Higher History assignment - the plan sheet
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The document provides instructions for creating an A4 resource sheet to bring into the final essay write-up. Students can include a plan outlining the factors they will discuss, evidence and details to support each factor, and historians' quotes or views on the topic. The resource sheet is limited to 250 words and must be submitted with the final assignment or 10 marks will be deducted. Teachers should check that the resource sheet follows the guidelines.
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This document provides instructions for referencing sources in an essay response. Students will receive one mark for each relevant piece of referenced information from a source, up to 4 marks. The referenced facts must be both relevant and detailed to the essay question. Source marks will only be given for historical opinions cited from sources, not simple facts. An example is provided of both a correct and relevant source reference as well as a correct but irrelevant reference.
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The document provides guidance on essay layout and structure, recommending an introduction with context and question, main sections discussing at least four factors using the FIDO method of stating the factor, providing information about it, debating its importance, and evaluating it overall compared to other factors, and a conclusion summarizing the main factors and providing an answer supported by reasons. The main section should analyze each factor by stating it, describing relevant facts, explaining why it is and isn't important through arguments, linking it to other factors, and evaluating its overall importance compared to other factors.
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This document provides guidance for writing a history essay introduction. It recommends including 2 background facts about the historical period, stating the question and conclusion, and listing 4-6 specific factors that will be discussed in the essay.
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This document discusses summarizing a history report about Mr. Marr. A concise summary would be 3 sentences or less highlighting the key details and conclusion about Mr. Marr's history. It instructs the conclusion to summarize the main influencing factors, answer the question clearly with a statement, and use at least two pieces of evidence to explain the reasoning behind the conclusion.
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Mr Marr provided guidance on answering history exam questions correctly by noting students should include relevant facts in their responses to earn marks. Specifically, he stated students should provide one mark for each relevant piece of information up to 8 marks, and gave examples of relevant facts about the introduction of conscription in 1916 and pensions for those aged 70 and over in 1908. He also provided an example question and showed what would constitute a correct and relevant fact as well as a correct but irrelevant fact about Adolf Hitler writing Mein Kampf in prison.
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This document provides guidance on choosing a topic for a history essay, suggesting that the topic be a historical question with multiple possible answers and use question words like "how fully", "to what extent", or "how important". It gives examples of potential topics that analyze factors in historical events or issues in countries. Suggested topics examine reasons for William Wallace's success, the impact of British reforms, and importance of economic policies to Nazi control.
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This document provides guidance on answering history exam questions and earning marks. It explains that each relevant fact or piece of information provided is worth one mark, up to a maximum of 6 marks. It emphasizes that facts must be relevant to the question asked in order to receive marks. Irrelevant information that does not help answer the question will not gain any marks.
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The document discusses how the German Confederation united 25 million German speakers and helped promote a sense of national identity. German writers and composers like Beethoven and the Brothers Grimm produced works that were widely shared across Germany and inspired nationalism by portraying Germans in a heroic light. However, not all artists set out to promote nationalism and not all Germans had access to these cultural works. Other events like threats of invasion also influenced patriotic songs and cultural factors.
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Germany was unable to compete economically with Britain after the Industrial Revolution due to internal trade barriers between German states like separate currencies. To improve the economy, German businesses pushed for better rail links within states which led to over 3000 miles of new tracks by the 1850s, boosting trade. Prussia took further steps to integrate its territories like removing internal taxes in 1818 and imposing external tariffs, demonstrating the economic benefits of cooperation between states. While industrialization created more jobs and economic growth, some German states remained wary of closer economic ties empowering Prussia.
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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.
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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)
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.
SQA Higher History exam (paper 1) - 2023
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)
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.
SQA Higher History exam (paper 2) - 2023
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
Higher Migration and Empire - reasons for emigrant scots' success
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.
Labour social reforms 1945-51 - Education
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.
Labour social reforms 1945-51 - Health
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.
Labour social reforms 1945-51 - Housing
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.
Labour social reforms 1945-51 - Poverty
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 - Unemployment
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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Advanced Higher History exam - 2023 (marking instructions)
Advanced Higher History exam - 2023 (marking instructions)
SQA Higher History exam (paper 1) - 2023 (marking instructions)
SQA Higher History exam (paper 1) - 2023 (marking instructions)
Higher History exam (paper 2) - 2023 (marking instructions)
Higher History exam (paper 2) - 2023 (marking instructions)
Higher Migration and Empire - reasons for emigrant scots' success
Higher Migration and Empire - reasons for emigrant scots' success
Higher History assignment - the plan sheet
- 2. • You are allowed to take an A4 Plan Sheet into the final write-up to help you • There is a limit of 250 words • The purpose of the Resource Sheet is to give the marker an idea of what you planned to do when writing the essay • You must submit this sheet with your final assignment. Failing to do will cost you ten marks.
- 3. • Your A4 resource sheet will look like this. • Follow the instructions on the previous slide about what you can include. • Check with your teacher than your final resource sheet is acceptable.
- 4. What you can include • A plan which outlines all the factors you will discuss • Detail these factors in the order you intend to discuss them • Include evidence to support your factors • Include historians’ quotations or views • Notes from a documentary you have watched • Details of internet search results • Sub-headings to divide different sections • Mind maps and colour can be used What you cannot include • A simple list of facts without any clear plan for what you’ll write • Your entire assignment to be copied during the write-up