Edexcel GCSE History A - Schools History Project Revision Guide & Workbook Sample

Edexcel GCSE History A - The Making of the Modern World Revision Guide Sample

www.pearsonschools.co.uk/reviseedexcel

Had a look Nearly there Nailed it!Had a look Nearly there Nailed it!

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Study Source A4. How useful is this source for a historian studying the Western Front? (10 marks)It is useful because it is a contemporary source (from 1917) that shows why the German defences were very hard to break through.

Study Source A1. What can you learn from Source A about the impact of ‘new weapons’ on the Western Front? (6 marks)I can learn that machine-guns had a major impact because the source says even just one machine-gun could rip a battalion to pieces.

Key questionsRemember the key questions you need to be able to answer about any source.

CONTENT: what information can you get from this source and its caption?

CONTEXT: what links can you make between this source and issues you’ve studied in this topic?

NATURE: what type of source is this? ORIGINS: Who produced this source and when?

PURPOSE: What do you think this source is trying to do? What message is it trying to give?

Applying your skillsHere is a source about the experiences of the British on the Western Front. Have a go at applying your source skills to this source. You should always read the source CAPTION carefully. It can tell you about the nature, origins and purpose of the source.

UNIT 3SKILLS

Source A: From one of the fi rst military histories of the First World War, published in 1917 by the well-known poet and military historian John Masefi eld, who had served as a hospital orderly on the Western Front in 1915.

Read the answers to the worked examples above. Write two extra sentences to improve each answer.

It was the same all along the front. The fact now being painfully grasped was that artillery alone could not snuff out every machine-gun post, and yet just one machine-gun could rip a battalion to pieces. And there were scores of them in action, fi ring from concrete dugouts or the lips of the shell craters. Never again would they have such a target.

This is a typical question 1 based on

Source A. Part of the students’ answer

is shown in red. This answer shows one

supported inference. To get full marks on

question 1 you need to make three different

supported inferences.

This is a typical question 4 based on Source A. Part of the students’ answer is shown in red. To score well on question 4 you need to make a judgement on the reliability of the source, and think about who produced it and why.

For question 1, make sure you support any inferences you make (write “because…”). For question 4 you need to think about NOP (nature, origin, purpose).

DRAFT - SUBJECT TO REVIEW

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Had a look Nearly there Nailed it!Had a look Nearly there Nailed it!

33

Study Source A4. How useful is this source for a historian studying the Western Front? (10 marks)It is useful because it is a contemporary source (from 1917) that shows why the German defences were very hard to break through.

Study Source A1. What can you learn from Source A about the impact of ‘new weapons’ on the Western Front? (6 marks)I can learn that machine-guns had a major impact because the source says even just one machine-gun could rip a battalion to pieces.

Key questionsRemember the key questions you need to be able to answer about any source.

CONTENT: what information can you get from this source and its caption?

CONTEXT: what links can you make between this source and issues you’ve studied in this topic?

NATURE: what type of source is this? ORIGINS: Who produced this source and when?

PURPOSE: What do you think this source is trying to do? What message is it trying to give?

Applying your skillsHere is a source about the experiences of the British on the Western Front. Have a go at applying your source skills to this source. You should always read the source CAPTION carefully. It can tell you about the nature, origins and purpose of the source.

UNIT 3SKILLS

Source A: From one of the fi rst military histories of the First World War, published in 1917 by the well-known poet and military historian John Masefi eld, who had served as a hospital orderly on the Western Front in 1915.

Read the answers to the worked examples above. Write two extra sentences to improve each answer.

It was the same all along the front. The fact now being painfully grasped was that artillery alone could not snuff out every machine-gun post, and yet just one machine-gun could rip a battalion to pieces. And there were scores of them in action, fi ring from concrete dugouts or the lips of the shell craters. Never again would they have such a target.

This is a typical question 1 based on

Source A. Part of the students’ answer

is shown in red. This answer shows one

supported inference. To get full marks on

question 1 you need to make three different

supported inferences.

This is a typical question 4 based on Source A. Part of the students’ answer is shown in red. To score well on question 4 you need to make a judgement on the reliability of the source, and think about who produced it and why.

For question 1, make sure you support any inferences you make (write “because…”). For question 4 you need to think about NOP (nature, origin, purpose).

DRAFT - SUBJECT TO REVIEW

Revise_History MWH_REV_sample pages.indd 33 17/04/2012 15:43



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Edexcel GCSE History A - The Making of the Modern World Revision Workbook Sample


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Option 2A: Germany 1918–39Question 1(a)

Question 1(a) is an inference question (see page 20).

Source A is about women in Nazi Germany. Read Source A and the exam question below.

Source A: From a book on the history of Germany, published in 1985.

What can you learn from Source A about the treatment of women in Nazi Germany? (4)

This question is worth 4 marks.

1. How long would you expect an answer to be? Ring your choice.• Two sentences• One paragraph• Two paragraphs

2. Approximately how long should you spend answering this question? Ring your choice.• 2 minutes• 6 minutes• 10 minutes

3. What is the question asking you to do? Ring your choice.• Make inferences from the source• Make supported inferences from a source• Summarise the source

Activity 1: Understanding the exam question

What mark would you give the following student answers to the question in Activity 1? Use the mark scheme to help you decide.

