This document provides information about the fields of study and questions for the Advanced Higher History exam in Scotland. It lists 11 fields of study that candidates can choose from, with each field containing two parts - Part 1 lists 5 short-answer questions to choose from, and Part 2 provides sources and questions related to that field of study. The document provides the fields of study, their corresponding page numbers, and all the questions for Parts 1 and 2 for each field. It is the information booklet that candidates will use to answer questions on their chosen field for the Advanced Higher History exam.
Advanced Higher History exam - 2017 (marking instructions)mrmarr
This document provides marking instructions for Advanced Higher History examiners who will be marking student responses to the National Qualifications 2017 History Advanced Higher exam. It outlines general marking principles, such as marking responses positively and awarding marks for relevant skills, knowledge and understanding demonstrated rather than deducting marks for errors or omissions. It also provides a grid that examiners can use to determine what mark range a response falls into based on how well it demonstrates structure, analysis/evaluation, thoroughness, and use of historical sources/interpretations. The document emphasizes that examiners should reward what students have argued rather than penalizing what they have omitted, as long as responses show an understanding of the key issues in the question.
This document provides an examination for the Advanced Higher History qualification in Scotland. It contains 11 fields of study, with each field listing 5 questions for Part 1 and providing the page number for Part 2. The fields of study include topics in Northern British, Scottish, Italian, American, Japanese, German, South African, Soviet, and British history from various time periods. For each time period, candidates are instructed to choose two questions from Part 1 to answer, and to complete all questions in Part 2 for their chosen field of study.
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.
Advanced Higher History exam - 2013 (marking instructions)mrmarr
This document provides marking instructions and guidance for markers scoring Advanced Higher history exam scripts in Scotland. It outlines the grading criteria for essays and source questions, with descriptors for grades D through A++. It emphasizes positive marking and consistency across markers and exams. Markers are asked to reward what candidates provide rather than penalize omissions. The document also gives advice on structural issues, historical interpretations, thoroughness, and other factors in essays. It describes how to mark the different source question types and allocate marks. Finally, it provides general instructions for markers on administrative tasks and recording marks.
Advanced Higher History exam - 2021 (marking instructions)mrmarr
The document provides marking instructions and guidance for marking the National Qualifications Advanced Higher History exam in Scotland. It outlines general marking principles, such as using positive marking and consistency. It then provides more specific guidance for marking different types of questions, including 25-mark essay questions, source analysis questions, and questions that require interpretation of multiple sources. Candidates are expected to demonstrate knowledge of historiography and historical debates for essay questions worth more than 12 marks. Detailed marking criteria grids are also provided to aid in marking responses.
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.
Higher History exam - 2016 (marking instructions)mrmarr
The document provides the finalised marking instructions for the 2016 Higher History exam in Scotland. It outlines the general marking principles examiners must follow, including marking in a positive manner and using the full range of marks. It also provides specific guidance on how examiners should mark and allocate marks to different types of questions, such as those evaluating sources, comparing sources, and extended response questions. Examiners are directed to credit relevant points made by students and to mark consistently across responses.
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.
Advanced Higher History exam - 2017 (marking instructions)mrmarr
This document provides marking instructions for Advanced Higher History examiners who will be marking student responses to the National Qualifications 2017 History Advanced Higher exam. It outlines general marking principles, such as marking responses positively and awarding marks for relevant skills, knowledge and understanding demonstrated rather than deducting marks for errors or omissions. It also provides a grid that examiners can use to determine what mark range a response falls into based on how well it demonstrates structure, analysis/evaluation, thoroughness, and use of historical sources/interpretations. The document emphasizes that examiners should reward what students have argued rather than penalizing what they have omitted, as long as responses show an understanding of the key issues in the question.
This document provides an examination for the Advanced Higher History qualification in Scotland. It contains 11 fields of study, with each field listing 5 questions for Part 1 and providing the page number for Part 2. The fields of study include topics in Northern British, Scottish, Italian, American, Japanese, German, South African, Soviet, and British history from various time periods. For each time period, candidates are instructed to choose two questions from Part 1 to answer, and to complete all questions in Part 2 for their chosen field of study.
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.
Advanced Higher History exam - 2013 (marking instructions)mrmarr
This document provides marking instructions and guidance for markers scoring Advanced Higher history exam scripts in Scotland. It outlines the grading criteria for essays and source questions, with descriptors for grades D through A++. It emphasizes positive marking and consistency across markers and exams. Markers are asked to reward what candidates provide rather than penalize omissions. The document also gives advice on structural issues, historical interpretations, thoroughness, and other factors in essays. It describes how to mark the different source question types and allocate marks. Finally, it provides general instructions for markers on administrative tasks and recording marks.
Advanced Higher History exam - 2021 (marking instructions)mrmarr
The document provides marking instructions and guidance for marking the National Qualifications Advanced Higher History exam in Scotland. It outlines general marking principles, such as using positive marking and consistency. It then provides more specific guidance for marking different types of questions, including 25-mark essay questions, source analysis questions, and questions that require interpretation of multiple sources. Candidates are expected to demonstrate knowledge of historiography and historical debates for essay questions worth more than 12 marks. Detailed marking criteria grids are also provided to aid in marking responses.
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.
Higher History exam - 2016 (marking instructions)mrmarr
The document provides the finalised marking instructions for the 2016 Higher History exam in Scotland. It outlines the general marking principles examiners must follow, including marking in a positive manner and using the full range of marks. It also provides specific guidance on how examiners should mark and allocate marks to different types of questions, such as those evaluating sources, comparing sources, and extended response questions. Examiners are directed to credit relevant points made by students and to mark consistently across responses.
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.
National 5 History exam - 2016 (marking instructions)mrmarr
The document provides amended marking instructions for the 2016 National 5 History exam in Scotland. It outlines general marking principles, such as always marking responses positively and how many marks are awarded for different levels of response. It also provides specific guidance on how to mark different question types, such as describing events, explaining reasons, making judgements, evaluating sources, comparing sources, and assessing how fully a source describes an event. Markers are instructed to code candidate responses to indicate which aspects are being credited. All marking must be done according to these principles and instructions.
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.
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 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.
National 5 History exam - 2019 (marking instructions)mrmarr
The document provides the finalised marking instructions for the 2019 National 5 History exam in Scotland. It outlines the general marking principles and codes that examiners must apply when marking candidate responses. For each question type, it identifies the key features required in responses and the maximum marks available for different elements. The level of detail provided ensures examiners apply the standards consistently.
National 5 History exam - 2018 (marking instructions)mrmarr
The document provides marking instructions for History examiners marking National 5 History exams in Scotland. It outlines general marking principles, such as always marking positively and accumulating marks for demonstrated skills and knowledge. It also provides specific guidance on how to mark different question types, including describing, explaining reasons, making judgements, evaluating sources, and comparing sources. Examiners are instructed to use codes to record how marks were awarded for different aspects of answers. The document aims to ensure examiners apply standards consistently when marking scripts.
Advanced Higher History - Source questions summarymrmarr
The final exam will last 3 hours and cover 2 essays and 3 source questions worth a total of 90 marks. The final grade is out of 140 marks including the dissertation. There are three source questions worth 12, 12, and 16 marks respectively focusing on how fully a source answers a question, evaluating a source's usefulness, and determining how much a source contributes to answering a question. Each question can be earned by identifying facts from the source, providing additional knowledge, and explaining historians' views.
Higher History exam - 2017 (marking instructions)mrmarr
The document provides marking instructions for the 2017 Higher History exam in Scotland. It outlines general principles for marking exam responses, such as always marking positively and awarding marks for relevant knowledge even if not specified to the question context. It also provides specific instructions for marking different types of questions - evaluating sources, comparing sources, assessing how fully a source explains an event, and extended response questions. Mark allocation and examples of marking for each question type are given.
Advanced Higher History exam - 2007 (marking instructions)mrmarr
This document provides guidance for marking the Advanced Higher History exam for Northern Britain from the Romans to AD 1000. It discusses the types of evidence that can be used to make conclusions about Iron Age society in North Britain, including literary sources, archaeological evidence, and comparisons to other Celtic societies. The document notes that while the evidence allows for some firm conclusions, such as the rural, tribal, and hierarchical nature of Iron Age society, other aspects are less certain due to limitations in the evidence. Candidates are expected to evaluate how definitive the conclusions can be given the available evidence.
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 contains a sample exam paper for the Scottish Higher History exam. It includes 37 multiple choice questions covering various topics in British and European/world history from the Middle Ages to the Cold War era. The questions are sourced from a variety of historical contexts and periods. Students are instructed to choose two questions, one from each section, to answer in essay format within the exam time allotted. The paper also provides sources and questions related to six different special topics that students can choose to focus on for a second essay question.
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 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.
National 5 History exam - 2017 (marking instructions)mrmarr
The document provides marking instructions for National 5 History examiners in Scotland. It outlines general principles for marking exam responses, such as always marking positively and accumulating marks for relevant skills and knowledge. It also provides specific instructions for six different question types on the exam. For each type, it describes what examiners should look for in responses and how many marks each element is worth. The purpose is to help examiners apply standards consistently when marking exams.
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.
The document is a history exam paper containing multiple choice and short answer questions on British, European, and world history. It covers a wide range of topics and historical periods. The questions are intended to test students' understanding of key events, individuals, causes and consequences. Students must choose one question to answer from various parts in both Section 1 on British history and Section 2 on European and world history. The exam is designed to evaluate students' historical knowledge and analytical skills.
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.
The document provides guidance on writing structured essay questions. It outlines the steps to take, including reading the question carefully and planning answers. It explains the format for writing paragraphs with an opening point, explanation, and link back to the question. It also defines two types of questions - explanation questions, which require explaining a statement without counter-examples, and argument questions, which require stating a position and presenting counterpoints with examples. The document provides examples of essays responding to different types of questions.
