National 5 History

Question Skills Booklet

Knowledge and Understanding questions:

There are 3 main types of KU questions

1. Describe Questions (4 marks)You will have to do 2 of these in the exam

Describe the events of… Describe the effects of…..

Describe the role played by ……

2.Explain Questions (6 marks)You will have to do 3 of these in the exam

Explain the reasons why….

3.Short Essay Questions (9-marks)You will have to do 2 of these in the exam

To what extent was ……. the main reason for …..? To what extent was ….. the result of ……..?

How successful was …..? How important was …..?

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Describe Questions (4 marks)Describe the events of…

Describe the effects of…..Describe the role played by ……

This type of question will always be worth 4 marks. So, you need 4 properly explained points about 4 different

things, in 4 separate sentences. DO NOT LIST!!! It’s a good idea to make a quick wee list in the margin of the four

points that you’re going to write about before you start.

Describe the terms of the Treaty of Versailles 4(Not one of our N5 topics, but something most of you have done before and a good example)

So, my wee list in the margin would be something like:Army – 100,000Navy – 6 RhinelandWar Guilt

It’s a good idea to have an opening sentence, something like:The terms of the Treaty of Versailles were very harsh.

Then, my answer would then explain each of the points in a separate sentence:Firstly, the German army was limited to only 100,000 men, compared to the 4 million men that it had been before the war. √ Also, the German navy was limited to only 6 small battleships. √ The Rhineland became a demilitarised zone, to prevent the Germans from invading France again. √ Finally, the Germans had to accept all the responsibility for the outbreak of war; this was known as the ‘War Guilt Clause’.√

As you can see, there are 4 ticks, and therefore 4 marks in this answer.‘Describe’ questions are really easy – you either know it or you don’t!

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Now you try:

Describe the events leading to the death of Alexander III. 4

Describe the capture and execution of William Wallace.4

Describe the reforms introduced by the Liberals to help the oldand the young. 4

Describe the non-violent protests of the Civil Rights Movement.4

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Explain Questions (6 marks)Explain the reasons why….

This type of question will be worth 6 marks. So, you need 6 properly explained points about 6 different

things, in 6 separate sentences. Again, it’s a good idea to make a quick wee list in the margin of

the points that you’re going to write about before you start. The points for an ‘explain’ question need a bit more ‘explaining’.

Link every point back to the question (this is called Process).

Explain the reasons why the slave trade was abolished in 1807.6

(Again, not one of our N5 topics, but something which most of you have studied before and a good example)

So, my wee list in the margin would be something like:Thomas ClarksonWilliam WilberforceChurchesWedgwood MedallionBrroks Model/DiagramOlaudah Equiano

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It’s a good idea to have an opening sentence, something like:There are many reasons why the slave trade was abolished in 1807.

Then, my answer would then explain each of the points in a separate sentence:Thomas Clarkson began the campaign to end the slave trade. He travelled thousands of miles, all over Britain and convinced many people that slavery was wrong. √ William Wilberforce finished the campaign that Thomas Clarkson started. He was an MP and he introduced several bills in parliament to abolish the slave trade. He finally succeeded in 1807. √ The churches in Britain were also very important in the abolition of the slave trade. The churches believed that slavery was morally wrong and, at a time when most people went to church regularly, many were convinced by the arguments of the churches. √ There was also a lot of effective anti-slavery propaganda. For example, the Wedgewood Medallion, which had a picture of a slave in chains and the slogan ‘Am I not a man and a brother?’ This helped to convince people that slavery was wrong. √ Also, a model of a slave trading ship called the Brooks Model was made, showing how slaves were squashed into ships during the middle passage. This model was very shocking and it was even taken to parliament, to persuade MPs that the slave trade should be abolished. √ Olaudah equiano was a slave who managed to buy his freedon. He wrote an autobiography about his experiences of being captured and made a slave. When people read this autobiography they were shocked and thought that slavery should be abolished. √

The bits that are underlined are where the explanation is clear and the points have been linked back to the question (Process).

As you can see, the points in an ‘explain’ question need a bit more explanation. Usually more than one sentence will be needed for each point.

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Now you try:

Explain the reasons why some Scots were unhappy to accept Margaret, Maid of Norway as their queen. (2017)

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Explain the reasons why the Scots lost the Battle of Falkirk in 1298.6

Explain the reasons why attitudes to immigration began to change in the USA in the 1920s.

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Explain the reasons why the reforms of the Liberal Government of 1906 – 1914 did not meet the needs of the British people.

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9-mark Short Essay Questions (9-marks)You will have to do 2 of these in the exam

To what extent was ….. the main reason for ……?How important was ….. …..?How successful was …….?

