Source A is described as being from a textbook written by modern historians in 2000 about the treatment of Jews in Nazi Germany between 1933 and 1939. It would be useful evidence of the treatment of Jews during this period as it is from a credible secondary source written by historians long after the events. However, it is only a secondary source so cannot provide first-hand experiences or details.
Example National 5 History questions - How fully?mrmarr
Source A provides a brief overview of the changing role of women during World War 1, noting that as men left for war, women increasingly took their places in industry, performing dangerous munitions work. It also mentions women working in transportation to keep systems running and taking on family responsibilities with many men away. However, it does not go into detail about the specific jobs women undertook or fully describe the scope of how their roles changed.
Example National 5 History questions - Explainmrmarr
The document provides 30 questions across three topics: the Great War era, the Atlantic slave trade, and Hitler/Nazi Germany. The questions ask to explain various reasons and causes related to events during these time periods, such as why women gained the right to vote, why rationing was introduced during WWI, and why support for the Nazis grew leading up to Hitler's rise to power in 1933.
Example National 5 History questions - Comparisonmrmarr
Sources A and B compare the reasons the slave trade continued in Britain throughout the 1700s. Source A states it was because the slave trade had powerful supporters like plantation owners and merchants who influenced politics. Many believed it made Britain wealthy. Source B says abolitionists faced opposition from groups promoting slavery, as dozens of ports relied on the trade and Britain was addicted to slave trade goods like sugar. It seemed vital to Britain's prosperity.
Example National 5 History questions - Describemrmarr
The document provides questions about three different historical topics: the Era of the Great War, the Atlantic Slave Trade, and Hitler and Nazi Germany. The questions about the Era of the Great War focus on conditions faced by Scottish soldiers, economic difficulties after WWI, use of technology on the Western Front, women's suffrage movement, political protests, women's work, labor strikes, military recruitment, wartime laws, and treatment of conscientious objectors. The questions on the Atlantic Slave Trade center on how people became slaves, abolitionist methods, slave preparation and sales, the Triangular Trade system, the Middle Passage, and British profits from slavery. The Hitler and Nazi Germany questions cover the Beer Hall Putsch, Hitler
Example National 5 History questions - Short essaymrmarr
This document contains potential essay questions about three different historical topics: the Great War era, the Atlantic slave trade, and Hitler and Nazi Germany. For the Great War era, the questions focus on weapons, food shortages, the suffragette movement, patriotism, and propaganda. For the Atlantic slave trade, the questions examine the impact on African societies, Britain's role, religion, resistance, conditions during the Middle Passage, opposition to abolition, blame, campaigners, punishment, and plantation resistance. For Hitler and Nazi Germany, the questions address social policies, the Weimar government, economic policies, policies toward women and Jews, opposition from churches, control of youth, reasons for Nazi rise to power, concentration camps
N5 History revision topics - Era of the Great Warmrmarr
The document outlines key topics for revising Scotland's history during the Era of the Great War, including conditions faced by Scottish soldiers on the Western Front, the domestic impacts of war through increased government control, rationing, changing gender roles and propaganda. It also lists topics around impacts to industry, the economy, and politics, such as women's suffrage movements, the effects of war on Scottish industries, and events like the 1915 rent strikes.
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.
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.
Example National 5 History questions - How fully?mrmarr
Source A provides a brief overview of the changing role of women during World War 1, noting that as men left for war, women increasingly took their places in industry, performing dangerous munitions work. It also mentions women working in transportation to keep systems running and taking on family responsibilities with many men away. However, it does not go into detail about the specific jobs women undertook or fully describe the scope of how their roles changed.
Example National 5 History questions - Explainmrmarr
The document provides 30 questions across three topics: the Great War era, the Atlantic slave trade, and Hitler/Nazi Germany. The questions ask to explain various reasons and causes related to events during these time periods, such as why women gained the right to vote, why rationing was introduced during WWI, and why support for the Nazis grew leading up to Hitler's rise to power in 1933.
