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History Department Guide to AS and A2
Impington Village
College
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Welcome to the History Department
This guide is designed to provide you with the necessary tools to succeed in History.
You will find syllabus details, homework topics, mark schemes, reading lists and tips
to aid essay writing and source work.
Use this guide to assist you in revision and to keep track of your studies for each unit.
You will be covering much more in lessons, and you will be given homework
assignments not mentioned in this guide as a supplement to assist you in preparing for
the final examinations.
The tackling of essays and source work sheets will be beneficial when it comes to
revision and practising for the examinations. Do not use this guide alone; it is
designed to supplement the course hand-outs, notes and homework given out during
lesson time.
Be prepared to get involved, complete all homework on time and ask questions
whenever you need to.
History Department Contacts:
Mr Philip Arkinstall Lead Teacher: History
Ms Suzanne Daley Progression Coordinator/History Teacher
Miss Katie Moore History Teacher
Mrs Sarah Black History Teacher
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Contents Page
Page 4 Overview of the course
Page 5 Unit 1 Stalin Guide
Page 6 Unit 1 Civil Rights Guide
Page 7 Unit 2 India Guide
Page 8-9 Unit 3 Cold War Guide
Page 10 Unit 4 Decolonisation C/W
Guide
Page 11-12 Unit 1 Mark Scheme
Page 13-16 Unit 2 Mark Scheme
Page 17-22 Unit 3 Mark Scheme
Page 23 Reading List
Page 24-25 How to write essays
Page 26-27 How to work with sources
Page 28 Tips
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Sixth Form History at Impington
Our AS and A2 programme focuses on the 20
th Century. Homework comprises a
mixture of source based exercises, essays and other activities suitable for the unit.
Fieldtrips consist of a mixture of local and national lectures depending on the theme
and in Year 13 a trip to the Houses of Parliament. This extends Historical learning to
cover the political structure of the United Kingdom and supports Units 1, 2 and 3.
AS Level
Unit 1: Historical Themes in Breadth (50% AS) 25% total GCE (6HI01)
Option D: A World Divided: Communism and Democracy in the 20th Century D4 – Stalin’s Russia, 1924-53 D5 – Pursuing Life and Liberty: Equality in the USA, 1945-68
Unit 2: British History Depth Studies (50% AS) 25% total GCE (6HI02)
Option D: The British Empire Challenged
D2 – Britain and the Nationalist Challenge in India, 1900-47
A2 Level Unit 3: Depth Studies and Associated Historical Controversies (60% A2) 30% total GCE (6HI03)
Option E: War and Peace: 20th Century International Relations E2 – A World Divided: Superpower Relations 1944-90
Unit 4: Unit 4 Historical Enquiry (40% A2) 20% total GCE (6HI04)
CW 23: Colonisation and Decolonisation in Africa C.1870 – C.1981
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Unit 1: Subject Guide Option D4
Stalin’s Russia 1924-53
This unit is essay-based and will require you to know in detail the rise to power,
consolidation of power and social and economic policies of Stalin between 1924 and
1953.
Course Overview:
The struggle for power – the making of the new vozhd 1924-29: personalities and policies
Transforming the Soviet Union: the collectivisation of agriculture and its social and
economic impact; industrialisation and its economic and social impact; the three five-year
plans; changing social policies
Persecution and control: the origins and course of the purges; culture and the arts in the
service of a totalitarian regime
The making of a superpower: the Great Patriotic War; devastation; war production;
victory
Topic Content Homework
Establishment of
Single party rule
Creation of USSR, Structure of Government,
nature of the party and NEP
Leadership table for
debate
How was Stalin able
to secure the Party
leadership?
Positions, rivals, underestimated, outmanoeuvre
Trotsky, Trotsky’s health.
Stalin’s rise essay
Why did Stalin end
NEP? (Economic
Policies)
Why end NEP, Collectivisation, Industrialisation.
Did he achieve his aims?
Magnitogorsk film &
guide to collective farm
Statistical analysis
Consolidation of
Power
Terror and Purges Gulag Article &
questions
Society and Culture Religion, Education, Women and youth, The Arts Party that Ate Itself
article
Foreign Policy 1918-
41
Worldwide Revolution and Isolation, Permanent
Revolution vs Socialism in One Country, Soviet
Policy towards China, 1934-41
Historiography summary
Stalin’s obituary
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Unit 1: Subject Guide Option D5
Pursuing Life and Liberty: Equality in the USA, 1945-68
This unit is essay-based and will require you to know in detail the social and economic
background to Black Americans in the 1940s to the emergence of the Civil Rights
Campaign and its decline in 1968. You will need to look at key individuals such as
Martin Luther King Jr. and Malcolm X.
Course Overview:
The social and economic position of black citizens in the USA in the 1940s and early
1950s: the nature and extent of discrimination and segregation; signs of change by 1955.
Martin Luther King and peaceful protest.
Black power and the use of violence; the extent to which equality had been achieved by 1968.
The changing economic and social environment of the 1960s: the position of other ethnic
minorities.
Topic Content Homework
The situation in 1945 The nature of segregation, the economic situation of Black People living in cities in the north. The effect of WW2. Early civil rights campaigners including, Marcus Garvey, Booker T Washington, Du Bois and Randolph Philips
Factfiles on Garvey,
Washington, DuBois and
Philips
Protest in the fifties The Montgomery Bus Boycott and the protest at Little Rock, white resistance during the 1950’s, the role of Martin Luther King and the role of others, the role of the NAACP and the SCLC.
Essay: How far did the
position of Black
Americans improve in the
years 1945-55?
Protest in the sixties The success or failure of the SNCC sit ins, the freedom rides, protest in Albany, protest in Birmingham, the march on Washington, protests in Selma, the Meredith March. Protest at Ole Miss, the events in Watts and in Chicago during Kings visit, The role played by, and the nature of, the NAACP, SCLC, SNCC, CORE,
Essay: How far was the
peaceful protest
responsible for the
successes of the Civil
Rights Movement, 1955-
64?
The role of
government and the
supreme court
Supreme Court decisions especially the effect of the Brown case, the legislation and the executive actions taken by Truman, Eisenhower, Kennedy, Johnson, the voting rights act and the civil rights acts the actions and beliefs of The MFDR, Wallace and Goldwater.