This type of question will be worth 9 marks. This question should be done as a short essay, ideally in

paragrpahs. 5 marks are available for KU. One mark is available for an introduction, which should have

background and factors that you are going to write about. One mark is available for balance – including at least two

factors. In a ‘To what extent’ or ‘How important’ there will be a factor in the

question – write about that one first, then at least one more. In a ‘How successful’, there will be no factor in the question. You

need to think of at least two factors yourself. Two marks are available for your conclusion – one for a JUDGEMENT

and one for a SUPPORTING REASON. Again, a wee list in the margin of the 5 KU points that you are

going to write about is a good idea.

To what extent was the alliance system the main reason for the outbreak of the First World War?

9(This is not one of your National 5 topics, but it is a good example because it is something that we have done in S3.)

So, my wee list in the margin would be something like:

Alliances – bolder/two armed campsNaval Race Assassination at Sarajevo

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Your introduction should have brief background and what factors you are going to write about.

Britain declared war on Germany on 4th August 1914. There are many reasons for the outbreak of the First World War including the Alliance System, but there were other reasons which were also important, including the Naval Race and the assassination at Sarajevo. √ (I)

Then your answer should explain each of the factors in a separate paragraph. Every paragraph should be linked to the question at least once (Process). These examples do it for every point, but once per paragraph is enough. The underlined parts of this answer show the links to the question.

Start with the isolated factor (the one in the question), if there is one. You can get more than one mark from the same factor.

The Alliance system was an important cause of the First World War. Austria and Germany signed the Dual Alliance in 1879 and France and Russia signed the Franco-Russian Alliance in 1894. Each country promised to protect her ally in the event of war. These alliances meant that these countries would act more boldly, which made war more likely. √ The Alliance system also led to the development of the Two Armed Camps. On one side were Germany, Austria-Hungary and Italy, or the Triple Alliance and on the other side Britain, France and Russia, or the Triple Entente. Both sides were armed and ready for war. When war broke out, countries joined quickly, in support of their allies. √

Use the word ‘However’ as a link to where you are going to move on to the other factors that are NOT in the question.

However, there were also other reasons which led to the outbreak of war. The Naval Arms Race between Britain and Germany was when these two countries raced to see who could build the most Dreadnought battleships. √ Britain won, building 29, compared to Germany’s 17. This did not directly lead to war, but meant that Britain and Germany were rivals, who would be likely to fight on opposite sides, if war broke out. √

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Lastly, the event which led to war directly was the assassination of the Archduke Franz Ferdinand, heir to the Austrian throne, in Sarajevo in June 1914. Austria-Hungary blamed Serbia for the assassination and declared war, backed up by Germany. Russia backed the Serbs and war began. √

Then comes the conclusion – in many ways the most important part of your essay. There are two marks available for your conclusion, one for making a judgement (answering the question) and another for giving a reason for your judgement.

DON’T SIT ON THE FENCE – HAVE AN OPINION!

In a ‘To what extent ….’ Or ‘How important ….’ You have to either agree or disagree with the factor in the question being most important. If you disagree, you have to say what other factor was most important. Then, you have to provide a supporting reason.

It is clear to see that the Alliance System was an important reason for the outbreak of the First World War, but it was not the only reason and it was not the most important one. It was the assassination at Sarajevo which led directly to war. √ (J) The Alliance system did not cause the war, but it meant that when war broke out, it quickly involved several countries. √ (SR)

In a ‘How successful ….’, there is no need to pick a most important factor. Your judgement should just answer the question overall, then provide a supporting reason.

If the question was ‘How successful were the Liberal reforms in improving the lives of the British people?’, your conclusion could be something like:

The Liberal reforms were only partially successful in improving the lives of the British people. √ (J) This is because they only improved the lives of some of the most deserving poor and didn’t really tackle poverty. √ (SR)

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Now you try:

To what extent was the death of Alexander III the main reason for the succession crisis in Scotland? 9

To what extent was the leadership of Robert the Bruce the main reason why Scotland won independence in 1328?

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How successful was the Second World War in moving forward the Civil Rights Movement in the USA?

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To what extent was the leadership of Martin Luther King the main reason for the success of the Civil Rights campaign by 1965?

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To what extent were the surveys of Booth and Rowntree the main reason for changing attitudes to poverty in the early twentieth century?

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How successful were the reforms of the Liberal Government of 1906 – 1914 in tackling the problem of poverty?

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How successful were the reforms of the Labour Government of 1945 – 1951 in meeting the needs of the British people?

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Source Handling Questions:

There are 3 main types of SH questions

1. ‘Evaluate the usefulness’ Questions (5 marks)You will have to do 2 of these in the exam

Evaluate the usefulness of Source … as evidence of …

2.Comparison Questions (4 marks)You will have to do 2 of these in the exam

Compare the views of Sources … and … about …

3.‘How fully’ Questions (6 marks)You will have to do 3 of these in the exam

‘How fully does Source……describe/explain ……

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‘Evaluate the usefulness’ Questions (5 marks)Evaluate the usefulness of Source … as evidence of …

This type of question will be worth 5 marks. Up to 2 marks for content (important points in the source) Up to 2 marks for omission (important points missed out) Up to 4 marks for when, purpose, author and type For every point, you must say if it makes the source more or less

useful .

