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GCSE History

Student Guide

Course structure Assessment & homework cycle

Advice & guidance

Name ______________ Group ______________ Teacher ______________ Year ______________ Final version

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Contents

Page Details

3 Introduction

4 AQA syllabus—Units 1, 2 and 3

7 History assessment cycle

8 Student self assessment record sheet

9 Examination details

10 Key facts

11 Assessments in the cycle

13-28 Practice source questions

29 Essay advice

30 Other learning resources & revision

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Introduction GCSE History AQA Syllabus B (4045)

Inside this booklet you will find information regarding the syllabus, the assessment cycle, assessments and advice. A quarter of the final grade comes from an historical enquiry (coursework) whilst the rest is decided through two exams. The main method of assess-ment in the exams is knowledge based questions. You will complete regular assessments including knowledge based questions. You will see advice inside the booklet on answering the types of questions you will encounter in the exam. However, throughout the year you will also practice different question types as these may well be represented in the historical enquiry (coursework) element.

You will study two different exam papers

Unit 1—International Relations—Conflict and Peace

Unit 2—Twentieth Century Depth Studies

In essence, Unit 1 looks at why wars start whereas Unit 2 examines what happened inside two different countries between the two world wars. Both cover parts of the first half of the Twentieth Century.

Each unit and therefore exam represents 37.5% of your final grade

In addition you will also carry out an Historical Enquiry (coursework). This will make up the final 25% of your grade at the end. This is mainly done in Yr11.

The enquiry might focuses on an aspect of British history in the 20th century. In the past questions have included the experience of people at home during the war, the changing nature of warfare or the changing status of women. Through this element you will develop your research and planning skills.

Your homework will be vary & will encompass four different types of assessments. This means you will have attempted each key skill and build up a picture of your strengths & weaknesses. You will receive feedback and be expected to use this to make progress in the next cycle.

‘Things always seem difficult until they are done’

Nelson Mandela

‘Difficulties mastered are opportunities won’

Winston Churchill

The absolute worst you can ever do is to never try!

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AQA Syllabus B Unit 1 International Relations: Conflict and Peace in the 20th Century

Part 1: —The Origins of the First World War

Key issue:— Why were there two armed camps in Europe in 1914?

Development of the Triple Alliance, Entente Cordiale and Anglo-Russian Agreement: Britain’s emergence from Splendid Isolation

Kaiser Willhem II’s aims in foreign policy: Weltpolitk; ‘a place in the sun’; attitude to Great Britain; development of the navy

The Moroccan Crises of 1905 and 1911 and their effects on the alliance

The Bosnian Crisis of 1908-09 and its effect on the alliances

The arms race—military and naval. Why countries increased their armies; The Anglo– German Naval Race 1935

Key issue: - Why did war break out in 1914?

Aims of Austria-Hungary and Serbia in the Balkans; role of the Black Hand

The assassination at Sarajevo: Gavrilo Princip; the response of Austria; the ultimatum and Serbia’s response

The events leading to war; the role of the alliances in 1914

The Schlieffen Plan and its effects on the outbreak of war; its part in bringing about Britain’s declaration of war on Germany

Responsibility for the outbreak of war and the escalation of the conflict.

Part 2: - Peacemaking 1918-1919 and the league of Nations

Key issue: - How did the Treaty of Versailles establish peace?

The Paris Peace Conference: the aims of Clemenceau, Lloyd George and Woodrow Wilson: The 14 points

The main terms of the Treaty of Versailles: Diktat, territorial changes, military restrictions, war guilt and reparations

Key issue: - Why did the League of Nations fail in its aims to keep the peace

Membership 1919-1939: Why and how it changed, implications for the League of Nations

Organisation, powers & peace keeping role, the assembly, the council, Permanent Court of Justice, military & economic sanctions

The Manchurian Crisis 1931-1933: events: action taken by the league: effect of the league as a peace keeping force

The Abyssinian Crisis 1935-1936: events: action taken by the league: effect on the league as a peacekeeping force

The reasons for the collapse of the league

Part 3: Hitler’s foreign policy and the origins of the Second World War

Key issue How did Hitler challenge and exploit the Treaty of Versailles 1933-March 1938?

