This document provides information about the structure and content of the Scottish History exam to be taken on 2 May. It is divided into three sections covering Scottish, British, and European/World contexts. Each section contains multiple parts on different time periods and topics in history. For the Scottish section, candidates must attempt one of five parts, choosing from topics such as the Wars of Independence or Mary Queen of Scots. The document provides the page numbers for source books where more information on each topic can be found. It instructs candidates to write their answers in the provided booklet and clearly label the question number being attempted.
Liberals historically favored more government intervention and social reforms while conservatives favored limited government and maintaining the status quo. However, meanings have changed over time. In the early 19th century, Jeffersonian liberals favored limited government but this became a conservative view in the 20th century. Hamilton's conservative view of an expanded government role later aligned with 1930s liberals. Between 1960-1975, liberals pushed for greater social changes while conservatives resisted sweeping reforms and sought to protect societal norms.
This document contains information about a Modern Studies exam for the Scottish education system. It includes three sections that cover topics about democracy in Scotland/UK, social issues in the UK, and international issues. For each section, students can choose to answer questions about different parts/topics within that section. The exam requires students to answer questions about the given parts/topics by providing detailed descriptions and explanations supported by recent examples from Scotland and/or the UK. It also includes sources for some questions that students must use to both support and oppose given views. The full document provides the specific questions students would answer in the exam.
This document appears to be an exam for a Modern Studies course, focusing on democracy, social issues, and international issues in Scotland, the UK, and the world. It contains 6 parts with multiple choice and essay questions. For Section 1, students must choose between Democracy in Scotland or Democracy in the UK, and answer 3 questions providing examples and explaining reasons. Section 2 focuses on Social Inequality or Crime/Law, with students answering 2 questions describing consequences and likelihoods. Section 3 covers World Powers or Issues, requiring answers based on analyzing 3 provided sources. The exam tests students' understanding of key concepts and ability to draw conclusions supported by evidence.
This flyer advertises The Baby-Sitters Club, a babysitting service that is available on weekends, after school, and evenings. It provides their phone number 203-456-9090 and specifies they can be reached on Mondays, Wednesdays, and Fridays from 5:30-6:00pm. The flyer encourages saving time by using their experienced babysitters.
The document provides instructions for the 2019 Scottish National Qualifications exam in History. It outlines the exam structure and sections. Section 1 focuses on Scottish contexts and includes parts on the Wars of Independence, Mary Queen of Scots, the Treaty of Union, Migration and Empire, and the Era of the Great War. Section 2 covers British contexts, with parts on the creation of medieval kingdoms, the War of the Three Kingdoms, the Atlantic slave trade, changing Britain, and the making of modern Britain. Section 3 examines European and world contexts through various time periods and events. Students must attempt one part from each section and provide their answers in the provided booklet.
This document provides instructions for a history exam consisting of three sections: Scottish contexts, British contexts, and European and world contexts. It outlines the various parts that can be attempted for each section and provides context and sources for each part. The exam is 2 hours and 20 minutes long and carries a total of 80 marks. Students are instructed to write their answers clearly in the provided booklet and identify the question being attempted. They must also hand in their booklet before leaving the exam room.
This document provides instructions for a history exam for the Scottish National Qualifications in 2015. It outlines the structure of the exam, including three sections focusing on Scottish contexts, British contexts, and European and world contexts. Each section contains multiple parts covering different time periods and topics in history. For each part, one or two pages of the document provide questions to answer about that particular historical context and may include one or more related primary source documents. The exam is worth a total of 60 marks and students must choose one part from each of the three sections to respond to in their answer booklet.
This document provides instructions for a history exam consisting of three sections covering Scottish, British, and European/world contexts. It outlines the format, including 20 marks allotted to attempting one part from each of the three sections. Each part contains 4-5 questions to answer using recalled knowledge and supplied sources. The sources include excerpts from textbooks and primary documents to evaluate. The exam is focused on testing understanding of key historical topics and ability to analyze primary sources.
Liberals historically favored more government intervention and social reforms while conservatives favored limited government and maintaining the status quo. However, meanings have changed over time. In the early 19th century, Jeffersonian liberals favored limited government but this became a conservative view in the 20th century. Hamilton's conservative view of an expanded government role later aligned with 1930s liberals. Between 1960-1975, liberals pushed for greater social changes while conservatives resisted sweeping reforms and sought to protect societal norms.
This document contains information about a Modern Studies exam for the Scottish education system. It includes three sections that cover topics about democracy in Scotland/UK, social issues in the UK, and international issues. For each section, students can choose to answer questions about different parts/topics within that section. The exam requires students to answer questions about the given parts/topics by providing detailed descriptions and explanations supported by recent examples from Scotland and/or the UK. It also includes sources for some questions that students must use to both support and oppose given views. The full document provides the specific questions students would answer in the exam.
This document appears to be an exam for a Modern Studies course, focusing on democracy, social issues, and international issues in Scotland, the UK, and the world. It contains 6 parts with multiple choice and essay questions. For Section 1, students must choose between Democracy in Scotland or Democracy in the UK, and answer 3 questions providing examples and explaining reasons. Section 2 focuses on Social Inequality or Crime/Law, with students answering 2 questions describing consequences and likelihoods. Section 3 covers World Powers or Issues, requiring answers based on analyzing 3 provided sources. The exam tests students' understanding of key concepts and ability to draw conclusions supported by evidence.
This flyer advertises The Baby-Sitters Club, a babysitting service that is available on weekends, after school, and evenings. It provides their phone number 203-456-9090 and specifies they can be reached on Mondays, Wednesdays, and Fridays from 5:30-6:00pm. The flyer encourages saving time by using their experienced babysitters.
The document provides instructions for the 2019 Scottish National Qualifications exam in History. It outlines the exam structure and sections. Section 1 focuses on Scottish contexts and includes parts on the Wars of Independence, Mary Queen of Scots, the Treaty of Union, Migration and Empire, and the Era of the Great War. Section 2 covers British contexts, with parts on the creation of medieval kingdoms, the War of the Three Kingdoms, the Atlantic slave trade, changing Britain, and the making of modern Britain. Section 3 examines European and world contexts through various time periods and events. Students must attempt one part from each section and provide their answers in the provided booklet.
This document provides instructions for a history exam consisting of three sections: Scottish contexts, British contexts, and European and world contexts. It outlines the various parts that can be attempted for each section and provides context and sources for each part. The exam is 2 hours and 20 minutes long and carries a total of 80 marks. Students are instructed to write their answers clearly in the provided booklet and identify the question being attempted. They must also hand in their booklet before leaving the exam room.
This document provides instructions for a history exam for the Scottish National Qualifications in 2015. It outlines the structure of the exam, including three sections focusing on Scottish contexts, British contexts, and European and world contexts. Each section contains multiple parts covering different time periods and topics in history. For each part, one or two pages of the document provide questions to answer about that particular historical context and may include one or more related primary source documents. The exam is worth a total of 60 marks and students must choose one part from each of the three sections to respond to in their answer booklet.
This document provides instructions for a history exam consisting of three sections covering Scottish, British, and European/world contexts. It outlines the format, including 20 marks allotted to attempting one part from each of the three sections. Each part contains 4-5 questions to answer using recalled knowledge and supplied sources. The sources include excerpts from textbooks and primary documents to evaluate. The exam is focused on testing understanding of key historical topics and ability to analyze primary sources.
This document provides instructions for a history exam assessing students' knowledge of Scottish, British, European and world contexts from different time periods. It is divided into three sections, each worth 20 marks. Section 1 focuses on Scottish contexts and provides 5 parts covering topics like the Wars of Independence and Mary Queen of Scots. Section 2 covers British history with parts on issues such as the creation of the UK and the Atlantic slave trade. Section 3 examines European and world contexts through parts on the Crusades, the Russian Revolution and other events. Students must choose one part from each section and answer questions using recalled knowledge and source information. They are instructed to write answers clearly in the provided booklet.
This document provides instructions and context for a History exam on Scottish, British, European and World contexts between 1071-1989. It outlines the format of the exam, including three sections and multiple choice parts within each section. Candidates must attempt one part from each section. The document provides context and sample sources for each part to help candidates answer questions.
This document provides instructions for the 2018 National Qualifications exam in History for Scottish students. It outlines the three sections and various parts that students can choose from. Section 1 focuses on Scottish contexts and includes parts on the Wars of Independence, Mary Queen of Scots, the Treaty of Union, migration and empire, and World War I. Section 2 covers British contexts such as the creation of medieval kingdoms, the English Civil War, the Atlantic slave trade, industrialization, and the making of modern Britain. Section 3 examines European and world contexts, with parts on the Crusades, the American Revolution, the USA, Nazi Germany, the Russian Revolution, Fascist Italy, the US civil rights movement, appeasement, World War II
The document provides information about a National Qualifications exam for History in Scotland, including details about the exam structure and format. It is divided into three sections covering Scottish, British, and European/World history. For each section, students must attempt one of several parts, with each part focusing on a different time period or historical topic. The document provides a brief description of the topics covered in each part and the number of marks allocated for questions within each part. It also includes standard exam instructions about materials allowed, identifying questions, writing in ink, and submitting answer booklets.
The document contains a reading passage and sources related to Scottish history between 1542-1603. It asks four questions:
1) Sources A and B provide similar views of Mary Queen of Scots' difficulties in ruling Scotland due to her French upbringing, John Knox's opposition to a female monarch, and her focus on her claim to the English throne.
2) Source C explains how James VI was initially supportive of the Presbyterian Kirk but gradually asserted more control over church meetings and appointments.
3) Source D is useful evidence of the Kirk's thanks to the monarch for suppressing enemies of religion and establishing acts against Sabbath violations and keeping markets open on Sundays, showing the impact of the
The document provides an exam paper for Scottish history from 2016. It is divided into three sections covering Scottish contexts, British contexts, and European and world contexts. Each section contains multiple parts on different historical periods and events. For each part, students must answer 3 questions based on recalled knowledge and information from 1-2 related sources provided. The questions assess understanding, analysis, evaluation of sources, and reasoned conclusions about historical developments and debates.
This document outlines the structure and content of a Scottish history exam, including:
1. The exam is divided into 3 sections - Scottish, British, and European/World history. It provides sample questions for each section and directs students to the relevant pages for each part.