C O W P A T !Content, Omission, When Purpose, Author,

Type

This is where it is easy to pick up 2 marks.

CONTENT USEFULQuotes X 2Pick out parts of the source that give you information that is relevant to the question.

It is ACCURATE/TRUE informationIt is TYPICAL of opinions of the time

The parts of the source content that you pick out will almost always be accurate and useful, otherwise wouldn’t pick them!

Sometimes, you might get a source that is not accurate. So you would do the same thing, quote the point, but then say that they are LESS useful, because they are not accurate.

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There will always be points that are important, which are not mentioned in the source. You should try to include two in your answer.

POINT OF OMISSION NOT SO USEFULWhat’s missed out X 2 However, the source does not mention ……’

The source misses out vital/useful/relevant information.The missed out bits (omissions) obviously make the source less useful! YOU HAVE TO BE SPECIFIC ABOUT WHAT THE SOURCE MISSES OUT! YOU HAVE TO INCLUDE THE KNOWLEDGE.

TYPE OF SOURCE USEFUL NOT SO USEFULContemporary/Primary It was written at the time

time of ….. YOU MUST SAY WHAT

N/A

Secondary It has the benefit of HINDSIGHT (looking back with a balanced perspective) and will be able to provide a balanced account of …

N/A

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All sources have a purpose. Think about why that person said/wrote/recorded the source. Use words such as ‘the source was intended to’. sources will fall into three categories for purpose:

IT WAS INTENDED TO: USEFUL NOT SO USEFUL

Inform ….. (e.g. a report)Record ….. (e.g. a diary)Persuade …… (e.g. a recruitment poster)

Say WHAT for the ….. bits!

… which makes the source more useful because it is more likely to

provide a balanced account.

... which makes the source less useful because it is more likely to provide a biased account.

For example:The source is the diary of a soldier who fought on the Western Front during the First World War. The purpose of the source is to record the soldier’s personal experiences of war, which makes the source more useful as it is likely to provide a balanced account.

TYPE OF SOURCE USEFUL NOT SO USEFULEyewitness Eyewitness to WHAT – you

must say. Shows us how an individual or group felt about an event that was experienced or witnessed.

May be one-sided, biased, exaggerated or have gaps. Only one person’s view.

Expert Why was the author an expert? The author will be involved, knowledgeable or well-informed.If he/she is an historian, he or she will be well-informed and will have researched a variety of contemporary and secondary sources.

It may only be one person’s view. It may be exaggerated.May be one-sided or biased.

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TYPE OF SOURCE USEFUL NOT SO USEFULOfficial/Government Report/Law

Official documents are usually well researched so you would expect them to be accurate/unbiased.

May only give a narrow view of one place or time.Usually show no feelings.May be biased because it will give the government’s point of view.

Newspaper Shows what was happening at the time. Written to inform the public.Gives a variety of evidence e.g. opinions, letters, and photos.

Can often be biased or exaggerated.

Letters / Diaries Not meant to be published so can give an honest/less guarded account. Shows attitudes, opinions and reflects experiences at the time.

Only one person’s views/experience.

Speeches Given by important people who should know their facts.

Can sometimes be biased especially if the person is a politician

Photographs Shows us what is happening at the time. Usually accurate.

Could be staged. Photographer may have been selective so they can have limited use.

Memoir/Written Recollections

A personal recollection of an experience.First-hand.

Well after events.Details could have been forgotten, facts could be selective.

History book Well researched using many different primary sources, so would be accurate.Usually gives a balanced account with the benefit of hindsight

May only deal with one aspect of a topic.

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Tale passed down May show traditions and feelings. May contain some valid reliable evidence.

Stories can change as they are passed down through generations. Usually inaccurate with gaps, bias and exaggeration.

Poster They show the concerns of the time.It is a typical reflection of feelings of the time.

Posters are often biased and often used for propaganda.

Cartoon They show the concerns of the time.It is a typical reflection of feelings of the time.

Cartoons are often exaggerated (caricatures).Cartons are often used as propaganda.

Pamphlet/leaflet They show the concerns of the time.

They are usually biased and often used as propaganda.

Chronicle They are sometimes contemporary.They are sometimes well-researched records.

They are often produced much later.They are rarely first-hand accounts.They are often biased.

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Introductory sentence which answers the questionThe source is quite useful/very useful as evidence of ……….

ContentThe source says ………………………… . This is accurate/typical information/true (because I know that ……………………… ) which makes the source more useful.The source also says ………………………… . This is accurate/typical information /true (because I know that ………………………) which makes the source more useful.You MUST comment on WHY the content is accurate at least ONCE. The minimum that you can get away with is to simply state that it is accurate or true. The bit in brackets above is better.

OmissionHowever the source does not mention ………………………………………………, which makes it less useful.However the source also does not mention ………………………………………………, which makes it less useful.