Hitler’s aims in foreign policy

The return of the Saar, 1935

The beginning of rearmament in Germany: withdrawal from the disarmament conference 1933: non aggression pact with Poland

1934: reintroduction of conscription from 1935: Anglo-German Naval Agreement 1935

The remilitarization of the Rhineland 1936

Anschluss with Austria 1938

Key issue: Why did Chamberlain’s policy of appeasement fail to prevent the outbreak of war in 1939?

Reasons for and against appeasement

The Sudeten Crisis and Munich Agreement, 1938

The collapse of Czechoslovakia, March 1939

The role of the USSR 1938-1939: The Nazi Soviet Pact

Poland and the outbreak of war

Responsibility for the outbreak of war

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AQA Syllabus B Unit 2 Twentieth Century Depth Studies

Section A: The roaring 20s: USA 1919-1929

Key issue:— How and why did the USA achieve prosperity in the 1920s?

Isolationism and its effects: American rejection of the Treaty of Versailles and refusal to join the League of Nations; the conse-

quences for the USA

Tariff policy: Fordney-McCumber Tariff of 1922

Mass Production e.g. Ford and the Motor industry. Consumer industries and advertising

Hire purchase; purchase of shares; the stock market boom; Republican Government Policies

Developments in the entertainment industries e.g. The cinema, jazz

Key issue: - How far was the USA a divided society in the 1920s?

Rich versus poor: continuation of poverty for some—e.g. farmers

Race: immigration controls; the quota system of 1921; National Origins Act of 1924; the Ku Klux Klan and its activities

Prohibition; groups for and against it; organised crime; the impact on society

Young people; fashions, flappers.

Key issue: - Why did the US Stock Exchange collapse in 1929?

The problem of the 1920s: over production, lack of credit control, the effects of tariff policy, unequal distribution of wealth

The Wall Street Crash; events and immediate consequences

Section B: Depression and the New Deal: The USA, 1929-1941

Key issue: - How serious were the effects of the Depression on the American people?

The effects of the Wall Street Crash: the collapse of business and industry; unemployment and its effects

The attempts of Hoover’s Government to deal with the depression; economic failure

The unpopularity of Hoover and the election of Roosevelt

Key issue: How did Roosevelt deal with the depression?

Roosevelt’s fireside chats; banking crisis; New Deal helping farmers, unemployed, home owners, workers, depressed areas

The main Alphabet Agencies; AAA, FERA, CCC, CWA, PWA and TVA

Helping industry; the NRA

The HOLC and the Social Security Act

Key issue: How far was the New Deal successful in ending the depression in the USA?

The effectiveness of the New Deal in achieving its aims; its limitations’ the Second New Deal

Criticisms and opposition to the New Deal from the Supreme Court and some politicians

The impact of the Second World War on American economic recovery, 1939-1941; increase in US exports; policy of lend lease;

effects within the USA

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AQA Syllabus B Unit 2 Twentieth Century Depth Studies

Section B: Hitler’s Germany 1929-1939

Key issue:— How and why was Hitler able to become Chancellor in January 1933?

The impact of the Wall Street Crash and depression in Germany; growth in support for the Nazis and other extremist parties

The Weimar system of government and the failure of democracy; the elections of 1930 and 1932; invitation to lead a coalition

government, 1933; reactions among German people

Key issue: - How did Hitler change Germany from a democracy to a Nazi Dictatorship, 1933-1934, and then reinforce this?

The Reichstag Fire; the election of March 1933, the Enabling Act

The elimination of political opposition; political parties, trade unions, the Night of the Long Knives; death of Hindenburg; Hitler

becomes Fuhrer

One party law and order; SS and Gestapo; concentration camps; propaganda; censorship; the media; control of eduction; youth

movements; control of churches

.

Key issue: - To what extent did the German people benefit from Nazi rule?