2. Section 1 focuses on Scottish history and provides 4 parts covering different time periods for students to choose from, along with primary and secondary sources and accompanying questions.
3. Section 2 covers aspects of British history, and again provides students choice between different time periods and accompanying questions.
4. Section 3 examines European and world history, offering a range of options for students to select from, each covering major historical events and developments.
The document provides instructions for a history exam consisting of three sections on Scottish, British, and European/World history. Section 1 on Scottish history includes five parts focusing on different time periods, and students must choose one part to answer questions on. The sources provided for each part relate to the topics and students must answer questions comparing and evaluating the sources. Section 2 has similar formatting focusing on British history, and Section 3 focuses on European and world history. The exam tests students' ability to analyze historical sources and use them to answer questions in conjunction with their broader knowledge.
The document provides instructions for a Scottish history exam, dividing it into three sections on Scottish, British, and European/World history. Section 1 focuses on Scottish history and provides 5 parts on different time periods for students to choose from, with accompanying sources and questions for each part. The summary examines the structure and content of the exam.
The document is an exam paper for Scottish history, divided into three sections. Section 1 focuses on Scottish history with 5 parts covering different time periods for students to choose from. Each part includes primary sources from the time period and questions for students to answer related to analyzing and comparing the sources.
This document provides information about the National Qualifications exam for History in Scotland. It lists 10 possible exam sections covering various time periods and locations in history. For each section, it provides the page number where the questions for that section can be found. The document serves to inform examinees about the structure and content of the exam.
1) Sources A and B provide differing interpretations of the period after King Alexander III's death in 1286. Source A emphasizes the stability and cooperation of the Guardians who ruled Scotland, while Source B stresses the role of the Comyn family in protecting Scottish independence.
2) Source C sheds new light on William Wallace's early career after the death of the Scottish king. It suggests Wallace worked together with other leaders in attacks against English representatives in 1297, though he commanded an effective force, allowing him to cooperate with higher status leaders who could call on their own soldiers.
Sources A and B provide differing interpretations of the early growth of Protestantism in Scotland in the 1550s-1560s. Source A emphasizes that many Scots were dissatisfied with the Catholic Church and open to Protestant ideas due to works criticizing the Catholic Church. Source B stresses the impact of Protestant preachers like John Knox and the support of powerful lords and the passing of laws against Protestant literature.
Source C outlines the Second Book of Discipline's vision of an independent Kirk governed by presbyteries and assemblies rather than bishops or the Crown. It notes James VI's opposition to these plans in 1581, with Presbyterians believing the King should submit to the Kirk, while the King and nobility disagreed
The sources discuss Scottish migration and empire between 1830-1939:
- Source A describes a mass emigration from the Island of Tiree in the Hebrides due to a potato famine and overpopulation, with the Duke of Argyll funding the migration of many to Canada between 1847-1851.
- Source B discusses a speech by Reverend Charles on his missionary work in India and the progress of Christianity there, including 1800 young men under religious training through the Church of Scotland scheme.
- Source C provides a brief excerpt about ice-cream shops and fish and chip shops in Glasgow in this period, but does not give significant information on its own.
SQA Advanced Higher History exam paper - 2023mrmarr
1) Kenneth MacAlpin's conquest of Pictland in the mid-9th century was an important step towards the formation of the kingdom of Alba by 900, though interpretations differ on his contributions. Sources C and D reveal differing views, with Source C seeing MacAlpin's dynasty as giving "added posthumous glory" to his conquest, while Source D emphasizes local Pictish resistance and that the tradition of MacAlpin killing Pictish nobles is "likely fictitious."
2) Sources A and B provide context on pre-Roman and Roman Northern Britain. Source A describes the lifestyle and organization of Iron Age peoples, though its usefulness is limited by being an outside account.
1) Sources A and B provide differing interpretations of the reasons for the failure of the Jacobite rising of 1715. Source A emphasizes the lack of French support after the death of Louis XIV, while Source B argues that the Jacobite army led by the Earl of Mar was disorganized and delayed action too long.
2) Source C describes the Highlanders in Scotland in 1771 as having undergone a transformation, becoming more hospitable and polite compared to earlier perceptions.
Attempt ALL of the following questions.
22. How fully do Sources A and B explain the reasons for the failure of the Jacobite rising
of 1715?
23. What can be learned about changing attitudes towards Highlanders
1. Source A discusses the importance of history and liberal studies according to 15th century humanist Pier Paolo Vergerio the Elder. He argues that ignorance of history leaves one "always a child" and that liberal studies should not absorb all of life but rather complement civic duties.
2. Source B is part of the Florentine government's obituary for Lorenzo de' Medici in 1492, praising him for increasing Florence's power, wealth and beauty through excellent leadership and military victories, leaving the city "of marble" rather than "of bricks".
3. Source C discusses the self-confidence of 15th century Italian ruling elites as shown through their interest in flattering self
The document provides information about a practice exam for the Scottish National Qualifications in History in 2017. It lists 11 possible exam sections on various topics in history, and provides the page number where the questions for each section can be found. The sections include topics like Northern Britain from the Iron Age to 1034, Scotland's independence and kingship from 1249-1334, Renaissance Italy, Scotland from the Treaty of Union to the Enlightenment, and several others.
This document contains excerpts from sources related to the Wars of Independence in Scotland from 1286 to 1328. Source A is a letter from a bishop to Edward I expressing concern about unrest in Scotland following the death of Margaret, Queen of Scotland. Source B discusses the relationship between John Balliol and Edward I after Balliol became King of Scotland. Sources C and D provide different perspectives on the career of William Wallace. Source E discusses opposition to Robert Bruce from nobles with ties to the Balliol family.
The document contains sources related to the Wars of Independence in Scotland between 1286-1328. Source A describes a meeting in 1291 between Edward I and Scottish nobles to determine the succession to the Scottish throne, showing Edward asserting his authority. Source B describes growing tensions in 1295 as the Scots refused to recognize English overlordship. Source C is a 1297 letter from William Wallace and Andrew Murray informing trade partners that Scottish ports were open again after being liberated from English control.
The sources provide differing perspectives on the role and influence of Cosimo de' Medici in 15th century Florence:
Source A portrays Cosimo as a prudent, pious, and charitable leader who lived not only for himself but for the good of Florence and God, much like the ideal leader he was described as.
Source B describes how Cosimo's wealth and business acumen allowed him to dominate Florentine politics after his recall from exile in 1434, effectively founding a Medici dynasty that covertly directed the city's fortunes for decades.
Source C discusses how the dominant social groups of Italian city-states, including Florence, produced the intellectual movement of humanism, which originated in Florence and
This document provides instructions for a history exam assessing students' knowledge of Scottish, British, European and world contexts from different time periods. It is divided into three sections, each worth 20 marks. Section 1 focuses on Scottish contexts and provides 5 parts covering topics like the Wars of Independence and Mary Queen of Scots. Section 2 covers British history with parts on issues such as the creation of the UK and the Atlantic slave trade. Section 3 examines European and world contexts through parts on the Crusades, the Russian Revolution and other events. Students must choose one part from each section and answer questions using recalled knowledge and source information. They are instructed to write answers clearly in the provided booklet.
This document provides instructions and context for a History exam on Scottish, British, European and World contexts between 1071-1989. It outlines the format of the exam, including three sections and multiple choice parts within each section. Candidates must attempt one part from each section. The document provides context and sample sources for each part to help candidates answer questions.
This document provides instructions for the 2018 National Qualifications exam in History for Scottish students. It outlines the three sections and various parts that students can choose from. Section 1 focuses on Scottish contexts and includes parts on the Wars of Independence, Mary Queen of Scots, the Treaty of Union, migration and empire, and World War I. Section 2 covers British contexts such as the creation of medieval kingdoms, the English Civil War, the Atlantic slave trade, industrialization, and the making of modern Britain. Section 3 examines European and world contexts, with parts on the Crusades, the American Revolution, the USA, Nazi Germany, the Russian Revolution, Fascist Italy, the US civil rights movement, appeasement, World War II
The document provides information about a National Qualifications exam for History in Scotland, including details about the exam structure and format. It is divided into three sections covering Scottish, British, and European/World history. For each section, students must attempt one of several parts, with each part focusing on a different time period or historical topic. The document provides a brief description of the topics covered in each part and the number of marks allocated for questions within each part. It also includes standard exam instructions about materials allowed, identifying questions, writing in ink, and submitting answer booklets.
The document contains a reading passage and sources related to Scottish history between 1542-1603. It asks four questions:
1) Sources A and B provide similar views of Mary Queen of Scots' difficulties in ruling Scotland due to her French upbringing, John Knox's opposition to a female monarch, and her focus on her claim to the English throne.
2) Source C explains how James VI was initially supportive of the Presbyterian Kirk but gradually asserted more control over church meetings and appointments.
3) Source D is useful evidence of the Kirk's thanks to the monarch for suppressing enemies of religion and establishing acts against Sabbath violations and keeping markets open on Sundays, showing the impact of the
The document provides an exam paper for Scottish history from 2016. It is divided into three sections covering Scottish contexts, British contexts, and European and world contexts. Each section contains multiple parts on different historical periods and events. For each part, students must answer 3 questions based on recalled knowledge and information from 1-2 related sources provided. The questions assess understanding, analysis, evaluation of sources, and reasoned conclusions about historical developments and debates.
This document outlines the structure and content of a Scottish history exam, including:
1. The exam is divided into 3 sections - Scottish, British, and European/World history. It provides sample questions for each section and directs students to the relevant pages for each part.
2. Section 1 focuses on Scottish history and provides 4 parts covering different time periods for students to choose from, along with primary and secondary sources and accompanying questions.
3. Section 2 covers aspects of British history, and again provides students choice between different time periods and accompanying questions.
4. Section 3 examines European and world history, offering a range of options for students to select from, each covering major historical events and developments.
The document provides instructions for a history exam consisting of three sections on Scottish, British, and European/World history. Section 1 on Scottish history includes five parts focusing on different time periods, and students must choose one part to answer questions on. The sources provided for each part relate to the topics and students must answer questions comparing and evaluating the sources. Section 2 has similar formatting focusing on British history, and Section 3 focuses on European and world history. The exam tests students' ability to analyze historical sources and use them to answer questions in conjunction with their broader knowledge.