You must have ‘which makes it less useful’ for omission at least once, but try to do it both times.

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WhenThe source was written in ……………………….. making it a contemporary source. It was produced at the time when …………………………………, which makes the source more useful.ORmaking it secondary. This means that it was written some time afterwards, with the benefit of hindsight, which makes the source more useful.

PurposeThe source was written to inform/record/persuade (all sources will fit into one of these three categories) about ……….. (SAY WHAT). This makes it more useful because it provides a balanced/detailed account/less useful because it provides a biased/limited account. (Choose)

AuthorThe source was written by ……………………… this is useful/not so useful because ……………………………………………………………………………………………………….. (See the table above for author)

TypeThe source is a ………………………………………. This makes it more/less useful because ………………………………………………………………………………………………………… (See the table above for type)

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Evaluate the usefulness of Source A as evidence of the impact of militant tactics on women’s struggle for the vote?

5(Again, not one of our N5 topics, but something which most of you have studied before and a good example)

Source A is from “Bonnie Fechters—Women in Scotland 1900–1950” by SheilaLivingstone published in 1994.

Source A

Despite a mix of social backgrounds within the movement, women were not all sisters under the skin. There were fierce arguments about the differing actions which should be used. The Suffragettes were more militant than other groups and had attracted a large following in Scotland. They were frowned upon by many women. Some considered they had given the movement a bad name. They were criticised for giving MPs, who pledged to support votes for women, an excuse to back down and vote against the Conciliation Bill of 1912.

The source is quite useful as evidence of the impact of militant tactics on women’s struggle for the vote.The source says ‘The Suffragettes were more militant than other groups and had attracted a large following in Scotland.’ This is accurate information because I know that the Suffragettes did have many Scottish supporters, which makes the source more useful. √ (C)The source also says ‘They were frowned upon by many women. Some considered they had given the movement a bad name.’ This is accurate information because I know that many people believed that women were irresponsible and did not deserve the vote, because of the actions of the Suffragettes. This makes the source more useful. √ (C)

However the source does not mention that the death of the Suffragette Emily Davison at the Derby in 1913 also convinced many people that

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women were foolish and not worthy of the vote, which makes it less useful. √ (O)The source also does not mention, however, that the force-feeding of militant suffragettes in prison gained the votes for women movement publicity and sympathy, which makes it less useful. √ (O)The source was published in 1994, making it secondary. This means that it was written some time afterwards, with the benefit of hindsight, which makes the source more useful. √ (W)The source was written to inform readers about the impact of the militant Suffragettes on the campaign for votes for women. This makes it more useful because it provides a balanced and detailed account. √ (P)The source was written by a modern historian. This is useful because she will be an expert on the history of women and will have researched the subject. √ (A)The source is a modern history book. This makes it more useful because it will be the product of research based on different primary and secondary sources. √ (T)

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Now you try:

Source A is from a textbook written by a modern historian in 2009 (2017)

After the Scots asked for his help, King Edward I called for a parliament to be held in May 1291 to settle the future of the Scottish crown. The location he chose was Norham Castle on the English side of the River Tweed. He said that the proceedings would not start until the Guardians and the claimants to the throne had acknowledged his position as overlord of Scotland. The Scots were stunned.

Evaluate the usefulness of Source A as evidence of problems the Scots faced when judging the Great Cause.

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Source B is from the chronicle of Walter of Guisborough, written in 1306.

Robert the Bruce wanted to be king of Scotland but feared Lord John Comyn would stop him. He lured him to a meeting in Greyfriars Church in Dumfries to deal with business concerning them both. Comyn suspected nothing and they greeted each other in a friendly way. Suddenly Bruce accused Comyn of telling lies about him to the king of England. He struck him with his sword and marched out.

Evaluate the usefulness of Source B as evidence of Bruce’s actions in 1306 5

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Source C was written by Elijah Muhammad, a black radical leader in 1965.

We cannot be expected to get along in peace with white people in America. We have received from them some of the worst treatment human beings have ever experienced. We believe that our contribution to this country and the suffering forced upon us by white Americans justifies our demand for complete separation in a state or territory of our own.

Evaluate the usefulness of Source C as evidence of the aims of black radical protest movements in the 1960s?

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Source D is from the book From the Cradle to the Grave: Social Welfare in Britain 1890s–1951 by historians and published in 2002.

One of the groups of “deserving poor” that the Liberals aimed to help in Britain was the young. The Boer War and the condition of many recruits led politicians to act. The Liberal government knew that poorer children would be the soldiers of the future. Healthy children would grow up to be healthy soldiers and workers, and the British Empire would be stronger as a result.

Evaluate the usefulness of Source D as evidence of the reasons why the Liberals introduced reforms to help the young.

5

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Comparison Questions (4 marks) Compare the views of Sources … and … about …

This type of question will be worth 4 marks. One mark for a simple comparison Two marks for a developed comparison Look for points of agreement and disagreement in each source

Introductory sentence which answers the questionSource A and B agree/disagree/partly agree about……………………………………….