Economic policy: increased employment through public works programmes, rearmament and conscription; self sufficiency

Social policy; standards of living; promises to the German people; effects of Nazi policy on the lives of women; effects on culture

Racial persecution; the Jews and other alien groups e.g. gypsies

Historical Enquiry (coursework—controlled assessment)

You will carry out an enquiry into one of the following two options

1. The British People in War

Key questions

How did the First World War and the Second World War change the way of life of the people of Britain?

To what extent and why did the experience of the British people at war in the First World War differ from their experience in the

Second World War?

2. Britain at war

Key Questions

What differences were there in the methods of fighting in the different modes of warfare in the First World War and the Second

World War?

Why were Britain and her allies victorious in the First World War and the Second World War?

Further details regarding the historical enquiry element will be released during Year 10

or

7

Assessment cycle Your homework will be assessing different GCSE History skills. This forms part of a cycle assessing the skills and knowledge required for the course.

A complete set of assessments consists of one of each type of assessment. It is very useful for some assessments to be completed in timed conditions during lessons or through home-work. Each student will record their results on their assessment record sheet on page 8.

Essays The information you will need to answers these questions can be found in your exercise books.

Tests A lot of the questions

in your exams will require you to use

your own knowledge. You should use your exercise books as the

basis for your revision. Focus on learning key facts, names, dates,

events, reasons, caus-es, consequences etc. Get into good habits

by reviewing your work each week.

Source questions You must make sure you know how to an-swer each different

type of question. Refer to the source

question advice pages in this booklet and use

your feedback. Remember the length of your answer must relate to the amount

of marks you can get.

RESEARCH ENQUIRY This could be split into two parts.

1. Research and planning 2. Analysis and evaluation

These are both vital parts of the historical enquiry/coursework element. Research homework may be

split over two weeks to enable you to focus on each part.

Research Enquiry

Homework

Assessment

Cycle

8

Self assessment record

Record your results below for each assessment and cycle. Then complete the chart.

1 3 4 5 6 7 8 9 10 11 12 2

A

A*

B C D E F G

Assessments sets/exam results (year 10 & year 11 mock)

Title

Date

Source Questions

Essay

Enquiry

Factual test

Total

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%

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Factual test

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Factual test

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NAME; TEACHER; GROUP;

9

Exam details Internal exams

In addition to your cycle of assessments, you will also gain valuable exam experience through the year 10 exams and the mocks in Year 11. These will help you to understand how prepared you are, your strengths and key targets. You will always review and reflect on your performance through self assess-ment to help you progress.

Year 10

You will answer one exam paper, covering parts of both units.

Year 11

The year 11 mock is similar to the final exam and will cover both units 1 and 2 but in greater detail than the Year 10 exam.

Unit 1 exam paper = 1 hour 45 minutes

Unit 2 exam paper = 1 hour 45 minutes

Sept Oct Nov Dec Jan Feb Mar Apr May June July

Cycle of assessments Year 10 exam

Sept Oct Nov Dec Jan Feb Mar Apr May June

Weekly cycle of assessments and/or historical enquiry

Year 11

mock

Final exams Summer 2014

Grades for the cycle of assessments and internal exams

A* = 80% & up A = 70% - 79.99% B = 60% - 69.99% C = 50% - 59.99% D = 40% - 49.99% E = 30% - 39.99% F = 20% - 29.99% G = 10% - 19.99% U = Less than 10%

The marks are the same for unit 1, 2 and 3

Final examination details

Refer to the exam timetable for specific dates and timings

Date Unit Exam length % of final grade

May/June Year11

1 1 hour 45 min 37.5%

May/June Year11

2 1 hour 45 min 37.5%

Throughout Year 11

Historical enquiry/

coursework

2 questions in controlled conditions

25%

Year 10 exam week is

June 9th—June 25th,

2014

Yr 10 Exam results: Yr 11 Mock results

Result: Grade:

%:

Result:

%:

Result:

%:

Grade:

Grade:

10

Key facts

11

Assessments

The alliance system

1 Fact Test The alliance system—reasons why countries got involved

2 Source Questions See page 13

3 Essay Which country was most to blame for the outbreak of World War one– Germany or Britain?

4 Research Enquiry Select 5 different types of source on the causes of the WW1 and present them clearly

Paper 1—International relations: Conflict and peace in the C20th

The outbreak of the First World War

5 Fact Test Assassination to war


7 Essay Which was the most important reason for the outbreak of war in 1914: the assassination of Franz Ferdinand or the Schlieffen Plan?