The document provides instructions for a Scottish history exam, dividing it into three sections on Scottish, British, and European/World history. Section 1 focuses on Scottish history and provides 5 parts on different time periods for students to choose from, with accompanying sources and questions for each part. The summary examines the structure and content of the exam.
The document is an exam paper for Scottish history, divided into three sections. Section 1 focuses on Scottish history with 5 parts covering different time periods for students to choose from. Each part includes primary sources from the time period and questions for students to answer related to analyzing and comparing the sources.
This document provides information about the National Qualifications exam for History in Scotland. It lists 10 possible exam sections covering various time periods and locations in history. For each section, it provides the page number where the questions for that section can be found. The document serves to inform examinees about the structure and content of the exam.
1) Sources A and B provide differing interpretations of the period after King Alexander III's death in 1286. Source A emphasizes the stability and cooperation of the Guardians who ruled Scotland, while Source B stresses the role of the Comyn family in protecting Scottish independence.
2) Source C sheds new light on William Wallace's early career after the death of the Scottish king. It suggests Wallace worked together with other leaders in attacks against English representatives in 1297, though he commanded an effective force, allowing him to cooperate with higher status leaders who could call on their own soldiers.
Sources A and B provide differing interpretations of the early growth of Protestantism in Scotland in the 1550s-1560s. Source A emphasizes that many Scots were dissatisfied with the Catholic Church and open to Protestant ideas due to works criticizing the Catholic Church. Source B stresses the impact of Protestant preachers like John Knox and the support of powerful lords and the passing of laws against Protestant literature.
Source C outlines the Second Book of Discipline's vision of an independent Kirk governed by presbyteries and assemblies rather than bishops or the Crown. It notes James VI's opposition to these plans in 1581, with Presbyterians believing the King should submit to the Kirk, while the King and nobility disagreed
The sources discuss Scottish migration and empire between 1830-1939:
- Source A describes a mass emigration from the Island of Tiree in the Hebrides due to a potato famine and overpopulation, with the Duke of Argyll funding the migration of many to Canada between 1847-1851.
- Source B discusses a speech by Reverend Charles on his missionary work in India and the progress of Christianity there, including 1800 young men under religious training through the Church of Scotland scheme.
- Source C provides a brief excerpt about ice-cream shops and fish and chip shops in Glasgow in this period, but does not give significant information on its own.
SQA Advanced Higher History exam paper - 2023mrmarr
1) Kenneth MacAlpin's conquest of Pictland in the mid-9th century was an important step towards the formation of the kingdom of Alba by 900, though interpretations differ on his contributions. Sources C and D reveal differing views, with Source C seeing MacAlpin's dynasty as giving "added posthumous glory" to his conquest, while Source D emphasizes local Pictish resistance and that the tradition of MacAlpin killing Pictish nobles is "likely fictitious."
2) Sources A and B provide context on pre-Roman and Roman Northern Britain. Source A describes the lifestyle and organization of Iron Age peoples, though its usefulness is limited by being an outside account.
1) Sources A and B provide differing interpretations of the reasons for the failure of the Jacobite rising of 1715. Source A emphasizes the lack of French support after the death of Louis XIV, while Source B argues that the Jacobite army led by the Earl of Mar was disorganized and delayed action too long.
2) Source C describes the Highlanders in Scotland in 1771 as having undergone a transformation, becoming more hospitable and polite compared to earlier perceptions.
Attempt ALL of the following questions.
22. How fully do Sources A and B explain the reasons for the failure of the Jacobite rising
of 1715?
23. What can be learned about changing attitudes towards Highlanders
1. Source A discusses the importance of history and liberal studies according to 15th century humanist Pier Paolo Vergerio the Elder. He argues that ignorance of history leaves one "always a child" and that liberal studies should not absorb all of life but rather complement civic duties.
2. Source B is part of the Florentine government's obituary for Lorenzo de' Medici in 1492, praising him for increasing Florence's power, wealth and beauty through excellent leadership and military victories, leaving the city "of marble" rather than "of bricks".
3. Source C discusses the self-confidence of 15th century Italian ruling elites as shown through their interest in flattering self
The document provides information about a practice exam for the Scottish National Qualifications in History in 2017. It lists 11 possible exam sections on various topics in history, and provides the page number where the questions for each section can be found. The sections include topics like Northern Britain from the Iron Age to 1034, Scotland's independence and kingship from 1249-1334, Renaissance Italy, Scotland from the Treaty of Union to the Enlightenment, and several others.
This document contains excerpts from sources related to the Wars of Independence in Scotland from 1286 to 1328. Source A is a letter from a bishop to Edward I expressing concern about unrest in Scotland following the death of Margaret, Queen of Scotland. Source B discusses the relationship between John Balliol and Edward I after Balliol became King of Scotland. Sources C and D provide different perspectives on the career of William Wallace. Source E discusses opposition to Robert Bruce from nobles with ties to the Balliol family.
The document contains sources related to the Wars of Independence in Scotland between 1286-1328. Source A describes a meeting in 1291 between Edward I and Scottish nobles to determine the succession to the Scottish throne, showing Edward asserting his authority. Source B describes growing tensions in 1295 as the Scots refused to recognize English overlordship. Source C is a 1297 letter from William Wallace and Andrew Murray informing trade partners that Scottish ports were open again after being liberated from English control.
The sources provide differing perspectives on the role and influence of Cosimo de' Medici in 15th century Florence:
Source A portrays Cosimo as a prudent, pious, and charitable leader who lived not only for himself but for the good of Florence and God, much like the ideal leader he was described as.
Source B describes how Cosimo's wealth and business acumen allowed him to dominate Florentine politics after his recall from exile in 1434, effectively founding a Medici dynasty that covertly directed the city's fortunes for decades.
Source C discusses how the dominant social groups of Italian city-states, including Florence, produced the intellectual movement of humanism, which originated in Florence and
National 5 History assignment - writing the main sectionmrmarr
The document provides guidance on writing the main section of a paper using the FIDO method, which stands for Factor, Information, Debate, and Overall. According to FIDO, the main section should cover 3 issues by first introducing the factor, then describing at least 3 relevant facts including one source fact, explaining why the issue is important, and on one occasion explaining why the issue is not the most important before stating the factor's overall importance and reason.
National 5 History assignment - writing the conclusionmrmarr
The document provides guidance for writing a conclusion in 3 sections: (a) directly answering the question and stating the main reason or issue, (b) providing one piece of evidence to support the stated view, and (c) acknowledging other important factors while emphasizing the primary factor. The writer is also reminded to include at least two sources in their response.
Advanced Higher History exam - 2023 (marking instructions)mrmarr
This document provides marking instructions for the 2023 Advanced Higher History exam in Scotland. It outlines general marking principles, such as using positive marking and awarding marks for relevant points made by candidates regardless of errors. It also provides specific guidance for marking different types of questions, including essays, source analysis questions, and questions comparing two sources. The marking criteria focus on assessing candidates' knowledge, analysis, evaluation of sources, and understanding of historiography.
SQA Higher History exam (paper 1) - 2023 (marking instructions)mrmarr
The document provides marking instructions for the 2023 Higher History exam on British, European and World History. It outlines general marking principles and principles for specific question types, including essays. For essays, it describes how marks should be awarded for historical context, conclusions, use of knowledge, analysis, and evaluation. The marking instructions provide guidance to examiners on assessing responses consistently according to SQA standards.
This document contains instructions and questions for a History exam on British, European and World History from 2023. It is divided into two sections, with Section 1 focusing on British history and Section 2 on European and World history. Each section contains multiple parts on different time periods and topics. Students must choose one part from Section 1 and one from Section 2, and answer one question from each of the two parts they chose. The questions range from short answers to longer essay questions assessing students' understanding of key historical developments, causes, consequences and interpretations.
Higher History exam (paper 2) - 2023 (marking instructions)mrmarr
The document provides marking instructions for the 2023 Scottish Higher History exam on Scottish History. It outlines general marking principles, marking principles for different question types, and detailed marking instructions for specific questions. For question 1, candidates can earn marks for interpreting the viewpoints in two given sources about the Guardians ruling Scotland after King Alexander III's death, and for providing relevant outside knowledge. Overall, the document provides a framework for examiners to consistently mark student responses for this exam.
Higher Migration and Empire - reasons for emigrant scots' successmrmarr
The document discusses reasons for the success of many emigrant Scots in building new lives in other parts of the British Empire from 1830-1939. It states that Scots often succeeded due to factors like their nationality, English language abilities, education levels, reputation for hard work, skills in demanded fields, establishment of businesses and communities, and support from the British government and other Scots abroad. However, not all emigrant Scots found success, as some faced problems like poverty, unemployment, and loneliness in their new homes.
The 1944 Education Act aimed to improve education access and outcomes in Britain. It raised the compulsory school leaving age to 15, providing all children a minimum of secondary education. At age 11, children took an exam that determined if they attended an academic-focused senior secondary school or trades-focused junior secondary school. However, the exam system was criticized for penalizing poorer students and determining children's futures too early. Labour also introduced new school buildings to replace those damaged in war and accommodate growing student populations, though secondary schools remained outdated in many areas.
The NHS was established in 1948 by the 1945-51 British government to provide universal healthcare access, treating all medical problems freely at the point of use based on need rather than ability to pay. It aimed to eliminate disease by offering healthcare to all British citizens, over half of whom previously lacked medical coverage. While popular, the NHS also proved very expensive to run and faced initial shortages of hospital facilities and medical staff that limited treatment effectiveness and access.
The New Towns Act of 1946 aimed to tackle overcrowding and improve housing conditions in Britain by building new towns with homes. 14 new towns were established by 1951, moving people from city slums to new communities built in the countryside. However, these new towns initially lacked jobs and local facilities, requiring long commutes. Additionally, while the government set targets to build over 1 million new homes by 1951, housing shortages remained an issue as only around 800,000 new houses were completed. Prefabricated housing provided a temporary solution to the shortage but was meant to last only 10 years though many prefab homes stood for decades.
The Family Allowances Act of 1946 provided weekly payments to mothers with two or more children to help families struggling financially, especially those where fathers had died in war. However, it did not help families with only one child and payments stopped at age 18. The National Insurance Act of 1946 built on previous acts to provide benefits like sickness, unemployment, old age pensions and other benefits by requiring weekly contributions from working-age people. However, the poorest still struggled to pay and the National Assistance Act of 1948 provided additional financial help for these individuals. Studies in York in 1936 and 1950 showed poverty levels falling from 36% to only 2% due to these welfare programs but benefits did not always keep up with inflation.