Example National 5 History questions - Comparisonmrmarr
Sources A and B compare the reasons the slave trade continued in Britain throughout the 1700s. Source A states it was because the slave trade had powerful supporters like plantation owners and merchants who influenced politics. Many believed it made Britain wealthy. Source B says abolitionists faced opposition from groups promoting slavery, as dozens of ports relied on the trade and Britain was addicted to slave trade goods like sugar. It seemed vital to Britain's prosperity.
Example National 5 History questions - Describemrmarr
The document provides questions about three different historical topics: the Era of the Great War, the Atlantic Slave Trade, and Hitler and Nazi Germany. The questions about the Era of the Great War focus on conditions faced by Scottish soldiers, economic difficulties after WWI, use of technology on the Western Front, women's suffrage movement, political protests, women's work, labor strikes, military recruitment, wartime laws, and treatment of conscientious objectors. The questions on the Atlantic Slave Trade center on how people became slaves, abolitionist methods, slave preparation and sales, the Triangular Trade system, the Middle Passage, and British profits from slavery. The Hitler and Nazi Germany questions cover the Beer Hall Putsch, Hitler
Example National 5 History questions - Short essaymrmarr
This document contains potential essay questions about three different historical topics: the Great War era, the Atlantic slave trade, and Hitler and Nazi Germany. For the Great War era, the questions focus on weapons, food shortages, the suffragette movement, patriotism, and propaganda. For the Atlantic slave trade, the questions examine the impact on African societies, Britain's role, religion, resistance, conditions during the Middle Passage, opposition to abolition, blame, campaigners, punishment, and plantation resistance. For Hitler and Nazi Germany, the questions address social policies, the Weimar government, economic policies, policies toward women and Jews, opposition from churches, control of youth, reasons for Nazi rise to power, concentration camps
N5 History revision topics - Era of the Great Warmrmarr
The document outlines key topics for revising Scotland's history during the Era of the Great War, including conditions faced by Scottish soldiers on the Western Front, the domestic impacts of war through increased government control, rationing, changing gender roles and propaganda. It also lists topics around impacts to industry, the economy, and politics, such as women's suffrage movements, the effects of war on Scottish industries, and events like the 1915 rent strikes.
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.
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 - 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.
Higher History Past paper questions - Britain 1851-1951mrmarr
This document provides sample past paper questions for the Britain 1851-1951 Higher history exam covering three different time periods:
1) 1851-1914 focusing on expanding democracy and women's suffrage.
2) 1906-1914 examining social welfare reforms under the Liberal government and reasons behind them.
3) 1945-1951 assessing the effectiveness of Labour's social reforms in dealing with postwar social problems.
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.
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.
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.
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.
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 the 2019 Scottish National Qualifications exam in History. It outlines the exam structure and sections. Section 1 focuses on Scottish contexts and includes parts on the Wars of Independence, Mary Queen of Scots, the Treaty of Union, Migration and Empire, and the Era of the Great War. Section 2 covers British contexts, with parts on the creation of medieval kingdoms, the War of the Three Kingdoms, the Atlantic slave trade, changing Britain, and the making of modern Britain. Section 3 examines European and world contexts through various time periods and events. Students must attempt one part from each section and provide their answers in the provided booklet.
The document summarizes post-war government policies in Britain to address housing inequality after World War 1:
1) The "Homes fit for heroes" policy focused on building new homes and improving sanitation in existing homes to address poor living conditions many soldiers returned to.
2) The 1919 Addison Act allowed local councils to build homes for the first time, leading to hundreds of new council estates though fewer homes were built than planned.
3) The 1921 Wheatley Act aimed to build homes with modern amenities like indoor plumbing and electricity, showing the continuation of government efforts to improve housing after the war.
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.
Higher history revision notes britain 1851-1951mrmarr
Britain became more democratic from 1851-1951 due to several factors:
1. Industrialization and urbanization transformed society and led to the rise of a middle and working class who demanded more political rights.