Level Mark Descriptor

2 2–3 Makes unsupported inferencesInference given but not supported by source• 2 marks for one unsupported inference• 3 marks for two unsupported inferences

3 4 Makes a supported inferenceInference given and it is supported by the source, e.g. ‘because the source tells me…’One supported inference is enough for maximum marks.

Activity 2: Mark an answer

Women in Germany were forced to stay at home. Within months of the Nazis coming to power, many women doctors and civil servants were sacked from their jobs. Then women lawyers and teachers were dismissed. By 1939 there were few women left in professional jobs. The Nazi Party tried to stop women following fashions. Make up and wearing trousers was frowned upon. Hair was to be arranged either in buns or in plaits. Slimming was discouraged because being slim was not thought to be good for having children.

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Student answers Mark

A Women were treated as second class citizens in Nazi Germany.B By 1939 there were few women in professional jobs.C Women were encouraged not to follow careers in Nazi Germany and

were being prepared for motherhood in Nazi Germany.D Women were treated as second class citizens in Nazi Germany

because the source tells us they were sacked from professional jobs such as lawyers and teachers.

E Women were given no real choice about their appearance in Nazi Germany. This is shown in the source when it says it was frowned upon to wear make-up and trousers. Their hair had to be arranged in a bun or in plaits.

Here is an answer which is an unsupported inference.

Women were much controlled by the state in Nazi Germany.Improve this answer by writing below how this inference is supported by the source.

Activity 3: Improving an answer

Source B: From a history of the modern world, published in 2000.

What can you learn from Source B about the power of the Nazis in Germany? (4)

Complete the sentences below to give a full-mark answer to this question.

This source suggests that

I know that because the source says

Activity 4: Making a supported inference

By 1934, the SA had outlived its usefulness. It had been used to guard large Nazi Party meetings and demonstrations and to intimidate opponents, such as communists. The SA had approximately two million members, many of them unemployed. Their continued violence was giving a bad reputation to the Nazi regime. On the night of 29 June 1934, Hitler used the SS to arrest and shoot leading members of the SA, including Ernst Röhm. Over the next few days, up to 200 people, including politicians, were killed. These events became known as the ‘Night of the Long Knives’.

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Option 2A: Germany 1918–39Question 1(a)

Question 1(a) is an inference question (see page 20).

Source A is about women in Nazi Germany. Read the source and then answer the questions that follow. Source A: From a book on the history of Germany, published in 1985.

Women in Germany were forced to stay at home. Within months of the Nazis coming to power, many women doctors and civil servants were sacked from their jobs. Then women lawyers and teachers were dismissed. By 1939 there were few women left in professional jobs. The Nazi Party tried to stop women following fashions. Make up and wearing trousers was frowned upon. Hair was to be arranged either in buns or in plaits. Slimming was discouraged because being slim was not thought to be good for having children.

What can you learn from Source A about the treatment of women in Nazi Germany? (4)

This question is worth 4 marks.

1. How long would you expect an answer to be? Ring your choice.• Two sentences• One paragraph• Two paragraphs

2. Approximately how long should you spend answering this question? Ring your choice.• 2 minutes• 6 minutes• 10 minutes

3. What is the question asking you to do? Ring your choice.• Make inferences from the source• Make supported inferences from a source• Summarise the source

Activity 1: Understanding the exam question

You are going to decide what mark to give the following student answers.

• First underline in red where the source has been copied or paraphrased

• Next highlight in blue unsupported inferences

• Then highlight in green supported inferences

• Finally give each answer a mark.

Activity 2: Mark an answer

RememberYou will get:• 1 mark for summarising the source

or choosing a part to copy out• 2 marks for one unsupported

inference• 3 marks for two unsupported

inferences.You should be aiming for:• 4 marks for one or more supported

inferences.

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Here is an answer which is an unsupported inference.

Women were much controlled by the state in Nazi Germany.Improve the answer by adding support for the inference from the source.

Activity 3: Improving an answer

Source B: From a history of the modern world, published in 2000.

By 1934, the SA had outlived its usefulness. It had been used to guard large Nazi Party meetings and demonstrations and to intimidate opponents, such as communists. The SA had approximately two million members, many of them unemployed. Their continued violence was giving a bad reputation to the Nazi regime. On the night of 29 June 1934, Hitler used the SS to arrest and shoot leading members of the SA, including Ernst Röhm. Over the next few days, up to 200 people, including politicians, were killed. These events became known as the ‘Night of the Long Knives’.

What can you learn from Source B about the power of the Nazis in Germany? (4)

Write one supported inference.

This source suggests that

I know that because the source says

Activity 4: Making a supported inference

Student answers Mark

A Women were treated as second class citizens in Nazi Germany.B By 1939 there were few women in professional jobs.C Women were encouraged not to follow careers in Nazi Germany

and were being prepared for motherhood in Nazi Germany.D Women were treated as second class citizens in Nazi Germany

because the source tells us they were sacked from professional jobs such as lawyers and teachers.

E Women were stopped from following fashions in Nazi Germany. It was frowned upon to wear make-up and trousers. Their hair had to be arranged in a bun or in plaits.

M02_ESHS_SB_GCSE_0567_U02.indd 27 8/8/11 08:56:00



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Edexcel GCSE History A - Schools History Project Revision Guide & Workbook Sample