National 5 History assignment - background information
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This document outlines the requirements for a history project as part of the National 4/5 qualification in Scotland. Students completing a National 4 must produce an Added Value Unit project on which their entire grade will be based, while National 5 students will write up an assignment under exam conditions along with a final exam to determine their overall grade. The project requires students to research and debate an issue about which there are differing perspectives, such as assessing the primary cause of a historical event.
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1 n4 avu intro
The document summarizes the tasks required to complete a National 4 History Added Value project. Students must choose a topic or theme, plan their research, conduct research on their project, choose a project format, and produce the final National 4 project. Their entire National 4 grade will be based on this added value project.
5 n4 avu choose a project format
This document provides guidance for National 4 and National 5 students on choosing a project format. For National 4 students, they can choose from formats like a written report, presentation, talk, film, poster, website, or other format, but must discuss their choice with their teacher. National 5 students will write an exam report but first produce a National 4 style report in a different format for practice. Both levels must write their chosen format on a summary sheet.
Resource sheet instructions
You are permitted to bring a single-sided A4 resource sheet of no more than 200 words into the final exam. This sheet can contain key facts, quotes, source details, and headings but not large copied text passages or more than the word limit. The resource sheet is not assessed on its own but must be submitted along with the final assignment.
Choosing a topic n5 history
The document provides guidance for choosing a topic and developing a research question for a debate. Students should select a topic where there are multiple factors or opinions that can be investigated. The research question should focus on one isolated factor and assess its importance, significance, or validity using question stems such as "To what extent...", "How important...", or "How valid is this view...". Examples of potential research questions are given.
Migration and Empire unit summary
This document discusses migration and empire between 1830-1939, focusing on immigration to Scotland from Ireland, Lithuania, and Jewish communities as well as Scottish emigration abroad. It covers reasons for migration like poverty, highland clearances, and new opportunities; the experiences of immigrants around living conditions, employment, and culture; and the areas Scots migrated to including India, North America, and Australasia as well as their role and contributions in those places.
4 n4 avu carry out the research
To complete a report, students must research their topic from at least two sources, taking notes on the source details and any relevant information. The document provides guidance on recording source information like author and title for books or website title and address for online sources. Students are advised to plan their research for ease of completion and use the summary sheet to document their findings from different sources to include in their final report.
6 comparison
Sources A and B provide contrasting views of the experiences of Scottish emigrants. Source A expresses dissatisfaction with the poor quality land and isolation, while Source B describes success in preparing land and establishing a community.
Sources C and D compare Scottish attitudes towards Lithuanian immigrants, portraying them as facing verbal abuse, accusations of lowering wages, and violence in some cases, with concerns about them as "cheap labour" and "strike breakers."
Sources E and F both discuss Scottish suspicion of Irish immigrants' determination to maintain their own culture and criticism of their contributions, but Source F additionally notes reluctance to admit Irish workers were essential to industry in Scotland.
4 how fully
Source A fully describes the reasons for William Wilberforce's campaign to abolish the British slave trade. It explains that John Newton convinced Wilberforce to join the abolitionist cause and that Wilberforce used evidence gathered by abolitionists to try to persuade Parliament over 18 years, failing at first due to opposition from slave traders.
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1 n4 avu intro
The document summarizes the tasks required to complete a National 4 History Added Value project. Students must choose a topic or theme, plan their research, conduct research on their project, choose a project format, and produce the final National 4 project. Their entire National 4 grade will be based on this added value project.
5 n4 avu choose a project format
This document provides guidance for National 4 and National 5 students on choosing a project format. For National 4 students, they can choose from formats like a written report, presentation, talk, film, poster, website, or other format, but must discuss their choice with their teacher. National 5 students will write an exam report but first produce a National 4 style report in a different format for practice. Both levels must write their chosen format on a summary sheet.
Resource sheet instructions
You are permitted to bring a single-sided A4 resource sheet of no more than 200 words into the final exam. This sheet can contain key facts, quotes, source details, and headings but not large copied text passages or more than the word limit. The resource sheet is not assessed on its own but must be submitted along with the final assignment.