Labour social reforms 1945-51 - Unemploymentmrmarr
The Labour government nationalized several key industries like coal mining, steel production, electricity, and railways between 1946-1948. This was done to ensure these important industries were controlled by the country rather than private companies. Owners were compensated for the nationalized industries. Nationalization allowed the government to use tax money to fund unprofitable businesses and increase apprenticeships to reduce unemployment. However, nationalization was very costly and this high cost reduced funds available for other issues. Labour also introduced policies aimed at improving working conditions for workers through measures like paid holidays and secure jobs at docks. While some workers saw higher wages and better conditions, it may have discouraged companies from hiring more employees as it increased costs. Labour's home
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Higher Migration and Empire - Push factors (Lowlands)mrmarr
The document discusses various "push factors" that led many lowland Scots to emigrate in the 1800s-1900s. It describes poverty issues like unemployment, poor working conditions in factories/mines, low wages, seasonal work patterns, lack of welfare benefits, and overcrowded/unsanitary housing. Disease spread easily due to these conditions. After World War I and the 1930s Depression, unemployment increased sharply in heavy industries like shipbuilding. Emigration was a way to escape these difficult economic and living circumstances in Scotland.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
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significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
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crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
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Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
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ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
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Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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2. page 02
SECTION 1 — SCOTTISH CONTEXTS
PARTS
A. The Wars of Independence, 1286–1328 pages 04–05
B. Mary Queen of Scots, and the Reformation, 1542–1587 pages 06–07
C. The Treaty of Union, 1689–1715 pages 08–09
D. Migration and Empire, 1830–1939 pages 10–11
E. The Era of the Great War, 1900–1928 pages 12–13
SECTION 2 — BRITISH CONTEXTS
PARTS
A. The Creation of the Medieval Kingdoms, 1066–1406 pages 14–16
B. War of the Three Kingdoms, 1603–1651 pages 17–19
C. The Atlantic Slave Trade, 1770–1807 pages 20–22
D. Changing Britain, 1760–1914 pages 23–25
E. The Making of Modern Britain, 1880–1951 pages 26–28
SECTION 3 — EUROPEAN AND WORLD CONTEXTS
PARTS
A. The Cross and the Crescent: the Crusades, 1071–1192 pages 29–31
B. ‘Tea and Freedom’: the American Revolution, 1774–1783 pages 32–33
C. USA, 1850–1880 pages 34–35
D. Hitler and Nazi Germany, 1919–1939 pages 36–37
E. Red Flag: Lenin and the Russian Revolution, 1894–1921 pages 38–39
F. Mussolini and Fascist Italy, 1919–1939 pages 40–41
G. Free at Last? Civil Rights in the USA, 1918–1968 pages 42–43
H. Appeasement and the Road to War, 1918–1939 pages 44–45
I. World War II, 1939–1945 pages 46–47
J. The Cold War, 1945–1989 pages 48–49
4. page 04
MARKS
SECTION 1 — SCOTTISH CONTEXTS — 29 marks
Part A — The Wars of Independence, 1286−1328
Attempt the following five questions using recalled knowledge and information from the
sources where appropriate.
1. Describe the succession problem following the death of Alexander III, 1286−1292.
2. To what extent was Edward I’s treatment of Balliol the main reason why Edward was
able to impose his authority on Scotland, 1292−1296?
(Use recalled knowledge to introduce then present a balanced assessment of the
influence of different factors and come to a reasoned conclusion.)
Sources A and B are about the Scottish response to the Anglo-French War.
Source A
During 1294, Edward I was preparing to go to war with France and he wanted the
Scots to fight for him. However, the Scottish nobles argued that Edward I had no
right to ask Scottish people to fight for him. The Scots did not want to get
involved because they wanted to prioritise their relationship with France.
Scotland had strong economic ties with France and the Scots did not want to
fight their trading partner.
Source B
After Alexander III had died, Scotland had suffered economic turmoil. Scotland
and France were historic allies. The Scots did not want to fight in a war against a
country with whom they had strong economic links. Scottish nobles were also
angered by Edward’s demand that they fight with England in his war against
France. The Scots preferred to develop closer links with France by signing a
treaty.
3. Compare the views of Sources A and B about the Scottish response to the Anglo-
French War.
(Compare the sources overall and/or in detail.)
4. Explain the reasons why William Wallace was defeated at the Battle of Falkirk, 1298.
4
9
4
6
5. page 05
MARKS
Source C describes the events of the Battle of Bannockburn in 1314.
Source C
By 1314, Bruce had managed to recapture most Scottish castles. The English had
a deadline to reinforce Stirling Castle by mid-summer of the same year, leading
to the Battle of Bannockburn. The battle started with Edward II sending two
separate scouting parties ahead of his main force. Despite this, the English army
still lacked proper organisation. The English cavalry did not have enough space
to charge at the Scots successfully. Also, the English archers could not find an
effective position from which to attack the Scots.
5. How fully does Source C describe the events of the Battle of Bannockburn in 1314?
(Use the source and recall to reach a judgement.)
[Now go to SECTION 2 starting on page 14]
6
6. page 06
MARKS
SECTION 1 — SCOTTISH CONTEXTS — 29 marks
Part B — Mary Queen of Scots, and the Reformation, 1542−1587
Attempt the following five questions using recalled knowledge and information from the
sources where appropriate.
6. Describe the role of the Catholic Church in the 1540s.
7. To what extent was the work of Andrew Melville the main reason for the
development of Presbyterianism by the end of the 1570s?
(Use recalled knowledge to introduce then present a balanced assessment of the
influence of different factors and come to a reasoned conclusion.)
Sources A and B are about the terms of the Treaty of Edinburgh.
Source A
After a month of bargaining, the Treaty of Edinburgh was signed on 6 July 1560.
Under the terms of the Treaty, the French forces would leave Scotland. There
were also conditions focused on the relationship with the English. Elizabeth I
was to be recognised as the rightful Queen of England. For Elizabeth there were
other important considerations. Mary and her husband Francois would abandon
all claims to the English throne.
Source B
It was clear that Mary did not wish to sign the Treaty of Edinburgh. She strongly
believed in her right to the English throne but the Treaty would force her to give
up her claim. The Treaty stated that Mary would acknowledge Elizabeth as the
true Queen of England. The Treaty would end the divisions in Scotland.
Therefore, the removal of the French soldiers from Scotland was written into the
terms of the Treaty.
8. Compare the views of Sources A and B about the terms of the Treaty of Edinburgh.
(Compare the sources overall and/or in detail.)
9. Explain the reasons why it was difficult for Mary to rule Scotland, 1561–1567.
4
9
4
6
7. page 07
MARKS
Source C describes Mary’s imprisonment in England.
Source C
The news of Mary’s escape from Scotland astonished all who heard about it. She
was taken into protective custody at Carlisle Castle in May 1568 where she
stayed for a few months. While there she was permitted to go on daily walks in
front of the castle. When Mary moved to Bolton Castle her staff totalled 50
servants including a secretary, a doctor and two cooks. Desperate to escape her
imprisonment, Mary became involved in the Babington Plot, which made
Elizabeth furious.
10. How fully does Source C describe Mary’s imprisonment in England?
(Use the source and recall to reach a judgement.)
[Now go to SECTION 2 starting on page 14]
6
8. page 08
MARKS
SECTION 1 — SCOTTISH CONTEXTS — 29 marks
Part C — The Treaty of Union, 1689−1715
Attempt the following five questions using recalled knowledge and information from the
sources where appropriate.
11. Describe the relationship between Scotland and England up to 1707.
12. To what extent were religious concerns the main reason why many Scots opposed
Union with England?
(Use recalled knowledge to introduce then present a balanced assessment of the
influence of different factors and come to a reasoned conclusion.)
Sources A and B are about the reasons why some Scots supported Union with England.
Source A
Many Scots saw a full Union as the only way for the Scottish economy to improve
as it was believed it would reduce poverty. The Treaty of Union would grant
Scotland free trade with all English colonies abroad, including America. Wealthy
landowners who supported Union, had little understanding of the successful
illegal overseas trade between Scotland and the American colonies. Therefore,
landowners viewed Union as the only option to increase investment in
agricultural developments.
Source B
Much of the later 17th
century had been a difficult time for Scotland politically. If
Scotland and England were one country, then Scottish merchants would gain
access to English colonies and markets. It was argued that Union might help the
Scottish economy recover and improve living standards. The economic strength
created by Union would lead landowners and farmers to invest in land
improvements in their estates.
13. Compare the views of Sources A and B about the reasons why some Scots supported
Union with England.
(Compare the sources overall and/or in detail.)
14. Explain the reasons why the Treaty of Union was passed by the Scottish Parliament.
4
9
4
6
9. page 09
MARKS
Source C describes the economic effects of the Union up to 1715.
Source C
The making of the United Kingdom in 1707 was the product of power, control
and negotiation. The Union gave Scotland free access to the large English
domestic and colonial markets opening new trade links. Scottish merchants were
presented with a chance for personal advancement through positions in the
Hudson Bay and East India Company. Scots had opportunities to buy land in the
Caribbean, making money from the production of sugar cane. Highland chiefs
benefited through the black cattle trade which was in demand to feed the
growing populations in towns.
15. How fully does Source C describe the economic effects of the Union up to 1715?
(Use the source and recall to reach a judgement.)
[Now go to SECTION 2 starting on page 14]
6
10. page 10
MARKS
SECTION 1 — SCOTTISH CONTEXTS — 29 marks
Part D — Migration and Empire, 1830−1939
Attempt the following five questions using recalled knowledge and information from the
sources where appropriate.
16. Describe the patterns of settlement of immigrants to Scotland, 1830–1939.
17. To what extent did Italian immigrants make the largest impact on Scotland’s
economy?
(Use recalled knowledge to introduce then present a balanced assessment of the
influence of different factors and come to a reasoned conclusion.)
Sources A and B are about the living conditions for Irish immigrants in Scotland.
Source A
Many Irish immigrants were attracted to Scotland due to its proximity to their
home country. This had an impact on living conditions. Irish immigrants often
lived in overcrowded tenement slums with up to 12 people living in a single
room. The water was often unclean, which led to diseases such as cholera and
typhus. The tenements usually had shared toilets with water pumps in common
courtyards.