2. Pressure groups like the Chartists and Suffragettes campaigned for democratic reforms such as expanding the right to vote.
3. Political parties supported reforms in order to gain more voters, and were concerned other parties would outflank them on democratic issues.
4. World War 1 saw women take on new roles in industry and society, increasing pressure for women's suffrage which was then granted.
Higher history revision notes - germany 1815-1939mrmarr
The document provides context and revision notes on Germany from 1815 to 1939. It summarizes the key obstacles to German unification between 1815 and 1850, including divisions among nationalist groups over aims, Austrian strength blocking reforms, German princes not wanting to lose power, religious differences between northern Protestant and southern Catholic states, and economic differences between Prussia and Austria fueling rivalry. The masses, mainly peasants, took little interest in politics as they were more focused on social reforms over political change.
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.
The 1915 Rent Strikes took place in Glasgow and other cities in Scotland in response to landlords increasing rents by 25% as populations increased during World War I. Women tenants, led by activists like Mary Barbour, organized and protested the rent increases through methods like stopping evictions. The strikes spread across Scotland and turned violent at times before the Rent Restriction Act of 1914 was passed to control rents. The successful strikes empowered workers and led to continued industrial action after the war.
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.
Atlantic Slave Trade - british cities and peoplemrmarr
Many British cities and merchants benefited greatly from the Atlantic slave trade. Bristol, London, Glasgow, Manchester, and Liverpool saw economic growth and development due to slavery. Slave ships left from ports in these cities, creating jobs in dockyards. Merchants grew wealthy trading slaves or goods made by slaves, investing profits into buildings and industries. The slave trade financed sectors like sugar refining in Bristol, banking and shipping in London, cloth mills in Manchester dependent on slave-grown cotton, and shipbuilding and warehouses in Liverpool, the main British port for slave ships. Individual merchants also amassed fortunes, like Thomas Leyland of Liverpool who fiercely opposed abolishing slavery.
During World War 1, Britain transitioned from a volunteer army to compulsory military service as more soldiers were needed. The government launched a nationwide recruitment campaign using persuasive posters and public events to appeal to men's sense of duty and patriotism. In Scotland specifically, local imagery and figures like Robert Burns were used in recruitment materials. Factors like unemployment, peer pressure, and a desire for adventure motivated many Scottish men to enlist. Over 500,000 British men volunteered by September 1914, though more were still required to meet demand.
Scottish Wars of Independence - reasons for bruce's successmrmarr
Robert the Bruce was successful in gaining Scotland's independence from England for several reasons:
1) Bruce showed strong leadership skills and boldness in crowning himself King of Scotland, which helped gain more support.
2) Bruce benefited from good luck, such as the death of the powerful English King Edward I.
3) The threat of war with France distracted and weakened English forces, giving the Scots advantages.
4) English overconfidence and poor military decisions, such as by the incompetent King Edward II, contributed to their failures against Bruce and the Scots.
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.
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.
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.
Higher History Past paper questions - Britain 1851-1951mrmarr
This document provides sample past paper questions for the Britain 1851-1951 Higher history exam covering three different time periods:
1) 1851-1914 focusing on expanding democracy and women's suffrage.
2) 1906-1914 examining social welfare reforms under the Liberal government and reasons behind them.
3) 1945-1951 assessing the effectiveness of Labour's social reforms in dealing with postwar social problems.
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.
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.
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.
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.
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 the 2019 Scottish National Qualifications exam in History. It outlines the exam structure and sections. Section 1 focuses on Scottish contexts and includes parts on the Wars of Independence, Mary Queen of Scots, the Treaty of Union, Migration and Empire, and the Era of the Great War. Section 2 covers British contexts, with parts on the creation of medieval kingdoms, the War of the Three Kingdoms, the Atlantic slave trade, changing Britain, and the making of modern Britain. Section 3 examines European and world contexts through various time periods and events. Students must attempt one part from each section and provide their answers in the provided booklet.