Choosing a topic n5 history
The document provides guidance for choosing a topic and developing a research question for a debate. Students should select a topic where there are multiple factors or opinions that can be investigated. The research question should focus on one isolated factor and assess its importance, significance, or validity using question stems such as "To what extent...", "How important...", or "How valid is this view...". Examples of potential research questions are given.
Migration and Empire unit summary
This document discusses migration and empire between 1830-1939, focusing on immigration to Scotland from Ireland, Lithuania, and Jewish communities as well as Scottish emigration abroad. It covers reasons for migration like poverty, highland clearances, and new opportunities; the experiences of immigrants around living conditions, employment, and culture; and the areas Scots migrated to including India, North America, and Australasia as well as their role and contributions in those places.
4 n4 avu carry out the research
To complete a report, students must research their topic from at least two sources, taking notes on the source details and any relevant information. The document provides guidance on recording source information like author and title for books or website title and address for online sources. Students are advised to plan their research for ease of completion and use the summary sheet to document their findings from different sources to include in their final report.
6 comparison
Sources A and B provide contrasting views of the experiences of Scottish emigrants. Source A expresses dissatisfaction with the poor quality land and isolation, while Source B describes success in preparing land and establishing a community.
Sources C and D compare Scottish attitudes towards Lithuanian immigrants, portraying them as facing verbal abuse, accusations of lowering wages, and violence in some cases, with concerns about them as "cheap labour" and "strike breakers."
Sources E and F both discuss Scottish suspicion of Irish immigrants' determination to maintain their own culture and criticism of their contributions, but Source F additionally notes reluctance to admit Irish workers were essential to industry in Scotland.
4 how fully
Source A fully describes the reasons for William Wilberforce's campaign to abolish the British slave trade. It explains that John Newton convinced Wilberforce to join the abolitionist cause and that Wilberforce used evidence gathered by abolitionists to try to persuade Parliament over 18 years, failing at first due to opposition from slave traders.
National 5 History assignment - writing the main section
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 conclusion
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 - 2023
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)
This document provides marking instructions for the 2023 Advanced Higher History exam in Scotland. It outlines general marking principles, such as using positive marking and awarding marks for relevant points made by candidates regardless of errors. It also provides specific guidance for marking different types of questions, including essays, source analysis questions, and questions comparing two sources. The marking criteria focus on assessing candidates' knowledge, analysis, evaluation of sources, and understanding of historiography.
SQA Higher History exam (paper 1) - 2023 (marking instructions)
The document provides marking instructions for the 2023 Higher History exam on British, European and World History. It outlines general marking principles and principles for specific question types, including essays. For essays, it describes how marks should be awarded for historical context, conclusions, use of knowledge, analysis, and evaluation. The marking instructions provide guidance to examiners on assessing responses consistently according to SQA standards.
SQA Higher History exam (paper 1) - 2023
This document contains instructions and questions for a History exam on British, European and World History from 2023. It is divided into two sections, with Section 1 focusing on British history and Section 2 on European and World history. Each section contains multiple parts on different time periods and topics. Students must choose one part from Section 1 and one from Section 2, and answer one question from each of the two parts they chose. The questions range from short answers to longer essay questions assessing students' understanding of key historical developments, causes, consequences and interpretations.
Higher History exam (paper 2) - 2023 (marking instructions)
The document provides marking instructions for the 2023 Scottish Higher History exam on Scottish History. It outlines general marking principles, marking principles for different question types, and detailed marking instructions for specific questions. For question 1, candidates can earn marks for interpreting the viewpoints in two given sources about the Guardians ruling Scotland after King Alexander III's death, and for providing relevant outside knowledge. Overall, the document provides a framework for examiners to consistently mark student responses for this exam.
SQA Higher History exam (paper 2) - 2023
Sources A and B provide differing interpretations of the early growth of Protestantism in Scotland in the 1550s-1560s. Source A emphasizes that many Scots were dissatisfied with the Catholic Church and open to Protestant ideas due to works criticizing the Catholic Church. Source B stresses the impact of Protestant preachers like John Knox and the support of powerful lords and the passing of laws against Protestant literature.