Source B
By the 1880s, large numbers of Irish people had made the journey to Scotland
over the Irish Sea, many hoping to travel on to America. Irish families sometimes
lived in cramped buildings in single rooms of 12 people. It was not uncommon
for the families to share facilities such as toilets and water pumps. Cholera was a
problem due to the sewage and refuse in the water.
18. Compare the views of Sources A and B about the living conditions for Irish
immigrants in Scotland.
(Compare the sources overall and/or in detail.)
19. Explain the reasons why many Scots emigrated, 1830–1939.
4
9
4
6
11. page 11
MARKS
Source C describes the impact of Scots on the countries to which they emigrated.
Source C
Scots migrated to New Zealand to take advantage of what the country had to
offer and set up new lives. Many made an impact on those countries. The
Scottish woman, Learmonth Dalrymple, helped to create the first girls’ school in
New Zealand. Scots also helped shape the curriculum of New Zealand’s first
university in Otago. In terms of politics, the Scot Peter Fraser helped to set up
the New Zealand Labour Party in 1916. Around the same time, Andrew Fisher
became three times Prime Minister of Australia.
20. How fully does Source C describe the impact of Scots on the countries to which they
emigrated?
(Use the source and recall to reach a judgement.)
[Now go to SECTION 2 starting on page 14]
6
12. page 12
MARKS
SECTION 1 — SCOTTISH CONTEXTS — 29 marks
Part E — The Era of the Great War, 1900−1928
Attempt the following five questions using recalled knowledge and information from the
sources where appropriate.
21. Describe the use of poison gas on the Western Front.
22. To what extent was censorship the main impact of the Defence of the Realm Act
during the Great War?
(Use recalled knowledge to introduce then present a balanced assessment of the
influence of different factors and come to a reasoned conclusion.)
Sources A and B are about how conscientious objectors were treated in prison.
Source A
A rule of silence was enforced in prisons and inmates were punished if they
broke it. Quite often conscientious objectors faced cruel treatment from prison
guards. Prisoners were given simple, monotonous work to do, such as making
mail bags. Their diet was very poor, quite often bread and water and was meant
to be much worse than the army diet. Conscientious objectors could often be
moved between prisons, making it difficult to receive visitors.
Source B
There were a variety of places used to confine prisoners during the Great War.
Some of the best known were Edinburgh Castle and the camp at Dyce near
Aberdeen. Prison warders were accused of unfair punishments, particularly
towards conscientious objectors. Conscientious objectors could be fed a very
basic diet of bread and water. ‘Conchies’ undertook boring manual jobs like
breaking stones and hand sewing mail bags. Many conscientious objectors went
mad because of their treatment.
23. Compare the views of Sources A and B about how conscientious objectors were
treated in prison.
(Compare the sources overall and/or in detail.)
24. Explain the reasons why Scotland’s heavy industry declined after the Great War.
4
9
4
6
13. page 13
MARKS
Source C describes the rent strikes during the Great War.
Source C
Perhaps Glasgow’s biggest contribution to the war effort was in the engineering
and shipbuilding industries. When the war started many workers moved to
Glasgow to take up employment opportunities. Private landlords raised rents
leading to over 20,000 tenants refusing to pay the increases. Many wives and
mothers played a key role in organising community action. When striking tenants
were taken to court in November 1915, sympathetic shipyard workers
threatened to strike. A strike of over 10,000 workers took place later in 1915 in
support of the women.
25. How fully does Source C describe the rent strikes during the Great War?
(Use the source and recall to reach a judgement.)
[Now go to SECTION 2 starting on page 14]
6
14. page 14
MARKS
SECTION 2 — BRITISH CONTEXTS — 25 marks
Part A — The Creation of the Medieval Kingdoms, 1066−1406
Attempt questions 26, 27, 28 and 29 AND question 30(a) OR 30(b) using recalled knowledge
and information from the sources where appropriate.
26. Describe the Normanisation of Scotland.
Sources A and B are about the Battle of Hastings.
Source A
Although the English army had defeated the King of Norway, Harold Hardrada,
they had suffered heavy losses. As a result, the English army that fought at
Hastings was made up largely of untrained peasants. The exhausted and battle-
weary English army marched to meet the Normans, just outside Hastings. The
Norman forces were led by William, Duke of Normandy. The Normans pretended
to retreat and successfully drew the English troops away from their defensive
line.
Source B
The English army, led by King Harold, were energised and ready for battle. By
the time the English army arrived at Hastings, it had been reinforced with
trained knights. The English pushed the Normans back with their battle-axes and
stalemate was reached. Some Normans fled because they heard a rumour that
the Duke of Normandy had been killed and they were pursued by the English.
27. Compare the views of Sources A and B about the Battle of Hastings.
(Compare the sources overall and/or in detail.)
28. Explain the reasons why there were quarrels between Henry II and Archbishop
Thomas Becket.
4
4
6
15. page 15
MARKS
Source C explains the reasons why the Church was important to people during the
medieval period.
Source C
Life was often very tough for many people during the medieval period. The
Church collected taxes from everyone which meant it could provide food if a
harvest failed. Religion also provided a sense of purpose and belonging in
communities which brought reassurance to people. An important aspect of
religious life was death, and the Church administered the last rites for a dying
person. The Church was also important to the King as it was able to provide
important political advice.
29. How fully does Source C explain the reasons why the Church was important to people
during the medieval period?
(Use the source and recall to reach a judgement.)
[Now attempt either question 30(a) OR 30(b)]
6
16. page 16
MARKS
Source D is from a textbook written by a modern historian in 2007.
Source D
The Black Death was a bubonic plague pandemic which reached England in 1348.
The bacteria which caused this outbreak was carried by fleas and transferred to
humans through contact with rats. Without as many peasants to work the land,
those who survived demanded higher wages. Some peasants even left their
home and their lord’s land in the search for higher wages. This led to disgruntled
lords and relationships between landowners and peasants deteriorated following
the Black Death.
30. (a) Evaluate the usefulness of Source D as evidence of the impact of the Black Death
on medieval society.
(You may want to comment on what type of source it is, who wrote it, when
they wrote it, why they wrote it, what they say and what has been missed out.)
OR
Source E is from a textbook written by a modern historian in 2010.
Source E
Throughout the medieval period, people had deeply held beliefs about the
correct way to live your life. The Church encouraged people to go on pilgrimage
to visit special holy places called shrines. Pilgrims would pray to God and saints
at these holy shrines once given access by the keeper of the shrine. Sometimes
pilgrims would be allowed to touch or kiss holy relics but they would have to pay
money to the keeper of the shrine.
(b) Evaluate the usefulness of Source E as evidence of the role of saints, relics and
pilgrimage during the medieval period.
(You may want to comment on what type of source it is, who wrote it, when
they wrote it, why they wrote it, what they say and what has been missed out.)
[Now go to SECTION 3 starting on page 29]
5
5
17. page 17
MARKS
SECTION 2 — BRITISH CONTEXTS — 25 marks
Part B — War of the Three Kingdoms, 1603−1651
Attempt questions 31, 32, 33 and 34 AND question 35(a) OR 35(b) using recalled knowledge
and information from the sources where appropriate.
31. Describe the personality of King James VI and I.
Sources A and B are about arguments over revenue and religion during the reign of King
James VI and I.
Source A
King James was celebrated for overcoming years of strife in England regarding
religious and financial challenges. His low taxation policy had earned him love
and respect from his countrymen. He was also extremely religious and was
praised for writing eloquent sermons and books on divinity. Furthermore, he
was tolerant towards Catholics, even after the Gunpowder Plot when he insisted
that he would not become a persecutor of Catholics.
Source B
King James treated his subjects like a bank to fund his extravagant lifestyle. The
country, represented through the House of Commons, would react angrily when
James introduced new taxes. In religious matters he disappointed Puritans who
wanted more radical church reforms. He also hated Catholics, especially after
the Gunpowder plot when he enforced strict penalties against them. Overall,
James did not always deal successfully with the religious and financial challenges
of his reign.
32. Compare the views of Sources A and B about the arguments over revenue and
religion during the reign of King James VI and I.
(Compare the sources overall and/or in detail.)
33. Explain the reasons why Charles I’s policies caused problems in England, 1625–1629.
4
4
6
18. page 18
MARKS
Sources C explains the reasons why royal authority in Scotland was challenged under
Charles I.
Source C
When Charles I became king, relations with Scotland were already difficult.
These were made worse by the Act of Revocation that took former church lands
from the nobility, which angered the nobles. Some also felt that this would serve
to create a rich church again, like the Catholic model. When Charles insisted his
coronation be held with full Anglican rites, many were horrified and thought this
was too much like Catholicism. Charles never returned to Scotland after his
coronation and was resented for being an absentee monarch.
34. How fully does Source C explain the reasons why royal authority in Scotland was
challenged under Charles I?
(Use the source and recall to reach a judgement.)
[Now attempt either question 35(a) OR 35(b)]
6
19. page 19
MARKS
Source D is from a textbook written by a modern historian in 2020.
Source D
The defeat at Naseby in 1645 turned the tide against the Royalist army. Despite
a series of Royalist uprisings across the country, the Battle of Preston in 1648
brought an end to Charles I’s chances of victory. Parliament then put the King on
trial for treason. Charles was found guilty of being a tyrant and a traitor by a
court he did not recognise as having any authority over him. His death warrant
was signed by 59 officials including Oliver Cromwell.
35. (a) Evaluate the usefulness of Source D as evidence of the trial and execution of
Charles I.
(You may want to comment on what type of source it is, who wrote it, when
they wrote it, why they wrote it, what they say and what has been missed out.)
OR
Source E is from a textbook written by a modern historian in 2010.
Source E
Scots prided themselves on the achievements of the Scottish Reformation. They
were insulted when Charles I decided to improve Scots services by introducing
an English style prayer book. When the Dean of St Giles tried to use Charles’
book during a service, the congregation protested. Groups of Scots who were
unhappy with Charles’ rule, took advantage of the riot and decided to teach
Charles a lesson. This event marked a significant public expression of the
growing opposition to Charles in Scotland.
(b) Evaluate the usefulness of Source E as evidence of the St Giles riot, 1637.