Comparing points (Use this type of statement)Source A and B agree / disagree about …………………………………………. Source A says …………………………………………………. and Source B says………………………………………………….ORHowever, Source A and B agree/disagree about ……………………………….. Source A says …………………………………….. whereas Source B says…………………………………………….

These are developed comparisons and worth 2 marks.

If you just have the sentence about what they agree/disagree on this is a simple comparison and worth 1 mark.

If you just have the quotes from each source this is a simple comparison and worth 1 mark.

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Compare the views of Sources A and B about the effectiveness of the Suffragette campaign. 4(Again, not one of our N5 topics, but something which most of you have studied before and a good example)

Source A is from a modern history of the Suffragette movement.

There is still a great deal of disagreement amongst historians about how successful the Suffragette campaign was. Some argue that the Suffragettes gained the kind of publicity for the campaign that the Suffragists never did and that the Suffragettes showed grit and determination in their campaign to win women the vote. Others would argue that the Suffragettes’ actions showed women to be irrational, irresponsible and unworthy of the vote.

Source B is from the diary of a Suffragette.

Our main aim was always to keep the issue of votes for women in the headlines and to get as much publicity for our cause as we could. In this, we were successful. The public and politicians could not ignore photographs of women being manhandled when they were arrested, or stories of women being force-fed in prison. The fact that we were willing to put up with this sort of thing shows just how dedicated and determined we were. The Suffragettes always acted with dignity and our actions proved that women deserved the right to vote.

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(Overall Comparison)Source A and B mostly agree about the effectiveness of the Suffragette campaign. √

(Comparison)Source A and B agree that the Suffragettes got lots of publicity for the cause of votes for women.√ Source A says ‘the Suffragettes gained the kind of publicity for the campaign that the Suffragists never did’ and Source B says ‘Our main aim was always to keep the issue of votes for women in the headlines and to get as much publicity for our cause as we could. In this, we were successful.’ √Source A and B agree that the Suffragettes were very determined. √ Source A says that ‘the Suffragettes showed grit and determination in their campaign to win women the vote’ and Source B says that ‘The fact that we were willing to put up with this sort of thing shows just how dedicated and determined we were.’ √However, the sources disagree on whether the Suffragettes convinced people that women deserved to have the right to vote. √ Source A says ‘Others would argue that the Suffragettes’ actions showed women to be irrational, irresponsible and unworthy of the vote’ and Source B says ‘The Suffragettes always acted with dignity and our actions proved that women deserved the right to vote.’ √

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Now you try:

Compare the views of Sources A and B about Edward I’s plans for Scotland after the death of Alexander III.

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Source A

When Alexander III died, Edward I took steps to take control of Scotland. His aim was to unite the kingdoms of Scotland and England by a marriage treaty. Edward plotted to marry his son to Scotland’s infant queen, Margaret, Maid of Norway. He secretly asked the Pope’s permission for the marriage before any details had been discussed with the Scots. When Margaret’s death ended this scheme, he looked for other ways to control Scotland.

Source B

In 1289 Edward was in France attending to his lands there. Erik, King of Norway, father of Margaret Maid of Norway, sent messengers to him to discuss her safety. He suggested her possible marriage with Edward’s son. Edward asked for Scottish representatives to be present before any negotiations began. The Maid would have Edward’s protection and this would ensure peace in Scotland. This marriage would mean a union of the kingdoms.

Compare the views of Sources A and B about Edward I’s intentions towards Scotland after the death of Alexander III.

4(2015)

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Source A is from the Lanercost Chronicle. It describes the attack on Berwick 1296.

King Edward tried to persuade the headmen of Berwick to surrender and promised not to harm them or their possessions. They laughed at him and gave no reply. They kept him waiting for three days. When King Edward came to them on the fourth day, they increased their insults. The pride of these traitors was humbled and, almost without use of force, the city was occupied.

Source B is from the Chronicle of Guisbourgh. It describes the attack on Berwick in 1296.

The King ordered his men to sound their bugles and to enter the city. While the bugles blared, they quickly crossed the wall which the Scots had made from wooden stakes. They came upon the enemy and killed everywhere, right up to the sea. The Scots were astonished at their entry and not one of them was able to fight.

Compare the views of Sources A and B about the attack on Berwick in 1296. 4

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Sources A and B describe the results of the Montgomery Bus Boycott.

Source A

Throughout the boycott a young black preacher inspired the black population of Montgomery. His name was Martin Luther King and this was to be his first step towards becoming the leading figure in the Civil Rights Movement. The boycott lasted over a year until eventually the courts decided that segregation on Montgomery’s buses was illegal. On its own the bus boycott only had limited success. Montgomery remained a segregated town. There were still white only theatres, pools and restaurants.