The document summarizes post-war government policies in Britain to address housing inequality after World War 1:
1) The "Homes fit for heroes" policy focused on building new homes and improving sanitation in existing homes to address poor living conditions many soldiers returned to.
2) The 1919 Addison Act allowed local councils to build homes for the first time, leading to hundreds of new council estates though fewer homes were built than planned.
3) The 1921 Wheatley Act aimed to build homes with modern amenities like indoor plumbing and electricity, showing the continuation of government efforts to improve housing after the war.
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.
Higher history revision notes britain 1851-1951mrmarr
Britain became more democratic from 1851-1951 due to several factors:
1. Industrialization and urbanization transformed society and led to the rise of a middle and working class who demanded more political rights.
2. Pressure groups like the Chartists and Suffragettes campaigned for democratic reforms such as expanding the right to vote.
3. Political parties supported reforms in order to gain more voters, and were concerned other parties would outflank them on democratic issues.
4. World War 1 saw women take on new roles in industry and society, increasing pressure for women's suffrage which was then granted.
Higher history revision notes - germany 1815-1939mrmarr
The document provides context and revision notes on Germany from 1815 to 1939. It summarizes the key obstacles to German unification between 1815 and 1850, including divisions among nationalist groups over aims, Austrian strength blocking reforms, German princes not wanting to lose power, religious differences between northern Protestant and southern Catholic states, and economic differences between Prussia and Austria fueling rivalry. The masses, mainly peasants, took little interest in politics as they were more focused on social reforms over political change.
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.
The 1915 Rent Strikes took place in Glasgow and other cities in Scotland in response to landlords increasing rents by 25% as populations increased during World War I. Women tenants, led by activists like Mary Barbour, organized and protested the rent increases through methods like stopping evictions. The strikes spread across Scotland and turned violent at times before the Rent Restriction Act of 1914 was passed to control rents. The successful strikes empowered workers and led to continued industrial action after the war.
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.
Atlantic Slave Trade - british cities and peoplemrmarr
Many British cities and merchants benefited greatly from the Atlantic slave trade. Bristol, London, Glasgow, Manchester, and Liverpool saw economic growth and development due to slavery. Slave ships left from ports in these cities, creating jobs in dockyards. Merchants grew wealthy trading slaves or goods made by slaves, investing profits into buildings and industries. The slave trade financed sectors like sugar refining in Bristol, banking and shipping in London, cloth mills in Manchester dependent on slave-grown cotton, and shipbuilding and warehouses in Liverpool, the main British port for slave ships. Individual merchants also amassed fortunes, like Thomas Leyland of Liverpool who fiercely opposed abolishing slavery.
During World War 1, Britain transitioned from a volunteer army to compulsory military service as more soldiers were needed. The government launched a nationwide recruitment campaign using persuasive posters and public events to appeal to men's sense of duty and patriotism. In Scotland specifically, local imagery and figures like Robert Burns were used in recruitment materials. Factors like unemployment, peer pressure, and a desire for adventure motivated many Scottish men to enlist. Over 500,000 British men volunteered by September 1914, though more were still required to meet demand.
Scottish Wars of Independence - reasons for bruce's successmrmarr
Robert the Bruce was successful in gaining Scotland's independence from England for several reasons:
1) Bruce showed strong leadership skills and boldness in crowning himself King of Scotland, which helped gain more support.
2) Bruce benefited from good luck, such as the death of the powerful English King Edward I.
3) The threat of war with France distracted and weakened English forces, giving the Scots advantages.
4) English overconfidence and poor military decisions, such as by the incompetent King Edward II, contributed to their failures against Bruce and the Scots.
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.
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.
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.