National 5 History exam - 2021 (marking instructions)mrmarr
The document provides general marking principles and instructions for marking National 5 History exam questions in Scotland. It outlines six different types of questions that may be asked, and the marking criteria for each. It provides examples to illustrate how to apply the marking principles for questions that ask students to describe events, explain reasons, make a judgement about extent, evaluate source usefulness, compare sources, and assess how fully a source describes an event. The marking instructions aim to ensure marks are awarded consistently based on demonstrating relevant skills, knowledge and understanding from candidate responses.
Higher History exam (paper 2) - 2011 (marking instructions)mrmarr
This document provides the 2011 marking instructions for the Scottish Higher History exam. It gives guidance to examiners on how to mark different types of questions involving the evaluation of sources and the use of recall. For source evaluation questions, up to 2 marks can be given for evaluating the source's provenance and content, and up to 2 marks for relevant recalled information. For contextualization questions involving one source, up to 4 marks can be given for interpreting the source and up to 7 marks for using relevant recall. Examiners are told to annotate scripts to indicate when credit is being given for provenance, source material, comparisons, and recalled information. Sample questions are provided as examples of how the marking instructions should be applied.
This document provides an examination paper for the Advanced Higher History qualification in Scotland. It contains 11 different fields of study that candidates can choose from for the exam. For each field there are 2 parts - Part 1 contains 2 essay questions to answer, and Part 2 provides historical sources to analyze in response to 3 questions. The document samples one of the fields of study, (1) Northern Britain from the Romans to AD 1000, providing the essay questions for Part 1 and the sources and questions for Part 2.
This document provides information about the Advanced Higher History exam for Scotland in 2013. It lists 11 different fields of study that candidates can choose from, with each field containing two parts. For the chosen field, candidates must answer two questions from Part 1 and all questions in Part 2. Part 1 provides 5 questions to choose from, each worth 25 marks. The document then provides the questions for each of the 11 fields of study.
National 5 History exam - 2016 (marking instructions)mrmarr
The document provides amended marking instructions for the 2016 National 5 History exam in Scotland. It outlines general marking principles, such as always marking responses positively and how many marks are awarded for different levels of response. It also provides specific guidance on how to mark different question types, such as describing events, explaining reasons, making judgements, evaluating sources, comparing sources, and assessing how fully a source describes an event. Markers are instructed to code candidate responses to indicate which aspects are being credited. All marking must be done according to these principles and instructions.
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.
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 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.
National 5 History exam - 2019 (marking instructions)mrmarr
The document provides the finalised marking instructions for the 2019 National 5 History exam in Scotland. It outlines the general marking principles and codes that examiners must apply when marking candidate responses. For each question type, it identifies the key features required in responses and the maximum marks available for different elements. The level of detail provided ensures examiners apply the standards consistently.
National 5 History exam - 2018 (marking instructions)mrmarr
The document provides marking instructions for History examiners marking National 5 History exams in Scotland. It outlines general marking principles, such as always marking positively and accumulating marks for demonstrated skills and knowledge. It also provides specific guidance on how to mark different question types, including describing, explaining reasons, making judgements, evaluating sources, and comparing sources. Examiners are instructed to use codes to record how marks were awarded for different aspects of answers. The document aims to ensure examiners apply standards consistently when marking scripts.
Advanced Higher History - Source questions summarymrmarr
The final exam will last 3 hours and cover 2 essays and 3 source questions worth a total of 90 marks. The final grade is out of 140 marks including the dissertation. There are three source questions worth 12, 12, and 16 marks respectively focusing on how fully a source answers a question, evaluating a source's usefulness, and determining how much a source contributes to answering a question. Each question can be earned by identifying facts from the source, providing additional knowledge, and explaining historians' views.
Higher History exam - 2017 (marking instructions)mrmarr
The document provides marking instructions for the 2017 Higher History exam in Scotland. It outlines general principles for marking exam responses, such as always marking positively and awarding marks for relevant knowledge even if not specified to the question context. It also provides specific instructions for marking different types of questions - evaluating sources, comparing sources, assessing how fully a source explains an event, and extended response questions. Mark allocation and examples of marking for each question type are given.
Advanced Higher History exam - 2007 (marking instructions)mrmarr
This document provides guidance for marking the Advanced Higher History exam for Northern Britain from the Romans to AD 1000. It discusses the types of evidence that can be used to make conclusions about Iron Age society in North Britain, including literary sources, archaeological evidence, and comparisons to other Celtic societies. The document notes that while the evidence allows for some firm conclusions, such as the rural, tribal, and hierarchical nature of Iron Age society, other aspects are less certain due to limitations in the evidence. Candidates are expected to evaluate how definitive the conclusions can be given the available evidence.
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 contains a sample exam paper for the Scottish Higher History exam. It includes 37 multiple choice questions covering various topics in British and European/world history from the Middle Ages to the Cold War era. The questions are sourced from a variety of historical contexts and periods. Students are instructed to choose two questions, one from each section, to answer in essay format within the exam time allotted. The paper also provides sources and questions related to six different special topics that students can choose to focus on for a second essay question.
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 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.
National 5 History exam - 2017 (marking instructions)mrmarr
The document provides marking instructions for National 5 History examiners in Scotland. It outlines general principles for marking exam responses, such as always marking positively and accumulating marks for relevant skills and knowledge. It also provides specific instructions for six different question types on the exam. For each type, it describes what examiners should look for in responses and how many marks each element is worth. The purpose is to help examiners apply standards consistently when marking exams.
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.
The document is a history exam paper containing multiple choice and short answer questions on British, European, and world history. It covers a wide range of topics and historical periods. The questions are intended to test students' understanding of key events, individuals, causes and consequences. Students must choose one question to answer from various parts in both Section 1 on British history and Section 2 on European and world history. The exam is designed to evaluate students' historical knowledge and analytical skills.
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.
The document provides guidance on writing structured essay questions. It outlines the steps to take, including reading the question carefully and planning answers. It explains the format for writing paragraphs with an opening point, explanation, and link back to the question. It also defines two types of questions - explanation questions, which require explaining a statement without counter-examples, and argument questions, which require stating a position and presenting counterpoints with examples. The document provides examples of essays responding to different types of questions.
National 5 History exam - 2021 (marking instructions)mrmarr
The document provides general marking principles and instructions for marking National 5 History exam questions in Scotland. It outlines six different types of questions that may be asked, and the marking criteria for each. It provides examples to illustrate how to apply the marking principles for questions that ask students to describe events, explain reasons, make a judgement about extent, evaluate source usefulness, compare sources, and assess how fully a source describes an event. The marking instructions aim to ensure marks are awarded consistently based on demonstrating relevant skills, knowledge and understanding from candidate responses.
Higher History exam (paper 2) - 2011 (marking instructions)mrmarr
This document provides the 2011 marking instructions for the Scottish Higher History exam. It gives guidance to examiners on how to mark different types of questions involving the evaluation of sources and the use of recall. For source evaluation questions, up to 2 marks can be given for evaluating the source's provenance and content, and up to 2 marks for relevant recalled information. For contextualization questions involving one source, up to 4 marks can be given for interpreting the source and up to 7 marks for using relevant recall. Examiners are told to annotate scripts to indicate when credit is being given for provenance, source material, comparisons, and recalled information. Sample questions are provided as examples of how the marking instructions should be applied.
This document provides an examination paper for the Advanced Higher History qualification in Scotland. It contains 11 different fields of study that candidates can choose from for the exam. For each field there are 2 parts - Part 1 contains 2 essay questions to answer, and Part 2 provides historical sources to analyze in response to 3 questions. The document samples one of the fields of study, (1) Northern Britain from the Romans to AD 1000, providing the essay questions for Part 1 and the sources and questions for Part 2.
This document provides information about the Advanced Higher History exam for Scotland in 2013. It lists 11 different fields of study that candidates can choose from, with each field containing two parts. For the chosen field, candidates must answer two questions from Part 1 and all questions in Part 2. Part 1 provides 5 questions to choose from, each worth 25 marks. The document then provides the questions for each of the 11 fields of study.
This document provides an excerpt from an Advanced Higher history exam for Scotland in 2011. It contains 11 different field of study options that students could choose from for the exam. For each field of study, there are 2 parts - Part 1 contains introductory questions that students must answer 2 of, and Part 2 provides primary sources for that topic along with accompanying questions. The excerpt here focuses on the field of study for "Northern Britain from the Romans to AD 1000" and includes the introductory and primary source questions for that topic.
This document appears to be an exam paper for a History Advanced Higher qualification in Scotland. It covers 11 different fields of study and provides exam questions for two parts related to each topic. The document provides context, instructions, and sample exam questions for topics ranging from Northern Britain under Roman rule to the British home front during World War 2. Students would need to choose two fields of study and answer questions from both parts 1 and 2 for each field. Part 1 questions ask students to analyze sources and part 2 questions require students to answer questions based on provided historical sources. The document is laying out the structure and requirements for the History Advanced Higher exam.
This document provides a selection of sources related to two fields of study for the Advanced Higher History exam: (1) Northern Britain from the Romans to AD 1000, and (2) Scottish Independence (1286-1329).
For the first field, the sources include a Pictish symbol stone, an excerpt from a 1908 history book describing Roman conquests in Northern Britain, a passage from a 13th century chronicle on the rule of King Kenneth mac Alpin, and a 1984 academic text analyzing Kenneth's role.
For the second field on Scottish independence, the sources consist of excerpts from a 14th century chronicle on King John's humiliation at an English parliament, a 1974 history analyzing Robert Bruce
This document provides an examination paper for the Advanced Higher History qualification in Scotland. It covers 12 different fields of study, with two parts for each field. For each field, candidates must answer two questions from Part 1 and all questions in Part 2. The document provides the questions for Parts 1 and 2 for each of the 12 fields of study. The fields of study include Northern Britain from the Romans to AD 1000, Scottish Independence from 1286-1329, The Renaissance in Italy, France in the Age of Louis XIV, and others. The questions assess candidates' understanding of the historical developments, events, and debates within each field.