Source B

The bus company’s services were boycotted by 99% of Montgomery’s African Americans for over a year. As a result of the protest, the US Supreme Court announced that Alabama’s bus segregation laws were illegal. However, most other facilities and services in Montgomery remained segregated for years to come. As a result of the boycott, Martin Luther king became involved in the civil rights movement. He went on to become an African-American leader who was famous throughout the world.

Compare the views of Sources A and B about the results of the Montgomery Bus Boycott.

4

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Now you try:

Sources A and B are about the limitations of the Liberal welfare reforms of 1906–1914.

Source A

The Liberal reforms were just a beginning. They were a long way short of solving all the problems. Medical care was only provided for the worker, it did not cover wives and children. Other benefits were only to last for a short period of time and the amounts paid were very small. The old age pensions covered people of over 70. This meant a lot of old people still got nothing at all.

Source B

The Liberal reforms sought to provide help in a way that would not bring shame to the poor, yet the reforms had many limitations. Unemployment, sickness benefits and pension amounts were not enough to live on. Pensions were paid for the first time in 1909 but were only available to those over 70. Health insurance saw the government take on more responsibility for looking after people but the benefits did not extend to the worker’s family.

Compare the views of Sources A and B about the limitations of the Liberal welfare reforms of 1906–1914?

4

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‘How fully’ Questions (6 marks)‘How fully does Source …. Describe/explain ……

This type of question will be worth 6 marks. You must make a judgement about whether the source fully

explains the issue or not. Up to 3 marks for what the source DOES say. Up to 4 marks for what the source DOES NOT say. Each point must be separately explained – DO NOT LIST.

Introductory sentence which answers the question – in other words, makes a judgement about whether the source fully explains the issue or not. Without this judgement, you will get a maximum of two marks.

This source does not fully explain ………. (This will almost always be the answer. A source of a few lines will not fully explain anything!)

Select the relevant points that are in the source.

The source mentions that ………..

DO THIS 2 or 3 TIMES

Explain the points that are NOT in the source, but are relevant to the question.

The source does not mention …………

DO THIS 3 or 4 TIMES

You are aiming for 6 marks – a mixture of source and recall points.

Source A describes the militant actions of the Suffragettes.30

The Suffragette campaign began peacefully, but as time went on, the WSPU grew increasingly frustrated with lack of action from the Liberal government. Therefore, the campaign became more militant. The Suffragettes generally attacked property, not people, but politicians were attacked. Herbert Asquith was assaulted by two Suffragettes on Lossiemouth golf course in 1909. Also in 1909, Marion Wallace Dunlop became the first Suffragette to go on hunger-strike and be force-fed in prison. Window-smashing started as a spontaneous act of frustration from the Suffragettes, but was soon adopted as a very effective tactic, especially when it was co-ordinated, such as the attack on Oxford Street in 1912.

How fully does Source A describe the militant actions of the Suffragettes?(This is not a National 5 topic, but is a good example, as it is something that most of you have studied before)

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Source A does not fully explain the militant actions of the Suffragettes. The source does mention that the Suffragettes did sometimes attack politicians, such as the Prime Minister, Herbert Asquith, who was attacked on Lossiemouth golf course. √ The source also mentions that another tactic used by the Suffragettes was window-smashing and that there was a co-ordinated window-smashing attack on Oxford Street. √ The source also mentions that Suffragettes went on hunger strike and were force-fed in prison and that Marion Wallace Dunlop was the first Suffragette to be force-fed. √ However, the source fails to mention several key points about the Suffragette campaign. It does not mention the most famous act of the militant Suffragettes – the death of Emily Wilding Davision at the 1913 Derby. She became a martyr after being trampled to death by the king’s horse when she tried to disrupt the race. √ The source also does not mention that, in 1914, Mary ‘Slasher’ Richardson was arrested for slashing the Rokeby Venus in the National Gallery in London. √

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Now you try:

Source A explains the failure of John Balliol as King of Scots.

John Balliol’s final humiliation happened when King Edward publicly stripped him of his title. Consequently, John Balliol is often described as “toom tabard”. In fact, he did not get this nickname until after his final defeat. The Bruces, who never supported him, encouraged the idea that Balliol had never been fit to be a king. Even before his final defeat, the Scottish nobles had appointed twelve men to force Balliol to stand up to King Edward. They realised that by himself Balliol was unable to stop Edward interfering in the government of Scotland.

How fully does Source A explain why Balliol was a failure as King of Scots?

6

Source B describes how Bruce established himself as king of an independent Scotland.

After Bannockburn, Bruce’s parliament agreed that Scots nobles who had not made peace with him would lose their lands in Scotland. Bruce gave this forfeited land to his own supporters. The Douglases benefited greatly from this. Scots nobles would no longer be allowed to have English estates so their loyalties would not be divided. Bruce also backed his brother’s campaign in Ireland to continue to challenge English rule. He continued to raid the north of England to put pressure on Edward to recognise him as king of an independent nation.

How fully does Source B describe how Bruce established himself as king of an independent Scotland after the Battle of Bannockburn?