Essay: To what extent was
the Federal government
responsible for improving
the status of Black people
in the USA from1945-64?
An alternative
philosophy The nature of the Nation of Islam its ideology and its structure, the role played by Malcolm X, the ideology of, and role played, by the Black Panthers, events on the Meredith March from this perspective.
Essay: How far do you
agree that the Black Power
Movement hindered Black
Civil Rights in the 1960s?
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Unit 2: Subject Guide Option D2
Britain and the Nationalist Challenge – India 1900-47
This unit is a source centred study and will require you to know in detail the origins of
British rule in India and the development of the Nationalist cause for freedom.
Course Overview:
The importance of the Indian Empire to Britain: politically, commercially and culturally.
British rule in India, c1900-14 and its impact on Indians and the British living in India; the Morley-Minto reforms.
The significance of the First World War on the relationship between Britain and India: the
impact of the Rowlatt Acts and the Amritsar Massacre on Britain and India; consultation
and conflict in the 1920s and 1930s.
The rise of nationalism in India: development of Congress and growing importance of the
Muslim League; Gandhi, Nehru and Jinnah to 1939; attitudes towards nationalist ideas and independence both among the British in India and the indigenous populations.
The impact of the Second World War; economic and political imperatives in Britain and
India driving independence; the role of Mountbatten; the decision to partition and the
immediate consequences of that decision.
Topic Content Homework
British Raj
Importance of British rule in India,
Indian Mutiny 1857, Life under the
Raj 1900-14, Ilbert Bill, Aligarth
Movement, Formation of Congress
Indian research task
Indian Mutiny reading task
Annotate the White Man’s Burden
poem
Note taking on Ilbert Bill
Discontent to Outrage
(1901-19)
Development of Congress 1905,
partition of Bengal & Lord Curzon,
Morley-Minto Reforms 1909, WW1,
Home Rule Leagues, Montagu
Declaration, Amritsar Massacre 1919,
Montagu-Chelmsford Reforms 1919
Congress note taking exercise
Stages of Nationalism sheet
Key individuals 1 biographies
Summarise Morley-Minto Reforms
Amritsar Massacre source task
Essay
Campaigns and
concessions (1919-39)
Gandhi and non-cooperation
campaigns, The Salt March, The
Simon Commission, Round Table
Conferences 1929-32, Government of
India Act 1935
Gandhi research
Key individuals 2 biographies
Debate preparation
Salt Marsh booklet
Round Table note sheet
Quit India (1939-45)
Impact of WW2, Indian National
Army, Quit India Campaign 1942,
Viceroy Wavell 1943, Simla
Conference, 1945
Summary notes on the impact of
WW2
Source activity
Essay
Independence and
Partition (1945-47)
British General Election, 1945
Calcutta killings, Simla Meeting 1947,
Partition and final decisions,
aftermath
Overview timeline
Historiography work
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Unit 3: Subject Guide Option E2
A World Divided: Superpower Relations 1944-90
This unit is source based, similar to Unit 2, but you will also be required to debate one of
two forms of controversy in the form of an essay.
Course Overview:
The post-Stalin thaw and the bid for peaceful coexistence: Khrushchev and the responses
of Dulles, Eisenhower and Kennedy. The arms race, 1949-1963: nuclear technology;
delivery systems; the Cuban missile crisis; the Test Ban Treaty. Sino-Soviet relations,
1949-76: alliance to confrontation in Asia and its impact on US policy. Détente, 1969-
1980: the Strategic Arms Limitation Talks (SALT) and agreements; Helsinki Accords;
the impact of economic realities.
Associated controversies
a) Why did the Cold War between the superpowers emerge in the years to 1953?
b) Why did the Cold War come to an end in the 1980s?
Topic Content Homework
Introduction to Cold
War
Terms, nations, time period coverage Reading task
Early origins of the
Cold War
1917 Revolution, Zinoviev letter 1924,
Munich Agreement 1938, Grand Alliance,
differences in ideology during WW2
Read and annotate the Atlantic
Charter in preparation for
discussion in class
Analyse the profiles of the Big
Three (IB Core textbook p11)
Wartime Conferences Casablanca, Tehran, Yalta and Potsdam.
From wartime allies to post-war enemies
Historians views of US
responsibility for the
development of the Cold War
source task (A2 textbook p51-2)
Germany after the
war
Consequences of Potsdam and the division of
Germany, Berlin Blockade 1948-49
Set up essay question –
“Ideology played a small part in
the origin of the Cold War” – to
what extent do you agree with
this assertion?
Economic factors Truman Doctrine, Marshall Plan, Comecon Marshall Plan and Truman
Doctrine source work
Domino Effect in the
Far East
China becomes Communist 1949, Korean
War 1950-53, Vietnam War 1965-75
Read and answer questions on
NSC 68 document
Source exercise Korean War (A2
textbook p67)
Post-Soviet thaw and
Europe
De-Stalinisation and Khrushchev 1956,
Hungarian Uprising 1956, Berlin Wall 1961,
Czechoslovakia 1968
Case Study investigation of the
Congo Crisis, 1960-4 (research
for class presentation)
Mr Man/Little Miss
Historiography poster
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Arms Race A-Bomb to H-Bomb, Bomber gap to Missile
Gap, 1954 McCarthyism, Brinkmanship to
Peaceful coexistence, MAD to NUTS, Space
Race, Cuban Missile Crisis 1962, effects of
Cuba (Hot Line and Test Ban Treaty)
TOK linked question about MAD
using IB Core textbook (p484)
Timeline task (A2 textbook
p104)
Sino-Soviet Relations Role of Communist China in advancing
communism, Soviet Union’s Treaty of
Friendship 1950, Sino-Soviet split 1953,
Nixon and Mao 1972 and Sino-US
rapprochement.
Essay question – “Evaluate the
impact of the arms race on East-
West relations”
Détente 1969-1980 Causes of Détente, SALT I 1972, SALT II
1979, Leonid Brezhnev and Jimmy Carter,
Helsinki Accords 1975, Margaret Thatcher,
1980 Ronald Reagan’s election
Leadership timeline chart to
complete from the IB Core
textbook (p491)
How did the Cold
War come to end?
Individuals; Pope John Paul II, Thatcher and
Reagan, Gorbachev and his reforms.