This document provides the questions and sources for the Advanced Higher History exam on 26 May 2008. The exam covers 12 fields of study, with candidates required to answer two questions from Part 1 and all questions in Part 2 for their chosen field. The sample field provided is on Northern Britain from the Romans to AD 1000. Part 1 contains 6 questions and Part 2 contains 3 questions accompanied by 4 relevant sources to analyze.
This document contains the instructions and questions for a History exam on British, European, and World History. 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 their chosen parts. The questions require analyzing historical issues, events, and the validity of given views. The exam is worth a total of 44 marks.
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 – 2010 (paper 1 + paper 2)mrmarr
This document contains information about a history exam for Scottish students. It provides the exam structure, including three essay options (A, B, and C) on different time periods of history. Each option includes questions to choose from for two historical studies: Scottish/British and European/World. The document lists the possible exam questions for each time period and historical study. It also provides brief instructions for completing the exam.
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.
This document contains a practice exam for the Scottish History National Qualifications in 2019. It consists of two sections, with the first being on British, European and World History (22 marks each) and the second being specifically on Scottish History (36 marks). The document provides context, exam instructions, and multiple choice exam questions for students to attempt. It covers a wide range of topics in history across different time periods and regions.
The document is a history exam paper containing questions on various historical topics from British and European/world history. It provides context and questions for two papers on higher history.
The first paper contains questions on topics in British history such as the medieval church/state, the Atlantic slave trade, Britain 1851-1951, and Britain/Ireland 1900-1985. The second paper focuses on specific historical topics and provides sources to answer questions on topics like the Wars of Independence in Scotland and the Age of Reformation. Students must choose one topic for the second paper.
The sources provide information about the Norman Conquest and expansion and the Crusades.
Source A shows an illumination depicting the discovery of the Holy Lance during the First Crusade. Source B discusses Philip II of France's early departure from the Third Crusade, with Richard I accusing Philip of breaking his oath. Source C compares the motivations and leadership abilities of Richard the Lionheart and Saladin during the Third Crusade. The sources offer differing perspectives on events and leadership during the Norman conquest of England and Scotland, and the Crusades.
Higher History exam – 2009 (paper 1 + paper 2)mrmarr
1. Sources A and B provide accounts of the launch of the First Crusade in 1095 and 1096. Source A describes Pope Urban II's speech at Clermont, where he called on knights to take up arms and recover the Holy Land from pagan nations. Source B describes how Peter the Hermit led a crusading force that raided near Nicea, despite being advised to wait by the Byzantine emperor Alexius I.
2. The sources illustrate the religious motivation behind the launch of the First Crusade, with Urban calling the knights to avenge wrongs done to Christianity. However, Source B suggests the crusaders were also prone to disobey advice and engage in reckless raiding, fore
The document contains an exam paper for a Higher History qualification in Scotland from 2007. The paper includes three options (A, B, C) on different time periods of history. Each option contains two sections - one on Scottish and British history, and one on European and world history. Within each section are multiple choice questions testing knowledge of the time period. The exam tests both breadth of understanding across a time period as well as depth through targeted questions. It provides context and questions to assess understanding of medieval, early modern and later modern history.
QUESTION 11. Which was not a component of Italian fascism.docxaudeleypearl
QUESTION 1
1. Which was not a component of Italian fascism?
anti-communism
right-wing conservatism
anti-democracy
hypernationalism
2 points
QUESTION 2
1. Which contributed to the defeat of the Axis powers?
British destruction of German Luftwaffe in the Battle of Britain
Germany's failure to take Moscow and occupy Soviet Union
French patriotic resistance movement against German occupation
Italy's failed quest to take colonial territory in British North Africa
2 points
QUESTION 3
1. Which describes World War I conflict in east Asia and the Pacific?
Japan attempted to reduce China to a protectorate.
Japan launched a pre-emptive attack on Pearl Harbor.
Australia attacked British holdings on the Gallipoli Peninsula.
Australia joined the defense of German-held Marshall Islands.
2 points
QUESTION 4
1. Which is not an impact of economic inequities?
perpetuation of socioeconomic inequality between north and south
continued disparity between available employment in developed and developing world
diplomatic friction between developed and developing nations
interference with smooth and equitable globalization of the world economy
2 points
QUESTION 5
1. Who was a key figure associated with the Chinese Civil War?
Mao Zedong
Lin Biao
Deng Xiaoping
Yuan Shikai
2 points
QUESTION 6
1. Why did the Islamic resurgence in southwest Asia and North Africa occur?
assassination of Egypt�s President Sadat
increase in number of Shiite adherents
reversal in U.S.-style cultural secularization
collapse of Israeli-Arab peace agreements
2 points
QUESTION 7
1. Which was not a general economic trend from 1900 to the present?
A number of countries experimented with command economies.
A significant number of states achieved complete industrialization.
A north-south split occurred between developed and non-developed states.
A large amount of prosperity arose in communist bloc nation-states.
2 points
QUESTION 8
1. Which does not describe African participation in World War I?
European Allied powers invaded German African colonial territory.
African soldiers were directly involved in military combat campaigns.
European nations scrambled for new African colonial territory in the war.
Africans performed construction and garrison duties for both sides.
2 points
QUESTION 9
1. Which is a feminist challenge in the late twentieth and early twenty-first centuries?
wage equality
access to birth control
traditional gender roles
universal suffrage
2 points
QUESTION 10
1. Which was a reason for the Sino-Soviet split?
Chinese support for North Korea
Chinese favoritism of the industrial class
Soviet rejection of hard-line Stalinism
Soviet focus on building peasantry
2 points
QUESTION 11
1. Why was there postwar pessimism?
Conservatism in U.S. and European governments was revived.
Christian religious beliefs were obliterated as a result of war.
Western society declined as it was ...
This document provides a review for an exam on global empires between 1750-1900 CE. It lists 87 questions across 10 chapters that cover key developments in this era, including revolutions in Europe and the Americas, the rise of industrial society, independence movements in Latin America, modernization efforts in various regions, and the height of European colonialism in Africa and Asia. Students are instructed to review all terms, maps, and chapter questions to prepare for the exam worth 25% of their quarter grade.
QUESTION 11. Which best describes Ottoman cultureinfusion.docxaudeleypearl
QUESTION 1
1. Which best describes Ottoman culture?
infusion of western European modern art and music
importation of eastern Asian philosophies and art
immersion of Arabic religious art and literature
sophisticated level of intellectual advancement
2 points
QUESTION 2
1. Which was an impact of migration in the 1800s?
permanent loss of population in Africa and Asia
enormous demographic growth of the Americas
eradication of typhoid and malaria diseases
smaller crop output because of loss of workers
2 points
QUESTION 3
1. Which was not a critical event during the late stages of the Cold War from 1968 to 1991?
U.S. boycott of the 1980 Olympic games in Moscow
fall of the Berlin Wall and communism in East Germany
Cuban missile crisis between superpowers
rise of the Solidarity trade union and political movement in Poland
2 points
QUESTION 4
1. Why did the factory system replace the putting-out system?
Later marriages meant fewer rural workers producing products in their homes.
Handicraft workers were too slow in their production to meet demand.
Work needed to be located where engineers built complicated machinery.
A large pool of unskilled urban workers did not have homes to produce in.
2 points
QUESTION 5
1. Which was a result of experimentation in art in the early twentieth century?
depiction of natural appearances of objects by dabs of unmixed primary colors
revival of classical ideals characterized by order and symmetry
reaction against neoclassicism with emphasis on appreciation of nature
feelings and emotions expressed through use of explosive color
2 points
QUESTION 6
1. Which was not an outcome of the Scramble for Africa?
The British army occupied Egypt to protect its financial interests.
The Union of South Africa became a dominion of Great Britain.
Leopold II of Belgium personally dominated the Congo Free State.
Morocco became a colony of Germany after the Berlin Conference.
2 points
QUESTION 7
1. Which best describes World War I on the western front?
fluid with extensive battle lines
collapsed Allied defensive lines
stalemated in trench warfare
focused battles on major cities
2 points
QUESTION 8
1. Which was a key feature of the Young Turk era?
Constitutionally-held civil liberties were rescinded.
Ottoman sultans reigned but no longer ruled.
Mandatory Islamic primary education was instituted.
The women’s emancipation movement was suppressed.
2 points
QUESTION 9
1. Which was not a key event related to the Chinese Republic and 1911 revolution?
Beijing became a free and independent city.
Chinese generals ruled regionally as warlords.
The Xuantong emperor was forced to abdicate.
Dr. Sun Yatsen became president of China.
2 points
QUESTION 10
1. Which was a cultural accomplishment of the Tokugawa regime?
Its architecture reflected Chinese influence.
Block printing was widely implemented.
Artists produced high-quality porcelain.
The novel ...
This document provides a comprehensive review for a unit exam on global challenges from 1900 to the present. It includes 91 review questions across 12 chapters covering topics like World War I, the interwar period, World War II, the Cold War, decolonization, and modern issues. The review questions assess students' understanding of key events, developments, individuals, ideologies, and conflicts during this transformative era of world history.
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.
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.
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.
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.
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' 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
National 5 History exam - 2023 (marking instructions)mrmarr
The document provides general marking principles for the National 5 History exam. It outlines 6 types of questions that may be asked and the marking criteria for each. It details the point structure for questions that ask candidates to describe, explain, make a judgement, evaluate evidence, compare sources, and assess how fully a source describes/explains something. For each question type, it provides the maximum marks, how marks will be allocated for knowledge points and developed points, and includes an example question and response.
How Barcodes Can Be Leveraged Within Odoo 17Celine George
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
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إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
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تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
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This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
2. [X259/13/01] Page two
(1) Northern Britain from the Romans to AD 1000
Part 1
Answer TWO questions.
Each question is worth 25 marks.
1. To what extent was Northern British society changed by Roman influences by the 4th
century AD?
2. To what extent were Pictish symbol stones primarily of spiritual significance?
3. How far can it be argued that warfare played a central role in the life of the Britons of
Southern Scotland?