This document contains instructions and questions for a History exam on British, European and World History from 2023. It is divided into two sections, with Section 1 focusing on British history and Section 2 on European and World history. Each section contains multiple parts on different time periods and topics. Students must choose one part from Section 1 and one from Section 2, and answer one question from each of the two parts they chose. The questions range from short answers to longer essay questions assessing students' understanding of key historical developments, causes, consequences and interpretations.
Higher History exam (paper 2) - 2023 (marking instructions)mrmarr
The document provides marking instructions for the 2023 Scottish Higher History exam on Scottish History. It outlines general marking principles, marking principles for different question types, and detailed marking instructions for specific questions. For question 1, candidates can earn marks for interpreting the viewpoints in two given sources about the Guardians ruling Scotland after King Alexander III's death, and for providing relevant outside knowledge. Overall, the document provides a framework for examiners to consistently mark student responses for this exam.
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
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
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The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
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The utilization of land is impacted by human needs and environmental factors. In countries
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Therefore, human intervention has significantly influenced land use patterns over many
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help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Main Java[All of the Base Concepts}.docxadhitya5119
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This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
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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.
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Example National 5 History questions - Evaluate the usefulness
1. Evaluate questions
Era of the Great War
Source A is from a newspaper interview with Prime Minister David Lloyd
George, published on 22 August 1918.
1. Evaluate the usefulness of Source B as evidence of women’s work during
the Great War.
Source A is from a textbook written by a modern historian in 1989.
2. Evaluate the usefulness of Source B as evidence of the effects of the Great
War on Scotland’s industries.
I admire the splendid manner in which female volunteers came forward to work
in administrative offices of all kinds. We would have been unable to cope during
the past few months without women working in hospitals. The heroines who
have flocked to work behind the front lines as ambulance drivers have faced daily
danger. My message is: “Well done, carry on. You are helping to create a new
world for yourselves and for your children”.
The Great War had a considerable impact on Scotland’s fishing industry. By 1919
the hundreds of fishing boats that had been working for the Royal Navy were
free again to go fishing. It meant there were far more boats chasing the same
amount of fish, and many boats could not make enough money to stay in
business. On top of that it was far more difficult to sell fish. Before the war most
of the herring that were caught were sold to Germany and Russia.
2. Source A is from “Scotland and the Impact of the Great War 1914–1918” a
book written by the historian John Kerr in 2010.
3. Evaluate the usefulness of Source A as evidence of the extension of the
right to vote by 1918.
Source A is from the memoirs of David Lloyd George who was in charge of the
Ministry of Munitions in 1915.
4. Evaluate the usefulness of Source A as evidence of the impact of the Great
War on Scottish women.
Source A is an extract from rules introduced by the British Museum in 1914
after a painting was slashed by a Suffragette.
5. Evaluate the usefulness of Source A as evidence of attitudes towards the
Suffragettes by 1914
The 1918 Representation of the People Act gave some women over 30 the vote
in national elections. They had to be either householders or the wives of
householders, occupiers of property with an annual rent of £5 or graduates of
British universities. The electorate increased to about 21 million, of which 8∙4
million were women. By the end of the 1920s women over 21 were also given the
vote.
The courage of the women engaged in these factories has never been sufficiently
recognised. They had to work under conditions of real danger to life. What some
of them probably dreaded more was horrible disfigurement — for one of the
risks of the shell filling factories was toxic jaundice resulting from TNT poisoning.
The poor girls were nicknamed “canaries”. They were quite proud of this. They
had earned it in the path of duty.
The British Museum is open to men and also to women if accompanied by men
who are willing to guarantee their good behaviour and take full responsibility.
Unaccompanied women are only allowed in if they present a letter of
introduction from a responsible person guaranteeing the woman’s good
behaviour and accepting responsibility for her actions.
3. Source A is from a textbook written by a modern historian in 1984.
6. Evaluate the usefulness of Source A as evidence of Government control of
everyday life in Britain during the war
Source A is from Christabel Pankhurst’s autobiography, Unshackled, published
in 1959.
7. Evaluate the usefulness of Source A as evidence of the impact of the Great
War on the women’s suffrage movement.