Economic factors, growing rise in eastern
European activism, Poland and Solidarity,
Fall of the Berlin Wall 1989, Reunification
of Germany 1990, USSR formally dissolved
1991
Read chapter from John Lewis
Gaddis The Cold War –
Individuals
Factors judgement exercise
(making links and justifying
reasons for the end of the Cold
War)
Nature of the Cold
War
Summary timeline, thematic study, after
effect – The Cold War today
Revision Past paper examples, timelines and
exemplars
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Unit 4: Subject Guide Option CW23
African Decolonisation
As your only piece of coursework for the A-Level this will be based on two independent
pieces of research and essay writing. You will be given guidance and contextual teaching
to support your knowledge, but the focus will be on your selection of source material to
support your findings.
Focus: Changing attitudes to empire in Britain and in Africa and the changing ways in
which Britain controlled, extended and dismantled its Empire in Africa.
Course Overview:
The growth of Empire in Africa.
The impact of the Boer and First World Wars on relations between Britain and its colonies in Africa.
The growth, nature and strength of movements for independence in the British colonies and their role in decolonisation.
Britain’s changing attitudes to, and relations with its colonies in Africa, 1939-81.
This unit will include a small amount of content, which shall be taught through teacher-
led sessions, but on the whole, will be student-centred. You will be expected to locate
sources, read around your subject area, analyse both primary and secondary sources and
hand in the final 4000 words assignment.
Content
Part A Students will complete an in-depth enquiry into the short-term
significance of a key event or individual within the period of study.
Part A will consist of an exploration of sources contemporary to the
period and relevant secondary sources in order to assess the immediate
significance of an event, individual, development or movement taken
from within the 100-year context.
All such assignments must be approved by the teacher.
Part B Students will set their chosen event, individual, development or
movement in a broader context, exploring the process of change within
the wider timeframe of the chosen period.
Part B will consist of the significance of the chosen event or individual
within an exploration of the process of change over the whole period of at
least 100 years. The enquiry element of this task will be demonstrated in
the independent use of relevant reading and other evidence as
appropriate.
All such assignments must be approved by the teacher.
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Unit 1: Generic Level Descriptors Target: AO1a and AO1b (13%) (30 marks) Essay - to present historical explanations and reach a judgement.
Level Mark Descriptor
1 1-6 Candidates will produce mostly simple statements. These will be supported by limited factual material which has some accuracy and relevance, although not directed at the focus of the question. The material will be mostly generalised. There will be few, if any, links between the simple statements. The writing may have limited coherence and will be generally comprehensible, but passages will lack both clarity and organisation. The skills needed to produce effective writing will not normally be present. Frequent syntactical and/or spelling errors are likely to be present. Low Level 1: 1-2 marks The qualities of Level 1 are displayed, but material is less convincing in its range/depth and the quality of written communication does not conform. Mid Level 1: 3-4 marks The qualities of Level 1 are displayed, but material is less convincing in its range/depth or the quality of written communication does not conform. High Level 1: 5-6 marks The qualities of Level 1 are securely displayed. 2 7-12 Candidates will produce a series of simple statements
2 7-12 Candidates will produce a series of simple statements supported by some mostly accurate and relevant factual material. The analytical focus will be mostly implicit and there are likely to be only limited links between the simple statements. Material is unlikely to be developed very far. The writing will have some coherence and will be generally comprehensible, but passages will lack both clarity and organisation. Some of the skills needed to produce effective writing will be present. Frequent syntactical and/or spelling errors are likely to be present. Low Level 2: 7-8 marks The qualities of Level 2 are displayed, but material is less convincing in its range/depth and the quality of written communication does not conform. Mid Level 2: 9-10 marks The qualities of Level 2 are displayed, but material is less convincing in its range/depth or the quality of written communication does not conform. High Level 2: 11-12 marks The qualities of Level 2 are securely displayed.
3 13-18 Candidates' answers will be attempt analysis and will show some
understanding of the focus of the question. They will, however, include
material which is either descriptive, and thus only implicitly relevant to the
question's focus, or which strays from that focus. Factual material will be
accurate but it may lack depth and/or relevance in places.
The writing will be coherent in places but there are likely to be passages
which lack clarity and/or proper organisation. Only some of the skills needed
to produce convincing extended writing are likely to be present. Syntactical
and/or spelling errors are likely to be present.
Low Level 3: 13-14 marks
The qualities of Level 3 are displayed, but material is less convincing in its
range/depth and the quality of written communication does not conform.
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Mid Level 3: 15-16 marks
The qualities of Level 3 are displayed, but material is less convincing in its
range/depth or the quality of written communication does not conform.
High Level 3: 17-18 marks
The qualities of Level 3 are securely displayed.
4 19-24 Candidates offer an analytical response which relates well to the focus of the question and which shows some understanding of the key issues contained in it. The analysis will be supported by accurate factual material which will be mostly relevant to the question asked. The selection of material may lack balance in places. The answer will show some degree of direction and control but these attributes may not be sustained throughout the answer. The candidate will demonstrate the skills needed to produce convincing extended writing but there may be passages which lack clarity or coherence. The answer is likely to include some syntactical and/or spelling errors. Low Level 4: 19-20 marks The qualities of Level 4 are displayed, but material is less convincing in its range/depth and the quality of written communication does not conform. Mid Level 4: 21-22 marks The qualities of Level 4 are displayed, but material is less convincing in its range/depth or the quality of written communication does not conform. High Level 4: 23-24 marks The qualities of Level 4 are securely displayed.
5 25-30 Candidates offer an analytical response which directly addresses the focus of the question and which demonstrates explicit understanding of the key issues contained in it. It will be broadly balanced in its treatment of these key issues. The analysis will be supported by accurate, relevant and appropriately selected factual material which demonstrates some range and depth. The exposition will be controlled and the deployment logical. Some syntactical and/or spelling errors may be found but the writing will be coherent overall. The skills required to produce convincing extended writing will be in place. Low Level 5: 25-26 marks The qualities of Level 5 are displayed, but material is less convincing in its range/depth and the quality of written communication does not conform. Mid Level 5: 27-28 marks The qualities of Level 5 are displayed, but material is less convincing in its range/depth or the quality of written communication does not conform. High Level 5: 29-30 marks The qualities of Level 5 are securely displayed.