6(2014)

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Source C is about the Beveridge Report which was published in 1942.

The Beveridge Report was published in 1942 and sold over 635,000 copies. The report identified the five “giant evils” facing Britain. Beveridge believed that tackling one of the five giants wouldn’t do much good; the government would have to tackle them all. He recommended that there should be a welfare system that would look after people from the “cradle to the grave”. He believed that there should be benefits for the unemployed, the sick, the elderly and widows. He also advised the government to adopt a policy of full employment.

How fully does Source C explain the recommendations of the 1942 Beveridge Report?

6

Source D is about the March on Washington in 1963.

More than thirty Freedom Trains and 2000 Freedom Buses were hired to take marchers to Washington. Marchers assembled in front of the Lincoln Memorial in the capital city of the USA. Many of the marchers were African Americans, but about 20% of the crowds was made up of White marchers who were demonstrating their support for the Civil Rights Movement. The demonstration was peaceful and orderly.

How fully does Source D explain the reasons why the March on Washington was important for the Civil Rights movement?

6

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National 5 HistoryAssignment Guidelines

Added Value is worth 20 marks out of the overall 100 marks of your N5 History (20%) and is part of your final assessment.

You choose the topic and the question.

You have approximately three weeks of class time to do some extra reading and research and do your final write-up.

You will be given 1 hour under exam conditions to write your Added Value, which will be in the form of an essay on your findings.

You are allowed to have an A4 resource sheet with you when you write your essay. The resource sheet will have a limit of 200 words.

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Step 1 – Choose Your Topic

The topic that you choose does not have to be one that we have studied for National 5 History. You could also choose a topic that you have studied in S2/3 Elective History, or something else that you are interested in, in consultation with your teacher.

National 5 History

Free At Last Immigration and changing attitudes to immigration to the USA before

1918. Separate but Equal – the treatment of minorities in the US up to 1939. The Civil Rights Campaigns from 1945 – 1965. Black American radicalism after 1965.

The Making of Modern Britain Poverty and changing attitudes to poverty. The Liberal Reforms of 1906 – 1914. The effect of the Second World War on welfare. The Labour Reforms of 1945 – 1951.

The Scottish Wars of Independence The Succession problem, 1286 – 1292 Balliol and Edward I, 1292 – 1296 William Wallace, 1296 – 1305 Robert Bruce, 1306 - 1328

S2/3 Elective History

Slavery The Triangular Trade and the Middle Passage. The experiences of slaves and slave revolts. The abolition of the slave trade.

The First World War The causes of the war. Trench warfare, weapons and conditions. The impact of the war at home. The end of the war, armistice and peace treaty.

Votes for Women Why women got the vote.

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Step 2 – Think of a Question

Your question should be a question and not just a statement. Your question should allow you to construct an ARGUMENT rather than just write a STORY.

The best types of question start with phrases such as:

Your question should be about the CAUSES or IMPACT of historical events or developments and it MUST HAVE AN ISOLATED FACTOR.

Questions about the CAUSES of historical events could be along the lines of ….

How far can it be argued that the Scottish victory at the Battle of Stirling Bridge was due to English mistakes?

To what extent was the naval arms race between Britain and Germany the main reason for the outbreak of the First World War?

To what extent was the leadership of Martin Luther King the main reason for the success of the Civil Rights movement by 1965?

How significant was the leadership of Robert Bruce in the achievement of Scottish independence?

Questions about the IMPACT of historical events could be along the lines of ….

To what extent were the reforms of the Liberal Government of 1906 – 1914 most successful in helping the young?

How far can it be argued that The Labour Reforms of 1945 – 1951 were most successful in tacking the giant of want?

To what extent was the growth in support for the NAACP the biggest impact of the Second World War on the Civil Rights Movement in the USA?

YOU MUST CHECK WITH YOUR TEACHER THAT YOUR QUESTION IS ACCEPTABLE.

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To what extent did … ?How important was … ?How significant was … ?How far can it be argued that … ?

Step 3 – Think of a Basic Structure

Once you have chosen your topic and question you need to think about how your essay is going to be structured. In other words, what are the main sections in your essay going to be about?Remember that structures can be thematic or chronological, but they must be logical and coherent.

Identify the different factors

If you have asked about the causes of an event or development, you will need to identify the different REASONS FOR THAT EVENT HAPPENING.

If you have asked about the impact of an event, you will need to identify the DIFFERENT WAYS IN WHICH THINGS DID OR DID NOT CHANGE.

Try to put them into a logical order. This may be short, medium and long term impact; most important to least important factor.

For example on Women and the Vote you would have something like:

1. Intro2. The changing status of women3. The Suffragist (NUWSS) campaign4. The Suffragette (WSPU) campaign 5. The First World War6. Conclusion

Your teacher will be able to help you with this, but only after you have come up with a basic idea for structure yourself.