(You may want to comment on what type of source it is, who wrote it, when
they wrote it, why they wrote it, what they say and what has been missed out.)
[Now go to SECTION 3 starting on page 29]
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SECTION 2 — BRITISH CONTEXTS — 25 marks
Part C — The Atlantic Slave Trade, 1770−1807
Attempt questions 36, 37, 38 and 39 AND question 40(a) OR 40(b) using recalled knowledge
and information from the sources where appropriate.
36. Describe the conditions experienced by enslaved people during the Middle Passage.
Sources A and B are about how enslaved people were treated in slave factories.
Source A
Old fortresses were often used as slave factories on the west coast of Africa by
slave traders. I have seen slaves with plenty of space to walk around when they
were held in slave factories. The slaves I saw during my visit were always well-
fed and watered which kept them healthy. There was enough space for captives
to sleep while held in the slave factories.
Source B
The slave factory was usually a large, brick building used to keep those captured
secure until they were sold. Often these were buildings that were also used to
trade gold and other valuable goods. Enslaved people lived in cramped, poorly
ventilated dungeons. There was little room for enslaved people to lie down to
rest. Captives were often kept without water and given poor quality food.
37. Compare the views of Sources A and B about how enslaved people were treated in
slave factories.
(Compare the sources overall and/or in detail.)
38. Explain the reasons why the slave trade had a negative impact on the development of
the Caribbean islands.
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Sources C explains the reasons why resistance on plantations was mostly unsuccessful.
Source C
Enslaved people who were branded found it difficult to run away because they
were easily identified. Hunters were hired to track down missing enslaved
people meaning they were often returned to their owners. One notable group of
escapees were the Maroons in Jamaica. The Maroons lived in the mountains and
sometimes took part in violent rebellions. Slave owners put up posters
describing runaways, making it harder for them to remain free. Enslaved people
who engaged in resistance faced severe punishments, making them less likely to
rebel.
39. How fully does Source C explain the reasons why resistance on plantations was
mostly unsuccessful?
(Use the source and recall to reach a judgement.)
[Now attempt either question 40(a) OR 40(b)]
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Source D is from a textbook written by a modern historian in 2018.
Source D
Members of the Society for the Abolition of the Slave Trade hated slavery and
wanted to see it abolished completely. In the 1780s, Africans who had freed
themselves formed the Sons of Africa, giving lectures about their horrific
experiences. In 1787, Cugoano published a book on the evils of slavery in the
British Caribbean, which shocked its readers. Furthermore, Thomas Clarkson
travelled around Britain and West Africa collecting evidence against Atlantic
slavery. These campaigns opened people’s eyes to the reality of slavery.
40. (a) Evaluate the usefulness of Source D as evidence of the methods used by the
abolitionists.
(You may want to comment on what type of source it is, who wrote it, when
they wrote it, why they wrote it, what they say and what has been missed out.)
OR
Source E is from a textbook written by a modern historian in 2011.
Source E
Millions of Africans were torn from their homeland and taken by ship thousands
of miles away to the Americas and the Caribbean. Enslaved people did not have
much furniture in their huts on the plantations. They slept on simple beds made
from boards, with just a mat and blanket to provide basic comfort. In some
ways, house slaves had better treatment and working conditions than field
hands.
(b) Evaluate the usefulness of Source E as evidence of the living and working
conditions of enslaved people on plantations.
(You may want to comment on what type of source it is, who wrote it, when
they wrote it, why they wrote it, what they say and what has been missed out.)
[Now go to SECTION 3 starting on page 29]
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SECTION 2 — BRITISH CONTEXTS — 25 marks
Part D — Changing Britain, 1760−1914
Attempt questions 41, 42, 43 and 44 AND question 45(a) OR 45(b) using recalled knowledge
and information from the sources where appropriate.
41. Describe the improvements made to housing in British towns and cities, 1760–1914.
Sources A and B are about the causes of medical problems in Britain up to 1914.
Source A
In 1842 Edwin Chadwick produced a report on the sanitary conditions of the
labouring population of Great Britain. He concluded that disease amongst the
working class was not caused by their own behaviour, but by filth on the streets.
The report found a link between poor living standards such as overcrowding and
the spread of disease. The lack of clean drinking water was also most likely a
cause of much disease, such as cholera.
Source B
Before the discoveries and advancements of the 19th century, there were many
outdated attitudes to health and medical care. Many people believed that
poverty and ill-heath were caused by idleness amongst the working classes.
Many blamed diseases such as cholera on bad air in the atmosphere, known as
miasma. The government believed that living standards had no impact on health
and were therefore not their responsibility.
42. Compare the views of Sources A and B about the causes of medical problems in
Britain up to 1914.
(Compare the sources overall and/or in detail.)
43. Explain the reasons why changes to technology and legislation improved working
conditions in textile factories by 1914.
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Source C explains the reasons why railways benefitted society and the economy.
Source C
By 1900, British railways were at their peak. Most companies had earned large
profits for years, which were invested back into the economy. By this point,
many of the smaller companies had joined together to create larger ones like
the Great Northern Railway. Thousands of new jobs were created, such as train
drivers and conductors. The demand for raw materials to build rails and stations
meant industries such as iron and coal grew. The forestry industry was also
boosted as timber was needed to build the rails.
44. How fully does Source C explain the reasons why railways benefitted society and the
economy?
(Use the source and recall to reach a judgement.)
[Now attempt either question 45(a) OR 45(b)]
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Source D is from a textbook written by a modern historian in 2007.
Source D
In 1832 the Reform Act was passed ― often called the Great Reform Act. The
right of some depopulated areas to elect an MP was taken away. Middle class
men who earned a certain amount gained the vote. However, for many, the Act
did not go far enough. Most men and all women, still had no vote. In the
following years, more legislation was passed which extended democracy further.
By 1914, there had been improvements in almost every aspect of the democratic
system.
45. (a) Evaluate the usefulness of Source D as evidence of the extent of democratic
changes brought about by the 1832 Reform Act.
(You may want to comment on what type of source it is, who wrote it, when
they wrote it, why they wrote it, what they say and what has been missed out.)
OR
Source E is from a textbook written by a modern historian in 2004.
Source E
Railway mania swept across the nation in the 1840s, however, the railways were
not universally welcomed and faced opposition. Railway companies found
problems buying the land they needed from owners who believed it was worth
more than companies were willing to pay. Railways faced opposition from those
who feared they would destroy scenery with embankments and cuttings. There
were also fears the railways would set farmland on fire with sparks from the
locomotives. Despite this opposition, the railways continued to expand.
(b) Evaluate the usefulness of Source E as evidence of the reasons for opposition to
the building of the railways.
(You may want to comment on what type of source it is, who wrote it, when
they wrote it, why they wrote it, what they say and what has been missed out.)
[Now go to SECTION 3 starting on page 29]
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SECTION 2 — BRITISH CONTEXTS — 25 marks
Part E — The Making of Modern Britain, 1880–1951
Attempt questions 46, 47, 48 and 49 AND question 50(a) OR 50(b) using recalled knowledge
and information from the sources where appropriate.
46. Describe the problems facing people living in poverty up to 1914.
Sources A and B are about the surveys carried out by Booth and Rowntree.
Source A
In the early 20th
century, the social investigators, Charles Booth and Seebohm
Rowntree, looked at the reasons for poverty in London and York. Booth and
Rowntree’s reports were widely read by the British public. Booth’s report was
based on research in London only, so many people rejected its findings on
poverty. However, these surveys did help to change the minds of the British
public by proving that poverty was not the fault of the individual.
Source B
Booth and Rowntree were significant in revealing the extent of poverty in
Britain. The extent of poverty revealed in Booth’s report shocked people leading
to pressure for change in how poverty was dealt with. However, many people in
Britain did not read the reports of Booth and Rowntree and this limited the
impact of the reports. As a result, lots of people in Britain continued to believe
in laissez-faire policies, that those living in poverty had to help themselves.
47. Compare the views of Sources A and B about the surveys carried out by Booth and
Rowntree.
(Compare the sources overall and/or in detail.)
48. Explain the reasons why some Liberal reforms, 1906–1914, were not successful in
improving the lives of the British people.
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Source C explains the reasons why World War II changed attitudes to poverty in Britain.
Source C
World War II disrupted life in Britain. Due to extensive bombings, the
government provided temporary housing and many people hoped that this kind
of support would continue. Owing to conscription, people were more accepting
of government involvement in helping with social problems. Mothers with two or
more children also appreciated the benefits of the Family Allowances Act
introduced during the War, which gave additional financial support. In addition,
the common experience of wartime changed what people thought the role of
government should be for helping people in need.
49. How fully does Source C explain the reasons why World War II changed attitudes to
poverty in Britain?
(Use the source and recall to reach a judgement.)
[Now attempt either question 50(a) OR 50(b)]
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Source D is from a textbook written by a modern historian in 2010.
Source D
Before the Labour reforms, disease was widespread as many British people
could not afford the cost of medical care. The introduction of the National
Health Service dealt effectively with this issue as treatment and services were
initially free at point of use. However, there was little money for building new
facilities so many hospitals were out of date, which limited the care which could
be provided. The expansion of the National Health Service created job
opportunities, particularly for nurses and support staff.
50. (a) Evaluate the usefulness of Source D as evidence of the impact of the National
Health Service on people’s lives.
(You may want to comment on what type of source it is, who wrote it, when
they wrote it, why they wrote it, what they say and what has been missed out.)
OR
Source E is from a textbook written by a modern historian in 2004.
Source E
World War II highlighted the many issues facing the British people. As a result of
intensive bombing during the war, one of the biggest problems facing the
government was homelessness, ‘Squalor’. However, probably the biggest issue
was ‘Want’, which meant that many people in Britain did not have what they
needed to survive above the poverty line. The Labour government aimed to
solve the causes of poverty and so introduced reforms to deal with the reasons
for unemployment, ‘Idleness’.
(b) Evaluate the usefulness of Source E as evidence of the problems identified by
the ‘Five Giants’.
(You may want to comment on what type of source it is, who wrote it, when
they wrote it, why they wrote it, what they say and what has been missed out.)
[Now go to SECTION 3 starting on page 29]
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SECTION 3 — EUROPEAN AND WORLD CONTEXTS — 26 marks
Part A — The Cross and the Crescent: the Crusades, 1071–1192
Attempt questions 51, 52 and 53 AND question 54(a) OR 54(b) using recalled knowledge
and information from the sources where appropriate.