NB: The generic level descriptors may be subject to amendment in the light of operational experience. Unit 1 Assessment Grid
Question Number AO1a and b Marks
Total marks for question
Q (a) or (b) 30 30 Q (a) or (b) 30 30 Total Marks 60 60 % Weighting 25% 25%
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Unit 2: Generic Level Descriptors Part (a) Target: AO2a (8%) (20 marks) As part of an historical enquiry, analyse and evaluate a range of appropriate source material with discrimination. Level Mark Descriptor
1 1-5 Comprehends the surface features of the sources and selects material relevant to the
question. Responses are direct quotations or paraphrases from one or more of the sources. Low Level 1: 1-2 marks The qualities of Level 1 are displayed, but material is less convincing in its range/depth. High Level 1: 3-5 marks The qualities of Level 1 are securely displayed.
2 6-10 Comprehends the sources and selects from them in order to identify their similarities and/or differences in relation to the question posed. There may be one developed comparison, but most comparisons will be undeveloped or unsupported with material from the sources. Sources will be used in the form of a summary of their information. The source provenance may be noted, without application of its implications to the source content. Low Level 2: 6-7 marks The qualities of Level 2 are displayed, but material is less convincing in its range/depth. High Level 2: 8-10 marks The qualities of Level 2 are securely displayed.
3 11-15 Comprehends the sources and focuses the cross-referencing on the task set. Responses will offer detailed comparisons, similarities/differences, agreements/disagreements that are supported by evidence drawn from the sources. Sources are used as evidence with some consideration of their attributes, such as the nature, origins, purpose or audience, with some consideration of how this can affect the weight given to the evidence. In addressing ‘how far’ there is a clear attempt to use the sources in combination, but this may be imbalanced in terms of the issues addressed or in terms of the use of the sources. Low Level 3: 11-12 marks The qualities of Level 3 are displayed, but material is less convincing in its range/depth. High Level 3: 13-15 marks The qualities of Level 3 are securely displayed
4 16-20 Reaches a judgement in relation to the issue posed by the question supported by careful examination of the evidence of the sources. The sources are cross-referenced and the elements of challenge and corroboration are analysed. The issues raised by the process of comparison are used to address the specific enquiry. The attributes of the source are taken into account in order to establish what weight the content they will bear in relation to the specific enquiry. In addressing ‘how far’ the sources are used in combination. Low Level 4: 16-17 marks The qualities of Level 4 are displayed, but material is less convincing in its range/depth. High Level 4: 18-20 marks The qualities of Level 4 are securely displayed.
NB: generic level descriptors may be subject to amendment in the light of operational experience.
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Part (b) Target: AO1a & AO1b (10% - 24 marks) and AO2b (7% - 16 marks) (40 marks) Analyse and evaluate, in relation to the historical context, how aspects of the past have been interpreted and represented in different ways. AO1a and AO1b (24 marks)
Level Mark Descriptor
1 1-6 Candidates will produce mostly simple statements. These will be supported by limited factual material which has some accuracy and relevance, although not directed at the focus of the question. The material will be mostly generalised. There will be few, if any, links between the simple statements and candidates are very unlikely to attempt any integration between their own knowledge and the sources. The writing may have limited coherence and will be generally comprehensible, but passages will lack both clarity and organisation. The skills needed to produce effective writing will not normally be present. Frequent syntactical and/or spelling errors are likely to be present. Low Level 1: 1-2 marks The qualities of Level 1 are displayed, but material is less convincing in its range/depth and the quality of written communication does not conform. Mid Level 1: 3-4 marks The qualities of Level 1 are displayed, but material is less convincing in its range/depth or the quality of written communication does not conform. High Level 1: 5-6 marks The qualities of Level 1 are securely displayed.
2 7-12 Candidates will produce a series of statements supported by some mostly accurate and relevant factual material. The statements may be simplified. The analytical focus will be mostly implicit and there are likely to be only limited links between simple statements. Material is unlikely to be developed very far and the candidate is unlikely to attempt integration between own knowledge and the sources. Any summative judgement is likely to depend disproportionately on assertion. The writing will have some coherence and will be generally comprehensible, but passages will lack both clarity and organisation. Some of the skills needed to produce effective writing will be present. Frequent syntactical and/or spelling errors are likely to be present. Low Level 2: 7-8 marks The qualities of Level 2 are displayed, but material is less convincing in its range/depth and the quality of written communication does not conform. Mid Level 2: 9-10 marks The qualities of Level 2 are displayed, but material is less convincing in its range/depth or the quality of written communication does not conform. High Level 2: 11-12 marks The qualities of Level 2 are securely displayed.
3 13-18 Candidates offer a response which relates to the focus of the question and which demonstrates at least implicit understanding of the key issues required to sustain a relevant judgement. They will, however, include material which is either descriptive, and thus only implicitly relevant to the question's focus, or which strays from that focus. Factual material will be accurate, but it may lack depth and/or relevance in places. Integration between own knowledge and sources may be implicit or partial. The writing will be coherent in places but there are likely to be passages which lack clarity and/or proper organisation. Only some of the skills needed to produce convincing extended writing are likely to be present. Syntactical and/or spelling errors are likely to be present.
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Low Level 3: 13-14 marks The qualities of Level 3 are displayed, but material is less convincing in its range/depth and the quality of written communication does not conform. Mid Level 3: 15-16 marks The qualities of Level 3 are displayed, but material is less convincing in its range/depth or the quality of written communication does not conform. High Level 3: 17-18 marks The qualities of Level 3 are securely displayed.
4 19-24 Candidates offer a response which relates well to the focus of the question and which shows some understanding of the key issues contained in it. The analysis will be supported by accurate factual material which will be mostly relevant to the question asked. Candidates are able to provide some integration between what they know and the evidence gleaned from the source material. The selection of material may lack balance in places. The answer will show some degree of direction and control but these attributes may not be sustained throughout the answer. The candidate will demonstrate the skills needed to produce convincing extended writing but there may be passages which lack clarity or coherence. The answer is likely to include some syntactical and/or spelling errors. Low Level 4: 19-20 marks The qualities of Level 4 are displayed, but material is less convincing in its range/depth and the quality of written communication does not conform. Mid Level 4: 21-22 marks The qualities of Level 4 are displayed, but material is less convincing in its range/depth or the quality of written communication does not conform. High Level 4: 23-24 marks The qualities of Level 4 are securely displayed.