8 Research Enquiry Select 2 of your sources and explain their strengths and weaknesses as evidence

The Treaty of Versailles

9 Fact Test The terms of the Treaty of Versailles


11 Essay Which leader was more satisfied with the Treaty of Versailles: George Clemenceau or Woodrow Wilson ?

12 Research Enquiry Using 2 sources explain how far they support the idea that “Versailles was a disaster “

The League of Nations

13 Fact Test The organisation of the league. Manchuria and Abyssinia


15 Essay Which was the most important reason for the failure of the League of Nations?; The decision for the USA not to join or the Abyssinian crisis ?

16 Research Enquiry Assess the usefulness of two cartoons about the League of Nations

Hitler’s Foreign Policy

17 Fact Test Key facts on Hitler’s Foreign Policy ( aims , events etc.)


19 Essay Which event was more important in enabling Hitler to achieve his aims: The Rhineland remilitarisation in 1936 or the Nazi Soviet Pact 1939?

20 Research Enquiry Assess the usefulness of two cartoons about Hitler’s Foreign policy

Appeasement

21 Test Key facts on appeasement (Sudetenland, Munich agreement, Czechoslovakia, Poland)


23 Essay Which was the more important cause of WW2? : Chamberlain’s appeasement policy or Hitler’s foreign policy ?

24 Research Enquiry Find and present 5 sources on Appeasement in the 1930s

12

Assessments

USA in the 1920s

25 Fact Test Test One ;Presidents, government system, isolation and immigration


27 Essay “The USA achieved economic prosperity because of Republican policies.” Do you agree?

28 Research Enquiry USA and its government system

Paper 2—Twentieth Century Depth Studies

USA in the 1920’s

29 Test Test Two: The 1920s

30 Source Questions See page 20, 21, 22

31 Essay “Hoover failed to get re-elected because he was a ‘do nothing’ president”. Do you agree?

32 Research Enquiry To what extent did Roosevelt’s early life and experiences prepare him for the presidency?

The New Deal in the USA

33 Test Roosevelt & the Alphabet Agencies

34 Source Questions See page 23, 24, 25

35 Essay The New Deal enabled the US economy to recover well in the 1930s. Do you agree?

36 Research Enquiry Who was Eleanor Roosevelt and what did she achieve in the 1930s?

Hitler becomes Chancellor 1933

37 Test Weimar system of government, depression in Germany, Nazi’s and elections


39 Essay “The Nazi’s use of threats and violence was the main reason why Hitler became chancellor of Ger-many in January 1933”Do you agree? Explain your answer

40 Research Enquiry How did Hitler’s experiences up to 1923 create his personality and views?

Germany: Democracy to Nazi Dictatorship 1933-1934

41 Test Hitler’s Consolidation of power


43 Essay “The Night of the Long Knives the most important event in Hitler establishing a dictator-ship in Germany between 1933 and 1934”. Do you agree?

44 Research Enquiry Select 2 sources and explain why they are useful in your enquiry about Hitler’s Consolidation

German people and Nazi rule

45 Test Life in Nazi Germany


47 Essay “Nazi economic and social policies were successful”? Do you agree?

48 Research Enquiry Find 2 examples of propaganda and explain why they are useful in your enquiry about life in Nazi Germany ?

13

Source Questions Paper 1 Section A The Origins of the First World War

Focus: Alliance System, Britain & Germany

a)Describe Britain’s reasons for entering the war. (4 marks) b) Source A suggests that the Alliance System was responsible for the outbreak of war in 1914. Do you agree with this interpretation? Explain your answer by referring to the purpose of the source, as well as using its content and your knowledge. (6 marks) c) Which country was most to blame for the outbreak of World War One? Germany Britain? You must refer to both reasons when explaining your answer. (10 marks)

Source A

This cartoon – ‘A Chain of

Friendship’– appeared in

the American newspaper

the Brooklyn Eagle in July

1914. The caption read: “If

Austria attacks Serbia, Rus-

sia will fall upon Austria,

Germany upon Russia, and

France and England upon

Germany”.