Source A describes the weapons and battle tactics used by knights.
Source A
Knights captured a series of strategically important cities using a combination of
siege tactics and speed. Many of these cities had large populations and were
very well defended. Another tactic used by knights was that they sometimes
divided their army, helping them to surround important cities and castles. The
knights conducted long sieges of powerful cities to deny them food and supplies.
They did not always rely on military strength to take castle walls. Sometimes the
knights benefited from the treachery of castle commanders during battles.
51. How fully does Source A describe the weapons and battle tactics used by knights?
(Use the source and recall to reach a judgement.)
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Source B is from a letter written by an adviser to Emperor Alexius I in 1148.
Source B
Despite a long and hard journey, the pilgrims of the People’s Crusade were still
so numerous that they threatened to swamp the Byzantine Empire. Alexius I
asked Crusader knights to leave Byzantium because of poor discipline, which
deprived them of money and supplies. The Crusaders were shipped to
Nicomedia, where they received some supplies but they were still isolated. Peter
the Hermit and the leadership of the People’s Crusade were very inexperienced,
putting the Crusade in great danger.
52. Evaluate the usefulness of Source B as evidence of the failure of the People’s
Crusade.
(You may want to comment on what type of source it is, who wrote it, when they
wrote it, why they wrote it, what they say and what has been missed out.)
53. Explain the reasons why Saladin was able to unite the Muslims.
[Now attempt either question 54(a) OR 54(b)]
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54. (a) To what extent were the weaknesses of Muslim forces the main reason for
Richard I’s military success?
(Use recalled knowledge to introduce then present a balanced assessment of the
influence of different factors and come to a reasoned conclusion.)
OR
(b) To what extent were economic factors the main reason for the call of the First
Crusade?
(Use recalled knowledge to introduce then present a balanced assessment of the
influence of different factors and come to a reasoned conclusion.)
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SECTION 3 — EUROPEAN AND WORLD CONTEXTS — 26 marks
Part B ― ‘Tea and Freedom’: the American Revolution, 1774–1783
Attempt questions 55, 56 and 57 AND question 58(a) OR 58(b) using recalled knowledge
and information from the sources where appropriate.
Source A describes what happened during the Gaspee incident.
Source A
Tensions between American colonists and British soldiers had been growing for
some time. The Royal Navy patrolled the American coast in search of smugglers
and enforcing customs laws. The HMS Gaspee seized every boat it could, and
raided Rhode Island farms for supplies. This made the locals unhappy, but
Admiral Montagu warned he would hang anyone who interfered with the
Gaspee’s work. In June 1772, the Gaspee ran aground in pursuit of a small
merchant vessel. Local fishermen and merchants seized their chance and
boarded the ship during the night.
55. How fully does Source A describe what happened during the Gaspee incident?
(Use the source and recall to reach a judgement.)
Source B is from a leaflet written by a colonial loyalist in 1776.
Source B
Owing to our shared background, Britain has powerfully assisted our merchants
and farmers and our settlements have prospered. I am perfectly satisfied that
the protection of Great Britain will secure us peace within these lands. There are
those among us who resent the burden of taxation we currently carry as a result
of the war with France. However, we have much better security from invasions as
a result of the largest and best disciplined army under heaven.
56. Evaluate the usefulness of Source B as evidence of colonial loyalty to Britain.
(You may want to comment on what type of source it is, who wrote it, when they
wrote it, why they wrote it, what they say and what has been missed out.)
57. Explain the reasons why British forces experienced difficulties fighting during the
war.
[Now attempt either question 58(a) OR 58(b)]
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58. (a) To what extent was the leadership of George Washington the main reason for
American victory in the War of Independence?
(Use recalled knowledge to introduce then present a balanced assessment of the
influence of different factors and come to a reasoned conclusion.)
OR
(b) To what extent was the Battle of Lexington the main reason why the conflict
escalated between Britain and the American colonies between 1774 and 1776?
(Use recalled knowledge to introduce then present a balanced assessment of the
influence of different factors and come to a reasoned conclusion.)
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SECTION 3 — EUROPEAN AND WORLD CONTEXTS — 26 marks
Part C — USA, 1850–1880
Attempt questions 59, 60 and 61 AND question 62(a) OR 62(b) using recalled knowledge
and information from the sources where appropriate.
Source A describes the problems for settlers travelling West.
Source A
From the 1850s many settlers decided to travel West in order to improve their
prospects. The length of the journey often stretched over several thousand
miles. During the journey, settlers generally travelled in a covered wagon that
gave only a little protection from the weather. The climate could change quickly
and many settlers were killed by extreme weather events like flash floods. Even
with experienced guides, the wide prairies could present dangers such as a
shortage of fresh water. Despite these dangers, settlers still headed West in large
numbers.
59. How fully does Source A describe the problems for settlers travelling West?
(Use the source and recall to reach a judgement.)
Source B is from a speech given by a Southern politician in 1850.
Source B
The North’s insistence on meddling in the affairs of Southern states has placed
the Union in danger. The reluctance of the North to guarantee the continuation
of slavery in the South has been allowed to go on and on. The Abolitionist’s
insistence on attacking the freedoms of the South has caused discontent in the
Southern section of the Union. This is the time, gentlemen, to decide how to
proceed in these unsettled times ― should you wish for the Union to be saved!
60. Evaluate the usefulness of Source B as evidence of the relations between the slave
and non-slave states.
(You may want to comment on what type of source it is, who wrote it, when they
wrote it, why they wrote it, what they say and what has been missed out.)
61. Explain the reasons why some Americans reacted negatively to Reconstruction.
[Now attempt either question 62(a) OR 62(b)]
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62. (a) How important were the actions of the US government as a reason for conflict
between settlers and Native Americans?
(Use recalled knowledge to introduce then present a balanced assessment of the
influence of different factors and come to a reasoned conclusion.)
OR
(b) How important was the attack on Fort Sumter as a reason for the outbreak of
the Civil War?
(Use recalled knowledge to introduce then present a balanced assessment of the
influence of different factors and come to a reasoned conclusion.)
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SECTION 3 — EUROPEAN AND WORLD CONTEXTS — 26 marks
Part D — Hitler and Nazi Germany, 1919–1939
Attempt questions 63, 64 and 65 AND question 66(a) OR 66(b) using recalled knowledge
and information from the sources where appropriate.
Source A describes the terms of the Treaty of Versailles.
Source A
In May 1919 the terms of the Treaty were presented to a horrified German
delegation. There was resentment in Germany in particular to Article 231, the
‘War Guilt’ clause. The Rhineland was to become a demilitarised zone to act as a
buffer between France and Germany. Some terms were resented much more
than others. The Anschluss (union with Austria) was forbidden by Article 80 of
the Treaty. All of Germany’s colonies were to be handed over to the Allies as
decided by the League of Nations.
63. How fully does Source A describe the terms of the Treaty of Versailles?
(Use the source and recall to reach a judgement.)
Source B is from an election leaflet produced by the Nazi Party in 1929.
Source B
What have your Weimar political parties done for you? They made weak
coalitions that soon collapsed leaving Germany without leadership. Remember
when inflation robbed you of your savings and businesses? Middle class voters,
the Communist Party is a threat to your livelihood, join us in fighting it wherever
it is to be found. Farmers and workers, for a long time you have believed that
obeying law and order was the first duty of the citizen. Now, you should look
after yourselves. Vote National Socialist!
64. Evaluate the usefulness of Source B as evidence of the reasons why the Nazis
appealed to Germans up to 1933.
(You may want to comment on what type of source it is, who wrote it, when they
wrote it, why they wrote it, what they say and what has been missed out.)
65. Explain the reasons why Jews and other minorities were treated so badly in Nazi
Germany, 1933–1939.
[Now attempt either question 66(a) OR 66(b)]
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66. (a) How successful were the Nazis in controlling youth movements and education up
to 1939?
(Use recalled knowledge to introduce then present a balanced assessment of the
influence of different factors and come to a reasoned conclusion.)
OR
(b) How important was violence and intimidation as a reason why the Nazis were
able to consolidate their power up to 1934?
(Use recalled knowledge to introduce then present a balanced assessment of the
influence of different factors and come to a reasoned conclusion.)
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SECTION 3 — EUROPEAN AND WORLD CONTEXTS — 26 marks
Part E — Red Flag: Lenin and the Russian Revolution, 1894–1921
Attempt questions 67, 68 and 69 AND question 70(a) OR 70(b) using recalled knowledge
and information from the sources where appropriate.
Source A describes how the Tsarist government controlled Russia before 1905.
Source A
Nicholas II had become Tsar in 1894 after the death of his father. By 1900, Russia
had become the fourth largest industrial country in the world. If any Russians
disobeyed the Tsar, they could be flogged, beaten or even executed. The Tsar’s
ministers, whom he chose personally, helped him to rule Russia. At this time,
there was no parliament in Russia so there were no elections. The Russian
Orthodox Church also helped maintain the Tsar’s rule by promoting him as the
‘Little Father’, who was appointed by God.
67. How fully does Source A describe how the Tsarist government controlled Russia
before 1905?
(Use the source and recall to reach a judgement.)
Source B is from a speech made by Pyotr Stolypin in 1907.
Source B
Gentlemen, and members of the State Duma. The government has just recently
set up a land fund. The Russian peasants are the backbone of our society, we
must try and give them true freedom. The peasant bank, which has also been
established by this government, must now be improved. Our poorest must also
be helped financially, so we will award them with credit facilities too. All of
Russia must come together to make these reforms successful.
68. Evaluate the usefulness of Source B as evidence of Stolypin’s reforms.
(You may want to comment on what type of source it is, who wrote it, when they
wrote it, why they wrote it, what they say and what has been missed out.)
69. Explain the reasons for the failure of the Provisional Government in 1917.
[Now attempt either question 70(a) OR 70(b)]
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70. (a) To what extent were the weaknesses of the Whites the main reason for Bolshevik
victory in the Russian Civil War?
(Use recalled knowledge to introduce then present a balanced assessment of the
influence of different factors and come to a reasoned conclusion.)
OR
(b) To what extent was growing opposition to the Tsar the main reason for the 1905
Revolution?
