โ1328
Evaluate the usefulness of Source B as evidence of the methods used by King Robert to drive the English out of Scotland between 1307 and 1314.
WFQ = words from the question โ reuse in every point.
(You may want to comment on what type of source it is, who wrote it, when they wrote it, why they wrote it, what they say and what has been missed out.)
Tip: Highlight up to 2 content points you would quote (content is worth up to 2 marks) โ then consider author, purpose, timing and omission.
Highlight evidence โ tap the text:
Source B โ from a chronicle written by a Scottish writer around 1335
Source B is from a chronicle written by a Scottish writer around 1335.
The castle of Forfar was occupied by Englishmen. Some of King Robertโs followers hurried to the castle with ladders and secretly climbed over the stone wall and took the castle. Then they slaughtered all they found. They handed the castle over to King Robert who offered them a good reward. The king had the castle wall broken down, destroyed the well and then the whole castle. The wise, strong and bold king moved onto Perth with his army and soon set siege to it.
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
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 evaluative comments relating to the content of the source.
A maximum of 2 marks may be given for evaluative comments relating to points of significant omission.
Points from the source
Author: Scottish writer โ Useful as he lived during the time of King Robert/collected stories about King Robert.
Type of source: Chronicle โ Useful as they tend to be detailed.
Purpose: To record โ Less useful as may have been written to glorify King Robert and therefore be exaggerated for dramatic effect.
Timing: 1335 โ Useful as primary source from the 14th century.
Content: Some of King Robertโs followers hurried to the castle with ladders and secretly climbed over the stone wall and took the castle. โ Useful as it is accurate (Bruce and his followers did capture castles held by the English).
Content: Then they slaughtered all they found. โ Useful as it is accurate (Bruce and his followers did kill many English soldiers who were garrisoned in Scotland/treated English brutally).
Content: The king had the castle wall broken down, destroyed the well and then the whole castle/moved onto Perth with his army and soon set siege to it. โ Useful as it is accurate (Bruce did destroy castles so that the English could not return to them).
Points of significant omission
King Robert used guerrilla tactics (eg ambushed groups of English soldiers)
King Robert won the support of powerful nobles (eg Angus MacDonald)
English soldiers were demoralised by the capture of garrisons