4. “The role of St Columba in bringing about the Christian conversion of Northern
Britain has been exaggerated.” How valid is this view?
5. “A drawing together of the two peoples in the face of a common enemy.” How valid is
this explanation of the union of Picts and Scots by the 9th century?
3. [X259/13/01] Page three
(2) Scottish Independence (1286–1329)
Part 1
Answer TWO questions.
Each question is worth 25 marks.
1. To what extent does the conduct of Robert Bruce (“the Competitor”) during the
Great Cause justify one historian’s description of him as “a schemer and a chancer”?
2. “John found himself working in partnership with an increasingly assertive political
community.” How far does this explain why King John was unable to exert royal
authority?
3. “To fix our gaze so single-mindedly on William Wallace is to diminish the
contribution and achievements of countless others.” How valid is this view of Scottish
resistance between 1297 and 1305?
4. To what extent can the change in King Robert’s military fortunes between Methven
and Bannockburn be attributed to luck?
5. How important was the overthrow of Edward II in 1327 in securing recognition of
Bruce’s kingship free from English subjection?
4. [X259/13/01] Page four
(3) The Renaissance in Italy in the Fifteenth and Early Sixteenth Centuries
Part 1
Answer TWO questions.
Each question is worth 25 marks.
1. “Commerce lay at the heart of the economic prosperity of the Italian cities during the
Renaissance.” How valid is this view?
2. “The origins of the artistic innovation of the early Renaissance lay in the prestige of
the Florentine guilds.” How valid is this view?
3. “At last the artist was free.” How valid is this view of the status of the artist in the
early sixteenth century?
4. “Religion was the principal concern of the Italian princes of the fifteenth century.”
How valid is this view?
5. How justified is the view that the popes of the High Renaissance have been unfairly
criticised?
5. [X259/13/01]
(4) Georgians and Jacobites: Scotland (1715–1800)
Part 1
Answer TWO questions.
Each question is worth 25 marks.
1. To what extent does a lack of support from outside Scotland explain why the rebellion
of 1745 ended in the total defeat of the Jacobite cause?
2. How far can it be argued that the industrialisation of Scotland in the later eighteenth
century was primarily caused by the expansion of markets at home and abroad?
3. To what extent were the social problems of lowland Scotland caused by urbanisation?
4. To what extent did the methods and leadership of the Moderate Party cause the
weakening of strict Presbyterianism during the eighteenth century?
5. “Scotland’s intellectual life was made possible by the structure of her educational
system.” How valid is this view of the importance of Scotland’s education system in
the eighteenth century?
Page five
6. [X259/13/01] Page six
(5) “The House Divided”: The USA (1850–1865)
Part 1
Answer TWO questions.
Each question is worth 25 marks.
1. To what extent was the USA divided into an “agricultural” South and an “industrial”
North by the 1850s?
2. How far can it be argued that the abolitionists were successful in the ante-bellum
period?
3. “Attempts to reach a compromise were futile following Lincoln’s election in 1860.”
How accurate is this view of the period 1860–1861?
4. How justified is the view that northern military necessity forced Lincoln into issuing
the Emancipation Proclamation?
5. How far were the South’s wartime economic difficulties due to mismanagement by the
Confederate government?
7. [X259/13/01]
(6) Japan: From Medieval to Modern State (1850s–1920)
Part 1
Answer TWO questions.
Each question is worth 25 marks.
1. How far can it be argued that religion was used successfully as a means of social
control by the Tokugawa regime?
2. To what extent was the Iwakura Mission (1871–73) crucial to Japan’s economic
development between 1868 and 1912?
3. To what extent was the role of the Emperor more symbolic than real?
4. How far was the Tripartite Intervention the most important cause of the war between
Japan and Russia?
5. “It was between 1912 and 1920 that Japan emerged as a major power in international
politics.” How valid is this view?
Page seven
8. [X259/13/01] Page eight
(7) Germany: Versailles to the Outbreak of the Second World War
Part 1
Answer TWO questions.
Each question is worth 25 marks.
1. To what extent can Ebert’s decisions be held responsible for the problems faced by
the Weimar Republic between 1919 and 1923?
2. How far can it be argued that political and economic developments between 1924 and
1929 made the Weimar Republic more stable?
3. “Hitler’s rule of Germany was chaotic rather than efficient.” How valid is this view of
the Nazi dictatorship, 1933–39?
4. How far can it be argued that Hitler’s foreign policy was based mainly on revision of
the Treaty of Versailles?
5. “Resistance to the regime occurred but without active popular support.” How
accurate is this assessment of the nature of opposition to Nazism in Germany between
1933 and 1939?
9. [X259/13/01]
(8) South Africa (1910–1984)
Part 1
Answer TWO questions.
Each question is worth 25 marks.
1. To what extent was black labour unrest the main reason for the introduction of
segregationist legislation by South African governments before 1924?
2. How far can it be argued that the rise of Afrikaner nationalism in the 1930s was due to
the leadership of the National Party?
3. To what extent was the reinforcement of racial divisions the most significant impact of
World War Two on South African society?
4. To what extent has Steve Biko’s contribution to the revival of African resistance in the
1970s been exaggerated?
5. How significant was the Cold War in influencing international attitudes towards
apartheid before 1984?
Page nine
10. [X259/13/01]
(9) Soviet Russia (1917–1953)
Part 1
Answer TWO questions.
Each question is worth 25 marks.
1. To what extent was the collapse of the Provisional Government due to the Kornilov
Affair?
2. How successful was the management of the economy by the Soviet government
between 1917 and 1924?
3. “Stalin emerged victorious from the leadership struggle because he was able to
manipulate situations to his advantage.” How valid is this view?
4. To what extent did Soviet society undergo a “cultural revolution” in the 1930s?
5. How important was the use of propaganda in contributing to Soviet victory in the
Great Patriotic War?
Page ten
11. [X259/13/01]
(10) The Spanish Civil War: Causes, Conflict and Consequences (1923–1945)
Part 1
Answer TWO questions.
Each question is worth 25 marks.
1. To what extent was the church in Spain losing power and influence in the 1920s?
2. “The Left and Right were equally to blame for raising tensions in Spain during the
Bienio Negro.” How valid is this view of the events in Spain from 1934 to 1936?
3. To what extent was there an attempted revolution by the Left in Spain in 1936?
4. “Of all the European Powers, the actions of Germany were most crucial in shaping the
course and outcome of the war.” How valid is this view?
5. How justified is the view that “Spain was a broken country with no role in the world”
as a result of the Civil War?
Page eleven
12. [X259/13/01]
(11) Britain at War and Peace (1939–1951)
Part 1
Answer TWO questions.
Each question is worth 25 marks.
1. To what extent does Churchill deserve his reputation as an outstanding international
statesman during the Second World War?
2. “Before Alamein we never had a victory. After Alamein we never had a defeat.” How
valid is this assessment of the performance of the British Army in all theatres of land
war between 1939 and 1945?
3. To what extent was the Labour Party’s enthusiasm for the Beveridge Report the
decisive factor in its victory in the 1945 General Election?
4. How far can it be argued that the Labour Governments of 1945–51 were successful in
managing the economy?
5. “As Britain’s descent took its course, the illusions and dreams of imperial and world
roles would fade.” How accurate is this description of Britain’s status by 1951?
Page twelve
14. [X259/13/01]
(1) Northern Britain from the Romans to AD 1000
Part 2
Study the sources below and answer the three questions which follow.
SOURCE A from Iron Age Scotland, ScARF Panel Report (2012)
It is now generally accepted that there is no definitive interpretation of the function of
hillforts and enclosures, which probably conveyed a variety of ideological statements
at different times and places to different people. There are a range of potential
functions, attested or implied, for forts and other enclosed places, but it is too
simplistic to use lists of possibilities to work out specific functions for enclosures from
archaeological evidence. It is now generally accepted that proposing a single purpose
for a “fort” is illusory and probably not demonstrable through excavation. There are
many examples where defensive considerations appear not to have been primary
factors in siting and/or the form of enclosure. Evidence for warfare, conflict and
violence at Scottish forts and enclosures is rather limited.
SOURCE B from Scotland’s Hidden History by Ian Armit (2006)
Across much of Scotland, direct physical evidence of the Viking presence is elusive.
Most of the settlement remains are concentrated in the Northern Isles. A rash of
characteristic Viking hall-houses, sprang up on the island itself [Orkney] . . . this
transformation in building styles would seem to signal the commandeering of the
island power base and the surrounding farmland by new people, at least at the top of
the social scale. It is thus consistent with the traditional blood and guts view of the
Viking take over, where the hapless Picts were either driven out or put to the sword.
The radical change in building form, from cellular sprawl to rigid rectangle, must
have entailed quite dramatic alterations in the way in which life was lived with the
houses at Birsay. The changes in the allocation of space to different people, and to
different activities, would have altered perceptions of social life and social relationships.
SOURCE C from Viking Scotland by Anna Ritchie (1998)
The nature of the relationship between native and Norseman at the time of Viking
colonisation has been the subject of much heated discussion over the last few
decades. Since the traditional view of violent extermination or at best slavery at the
hands of the Vikings was challenged . . . a low mound at the edge of the cliff on the
point of Buckquoy at Birsay was excavated. The mound had been formed by the
ruins of a Norse farm which had itself been built on top of the ruins of an earlier
Pictish farm . . . The Viking farms must have been established early in the ninth
century . . . the artefacts from the Norse domestic levels were not Scandinavian
types but normal native Pictish types of tiny bone pins and decorated bone combs.
They implied that the Viking newcomers were able to obtain domestic equipment
from a native population which had not been exterminated. This suggested that the
traditional idea of what happened had been too black and white in its approach and
that some degree of integration of the two communities must have taken place in
Orkney if not elsewhere.