(Use recalled knowledge to introduce then present a balanced assessment of the
influence of different factors and come to a reasoned conclusion.)
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SECTION 3 — EUROPEAN AND WORLD CONTEXTS — 26 marks
Part F — Mussolini and Fascist Italy,1919–1939
Attempt questions 71, 72 and 73 AND question 74(a) OR 74(b) using recalled knowledge
and information from the sources where appropriate.
Source A describes the appeal of the Fascists.
Source A
Benito Mussolini created a new political movement in the Fascists who were to
seize power in the 1920s. Mussolini’s speeches were well received and won many
over to the Fascist cause. Many listeners agreed with his view that democracy
had made Italy weak and only the Fascists could make her strong. Mussolini
convinced the poor that he would create a fairer society by tackling unfair
business practices. Mussolini was able to exploit resentment against the peace
settlement to strengthen his appeal.
71. How fully does Source A describe the appeal of the Fascists?
(Use the source and recall to reach a judgement.)
Source B is from a school textbook published by the Italian government in 1928.
Source B
What is the role of young people in our brave new Italy? To love your parents as
much as your country and your country as much as you love your parents. To be
totally devoted and give thanks always for the Duce who has made our
wonderful country stronger and greater. To feel love and warmth for all those
who have unselfishly sacrificed their lives for a new Italy and for Fascism which
has saved us all.
72. Evaluate the usefulness of Source B as evidence of Fascist propaganda.
(You may want to comment on what type of source it is, who wrote it, when they
wrote it, why they wrote it, what they say and what has been missed out.)
73. Explain the reasons why Italy attacked Abyssinia in 1935.
[Now attempt either question 74(a) OR 74(b)]
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74. (a) To what extent was the use of fear and intimidation the main reason why
opposition was not effective in Fascist Italy?
(Use recalled knowledge to introduce then present a balanced assessment of the
influence of different factors and come to a reasoned conclusion.)
OR
(b) How successful was Fascist economic policy in Italy?
(Use recalled knowledge to introduce then present a balanced assessment of the
influence of different factors and come to a reasoned conclusion.)
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SECTION 3 — EUROPEAN AND WORLD CONTEXTS — 26 marks
Part G — Free at Last? Civil Rights in the USA, 1918–1968
Attempt questions 75, 76 and 77 AND question 78(a) OR 78(b) using recalled knowledge
and information from the sources where appropriate.
Source A describes the immigrant experience in the USA in the 1920s.
Source A
New immigrants were often exploited by landlords who charged them high rents
as they had nowhere else to go. These tenements typically consisted of six floors
and four apartments per floor. Most tenements were built to house the
maximum number of people in the smallest amount of space and led to
extremely overcrowded conditions. Shared toilets were common as working-class
housing rarely came with their own modern conveniences. Under such
conditions, immigrants suffered high rates of disease often transmitted through
unsafe drinking water.
75. How fully does Source A describe the immigrant experience in the USA in the 1920s?
(Use the source and recall to reach a judgement.)
Source B is from a letter written by an American army general in 1942.
Source B
There are more than 70,000 black Americans who have signed up to serve in the
US military. It is important to look in more detail at the contribution of these
men in the defence effort so far. Some black Americans have been provided with
officer training and there are now more than 400 black officers in our army.
However, many black American soldiers are being given support roles which has
prevented them from gaining frontline experience.
76. Evaluate the usefulness of Source B as evidence of the experience of black Americans
during World War Two.
(You may want to comment on what type of source it is, who wrote it, when they
wrote it, why they wrote it, what they say and what has been missed out.)
77. Explain the reasons why Martin Luther King was important in the campaigns for civil
rights.
[Now attempt either question 78(a) OR 78(b)]
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78. (a) To what extent was crime the main problem faced by black Americans in the
Northern ghettos?
(Use recalled knowledge to introduce then present a balanced assessment of the
influence of different factors and come to a reasoned conclusion.)
OR
(b) To what extent were ‘Jim Crow’ laws the main reason for the migration of black
Americans to the North before 1945?
(Use recalled knowledge to introduce then present a balanced assessment of the
influence of different factors and come to a reasoned conclusion.)
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SECTION 3 — EUROPEAN AND WORLD CONTEXTS — 26 marks
Part H — Appeasement and the Road to War, 1918–1939
Attempt questions 79, 80 and 81 AND question 82(a) OR 82(b) using recalled knowledge
and information from the sources where appropriate.
Source A describes the impact of the Treaty of Versailles on Germany.
Source A
In June the Treaty was finalised, it was clear before then that we would not be
consulted. We ask you now, how will this treaty impact Germany in years to
come? If we accept this treaty we will abandon generations of our people to
foreign rule. We are effectively agreeing to make Germany defenceless against
attack by other nations. There is also the matter of theft of our overseas
territory. If we do not accept, we cannot survive. So we must agree, but we
believe this Treaty is a Diktat.
79. How fully does Source A describe the impact of the Treaty of Versailles on Germany?
(Use the source and recall to reach a judgement.)
Source B is from a diary of a member of the British Government in 1936.
Source B
Against the advice of his Generals, Hitler has pursued more aggressive tactics in
the Rhineland. The Treaties of Versailles and Locarno forbade this but Hitler has
calculated that this move would seem of little importance to Britain compared
with the Abyssinian crisis. He is right of course; there is no section of British
public opinion that would support action against Germany on this issue. I believe
that we should not go to war, and most British people would agree with me.
80. Evaluate the usefulness of Source B as evidence of British attitudes to the
reoccupation of the Rhineland.
(You may want to comment on what type of source it is, who wrote it, when they
wrote it, why they wrote it, what they say and what has been missed out.)
81. Explain the reasons why Britain adopted the policy of appeasement in the 1930s.
[Now attempt either question 82(a) OR 82(b)]
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82. (a) To what extent was the Nazi invasion of Poland the main reason for the
declaration of war in 1939?
(Use recalled knowledge to introduce then present a balanced assessment of the
influence of different factors and come to a reasoned conclusion.)
OR
(b) How successful was Hitler in achieving his foreign policy aims in the years 1933–
1938?
(Use recalled knowledge to introduce then present a balanced assessment of the
influence of different factors and come to a reasoned conclusion.)
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SECTION 3 — EUROPEAN AND WORLD CONTEXTS — 26 marks
Part I — World War II, 1939–1945
Attempt questions 83, 84 and 85 AND question 86(a) OR 86(b) using recalled knowledge
and information from the sources where appropriate.
Source A describes what happened during the Battle of Britain.
Source A
In May 1940, Winston Churchill became Prime Minister of Britain, replacing
Neville Chamberlain. By the summer of the same year, Nazi forces controlled
most of Europe. Hitler then turned his attention to Britain. German air attacks
began on Britain’s coastal defences. Nazi Germany used Messerschmitt airplanes
in the attacks. Britain tried to defend itself by using radar to give early warnings
of German air raids. Many pilots who fought to save Britain came from other
countries, including Poland and South Africa.
83. How fully does Source A describe what happened during the Battle of Britain?
(Use the source and recall to reach a judgement.)
Source B is from a speech given by US President Franklin D. Roosevelt in 1941.
Source B
Mr Vice President, Mr Speaker, and Members of the Senate and House of
Representatives. Yesterday, the United States of America was suddenly and
deliberately attacked by Japan. The United States has been at peace with Japan
for many years. I regret to tell you that due to the attack many American lives
have been lost. In addition, American ships were torpedoed at sea. Our people,
our territory, and our interests are now in grave danger.
84. Evaluate the usefulness of Source B as evidence of the attack on Pearl Harbour.
(You may want to comment on what type of source it is, who wrote it, when they
wrote it, why they wrote it, what they say and what has been missed out.)
85. Explain the reasons why some people in occupied territories collaborated with the
Nazis.
[Now attempt either question 86(a) OR 86(b)]
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86. (a) To what extent were Allied resources the main reason for the success of the
Normandy landings in June 1944?
(Use recalled knowledge to introduce then present a balanced assessment of the
influence of different factors and come to a reasoned conclusion.)
OR
(b) To what extent were British military weaknesses the main reason that Britain
lost the Battle of Singapore?
(Use recalled knowledge to introduce then present a balanced assessment of the
influence of different factors and come to a reasoned conclusion.)
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48. page 48
MARKS
SECTION 3 — EUROPEAN AND WORLD CONTEXTS — 26 marks
Part J — The Cold War, 1945–1989
Attempt questions 87, 88 and 89 AND question 90(a) OR 90(b) using recalled knowledge
and information from the sources where appropriate.
Source A describes what happened during the Korean War.
Source A
Korea had once been part of Japan’s empire but gained independence after
World War Two. At this stage, the USA did not consider Korea to be a
strategically important location. However, in 1950, North Korea invaded South
Korea. The Soviet Union gave different types of help to the North Koreans,
including medical assistance. Large numbers of Chinese troops also fought in the
war. This forced the USA to take action and eventually the United Nations sent
military support to assist the South Koreans.
87. How fully does Source A describe what happened during the Korean War?
(Use the source and recall to reach a judgement.)
Source B is from a speech given by US President John F. Kennedy in 1962.
Source B
Good evening, my fellow citizens. Within the past week unmistakable evidence
has been revealed that the Soviet Union has placed nuclear weapons in Cuba.
The size of this undertaking makes it clear that it has been planned for some
months. I have ordered immediate action, including increased surveillance of
Cuba. I have also reinforced our military base in Cuba. Our goal is both peace
and freedom, here and around the world. God willing, that aim will be achieved.
88. Evaluate the usefulness of Source B as evidence of events during the Cuban Missile
Crisis.
(You may want to comment on what type of source it is, who wrote it, when they
wrote it, why they wrote it, what they say and what has been missed out.)
89. Explain the reasons why the USA failed to win the Vietnam War.
[Now attempt either question 90(a) OR 90(b)]
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90. (a) To what extent was Mikhail Gorbachev’s leadership the main reason for changing
relations between the USA and the USSR, 1968–1989?
(Use recalled knowledge to introduce then present a balanced assessment of the
influence of different factors and come to a reasoned conclusion.)
OR
(b) To what extent was the need to stop Western spying the main reason for the
building of the Berlin Wall?
(Use recalled knowledge to introduce then present a balanced assessment of the
influence of different factors and come to a reasoned conclusion.)
[END OF QUESTION PAPER]
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