NB: generic level descriptors may be subject to amendment in the light of operational experience.
Note on Descriptors Relating to Communication Each level descriptor above concludes with a statement about written communication. These descriptors should be considered as indicative, rather than definitional, of a given level. Thus, most candidates whose historical understanding related to a given question suggests that they should sit in a particular level will express that understanding in ways which broadly conform to the communication descriptor appropriate to that level. However, there will be cases in which high-order thinking is expressed relatively poorly. It follows that the historical thinking should determine the level. Indicators of written communication are best considered normatively and may be used to help decide a specific mark to be awarded within a level. Quality of written communication which fails to conform to the descriptor for the level will depress the award of marks by a sub-band within the level. Similarly, though not commonly, generalised and unfocused answers may be expressed with cogency and even elegance. In that case, quality of written communication will raise the mark by a sub-band.
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AO2b (16 marks)
Level Mark Descriptor
1 1-4 Comprehends the sources and selects material relevant to the representation contained in the question. Responses are direct quotations or paraphrases from one or more of the sources. Low Level 1: 1-2 marks The qualities of Level 1 are displayed, but material is less convincing in its range/depth. High Level 1: 3-4 marks The qualities of Level 1 are securely displayed.
2 5-8 Comprehends the sources and selects from them in order to identify points which support or differ from the representation contained in the question. When supporting the decision made in relation to the question the sources will be used in the form of a summary of their information. Low Level 2: 5-6 marks The qualities of Level 2 are displayed, but material is less convincing in its range/depth. High Level 2: 7-8 marks The qualities of Level 2 are securely displayed.
3 9-12 The sources are analysed and points of challenge and/or support for the representation contained in the question are developed from the provided material. In addressing the specific enquiry, there is clear awareness that a representation is under discussion and there is evidence of reasoning from the evidence of both sources, although there may be some lack of balance. The response reaches a judgement in relation to the claim which is supported by the evidence of the sources. Low Level 3: 9-10 marks The qualities of Level 3 are displayed, but material is less convincing in its range/depth. High Level 3: 11-12 marks The qualities of Level 3 are securely displayed.
4 13-16 Reaches and sustains a conclusion based on the discriminating use of the evidence. Discussion of the claim in the question proceeds from the issues raised by the process of analysing the representation in the sources. There is developed reasoning and weighing of the evidence in order to create a judgement in relation to the stated claim. Low Level 4: 13-14 marks The qualities of Level 4 are displayed, but material is less convincing in its range/depth. High Level 4: 15-16 marks The qualities of Level 4 are securely displayed
NB: generic level descriptors may be subject to amendment in the light of operational experience. Unit 2 Assessment Grid
Question Number
AO1a and b Marks
AO2a Marks
AO2b Marks
Total marks for Question
Q (a) - 20 - 20 Q (b)(i) or (ii) 24 - 16 40 Total Marks 24 20 16 60 % weighting 10% 8% 7% 25
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Unit 3: Generic Level Descriptors Section A Target: AO1a and AO1b (13%) (30 marks) The essay questions in Part (a) will have an analytical focus, requiring candidates to reach a substantiated judgement on a historical issue or problem.
Level Mark Descriptor
1 1-6 Candidates will produce a series of statements, some of which may be simplified. The statements will be supported by factual material which has some accuracy and relevance although not directed at the focus of the question. The material will be mostly generalised. The writing may have some coherence and it will be generally comprehensible, but passages will lack clarity and organisation. The skills needed to produce effective writing will not normally be present. Frequent syntactical and/or spelling errors are likely to be present. Low Level 1: 1-2 marks The qualities of Level 1 are displayed, but material is less convincing in its range/depth and the quality of written communication does not conform. Mid Level 1: 3-4 marks The qualities of Level 1 are displayed, but material is less convincing in its range/depth or the quality of written communication does not conform. High Level 1: 5-6 marks The qualities of Level 1 are securely displayed.
2 7-12 Candidates will produce statements with some development in the form of mostly accurate and relevant factual material. There will be some analysis, but focus on the analytical demand of the question will be largely implicit. Candidates will Attempt to make links between the statements and the material is unlikely to be developed very far. The writing will show elements of coherence but there are likely to be passages which lack clarity and/or proper organisation. The range of skills needed to produce a convincing essay is likely to be limited. Frequent syntactical and/or spelling errors are likely to be present. Low Level 2: 7-8 marks The qualities of Level 2 are displayed, but material is less convincing in its range/depth and the quality of written communication does not conform. Mid Level 2: 9-10 marks The qualities of Level 2 are displayed, but material is less convincing in its range/depth or the quality of written communication does not conform. High Level 2: 11-12 marks The qualities of Level 2 are securely displayed.
3 13-18 Candidates' answers will be broadly analytical and will show some understanding of the focus of the question. They may, however, include material which is either descriptive, and thus only implicitly relevant to the question's focus, or which strays from that focus in places. Factual material will be accurate, but it may not consistently display depth and/or relevance. The answer will show some degree of direction and control but these attributes will not normally be sustained throughout the answer. The candidate will demonstrate some of the skills needed to produce a convincing essay, but there may be passages which show deficiencies in organisation. The answer is likely to include some syntactical and/or spelling errors. Low Level 3: 13-14 marks The qualities of Level 3 are displayed, but material is less convincing in its
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range/depth and the quality of written communication does not conform. Mid Level 3: 15-16 marks The qualities of Level 3 are displayed, but material is less convincing in its range/depth or the quality of written communication does not conform. High Level 3: 17-18 marks The qualities of Level 3 are securely displayed.
4 19-24 Candidates offer an analytical response which relates well to the focus of the question and which shows some understanding of the key issues contained in it, with some evaluation of argument. The analysis will be supported by accurate factual material which will be mostly relevant to the question asked. The selection of material may lack balance in places. The exposition will be controlled and the deployment logical. Some syntactical and/or spelling errors may be found but the writing will be coherent overall. The skills required to produce a convincing and cogent essay will be mostly in place. Low Level 4: 19-20 marks The qualities of Level 4 are displayed, but material is less convincing in its range/depth and the quality of written communication does not conform. Mid Level 4: 21-22 marks The qualities of Level 4 are displayed, but material is less convincing in its range/depth or the quality of written communication does not conform. High Level 4: 23-24 marks The qualities of Level 4 are securely displayed.