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SOURCE D from Epitome of Dio Cassius LXXVI, 13 (early 3rd century)
Wishing therefore to subdue the whole of Britain, Severus invaded Caledonia, and as
he passed through it, he experienced untold difficulties in cutting down the forests,
levelling the high ground, filling in the swamps, and bridging the rivers. He fought
no battles nor did he see any enemy drawn up for battle. Instead they deliberately put
sheep and cattle in the Romans’ way for the soldiers to seize, so that they might be
lured on further still and thus be worn out . . . and any stragglers became a prey to
ambush. Then, unable to go on, they would be killed by their own men so they might
not fall into enemy hands. However, Severus did not give up until he neared the
furthest point of the island where in particular he observed with great accuracy the
change in the sun’s motion and the length of days and nights in both summer and
winter.
1. How fully does Source A explain the problems in identifying the purposes
of Iron Age hillforts?
2. How much do Sources B and C reveal about differing views on the
relationships between Vikings and natives in Orkney during the 9–10th
centuries?
3. How useful is Source D as evidence of difficulties faced by Severus during
his invasion of North Britain?
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(2) Scottish Independence (1286–1329)
Part 2
Study the sources below and answer the three questions which follow.
SOURCE A from a letter sent by the Guardians to Edward I, March 1290
Greetings. We give thanks for the good neighbourhood and the great benefit that the
kingdom of Scotland has received from you and your father and your ancestors. We
are most happy about the news of which men speak, that the pope has granted
dispensation so that the marriage may take place between Lord Edward, your son, and
Lady Margaret, queen of Scotland, our most dear lady, despite their nearness of
blood. We pray that you will please confirm this news, and if the dispensation is
indeed granted you will give your agreement for their marriage, we giving our
agreement. And so that it may bring great good to both realms, we shall willingly
discuss with you how this may be brought about, and other matters which touch upon
the status of the kingdom of Scotland, concerning which we wish to have safeguards
from you. We, the guardians of the realm, bishops, earls and barons in the name of all
the community, have caused the common seal we use in Scotland to be affixed to this
letter in the name of our lady.
SOURCE B from The Chronicle of Walter of Guisborough written in 1307 or 1308
Bruce, fearing Comyn, who was powerful and faithful to the English king, and
knowing he could be stopped by him in his ambition to be king, sent to him asking:
Would he please come to him at Dumfries to deal with certain business affecting them
both. Comyn, suspecting nothing, came to him with a few men. When they were
speaking together with words which seemed peaceful, suddenly, in a reversal and with
different words, Bruce began to accuse Comyn of betrayal, that he had accused Bruce
to the king of England and had worsened Bruce’s position to his harm. When Comyn
spoke peaceably, Bruce did not wish to hear his speech, but, as Bruce had conspired,
struck Comyn with his foot and sword and went away out. But Bruce’s men followed
Comyn and cast him down on the paving before the altar, leaving him for dead. Bruce
saw John Comyn’s fine horse and mounted it. Then some evil folk told him that
Comyn still lived. By the tyrant’s order he was killed on the steps of the high altar.
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SOURCE C from Robert Bruce and the Community of the Realm of Scotland by
G W S Barrow (2005)
It is contrary to everything we know of Bruce’s character that he should have called
Comyn to the Greyfriars’ church with the secret intention of killing him. The place of
the meeting and the kiss—though it was not the kiss of peace—with which the two
men greeted each other all suggest that Bruce meant only to put some such plan to
Comyn as Barbour, author of “The Bruce”, believed him to have done. No doubt
Bruce would prefer to take the throne himself and give his estates to Comyn than to
take Comyn’s, vast as they were, and help his old rival, Balliol’s nephew, to become
king of Scots. Comyn can hardly be blamed for refusing. As the two leaders stood
together, their old antagonism and jealousy sprang to life. Bruce urged the revival of
the Scottish kingship. Comyn would have none of it. It may be that Comyn called
Bruce a traitor. It seems certain that Bruce struck at Comyn with a dagger. At this,
Bruce’s companions attacked Comyn with their swords. Mortally wounded he was
left for dead.
SOURCE D from Bannockburn: The Scottish War and the British Isles, 1307–1323 by
Michael Brown (2008)
Edward Bruce’s death in Ireland and the death of Robert’s daughter, Marjory,
removed the possibility of an adult heir in the near future. In 1318 a new tailzie was
issued by the king and the Community of the Realm. The new heir would be Robert
Stewart, Marjory’s infant son. Though Thomas Randolph and then James Douglas
were named as guardian should a child inherit the throne, Scotland was facing the
uncertainty of a minority in time of war. For an excommunicated usurper, such
worries could be dangerous. Statutes were passed against the spreading of rumours
and to prevent noble feuding which resulted from “disagreements and grievances”
arising since the death of Alexander III. These were coded references to the open
rivalries and conflict over the throne which had only ended in 1314. Robert had
generally been successful in winning lords to his cause. Thomas Randolph and John
Menteith had only come to his peace in 1309 but were quickly elevated to leading roles
in his realm. The earl of Ross and his son were similarly absorbed into the king’s
establishment.
1. How useful is Source A as evidence of the nature of the relationship between
the Guardians and Edward I from 1286 to 1290?
2. How much do Sources B and C reveal about differing views on the
circumstances surrounding the murder of John Comyn, Lord of Badenoch?
3. How fully does Source D explain the continuing vulnerability of King
Robert’s authority in Scotland after 1314?
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(3) The Renaissance in Italy in the Fifteenth and Early Sixteenth Centuries
Part 2
Study the sources below and answer the three questions which follow.
SOURCE A from Women of the Renaissance by Margaret L King (1991)
No matter what her class, a woman was the sinful daughter of Eve, a carrier of the
viruses of lust and promiscuity. The one legal power women did have was making
their wills and disposing of their dowries. Family and circumstances forced some
women into convents, which were created in large numbers. By the Renaissance
centuries, convents in cities were added to those endowed with vast agrarian resources
during the Middle Ages. Gifts made on entrance enriched the monastic
establishments. Mature mothers and wives and sisters, too, in need of asylum or
widowed early and frequently during an age of chronic violence, enjoyed the security
and status that resided within the convent walls, so many women chose to enter. For
the holy life permitted the vile daughter of Eve to transform herself into the
immaculate daughter of Mary. The convent had many offerings for women:
education, freedom from marriage and family life, and a place in which to strive for
holiness and sainthood.
SOURCE B from The Book of the Courtier by Baldassare Castiglione (1528)
I would not have my Court Lady seem to offer herself to anyone who desires her, but
by her charm to instill in the minds of all who look upon her the true love that beauty
deserves . . . In her manners, words, gestures and bearing a woman ought to have an
air of sweetness in her every movement. She ought to be able to adorn herself with
admirable accomplishments. For I believe that many faculties of the mind are as
necessary to woman as to man: to be clever, prudent, not arrogant. Beauty is more
necessary to her than to the Courtier, for in truth that woman lacks much who lacks
beauty.
The Court Lady must have not only the good sense to discern the quality of him with
whom she is speaking, but knowledge of many things, in order to entertain him
graciously . . . I do not wish to add anything to such a Lady save that she be loved by
an excellent Courtier and that she love him also, so that both may be entirely happy.
19. [X259/13/01]
SOURCE C from a letter by Cardinal Bessarion accompanying his donation to St Mark’s
Library in Venice (1468)
From almost the earliest years I strove with all my might to assemble as many books
as I could on every sort of subject. Not only did I copy many in my own hand, but I
spent what I could set aside from my savings on buying books. Books ring with the
voices of the wise. They are full of the lessons of history, full of life, law and piety.
They teach, advise and comfort us. Such is their power that we should all be
uneducated brutes if there were no books. We should have hardly any record of the
past, no example to guide us, no knowledge whatever of the affairs of this world or the
next.
My sense of urgency became the greater after the destruction of Greece and the pitiful
enslavement of Byzantium. Since then, all my strength and time has been devoted to
seeking out Greek books. For I feared—indeed was consumed with terror—lest all
those wonderful books, the product of so much toil and study by the greatest human
minds, should be brought to danger and destruction.
SOURCE D from Magnifico by Miles Unger (2008)
Under Lorenzo the ancient institution of the Signoria was reduced to little more than
a pantomime meant to distract the citizens while the real business of government went
on behind closed doors wherever Lorenzo met his cronies. Lorenzo created another
kind of leadership, one based on his magnificence. This was cultivated through his
material possessions, which betokened not only immense wealth but refinement of
mind.
The reach of the Medici banking empire was manifest in the Medici Palace filled with
ancient statues and manuscripts. To those not easily impressed he had other, more
practical gifts to bestow. Using his private funds and the unparalleled resources of the
Medici bank, he ensured a steady supply of grain to the city that kept the price of
bread low. Lorenzo’s own money flowed into the poorest sections of the city where he
knew he was purchasing goodwill that he could tap into in time of crisis.
1. How much do Sources A and B reveal about differing views on the status of
women during the Italian Renaissance?
2. How useful is Source C as evidence of the values of Renaissance humanists?
3. How fully does Source D explain the nature of Florentine politics under
Lorenzo the Magnificent?
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(4) Georgians and Jacobites: Scotland (1715–1800)
Part 2
Study the sources below and answer the three questions which follow.
SOURCE A from a sermon given during the 1715 Rebellion by the Reverend James
Garden, formerly Professor of Divinity at King’s College, Aberdeen
(Since 1688) we have been punished with an unhappy, dismal Revolution which has
brought misery and unhappiness under which our nation has suffered for twenty-seven
years. The long prosperity, peace and plenty under the reign of our true royal family
are now only a happy memory.
Against all divine and human law our king was deposed by traitors—a prevailing
faction of his own subjects, and forced into exile with his heir, our present king, still in
his cradle. The laws and constitution of our kingdom were ignored. Thus the
hereditary right of the succession to the throne was diverted from the right line, and
now the prospect of war threatens us all.
True and faithful ministers of our Episcopalian church have been deposed, violently
thrust from their position, houses and income, and left with their families to misery
and poverty.