Once you have a structure, you can begin your research. You may find that you want to tweak your structure as you do your research. That’s fine. You must not, however, make changes to your question or structure, once agreed, without consulting your teacher.

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Step 4 – Organise Your Research

It’s a good idea to have one piece of paper for each of the main sections of your structure and make notes from your research on the relevant page.

Collect informationYou should collect evidence from at least two distinct sources. These may be either primary or secondary sources such as:

Do not cut and paste information that you find on the internet. Your teachers and the SQA will be familiar with this. This is plagiarism and will be penalised.

Taking a note of the source

In presenting evidence from sources, you should say where the information comes from. This allows the reader to judge how useful the sources you have used really are.

If you use a quote from a source, you may simply put the author, the type of source or title of the book. For example:

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websitesnewspapers/magazines/books (print or electronic)visits or fieldtripstelevision/videoradio/podcastslibrariestextbookshistory booksinterviewsletters, photographs, diaries etcother sources of information

‘Churchill was the greatest prime minister that Britain ever had’. (J. Bloggs, Britain in World War Two, 2011)

According to the Times newspaper in June 1915, …You could also summarise a viewpoint from a longer source by saying: J. Bloggs

suggests that Churchill was the best Prime Minister Britain has ever had.‘Churchill was a very successful war-time Prime Minister’

(www.stuffaboutthepast.com)The website www.interestinghistoryfacts stated that Churchill will always be

remembered as one of Britain’s greatest Prime Ministers

Step 5 – Complete your resource sheet

You will be given an official SQA resource sheet, a copy of which is on the next page. You can write this, or type it. This should be typed. A copy of the resource sheet is available on the Wikispace: https://history4all.wikispaces.com and in the Shared Documents on the school network.

You are able to have the History Resource Sheet with you when you produce the essay of your findings. This is a single-sided sheet of A4 containing evidence you have collected during your research and where you found this evidence.

There is a limit of 200 words (including your references) for the Resource Sheet. It should be bullet-points only, in a mind-map or list format, but no full sentences. The only bits you can put in sentences are your source references. It is there for you to refer to while you are writing up your essay. However, you should not copy large chunks from this evidence. You must not use the resource sheet to pre-write your essay.

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You will have the History Resource Sheet which you should refer to as you write your essay. You may use only one side of this single sheet.

The History Resource Sheet should be submitted with your essay.

Step 6 – Write Your Essay

You have one hour to write your essay, using your resource sheet.

This will be done in class under exam conditions, as it is a part of your final assessment.

There is no minimum or maximum word limit in the essay itself.

You must pace yourself.

No extra time can be given (unless you have been allocated it officially).

When your report is finished your teacher does not mark it. It goes straight to the SQA. You only get one chance to do this, there are no re-sits.

There is a check-list on the next page of what must be in your essay and how many marks each bit is worth.

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This is how your essay will be marked. Make sure that it has all of these things in it!

A. Introducing the issue and the question – 2 Marks

You must explain the background to your topic and question and identify the factors that you are going to write about.

B. Using information from sources– 2 Marks

You must clearly reference at least two points of knowledge (say where you got that information from).

C. Using knowledge– 4 Marks

You must use at least four points of your own knowledge.

D. Analysing different factors– 3 Marks

You must explain why your factors are important.

E. Evaluating different factors – 3 marks

You must evaluate the factors you have identified, by saying how important each factor is.

F. Organising the information to address the question – 3 Marks

You must include at least three factors and recognise the importance AND limitations of at least one of these factors.

G. Coming to a conclusion about the question – 2 Marks

You must come to a conclusion in which you make a JUDGEMENT in which you compare the relative importance of each of the factors i.e. how important each factor was when compared to the others.

H. Supporting a conclusion with reasons – 1 Mark

You must give at least one reason to support your conclusion.

Total – 20 marks

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Structuring Your Sections

Your Added Value Assignment will be written up in the form of an essay, with an introduction, paragraphs for each factor and a conclusion.

Each of your paragraphs for your factors should be structured as follows:

K - KnowledgeA - Analysis

K - KnowledgeA - Analysis

EV - Evaluation

Knowledge = a factual point. So, something that happened/something that someone did/a factual detail etc.

Analysis = explanation, where you link the point of knowledge to the question. Try to use phrases like ‘This was important because …’ or ‘This was significant because …’

Evaluation = a mini-conclusion at the end of the paragraph, where you explain the overall importance of that factor. Something like ‘This (whatever the factor is ) was/was not the most important reason for/result of (whatever your question is about) because …’

Over your WHOLE essay, you also need:

One A+ - a limitation of a factor. This is where you explain the limitations of the importance of something (for example, why a weapon wasn’t so good, or why the tactics of the Suffragettes didn’t help, or why some people maybe didn’t like a leader of the Civil Rights Movement). You should use the word ‘However ….’ To introduce your limitation.

Two R – References. Two clearly referenced pieces of information from two different sources. These must be IN your essay and not just on your resource sheet.

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