Source A is from the memoirs of Lieutenant George Craik, who fought with the
12th Batallion Highland Light Infantry in 1915.
8. Evaluate the usefulness of Source A as evidence of conditions in trenches
for soldiers during the First World War
In August 1914, Parliament passed the Defence of the Realm Act. This allowed
the Government to introduce whatever restrictions were necessary to protect
the country during wartime. British Summer Time was introduced to give more
daylight working hours. Pub opening hours were limited to prevent drunkenness.
People who believed, in 1914, that life in Britain would not be affected much,
were quickly proved wrong. High casualties on the Western Front led to
conscription, forcing unmarried men between 18 and 41 to join the armed
forces.
As Suffragettes we could not be pacifists at any price. Mother and I declared
support of our country. We declared an armistice with the Government and
suspended militancy for the duration of the war. We offered our service to the
country and called upon all members to do likewise . . . As Mother said, ‘What
would be the good of a vote without a country to vote in!’ She called for wartime
military conscription for men, believing that this was democratic and equitable,
and that it would enable a more ordered and effective use of the nation’s
manpower.
When we arrived at Loos the trenches were in not too bad a state. The problems
for commanders were organising supplies and suitable living conditions. The
other problem was the disposal of the many dead lying all about. This could only
be done under cover of darkness. To venture into no man’s land in daylight was
instant death.
4. Source A is from Colonel Swinton, an officer who helped develop the tank
during the first World War.
9. Evaluate the usefulness of Source A as evidence of the use of new
technology during the first World War
The Atlantic Slave Trade
Source A is from the diary of slave ship captain, written in 1795
10. Evaluate the usefulness of Source A in describing the experiences of
slaves on-board slave ships.
Source B is from a book written by a modern historian
11. Evaluate the usefulness of Source B as evidence of slave revolts in the
Americas.
The immediate purpose of the tank was the destruction of the machine gun
which, until the tank appeared, was responsible for more deaths than any other
weapon. The tank was the one completely British invention in the war and a
great one. It was a great life-saver of infantry. The tank took the place of the
artillery bombardment, with more certain results. It also reintroduced the
element of surprise in an attack which the artillery bombardment had lost.
Troublesome slaves were kept in chains and only let on the deck a few at a time
for exercise. To keep the slaves as healthy as possible the crew would whip them
to make them dance during exercise time. In desperation some slaves tried to
jump overboard. Many slaves died during the middle passage from harsh
treatment, poor food and disease. So did many of the crew.
The British needed all the military help they could get in the 1790s when they
faced slave unrest in Dominica, St Lucia and Grenada. Their greatest concern was
for Jamaica, which was the biggest, the richest and most troublesome of their
slave colonies. By the early nineteenth century, the island was undergoing what
seemed like an endless series of revolts. In one of the worst rebellions, 226
properties were damaged at a cost estimated to be £1 million.
5. Source C is a poster from 1855 advertising the sale of slaves
12. Evaluate the usefulness of Source C as evidence of how slaves were sold.
Source D is from a book by Harriet Jacobs about her experience as a slave,
written years later in 1861
13. Evaluate the usefulness of Source D as evidence of what happened when
slaves were sold.
On one of these sale days, I saw a mother lead seven children to the auction-
block. She knew that some of them would be taken from her; but they took all.
The children were sold to a slave-trader, and their mother was bought by a man
in her own town. Before night her children were all far away. She begged the
trader to tell her where he intended to take them; this he refused to do.
6. Source E is from a book written by a modern historian published in 1987
14. Evaluate the usefulness of Source E as evidence of the impact of the
slave trade on the Caribbean islands.
Source F is from ‘Black Peoples of the Americas’, a book written by a historian
in 1995.
15. Evaluate the usefulness of Source F as evidence of the treatment of
slaves on the plantations.
Source F is from ‘Black Peoples of the Americas’, a book written by a historian
in 1995.