SOURCE B from Robert Heron’s Observations made in a Journey through the Western
Counties of Scotland (1792)
One ground of complaint remains. It is claimed that many fewer families are
maintained upon those farms in the Highlands which have been turned to sheep, than
they used to support in their former cultivated state. This idea has been accepted
through the whole kingdom, and I have met with many otherwise intelligent and
enlightened men who were, in this view, unfriendly to sheep farming as a way of
improving the Highlands.
Yet only the most simple of thinkers can sit down in the belief that any type of
farming which renders a country more productive can be, on the whole, damaging to
it. It is unreasonable to complain of the present depopulation of the Highlands of
Scotland.
By the introduction of sheep farming, which is complained of as de-populating,
income is obtained for a much greater number of mankind. The natural course will
shortly be seen to restore to the Highlands the population which they may seem to
have lost.
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SOURCE C from The Government of Scotland under Henry Dundas and William Pitt by
David J Brown (1998)
Henry Dundas’s rise to power was neither inevitable nor inexorable. His local power
base and regional alliances made him a figure of growing significance in Scottish
politics from 1774 (whilst) his formidable debating skills brought him to prominence
at Westminster as Lord North’s government began to falter during the final stages of
the American war.
Dundas continued as a strong regional politician and an influential voice in
parliament; but without the support of government his power would have had strict
limits. It was his relationship with William Pitt that saved him from this fate. It was
this remarkable friendship that enabled him to build his later career which was so
influential.
The mechanics of Dundas’s Scottish patronage system may be briefly outlined. At
local level, customs and other revenue posts, legal appointments and crown patronage
in the established church were distributed according to a principle almost certainly
settled upon in the 1760s. In essence, if an MP were loyal to government he could
expect to nominate to most official posts falling vacant in his constituency.
SOURCE D from A History of Scotland 1707–1830 by J D Mackie (1984)
In 1774 Dundas was elected for the county of Midlothian and, although thereafter he
lived much in London, he endeared himself to his compatriots by speaking good Scots
at a time when polite Edinburgh was learning to speak English from teachers from the
south.
He was free from rigid adherence to a party—he held office under administrations of
differing political hue. At first a Whig, he served with distinction under Lord North,
then under two Whig governments until, in 1783, he sided with Pitt whom he
followed thereafter. He was not a turncoat: in his day, parties changed their political
complexions. Brougham and Cockburn, both Whigs, regarded him as a great servant
of Scotland.
The evidence shows that he scrutinised the lists with immense care to secure the
representation he wanted in both Houses and that, at first, it was North rather than
himself who commanded the allegiance of some of the peers, but before long his
machinery was in full operation.
1. How fully does Source A explain why some Scots supported the Jacobite
rebellion of 1715?
2. How useful is Source B as evidence of the impact of sheep farming on the
Highlands in the late eighteenth century?
3. How much do Sources C and D reveal about differing interpretations of the
reasons for Henry Dundas’s ability to control Scottish politics in the late
eighteenth century?
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(5) “The House Divided”: The USA (1850–1865)
Part 2
Study the sources below and answer the three questions which follow.
SOURCE A from a statement issued by Salmon P Chase and other leading politicians
entitled “Appeal of the Independent Democrats” January 19, 1854
A new Nebraska bill has been reported by the Senate Committee on Territories,
which, should it unhappily receive the sanction of Congress, will open all the
unorganized Territories of the Union to the spread of slavery. We arraign (condemn)
this bill as a gross violation of a sacred pledge . . . as part of an atrocious plot to
convert the territory into a dreary region of despotism, inhabited by masters and
slaves.
We warn you that the dearest interests of freedom and the Union are in imminent
peril. We tell you that the Union can only be maintained by the full recognition of the
just claims of freedom and man. The Union was formed to establish justice and
secure the blessings of liberty. When it fails to accomplish these ends it will be
worthless, and when it becomes worthless it cannot long endure. We shall resist it by
speech and vote, and with all the abilities which God has given us. Even if overcome
in the impending struggle, we shall not submit. We shall go home to our constituents,
erect anew the standard of freedom, and call on the people to come to the rescue of the
country from the domination of slavery.
SOURCE B from For Cause and Comrades by James M McPherson (1997)
Large numbers of men on both sides were intensely aware of the issues at stake and
passionately concerned about them (and they) came from the world’s most politicised
and democratic society and therefore ideology functioned as the principal sustaining
motivation of Civil War soldiers. Northerners saw themselves as patriots fighting to
save the Union and preserve the Great Experiment. The sentiments expressed by an
Illinois farmer in a letter to his fiancée were widely shared: “My heart burns with
indignation against armed rebels and traitors to their country and their country’s flag.
My hope has always been for a peaceful, quiet home of my own, with you as a
companion, but I have concluded to volunteer in the service of my country . . .
I can’t stay behind, no, no.” Southerners believed that they were defending hearth
and home against an invading, barbarous army and saw the conflict as a second War of
Independence.
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SOURCE C from Why the North Won the Civil War by David Herbert Donald (1962)
With an almost arrogant assurance, Lincoln’s first generals believed that the war was a
business to be carried on by professionals without interference from civilians and
without political objectives. The classic example of this is McClellan . . . when
McClellan conceived his Urbanna plan, he did not tell Lincoln about it for months. He
did not seem to know that it was his job to counsel his political superior on his plans; in
fact he did not seem to know that there was any relationship between war and politics.
In the winter of 1861–1862, Lincoln implored McClellan to make a move, even a small
diversionary one, to inspire public opinion with the belief that more decisive action was
contemplated later. McClellan refused on the grounds that he was not yet completely
prepared. That the public might become so discouraged that it would abandon the war
impressed McClellan not at all. Lincoln’s early generals also accepted blindly that the
war should be fought one fort at a time in one theatre. This approach by the generals
brought them into conflict with Lincoln who was determined to see an all-out attack on
the South.
SOURCE D From a letter from Abraham Lincoln to General George Meade July 14,
1863
I have just seen your letter to General Halleck, asking to be relieved of your
command. I am very grateful to you for the magnificent success you gave the cause of
the country at Gettysburg; but I am in such deep distress now . . . He (Lee) retreated;
and you did not, as it seemed to me, pressingly pursue him; but a flood in the river
detained him, till, by slow degrees, you were again upon him. You had at least twenty
thousand veteran troops directly with you, and as many more raw ones within
supporting distance, all in addition to those who fought with you at Gettysburg; while
it was not possible that he had received a single recruit; and yet you stood and let the
enemy move away at his leisure, without attacking him. I do not believe you
appreciate the magnitude of the misfortune involved in Lee’s escape. He was within
your easy grasp, and to have closed upon him would, in connection with our other late
successes, have ended the war. As it is, the war will be prolonged indefinitely. Your
golden opportunity is gone, and I am distressed immeasurably because of it.
1. How useful is Source A as evidence of reactions to the Kansas-Nebraska Act
of 1854?
2. How fully does Source B explain the motivations of soldiers for fighting
during the Civil War?
3. How much do Sources C and D reveal about differing views of Lincoln’s
relations with his generals during the Civil War?
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24. [X259/13/01] Page twenty-four
(6) Japan: From Medieval to Modern State (1850s–1920)
Part 2
Study the sources below and answer the three questions which follow.
SOURCE A from Japan: An Attempt at Interpretation by Lafcadio Hearn, a westerner
who moved to Japan in 1890
Conditions under the Caste Structure tended toward general happiness as well as
toward prosperity. There was not, in those years, any struggle for existence—not least
in our modern meaning of the phrase. The requirements for life were easily satisfied;
every man had a master to provide for him or to protect him; competition was
repressed or discouraged; there was no need for supreme effort of any sort. Moreover,
there was little or nothing to strive after: for the vast majority of the people there were
no prizes to win. Ranks and incomes were fixed (because) occupations were
hereditary; and the desire to accumulate wealth must have been checked by those
regulations which limited the rich man’s right to use his money as he might please.
Every man’s pleasures were more or less regulated by his place in society.
SOURCE B from The Meiji Restoration by Alistair Swale (2009)
By the arrival of Commodore Perry in 1853, the political ossification of the Bakufu
was at an advanced stage and the system seemed incapable of operating towards any
end other than the short sighted preservation of itself. The Bakufu was a system of
patronage that was bankrupt in terms of effectively managing the crises it faced, and
the force that held it together was the anxiety of those who profited from its continued
survival regardless of its incompetence and saw no alternative. This paralysis would
intensify rather than diminish over time and indeed it was ultimately an important
precondition of the success of the Restoration in 1868. However, the final resolution
of the stalemate emerged in the wake of one final blockage in the system, a cataclysmic
failure that would produce a clear awareness of the Bakufu’s paralysis and
enfeeblement. The events of 1853–4 were to provide precisely such a demonstration.
SOURCE C from The Meiji Restoration by Conrad Totman (1983)
(Quite apart from the intrusion of the West), domestic changes also contributed to the
crisis by enhancing the sense of urgency. The Meiji Restoration happened because
sufficient numbers of Japanese in positions to shape national affairs resolved to replace
what they saw as the outdated political order of the Tokugawa era with one that
seemed more adequate to the requirements of the day. During the late eighteenth and
nineteenth centuries the Tokugawa regime faced severe domestic difficulties. The
economic wealth of the bakufu, daimyo and samurai had been a matter of concern. By
the nineteenth century difficulties in government financing seem to have worsened
relationships between high and low level samurai, between the daimyo and bakufu,
and between tax payers (largely peasants) and tax collectors. These domestic tensions
did foster criticism of the established order and proposals for political reform.
Intellectuals and nationalists such as Hirata Atsutane increasingly spoke of problems
and their solutions in terms of nationwide perceptions.