5 25-30 Candidates offer a sustained analysis which directly addresses the focus of the question. They demonstrate explicit understanding of the key issues raised by the question, evaluating arguments and – as appropriate – interpretations. The analysis will be supported by an appropriate range and depth of accurate and well-selected factual material. The answer will be cogent and lucid in exposition. Occasional syntactical and/or spelling errors may be found but they will not impede coherent deployment of the material and argument. Overall, the answer will show mastery of essay writing skills. Low Level 5: 25-26 marks The qualities of Level 5 are displayed, but material is less convincing in its range/depth and the quality of written communication does not conform. Mid Level 5: 27-28 marks The qualities of Level 5 are displayed, but material is less convincing in its range/depth or the quality of written communication does not conform. High Level 5: 29-30 marks The qualities of Level 5 are securely displayed.
NB: The generic level descriptors may be subject to amendment in the light of operational experience.
Note on Descriptors Relating to Communication Each level descriptor above concludes with a statement about written communication. These descriptors should be considered as indicative, rather than definitional, of a given level. Thus, most candidates whose historical understanding related to a given question suggests that they should sit in a particular level will express that understanding in ways which broadly conform to the communication descriptor appropriate to that level. However, there will be cases in which high-order thinking is expressed relatively poorly. It follows that the historical thinking should determine the level. Indicators of written communication are best considered normatively and may be used to help decide a specific mark to be awarded within a level. Quality of written communication which fails to conform to the descriptor for the level will depress the award of marks by a sub-band within the level. Similarly, though not commonly, generalised and unfocused answers may be expressed with cogency and even elegance. In that case, quality of written communication will raise the mark by a sub-band.
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Section B Target: AO1a and AO1b (7% - 16 marks) AO2b (10% - 24 marks) (40 marks) Candidates will be provided with two or three secondary sources totalling about 350-400 words. The question will require candidates to compare the provided source material in the process of exploring an issue of historical debate and reaching substantiated judgements in the light of their own knowledge and understanding of the issues of interpretation and controversy. Students must attempt the controversy question that is embedded within the period context. AO1a and AO1b (16 marks)
Level Mark Descriptor
1 1-3 Candidates will produce a series of statements, some of which may be simplified, on the basis of factual material which has some accuracy and relevance although not directed at the focus of the question. Links with the presented source material will be implicit at best. The factual material will be mostly generalised and there will be few, if any, links between the statements. The writing may have some coherence and it will be generally comprehensible but passages will lack clarity and organisation. The skills needed to produce effective writing will not normally be present. Frequent syntactical and/or spelling errors are likely to be present. Low Level 1: 1 mark The qualities of Level 1 are displayed, but material is less convincing in its range/depth and the quality of written communication does not conform. Mid Level 1: 2 marks The qualities of Level 1 are displayed, but material is less convincing in its range/depth or the quality of written communication does not conform. High Level 1: 3 marks The qualities of Level 1 are securely displayed.
2 4-6 Candidates will produce statements deriving from their own knowledge and may attempt to link this with the presented source material. Knowledge will have some accuracy and relevance. There may be some analysis, but focus on the analytical demand of the question will be largely implicit. Candidates will attempt to make links between the statements and the material is unlikely to be developed very far. The writing will show elements of coherence but there are likely to be passages which lack clarity and/or proper organisation. The range of skills needed to produce a convincing essay is likely to be limited. Frequent syntactical and/or spelling errors are likely to be present. Low Level 2: 4 marks The qualities of Level 2 are displayed, but material is less convincing in its range/depth and the quality of written communication does not conform. Mid Level 2: 5 marks The qualities of Level 2 are displayed, but material is less convincing in its range/depth or the quality of written communication does not conform. High Level 2: 6 marks The qualities of Level 2 are securely displayed.
3 7-10 Candidates attempt a broadly analytical response from their own knowledge, which offers some support for the presented source material. Knowledge will be generally accurate and relevant. The answer will show some understanding of the focus of the question but may include material which is either descriptive, and thus only implicitly relevant to the question's focus, or which strays from that focus in places. Attempts at analysis will be supported by generally accurate factual material which will lack balance in places.
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The answer will show some degree of direction and control but these attributes will not normally be sustained throughout the answer. The candidate will demonstrate some of the skills needed to produce a convincing essay, but there may be passages which show deficiencies in organisation. The answer is likely to include some syntactical and/or spelling errors. Low Level 3: 7 marks The qualities of Level 3 are displayed, but material is less convincing in its range/depth and the quality of written communication does not conform. Mid Level 3: 8-9 marks The qualities of Level 3 are displayed, but material is less convincing in its range/depth or the quality of written communication does not conform. High Level 3: 10 marks The qualities of Level 3 are securely displayed.
4 11-13 Candidates offer an analytical response from their own knowledge which supports analysis of presented source material and which attempts integration with it. Knowledge will be generally well-selected and accurate and will have some range and depth. The selected material will address the focus of the question and show some understanding of the key issues contained in it with some evaluation of argument and – as appropriate - interpretation. The analysis will be supported by accurate factual material which will be mostly relevant to the question asked although the selection of material may lack balance in places. The exposition will be controlled and the deployment logical. Some syntactical and/or spelling errors may be found but the writing will be coherent overall. The skills required to produce convincing and cogent essay will be mostly in place. Low Level 4: 11 marks The qualities of Level 4 are displayed, but material is less convincing in its range/depth and the quality of written communication does not conform. Mid Level 4: 12 marks The qualities of Level 4 are displayed, but material is less convincing in its range/depth or the quality of written communication does not conform. High Level 4: 13 marks The qualities of Level 4 are securely displayed.
5 14-16 Candidates offer a sustained analysis from their own knowledge which both supports, and is integrated with, analysis of the presented source material. Knowledge will be well-selected, accurate and of appropriate range and depth. The selected material directly addresses the focus of the question. Candidates demonstrate explicit understanding of the key issues raised by the question, evaluating arguments and – as appropriate – interpretations. The analysis will be supported by an appropriate range and depth of accurate and well-selected factual material. The answer will be cogent and lucid in exposition. Occasional syntactical and/or spelling errors may be found but they will not impede coherent deployment of the material and argument. Overall, the answer will show mastery of essay writing skills. Low Level 5: 14 marks The qualities of Level 5 are displayed, but material is less convincing in its range/depth and the quality of written communication does not conform. Mid Level 5: 15 marks The qualities of Level 5 are displayed, but material is less convincing in its range/depth or the quality of written communication does not conform. High Level 5: 16 marks The qualities of Level 5 are securely displayed.