14

Source Questions Paper 1 Section A: The Origins of the First World War

Focus: Assassination & Schlieffen Plan

a) Describe the Schlieffen Plan. (4 marks)

b) Source A suggests that Britain, France and Russia pushed Germany into war? Do you agree with this interpretation of causes of World War One? Explain your answer by referring to the purpose of the source, as well as using its content and your knowledge. (6 marks)

c) Which was the more important reason for the outbreak of war in 1914

The Assassination of Franz Ferdinand or

The Schlieffen Plan

You must refer to both reasons when explaining your answer. (10 marks)

“I no longer have any doubt that Britain, Russia and France have agreed among themselves to wage war to destroy us. The encircle-

ment of Germany has already been achieved.”

Source A This comment was made by Kaiser Wilhelm speaking in 1914 before the outbreak of war.

15

Source Questions Paper 1 Section B: Peacekeeping

Focus: Treaty of Versailles/ League of Nations.

a) Describe the terms of the Treaty of Versailles. (4 marks)

b) Source A suggests that the peace agreed at Versailles will only result in war in 20 years time. Do you agree with this interpretation? Explain your answer by referring to the purpose of the source, as well as its content and your own knowledge. (6 marks)

c) Which leader was most satisfied with the Treaty of Versailles:

George Clemenceau

Woodrow Wilson?

You must refer to both causes when explaining your answer. (10 marks)

Source A A British Cartoon, published in 1920, showing the leaders of Brit-ain, Italy, France and USA. Titled ‘Peace and future canon fodder’.

16

Source Questions Paper 1 Section B: Peacekeeping

Focus: Treaty of Versailles/ League of Nations.

a) The French leader, Clemenceau, saw the treaty of Versailles as an

opportunity to weaken Germany so that it could not attack France again.

Describe how the Treaty of Versailles weakened Germany. (4 marks)

b) Source B suggests a weakness of the League of Nations in 1920. Do you agree that this was the main weakness of the League of Nations? Explain your answer by referring to the purpose of the source, as well as its content and your own knowledge. (6 marks)

c) Which was the more important cause of the failure of the League of

Nations:

The decision by the USA not to join

The Abyssinian Crisis?

You must refer to both causes when explaining your answer. (10 marks)

Source A ‘A Gap in the bridge’. This was published in 1919 in the British magazine Punch.

17

Source Questions Paper 1 Section C: Origins of World War Two

Focus: Hitler’s Foreign Policy and appeasement. Specimen

18

Source Questions Paper 1 Section C: Origins of World War Two

Focus: Hitler’s Foreign Policy and appeasement.

a) Describe Hitler’s rearmament of Germany 1933—39. (4 marks)

b) Source A suggests that the Munich Agreement was a success. ? Do you agree with this interpretation of the Munich Agreement? Explain your answer by re-ferring to the purpose of the source, as well as using its content and your knowledge. (6 marks)

c) Which was the more important reason for the outbreak of war in 1939

Chamberlain's policy of appeasement

Hitler’s foreign policy?

You must refer to both reasons when explaining your answer. (10 marks)

“Be glad in your hearts. Give thanks to God. People of Britain, your chil-dren are safe. Your husbands and your sons will not march into battle. If we must have a hero, let us choose Chamberlain. For the Prime Minister’s achievements are might and will last—millions of happy homes and hearts are relieved of their worry. Chamberlain deserves the praise.”

Source A Reactions to the Munich Agreement.

From the Daily Express newspaper, published 30th September 1938, following the meeting in Munich.

19

Source Questions Paper 2: Section A:The Roaring Twenties:

Focus: Henry Ford & Mass Production

a) What does Source A suggest about how the system of Mass Production

worked? (4 marks)

b) Explain the reasons why Henry Ford was successful. (6 marks)

c) How useful is Source B for studying the effects of Mass Production in

the USA in the 1920’s? Use your own knowledge and the source to explain

your answer. (10 marks)

Source A: A statement made by Henry Ford.