25. [X259/13/01] Page twenty-five
SOURCE D from Mori Arinori by Ivan P Hall (1973)
Mori’s regime may be safely viewed as the third major phase of Meiji Education. The
first period, 1872–1879, has generally been characterised as progressive because of the
predominance of a western liberal viewpoint in the attitudes of educators and the
material which they taught. During this time American advisors and an
Anglo-American philosophical viewpoint held sway. These were years when
textbooks were often translated without regard to their applicability in a Japanese
context. There were many instances when the old Confucian texts were dropped in
favour of American or French books in translation. During this period foreign
consultants and instructors were also common throughout the system. The 1870s,
and with it the progressive—or what might be called the “American”—decade in
Japanese education, all but went by without further comment from Mori, until 1879
when he expressed himself in an essay on physical education.
1. How useful is Source A as evidence of the significance of the caste system
within Japanese society in 1850?
2. How much do Sources B and C reveal about differing views on the
importance of foreign forces as a reason for the downfall of the Tokugawa
regime?
3. How fully does Source D explain the nature of education reforms after 1868?
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26. [X259/13/01]
(7) Germany: Versailles to the Outbreak of the Second World War
Part 2
Study the sources below and answer the three questions which follow.
SOURCE A from The Making of the New Germany: Memoirs by Philipp Scheidemann
(1929)
On the morning of 9th November . . . the Reichstag was like an armed camp.
Working men and women were going in and out . . . A crowd of workers rushed into
the hall . . . They demanded that I come out and speak to the thousands of people
gathered in front of the Reichstag. I refused but they said I had to if trouble was to be
avoided . . . Liebknecht was already speaking from a balcony of the Schloss [the
ex-Kaiser’s Palace across from the Reichstag] intending to proclaim a Soviet Republic.
I was already standing at the window. The shouts of the crowd sounded like a mighty
chorus . . . I only said a few words: “Workers and soldiers, frightful were those four
years of war, ghastly the sacrifices of the people made in blood and treasure. The
cursed war is at an end . . . The Kaiser has abdicated . . . The people have triumphed
all along the line. Prince Max of Baden has handed over his office as chancellor to
Ebert. Ebert will form a Labour government to which all Socialist Parties will
belong . . . The old and rotten—the monarchy—has broken down . . . Long live the
German Republic!”
SOURCE B from The National Socialists’ Seizure of Power by Hans Mommsen (1984)
The complex processes that led to the appointment of Hitler as Chancellor were not
merely the result of political intrigue but in fact occurred within a broader social
context. Economic problems were not on their own the decisive factor that ensured
that German politics would follow the downward path that ended with the passing of
power to Hitler, yet what was crucial was the unwillingness of leading industrial
organisations to seek compromise with the Social Democrats and the trade unions.
This prevented the regeneration of the parliamentary system. It was the crisis created
by this that made possible the chain of wrong decisions, breaking of laws and
manipulations without which Hitler would never have come to power. In other
words, Weimar democracy did not fail because of Hitler. Rather, Hitler was the final
consequence of the failure of Weimar democracy.
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SOURCE C from Nazi Germany by Tim Kirk (2007)
Hitler’s appointment to the chancellorship brought with it the support of the largest
party in the Reichstag, but had little to do with parliamentary democracy and much to
do with the intrigues of Papen and the small group of people close to Hindenburg . . .
The decision to appoint Hitler was not one that was taken enthusiastically, nor was it
greeted with much enthusiasm outside the ranks of the Nazi Party and their
supporters: most Germans remained unconvinced by Hitler. Hitler did not win
power, but he did not seize it either. Despite the street violence of the stormtroopers,
both before and after 30 January, the Nazi “seizure of power” was in reality a
negotiated “takeover of power”. Hitler’s appointment was the decision of a small and
unaccountable group around the ageing president, albeit one with connections among
a broader circle of powerful interests.
SOURCE D from the recollections of Armin Hertz, a German Jew (2005)
When Hitler came to power I was a young boy and had three brothers. We lived in
Berlin and our family had a furniture store. All of my mother’s brothers and sisters
also had furniture stores in Berlin. On April 1st 1933 there was a boycott of Jewish
shops. I remember it vividly because I saw the Nazi Party members in their brown
uniforms and armbands standing in front of our store with signs that read: “Don’t
buy from the Jews.” That, of course, was very frightening to us. Nobody entered our
shop, and in fact a competitor across the street—she must have been a member of the
Nazi Party—chased people away from our store saying, “Don’t buy there, they are
Jews.” The Hitler Youth in my school sang songs about killing the Jews. My mother
took me and my brothers out of that local school and we went to a Jewish school
instead until 1938. During Kristallnacht in November of that year our furniture store
was destroyed. The synagogue in the street where we lived was set on fire. After
Kristallnacht it was impossible for us to stay in Berlin because there was no way of
earning a living.
1. How useful is Source A as evidence of the reasons for the German Revolution
of November 1918?
2. How much do Sources B and C reveal about differing views on the role of
political intrigue in the appointment of Hitler as Chancellor in 1933?
3. How fully does Source D explain the development of Nazi policies towards
the Jews in Germany between 1933 and 1939?
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28. [X259/13/01] Page twenty-eight
(8) South Africa (1910–1984)
Part 2
Study the sources below and answer the three questions which follow.
SOURCE A from South Africa: The First Man, The Last Nation by R W Johnson (2004)
Many prominent ANC members actively campaigned for white candidates standing
for election as “natives’ representatives” in parliament—which in practice meant
accepting the segregationist principle that the Convention had just rejected. The late
1930s saw the ANC’s partial revival with the election of the Reverend James Calata,
an energetic Anglican priest, as its President. Under Calata the organisation returned
to having regular annual conferences in 1937–9 but it remained small and weak. (It
was also) middle class, like other nationalist organisations in the rest of Africa at the
time. What made the ANC different was its permanent exposure to the continuous
interplay of white politics, far more diverse and intense than elsewhere in Africa, its
access to relatively good media and perhaps most important, its unique relationship
with the CPSA from the late 1930s onwards. Just as white parties argued about the
particular form which racial domination should take but not about the fact of it, so the
black opposition was, inevitably, also organised along racial lines.
SOURCE B from South African Society and Culture, 1910–1948 by Philip Bonner (2011)
If African politics spoke with many voices in the 1920s, at a national level at least, it
fell totally mute in the 1930s. The ascent to the ANC Presidency of Pixley Seme in a
sense symbolised the politics of the decade. The moment he took the helm of the
organisation in April 1930 he steered it unerringly into the doldrums where it
languished until 1937. Even the passage of Hertzog’s native bills did little to spur him
or the ANC into action. His primary objective, as it had been earlier in the decade,
was to fend off and neutralise alternative political organisations (in this case the All
African Convention), which had arisen to meet the prevailing challenges, rather than
take decisive action to confront the problem that had brought those organisations into
being. Even when Seme was replaced as President in 1937, Congress continued to
languish, and it was not until Xuma took over the leadership in 1940 that it began to
revive.
SOURCE C from Twentieth Century South Africa by William Beinart (2001)
Some academics in the 1970s saw the maintenance of the migrant labour system as a
centrepiece of apartheid. Migrant labour, they argued, had proved to be cheap for the
mining industry because employers did not have to pay a wage that would support a
whole urban family. It was certainly true that mine-owners remained committed to
migrancy. Now the government hoped to extend its benefits to the growing
manufacturing sector. In order to do so effectively, the Nationalists wished to restore
the crumbling economies of the African reserves, but this was insufficient in itself.
Tight influx controls were designed to check urban growth and inhibit the
development of a black urban working class. Industrial decentralisation of factories to
areas near African reserves would take the pressure off labour requirements in the big
cities. Labour-hungry commercial farmers would benefit as workers would be bottled
up in the rural area.
29. [X259/13/01]
SOURCE D from an internal ANC document, “Operation Mayibuye”, used in evidence at
the Rivonia Trial (1964)
The white state has thrown overboard every pretence of rule by democratic process.
Armed to the teeth, it has presented the people with only one choice and that is its
overthrow by force and violence. It can now truly be said that very little, if any, scope
exists for the smashing of white supremacy other than by means of mass revolutionary
action, the main content of which is armed resistance leading to victory by military
means. The political events which have occurred in the last few years have convinced
the overwhelming majority of the people that no mass struggle which is not backed up
by armed resistance and military operations, can hope to make any real impact. This
can be seen from the general mood of the people and their readiness to undertake even
desperate and suicidal violent campaigns. It can also be gauged by their reluctance to
participate in orthodox political struggles in which they expose themselves to massive
retaliation without a prospect of hitting back.
1. How much do Sources A and B reveal about differing views on the
ineffectiveness of resistance movements in the 1930s?
2. How fully does Source C explain the reasons for the introduction of apartheid
in the 1950s?
3. How useful is Source D as evidence of the nature of African resistance in the
1960s?
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30. [X259/13/01]
(9) Soviet Russia (1917–1953)
Part 2
Study the sources below and answer the three questions which follow.
SOURCE A from General Alekseev’s Telegram to Nicholas II, 1 March 1917 (old style)
The danger that is growing by the minute of anarchy spreading all over the country, of
the further disintegration of the army, and the impossibility of continuing the war in
the present circumstances urgently demand the immediate publication of an Imperial
Act of Abdication which could settle the situation. This is possible only by
summoning a responsible ministry, assigning the President of the State Duma with its
formation. The news which reaches us gives us reason to hope that the Duma
politicians, led by Rodzianko, can still prevent general disintegration, and that it is
possible to work with them. But the loss of every hour reduces the last chances to
preserve and restore order and fosters the seizure of power by extreme Left elements.
In view of this, with all my heart I implore your Imperial Majesty to agree to the
immediate publication of such an Act from Stavka.
SOURCE B from The Soviet Union: A Documentary History by Edward Acton Tom
Stableford (2005)
During 1932 it became impossible, behind closed doors, for the leadership to deny a
mounting economic crisis. In the face of the crisis, the regime took immense care in
preparing and publicising the outcome of the First Five-Year Plan. The Plan had
been constantly, relentlessly used to provide popular motivation and to urge workers
on. It had become the organising ‘myth’ of the entire industrialisation drive. It was
therefore essential that the best plausible gloss be placed upon the statistics gathered
and that they carry conviction. At the beginning of 1933, the Politburo issued a stern
warning against any piecemeal dissemination of results. By placing great emphasis on
industrial figures, and in particular heavy industry, while drawing attention away from
light industry and agriculture, as well as from issues of quality as opposed to volume,
the regime was able to present the outcome as a massive success.