16. Evaluate the usefulness of Source F as evidence of the treatment of
slaves on the plantations.
The island of Barbados was transformed by the slave trade. By the eighteenth
century, small farms had been replaced by large plantations which grew sugar
more profitably. The island had once been a beautiful wilderness. However,
accounts tell of how the island was slowly but surely cleared of its native people
and its vegetation. These were replaced by plantations. These became the work
place, and final resting place, of armies of African slaves.
The planters in the Caribbean were afraid of a rebellion and they followed a
policy of control through fear. Slaves had no rights. They were seen as
possessions rather than human beings. Owners could deal with slaves exactly as
they pleased and there was no punishment for owners who worked their slaves
to death. Until the nineteenth century, no-one questioned owners burning or
torturing their slaves.
The planters in the Caribbean were afraid of a rebellion and they followed a
policy of control through fear. Slaves had no rights. They were seen as
possessions rather than human beings. Owners could deal with slaves exactly as
they pleased and there was no punishment for owners who worked their slaves
to death. Until the nineteenth century, no-one questioned owners burning or
torturing their slaves.
7. Hitler and Nazi Germany
Source A is from a textbook written by modern historians, published in 2000
17. Evaluate the usefulness of Source A as evidence of the treatment of Jews
in Nazi Germany between 1933 and 1939.
Source A is from the diary of Ernst Thalmann, a Communist leader writing
about his arrest in 1933 by the Gestapo.
18. Evaluate the usefulness of Source A as evidence of the use of
intimidation by the Nazis.
Source A is from a textbook written by a modern historian, published in 2013.
19. Evaluate the usefulness of Source A as evidence of the treatment of Jews
in Nazi Germany.
The murder of a Nazi diplomat in Paris on 7th November 1938 by a Jew sparked
an episode of violent persecution in Germany. Propaganda Minister Joseph
Goebbels encouraged an attack on Jewish shops, homes and synagogues. This
became known as Kristallnacht (Crystal Night) because of all the glass strewn
across the pavements and streets of German towns and cities. Around 100 Jews
were murdered during the violence. A further 20,000 were sent to concentration
camps. After Kristallnacht the Nazis introduced new measures to persecute the
Jews.
Every cruel method of blackmail was used against me to obtain details about my
comrades. But the approach proved unsuccessful. I was then assaulted and in the
process had four teeth knocked out. They tried hypnosis which was also
ineffective. Finally, a Gestapo officer with a whip in his hand beat me with
measured strokes. Driven wild with pain, I screamed at the top of my voice.
On buses and park benches, Jews had to sit on seats marked for them. Children
at German schools were taught anti-Semitic ideas. Jewish children were ridiculed
by teachers. Bullying of Jews in the playground by other pupils went unpunished.
If Jewish children then chose not to go to school, the Nazis claimed this proved
that Jewish children were lazy and could not be bothered to go to school.
8. Source A is from one of the school textbooks introduced by the Nazis in 1934
20. Evaluate the usefulness of Source A as evidence of Nazi views on race.
Source A is from the memories of Sebastian Haffner who lived in Germany in
1918. They were published in 2002.
21. Evaluate the usefulness of Source A as evidence about Germany at the
end of the first World War
For many centuries the Germans have protected Europe from the dangers of the
east. It was German blood that defended Europe from Slav invaders and proved
the superiority of our race. It is important that the Aryan race remains pure to
fulfil its historic sacred mission to dominate inferior peoples and spread German
culture and civilisation wherever possible.
Although November 1918 meant the end of the war, I 'recall no sense of joy.
There was only confusion as men returned from the Front. On Saturday the
papers announced the Kaiser's abdication. On Sunday, I heard shots fired in the
streets of Berlin. During the whole war I hadn't heard a single shot, yet now the
war was over they began shooting. I felt uneasy. On November 11th, I saw the
newspaper headline "Armistice Signed". I turned to stone. I felt my whole world
had collapsed.