NB: The generic level descriptors may be subject to amendment in the light of operational experience.
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AO2b (24 marks)
Level Mark Descriptor
1 1-4 Comprehends the surface features of sources and selects from them in order to identify points which support or differ from the view posed in the question. When reaching a decision in relation to the question the sources will be used singly and in the form of a summary of their information. Own knowledge of the issue under debate will be presented as information but not integrated with the provided material. Low Level 1: 1-2 marks The qualities of Level 1 are displayed, but material is less convincing in its range/depth. High Level 1: 3-4 marks The qualities of Level 1 are securely displayed.
2 5-9 Comprehends the sources and notes points of challenge and support for the stated claim. Combines the information from the sources to illustrate points linked to the question. When supporting judgements made in relation to the question, relevant source content will be selected and summarised and relevant own knowledge of the issue will be added. The answer may lack balance but one aspect will be developed from the sources. Reaches an overall decision but with limited support. Low Level 2: 5-6 marks The qualities of Level 2 are displayed, but material is less convincing in its range/depth. High Level 2: 7-9 marks The qualities of Level 2 are securely displayed.
3 10-14 Interprets the sources with confidence, showing the ability to analyse some key points of the arguments offered and to reason from the evidence of the sources. Develops points of challenge and support for the stated claim from the provided source material and deploys material gained from relevant reading and knowledge of the issues under discussion. Shows clear understanding that the issue is one of interpretation. Focuses directly on the question when structuring the response, although, in addressing the specific enquiry, there may be some lack of balance. Reaches a judgement in relation to the claim, supported by information and argument from the sources and from own knowledge of the issues under debate. Low Level 3: 10-11 marks The qualities of Level 3 are displayed, but material is less convincing in its range/depth. High Level 3: 12-14 marks The qualities of Level 3 are securely displayed.
4 15-19 Interprets the sources with confidence showing the ability to understand the basis of the arguments offered by the authors and to relate these to wider knowledge of the issues under discussion. Discussion of the claim in the question proceeds from an exploration of the issues raised by the process of analysing the sources and the extension of these issues from other relevant reading and own knowledge of the points under debate. Presents an integrated response with developed reasoning and debating of the evidence in order to create judgements in relation to the stated claim, although not all the issues will be fully developed. Reaches and sustains a conclusion based on the discriminating use of the evidence. Low Level 4: 15-16 marks
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The qualities of Level 4 are displayed, but material is less convincing in its range/depth. High Level 4: 17-19 marks The qualities of Level 4 are securely displayed.
5 20-24 Interprets the sources with confidence and discrimination, assimilating the author’s arguments and displaying independence of thought in the ability to assess the presented views in the light of own knowledge and reading. Treatment of argument and discussion of evidence will show that the full demands of the question have been appreciated and addressed. Presents a sustained evaluative argument and reaches fully substantiated conclusions demonstrating an understanding of the nature of historical debate. Low Level 5: 20-21 marks The qualities of Level 5 are displayed, but material is less convincing in its range/depth. High Level 5: 22-24 marks The qualities of Level 5 are securely displayed.
NB: The generic level descriptors may be subject to amendment in the light of operational experience. Unit 3 Assessment Grid Question Number AO1a and b
Marks
AO2b Marks
Total marks for question
Section A Q 30 - 30 Section B Q 16 24 40 Total Marks 46 24 70 % weighting 20% 10% 30%
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AS HISTORY – Suggested Reading
Students will be studying Stalin’s Russia, 1924 - 1953, Civil Rights in America 1945 – 1968 and Britain and the Nationalist Challenge in India, 1900 – 1947. The books with an * are highly recommended. Stalin: Unit 1 Robert Service – Stalin: A Biography and A History of Modern Russia Simon Sebag-Montefiore – Stalin: The Court of the Red Tsar and Young Stalin * Orlando Figes – The Whisperers Good novels include: A Day in the Life of Ivan Denisovitch, a short novel; Animal Farm by George Orwell *, a short parable about dictatorship. Civil Rights: Unit 1
Martin Luther King – The Autobiography of Martin Luther King Jr. Marshall Frady – Martin Luther King Jr.: A Life, * John A. Kirk – Martin Luther King Jr and the Civil Rights Movement: Controversies and Debates, Malcolm X – Autobiography of Malcolm X Anita Ganeri, Martin Luther King Jr., Twentieth Century Makers (Easy reading biography) Good novels: anything by Toni Morrison, Harper Lee, To Kill a Mockingbird * Britain and India: Unit 2
Lawrence James – The Rise and Fall of the British Empire and Raj, The Making of British India, Niall Ferguson, Empire: How Britain made the Modern World Jad Adams, Naked Ambitions * Simon Adams, Mahatma Gandhi: Twentieth Century Makers (Easy reading biography) Good novels: A Passage to India, E.M. Forster, Heat and Dust, Ruth Prawer Jhabvala A2 HISTORY
Suggested reading Cold War: Unit 3 Mike Sewell, The Cold War – Cambridge Perspectives in History series Steve Phillips, A World Divided: Superpower Relations 1944-90, Edexcel Unit 3 Textbook Jeremy Isaacs, Cold War: For Forty-five Years the World Held Its Breath Robert J. McMahon, The Cold War: A Very Short Introduction Good novels: Ian Fleming’s James Bond series, John Le Carré’s spy series. Decolonisation and Africa: Unit 4 Nicholas White, The British Experience since 1945 Dennis Judd, Empire: The British Imperial Experience from 1765 to the present B. Freud, The Making of Contemporary Africa Any of the Teach Yourself series offer a good, broad overview of any of the above topics and a nice introduction into the course.
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How to… write an essay
Imagine writing an essay like eating a good burger.
Firstly, you have the introduction (Top Bun), which is your first taste of the flavour. It
is designed to whet your appetite as to what the main argument is going to be about.