“A customer can have any colour he likes for his car so long as it’s black”

Source B: Photograph of a main street

of a small town in Texas in the mid

1920’s.

20

Source Questions Paper 2 Section A: Roaring Twenties Focus: Immigration, Prohibition, Stock Market

21

Source Questions

Paper 2 Section A :The Roaring Twenties

Focus: Divided Society Prohibition

a) What does Source A suggest about the reasons why Prohibition failed in

the 1920’s? (4 marks)

b) Explain the effects of Prohibition in the 1920’s. (6 marks)

c) How useful is Source B for studying the reasons why the US government

banned alcohol in the 1920’s? Use your own knowledge and the source

to explain your answer.

(10 marks)

Source A: A comment by the gangster, Al Capone

“I call myself a businessman. I make my money by supplying a popular demand. If I break the law, my customers are as guilty as I am. When I sell liquor its called bootlegging; when my patrons serve it on Lake Shore Drive, it’s called hospitality>“

Source B: This cartoon, entitled “Daddy’s in There. Our shoes, and stockings

and clothes and food are in there, too, and they'll never come out." ap-

peared on a poster published by the Anti-Saloon League in 1910.

22

Source Questions

Paper 2 Section A :The Roaring Twenties

Focus: Immigration/Isolation

a. What does Source A suggest about the reasons for Congress re-

jecting the Treaty of Versailles in 1919? (4 marks)

b. Explain the consequences of isolationism for America 1919 – 1929.

(6 marks)

c. How useful is Source B for studying immigration policy in the 1920’s?

Use your own knowledge and the source to explain your answer.

(10 marks)

Source A: From a speech by the Republican Senator William Edgar Borah, an

isolationist (1919)

“We have entangled ourselves with European concerns….dabbling in their affairs….We have surrendered the great policy of ‘no entangling alliances’ up-on which this country was founded… A real republic cannot mix with the dis-cordant and destructive forces of the Old World”

Source B: An American cartoon published in 1921 about the Emergency

Quota Act.

23

Source Questions Paper 2 Section B: Depression and the New Deal: The USA, 1929-31

Focus: Depression & Election of 1932

a) Using Source A and your own knowledge describe the effects of the Depres-sion on the American people 1929—1932. (8 marks)

b) “The New Deal enabled the US economy to recover well in the 1930s.” Do you agree? Explain your answer. (12 marks)

Source A A photo of homeless people in a ‘Hooverville’ taken in 1932.

24


Focus: New Deal

A) Using Source A and your own knowledge describe Roosevelt’s methods of bringing economic recovery to the USA 1933—39 (8 marks)

B) “The A.A.A was one of Roosevelt’s greatest achievements”. Do you agree? Explain your answer. (12 marks)

Source A An American cartoon published in 1933., showing Roosevelt ‘Pump priming’ the American economy.

25


Focus: New Deal and Opposition

A) Using Source A and your own knowledge describe the opposition to Roose-velt’s New Deal 1933—39 (8 marks)

B) “The New Deal led to the recovery of the USA in the 1930’s.’ Do you agree? Explain your answer. (12 marks)

Source A : Huey Long In February 1934 after intro-duced his Share Our Wealth plan over a nationwide

radio broadcast..

http://en.wikipedia.org/wiki/Share_Our_Wealth

26

Source Questions Paper 2 Section B: Hitler’s Germany 1929 –33

Focus: How Hitler became Chancellor in 1933

A) Using Source A and your own knowledge describe how the Depression

affected Germany and the Weimar Republic 1928—32 (8 marks)

B) “The Nazi’s use of threats and violence was the main reason why Hitler be-came chancellor of Germany in January 1933” Do you agree? Explain your an-swer (12 marks)

Source A—A graph showing the increase in unemployment in Weimar Germany 1928—1932

27


Focus: How Hitler changed Germany from a democracy to a dictatorship 1933—34

A) Using Source A and your own knowledge describe how Hitler was able to make use of the Reichstag Fire. (8 marks)

B) “The Night of the Long Knives was the most important event leading to Hitler becoming dictator of Germany .’ Do you agree? Explain your answer.