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SOURCE C from an article by Stalin, published in Pravda on 7 November 1929
One of the most important facts, if not the most important fact, of our work of
construction during the past year is that we have succeeded in bringing about a
decisive breakthrough in the sphere of productivity of labour. This breakthrough has
found expression in a growth of the creative initiative and powerful labour enthusiasm
of millions of members of the working class on the front of socialist construction. We
have achieved an accelerated tempo in the development of the means of production
and have created the preconditions for transforming our country into a country of
metal. We are moving at full steam ahead along the track of industrialisation—to
socialism, leaving behind our age-old “Russian” backwardness. We are becoming a
country of metal, a country of automobiles, a country of tractors. Let the worthy
capitalists, who boast so much of their “civilisation”, try to catch us up!
SOURCE D from The Road to Terror by J Arch Getty Oleg Naumov (1999)
Yagoda’s fall and Yezhov’s appointment at NKVD coincided with the extension of
serious proceedings against ex-Trotskyists and other “suspicious persons” wherever
they could be found. The July letter announcing the upcoming Zinoviev trial claimed
that terrorists had been able to embezzle state funds to support their activities. As
early as summer 1936, G. I. Malenkov (head of the membership registration sector of
the Central Committee and a close collaborator of Yezhov’s) had ordered his deputies
to check the party files of several hundred responsible officials in economic
administration for signs of suspicious activity in their pasts. In one such check, the
files of 2,150 “leading personnel in industry and transport” turned up “compromising
material” (defined not only as previous adherence to oppositional groups but also as
previous party reprimands or membership in other political parties) on 526 officials.
At the time, though, only 50 of them were removed from their positions.”
1. How useful is Source A as evidence explaining the reasons for the overthrow
of the Tsar in February 1917?
2. How much do Sources B and C reveal about differing views on the success of
Stalin’s policy of rapid industrialisation?
3. How fully does Source D explain the reasons for the escalation of the purges?
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32. [X259/13/01] Page thirty-two
(10) The Spanish Civil War: Causes, Conflict and Consequences (1923–1945)
Part 2
Study the sources below and answer the three questions which follow.
SOURCE A from The Civil War in Spain by Raymond Carr (1986)
Agrarian reform in a democratic society which respects property rights and has not the
financial resources to compensate for the expropriation of large landowners is a
contradiction in terms. The legal and technical complexities of reform were exploited
by a ruthless opposition in marathon debates; the government itself was divided
between Socialists and bourgeois Republicans whose views on the scope of reform
differed: the Republicans, many of whom came from the urban petty bourgeoisie and
had no gut feeling for the plight of the agrarian dispossessed, favoured a property-
owning peasantry attached to the Republic, while the Socialists, converted to a
concern for the rural worker by the growing strength of their agrarian union, favoured
collective ownership. The Agrarian Law of 1932 gave the Republic the legal
instrument to tackle the agrarian question but it did not provide the cash or the
determination. Starved of money—its budget was less than half of the expenditure on
the Civil Guard—the Institute of Agrarian Reform handed over to peasant settlers an
area the size of one huge estate.
SOURCE B from a radio broadcast by General Franco on 22nd July 1936
Once more the Army, united with the other forces of the nation, has found itself
obliged to respond to the wishes of the great majority of Spaniards who, with infinite
bitterness, have seen disappear that which unites us in a common ideal. The
movement we are proclaiming has nothing in common with petty politics; it is a
Nationalist Spanish movement with the sole aim of saving Spain. It is said that the
movement is against the working class; precisely the opposite is the case. We are in
favour of the humble class and the middle class . . . Fear nothing, Spanish working
people. Our movement is dangerous only for those who live like princes, for those
who use trade union funds without rendering accounts, for those who do nothing but
attack the republic. The most savage attacks are made upon national monuments and
artistic treasures by revolutionary hordes with the complicity and negligence of local
authorities.
33. [X259/13/01]
SOURCE C from Homage to Caledonia: Scotland and the Spanish Civil War by Daniel
Gray (2009)
Against all the odds, as night fell on 14 February, the British Battalion of the
International Brigade, began to stand its ground, eventually pushing back into the
areas it had previously retreated from. By the end of February, they had successfully
stemmed the advances of the nationalists, and more than held their own. Because of
this, Jarama was seen as something of a victory for the Republican side. Losses were
heavy; well over a quarter of the 500 British Battalion men who had gone into battle
were killed, and a comparable number wounded. That they were able to achieve even
a stalemate after the debilitating early losses they suffered was a breath-taking
accomplishment. Holding back the Nationalists at Jarama created a sense of optimism
among the XVth Brigade, especially the British Battalion. Bolstered by the events at
Jarama, in the middle of 1937 the British Battalion planned for their first offensive of
the war, at Brunete, to the west of Madrid.
SOURCE D from Memorials of the Spanish Civil War by Bill Alexander (1996)
Intellectuals, academics, writers and poets were an important force in the early groups
of International Brigaders. They had the means to get to Spain and were accustomed
to travelling, whereas very few workers had left British shores. Many already knew
how to lead in the trade unions, demonstrations and people’s organisations, the need
to set an example and lead from the front if necessary. They went because of their
growing alienation from a society that had failed miserably to meet the needs of so
many people and because of their deep repugnance at the burning of books in Nazi
Germany, the persecution of individuals, the glorification of war and the whole
philosophy of fascism.
The International Brigades and the British volunteers were, numerically, only a small
part of the Republican forces, but nearly all had accepted the need for organisation
and order in civilian life. They were united in their aims and prepared to fight for
them.
1. How fully does Source A explain the lack of success of Azaña’s agriculture
reforms?
2. How useful is Source B as evidence of the reasons for the military coup in
1936?
3. How much do Sources C and D reveal about differing views on the
contribution of the International Brigades to the Republican war effort?
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34. [X259/13/01]
(11) Britain at War and Peace (1939–1951)
Part 2
Study the sources below and answer the three questions which follow.
SOURCE A from Never Again, Britain 1945-1951 by Peter Hennessy (1993)
The “phoniness” of that peculiar period, between the declaration of war and the fall of
the Low Countries and France in the Spring of 1940 can be overdone. There were
serious military engagements, the most spectacular being at sea. The Graf Spee, a
German pocket battleship which had caused havoc raiding British shipping in the
Atlantic, was driven up the River Plate in Uruguay by Royal Navy ships where her
captain scuttled her on Hitler’s orders in December 1939. At Scapa Flow, the great
battleship Royal Oak was sunk by a German U-boat with the loss of 833 men out of a
ship’s company of 1,400. The shore was a mere mile and a half away, but swimming
at night in the thick furnace oil which clogged the Flow was near impossible.
In a speech to the Conservative Party at Central Hall Westminster, Chamberlain
announced, “Hitler has missed the bus” (but) on the 9th April Hitler, surmising
correctly that the British might still put a force ashore in Scandinavia, invaded
Denmark and Norway.
SOURCE B from Herbert Morrison: An Autobiography (1960)
The civil population became increasingly bored by the stalemate in Europe, and it had
a demoralising effect upon the government itself. Chamberlain’s administration did
not manifest any conspicuous energy in using this respite to organise itself for war, or
to organise the nation. Parliament kept itself occupied with debates, sometimes on
emergency or other legislation, and sometimes on departmental matters or bigger
issues of the conduct of the war. I led for the Opposition in a strong attack on the
Ministry of Supply. I said that the output being organised by the department was
inadequate, that there seemed to be an inability to make up its mind about the type of
tank that was required and not enough tanks were being turned out. The organisation
of labour for war-production was quite unsatisfactory and it was disgraceful that there
was still an army of unemployed.
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SOURCE C from The Test of War by Robert Mackay (1999)
The wartime experience of women hardly amounted to a liberation from their
traditional domestic roles, or to a significant change in society’s attitude to those roles.
Increased opportunities for routine, low-skilled work at lower rates than for men,
brought no more than a modest possible variation in the lives of married women. Even
this was hemmed in by the constraints imposed by inadequate nursery provision and
the continuing preference of many employers for unmarried female employees. For
the latter, the war certainly widened the range of occupations open to them, but it
scarcely advanced sexual equality in terms of pay and career prospects.
The upheavals that many experienced during the war in their domestic and working
environment served as much to reinforce as to challenge their traditional roles, leaving
at its end a dominant feeling that little had changed after all. Social surveys and
personal testimonies have provided some evidence that the new roles and
responsibilities made women confident about their ability to take on new challenges
after the war.
SOURCE D from High Tide and After: Memoirs 1945–1960 by Hugh Dalton (1962)
We completed the whole very wide-ranging programme on which we had been
elected. We brought in changes which, in the total, so changed the social and
economic life of Britain that, at the end of those five years, a new Britain was
emerging, not static, not finished, but an immense improvement on pre-war Britain.
This new Britain contained many seeds, sowed by us innovators, of future growth.
The Labour Party’s High Tide came at the end of that Parliament. The extremes of
pre-war wealth and poverty had gone. And we had created in those five years an
extended social security system. We had established a new National Health Service
second to none in the world. Here was a Labour Government, supported for the first
time in British history by a great and secure majority at Westminster which, in the
lifetime of a single Parliament, beat all past records of legislative output.
1. How much do Sources A and B reveal about differing interpretations of the
significance of the Phoney War, September 1939 to May 1940?
2. How fully does Source C explain the effects of wartime work on women’s
lives?
3. How useful is Source D as evidence of the success of the Labour
Government’s welfare reforms 1945–1951?
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[END OF QUESTION PAPER]
36. ACKNOWLEDGEMENT
Part 2 (1) Source A – Extract is adapted from Iron Age Scotland, ScARF Panel Report
(2012). Reproduced by kind permission of Society of Antiquaries of Scotland.