Next comes the first layer of meat (or vegetable substitute) which will be your first
major point relating to the essay title. This paragraph should contain examples to
support that first key point.
The following layers represent separate paragraphs and examples. You may have
more than three layers depending upon the length of argument or amount of points
that can be made.
At the end, to support the whole thing you will need a conclusion (Bottom Bun),
which summarises the various points you have made and contain a decisive answer to
the question.
The very best essays will contain extra relish, onions and sauce and these represent
connections between ideas that link across your essay.
With the analogy of food firmly placed in your minds we can now move on to a more
detailed explanation of what should go into each component of an essay.
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Essay Structure
An essay is designed to get across an argument and is NOT for the delivery of facts.
There needs to be a logical sequence of points, which relate to the title and offer links
from one point to the other.
Always explain and justify ideas that you write about (this is where your lesson notes
come in as evidence). An academic essay should not be emotional, so do not talk
about stray thoughts; keep to the question, for the sake of your time limit. Treat the
essay as a formal piece of writing and never use the first person (“I think that…”)
Introduction
It is here that you set the scene for what you are about to write. Do NOT list the
various factors; try to weave them into sentences to show that you understand what
the focus of the question is about. Define key words from the title in the introduction
to show the reader you know what the question is asking you. Finally, give some
contextual knowledge (background to the question – this does not mean a story
though), this will show that you understand the time period and details of the topic.
Body of the Essay
This will contain paragraphs, each with a different point that you are trying to make.
Each paragraph should contain Points, Evidence, Explanation (PEE) and if you can
an Extension (where you may challenge an issue or the title itself). If you follow the
simple formula of PEE it will mean that your paragraphs are succinct and directly
answering the title.
KEY TIP: Treat each paragraph in the main part of your essay as a mini essay. The
first sentence is your introduction, the bulk of the paragraph is presenting your
evidence to support what you’ve said in the opening sentence and the final sentence or
two is your conclusion, which should lead into your next point.
Conclusion
This is possibly the most important part of the essay. It is here that you will sum up
everything that you have said and try to answer the question directly. Do NOT sit on
the fence; if the questions asks for an opinion or a decision make one. Do NOT
introduce new material here.
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How to… work with sources
1. What is a source?
A source is something that provides clues to help an historian write or talk about the past.
Sources can come in a variety of forms:
1. Written
2. Oral
3. Visual
4. Material form (objects)
Sources can include letters, diaries, documents, books, newspapers, photographs,
drawings and paintings, buildings, statues, monuments, speeches, skulls and bones,
fossils, maps, poems, tables and graphs, novels, songs, electronic media (television,
internet sites…) etc.
2. Questions you might be asked about sources at A-Level:
A. Using the information about and in the sources to write your own history
E.g. “Use Sources 1, 2 and 3 and your own knowledge. How far do these sources
suggest that British Rule was accepted in India at the beginning of the Twentieth
Century?”
B. Using the sources and own knowledge to challenge a controversial statement
E.g. “How far do you agree with the view that the Cold War came to an end
because of popular protests in Eastern Europe which the USSR was powerless to
resist?”
2a. Questions you might be asked about sources for IB:
A. Obtaining information from a source
E.g. “Why according to Source A, did [event] happen?”
B. Interpretation of a source/sources – what is the originator’s opinion, what are his
views concerning a given event.
E.g. “Compare and contrast the views expressed about the Treaty of Versailles in
Sources B and D”
C. Detailed interpretation of the source from the author’s point of view
E.g. Questions focusing on the origins, purpose, value and limitation of a source/s
D. Using sources and own knowledge to answer a statement on a time period or
event.
E.g. “Analyse the reasons for German resentment of the Treaty of Versailles of
1919”
3. Questions to ask sources:
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Is the source reliable? A source may be reliable for some purposes, but unreliable for others. There are a number
of questions which should be asked of the source:
Who produced the source and when was it produced?
Was the person who created the source an eyewitness?
Remember that an eyewitness account does not necessarily mean that the source is
reliable or accurate. Eyewitness accounts are not necessarily always true, accurate
or unbiased.
What is the perspective/attitude of the creator of the source to the subject
matter/topic?
Is there an alternative point of view to the one in the source?
Was the source created a long time after the event?
Why was the source produced?
How accurate is the information in the source? (This requires you to compare the
source with others and with your own content knowledge.)
Does the issue of accuracy tell us anything further about the intention of the
person who created the source?
Remember: A cartoon may be unreliable in telling you the facts about an event,
but could be reliable for showing the way people thought about an event at the
time it happened.
Is the source useful?
This is similar to asking about reliability, as the questions you will need to ask are similar.
If a source is, for example, biased, it may not be useful if you are trying to find out about
an event; however that same source might be useful in showing how people felt at the
time.
For example, a historical map of the world is useful for the time we might be
investigating, but it may be full of intentional biases or unintentional mistakes and is
therefore not reliable.
4: Tips:
For both A-Level and IB remember the following four words:
Purpose, Origin, Value and Limitation
The key to writing history using sources is to weave the evidence from the source into your writing
using quotation marks (“word”). Always consider the reason why the source was created (Purpose),
what time it was written, whether it was during the event or many years later (Origin), as this can have
an effect, as well as what makes the source useful to you as a historian writing about the past.
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Tips for Sixth Formers
Below is a list of top tips that should help you through your first few
weeks and help you to organise your lives over the coming two years.
1. Be Organised
Buy folders and sub-dividers to file away your notes after each
lesson
2. Use your diary
Keep note of work and assignments and when they are due in. Tick
them off when completed
3. Find the library before the second week!
Nobody will be there in the first few weeks of term so check out
the books or History Magazines
4. Talk to your classmates
You will feel more at home sooner and they will be in the same
boat as you (nervous and worried)
5. Read around your subject area
This will expand your knowledge and make the content easier to
follow
6. Be on time to lessons and tutorials
If this is difficult set more than one alarm. Remember, the early
bird gets the worm!
7. Use the syllabus
Buff up on what topics you are studying to feel more confident in
lessons
8. Keep note of key words
Have a separate sheet of paper at the front or back of your note pad
for a glossary
9. Ask questions
If you’re stuck, you might not be alone, so ask questions
10. Make time for yourself in your schedule
Work is important, but so is rest.
Welcome and Good Luck with your studies