(12 marks)

“On 27th February 1933, one week before the election the Reichstag building went up in flames. A

young Dutch Communist called Marinus van der Lubbe was caught a t the scene in possession of firelighters.

The Nazis used the incident in a propaganda cam-paign.”

Source A from Germany 1918—45 by P Grey and R Little 1997

28


Focus: Economic/social/racial policies

A) Using Source A and your own knowledge describe Nazi policies against Jews 1933—39. (8 marks)

B) “Germans benefited from Nazi rule in the years 1933—1939”. ’ Do you agree? Explain your answer. (12 marks)

Source A German Nazi SA men posting a boycott notice on a Jewish-owned store, Ber-

lin, Germany, 1 April 1933

29

Essay advice

Writing an essay is answering a question using lots of different bits of information.

You will have to answer essay type questions in your exams and historical enquiry.

Make sure you understand the question. Underline key words. Look out for the instruction part and the key features you must refer to in your answer.

Always plan your essay before writing it. Use either bullet points or mind mapping.

Plan

Your introduction makes it obvious that you understand the question. You should also summarise the main points that will be examined in each paragraph of the essay. You should not answer the question here. Provide historical context.

Try to limit your introduction to between five and seven sentences.

Introduction

Paragraph1

Paragraph2

Paragraph3

Paragraph4

Paragraph5

Paragraph6

Paragraph7

Conclusion

Each paragraph must discuss a different factor to all of the others. Each para-graph should include three separate parts.

1. A point sentence introducing the main focus of the paragraph

2. Evidence to support the topic sentence

3. A sentence linking the paragraph back to the question

Make sure you are using appropriate historical and analytical vocabulary.

For example:

Linking phrases and words

This can be linked to, this relates to, in reference to, this supports, furthermore

this corroborates, moreover, However, in contrast, in addition...

Emphasising words and phrases

This highlights, this shows, this demonstrates, this asserts that...

Concluding and analytical words and phrases

In conclusion, in summary, therefore, It can be argued that...

You may have more or less than seven paragraphs n your essays

Answer the question in the conclusion. Be balanced. Refer to the main points. Reason why one factor is more important/critical but refer to the others to show balance. Your final sentences of each paragraph should read like mini conclusions

Again, this should be a similar length to the introduction.

Never write ’I think’

Write in the third person

‘PEE’

30

Other Learning Resources & Revision

Your key resource is your notes & homework assessments.

In Year 11 you will be given a ‘Revision Guide’ to take home.

You will also have a CD which contains a copy of the AQA

textbook.

‘Bitesize’ also contains certain sections that are relevant.

You need to make your own personalised revision cards/charts.

Summaries: writing a summary of the information in a chapter can be a useful

way of making sure you’ve understood it. But don’t just copy it all out. Try to

reduce each paragraph to a couple of sentences. Then try to reduce the cou-

ple of sentences to a few words!

Concept maps: if you’re a visual learner, you may find it easier to take in infor-

mation by representing it visually. Draw concept maps or other diagrams.

These are particularly good at showing links. For example, you could create a

concept map which shows the effects of the Versailles Treaty on Germany,

with arrows pointing to such things as ‘land losses’, military losses’ etc

Mnemonics: this is when you take the first letter of a series of words you

want to remember and then make a new word or sentence.

Index cards: write important events and people on index cards then test

yourself on why they were important.

Timelines: create a large, visual timeline and annotate it in colour.

Quizzes: Make a quiz out of it? Set a friend 20 questions to answer. Make up

multiple-choice questions. You might even make up your own exam questions

and see if your friend can answer them!

And then when you are ready:

Practice questions—go back through the sample exam questions in this book to

see if you can answer them (without cheating!)

Try writing out some of your answers in timed conditions so that you’re used to

the amount of time you’ll have to answer reach type of question in the exam.

Revision techniques

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GSE History - warnefordschool.org · Responsibility for the outbreak of war and the escalation of...

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Transcript of GSE History - warnefordschool.org · Responsibility for the outbreak of war and the escalation of...