Source C outlines the Second Book of Discipline's vision of an independent Kirk governed by presbyteries and assemblies rather than bishops or the Crown. It notes James VI's opposition to these plans in 1581, with Presbyterians believing the King should submit to the Kirk, while the King and nobility disagreed
Higher Migration and Empire - reasons for emigrant scots' success
The document discusses reasons for the success of many emigrant Scots in building new lives in other parts of the British Empire from 1830-1939. It states that Scots often succeeded due to factors like their nationality, English language abilities, education levels, reputation for hard work, skills in demanded fields, establishment of businesses and communities, and support from the British government and other Scots abroad. However, not all emigrant Scots found success, as some faced problems like poverty, unemployment, and loneliness in their new homes.
Labour social reforms 1945-51 - Education
The 1944 Education Act aimed to improve education access and outcomes in Britain. It raised the compulsory school leaving age to 15, providing all children a minimum of secondary education. At age 11, children took an exam that determined if they attended an academic-focused senior secondary school or trades-focused junior secondary school. However, the exam system was criticized for penalizing poorer students and determining children's futures too early. Labour also introduced new school buildings to replace those damaged in war and accommodate growing student populations, though secondary schools remained outdated in many areas.
Labour social reforms 1945-51 - Health
The NHS was established in 1948 by the 1945-51 British government to provide universal healthcare access, treating all medical problems freely at the point of use based on need rather than ability to pay. It aimed to eliminate disease by offering healthcare to all British citizens, over half of whom previously lacked medical coverage. While popular, the NHS also proved very expensive to run and faced initial shortages of hospital facilities and medical staff that limited treatment effectiveness and access.
Labour social reforms 1945-51 - Housing
The New Towns Act of 1946 aimed to tackle overcrowding and improve housing conditions in Britain by building new towns with homes. 14 new towns were established by 1951, moving people from city slums to new communities built in the countryside. However, these new towns initially lacked jobs and local facilities, requiring long commutes. Additionally, while the government set targets to build over 1 million new homes by 1951, housing shortages remained an issue as only around 800,000 new houses were completed. Prefabricated housing provided a temporary solution to the shortage but was meant to last only 10 years though many prefab homes stood for decades.
Labour social reforms 1945-51 - Poverty
The Family Allowances Act of 1946 provided weekly payments to mothers with two or more children to help families struggling financially, especially those where fathers had died in war. However, it did not help families with only one child and payments stopped at age 18. The National Insurance Act of 1946 built on previous acts to provide benefits like sickness, unemployment, old age pensions and other benefits by requiring weekly contributions from working-age people. However, the poorest still struggled to pay and the National Assistance Act of 1948 provided additional financial help for these individuals. Studies in York in 1936 and 1950 showed poverty levels falling from 36% to only 2% due to these welfare programs but benefits did not always keep up with inflation.
Labour social reforms 1945-51 - Unemployment
The Labour government nationalized several key industries like coal mining, steel production, electricity, and railways between 1946-1948. This was done to ensure these important industries were controlled by the country rather than private companies. Owners were compensated for the nationalized industries. Nationalization allowed the government to use tax money to fund unprofitable businesses and increase apprenticeships to reduce unemployment. However, nationalization was very costly and this high cost reduced funds available for other issues. Labour also introduced policies aimed at improving working conditions for workers through measures like paid holidays and secure jobs at docks. While some workers saw higher wages and better conditions, it may have discouraged companies from hiring more employees as it increased costs. Labour's home
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National 5 History assignment - writing the main section
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 conclusion
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 - 2023
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)
This document provides marking instructions for the 2023 Advanced Higher History exam in Scotland. It outlines general marking principles, such as using positive marking and awarding marks for relevant points made by candidates regardless of errors. It also provides specific guidance for marking different types of questions, including essays, source analysis questions, and questions comparing two sources. The marking criteria focus on assessing candidates' knowledge, analysis, evaluation of sources, and understanding of historiography.
SQA Higher History exam (paper 1) - 2023 (marking instructions)
The document provides marking instructions for the 2023 Higher History exam on British, European and World History. It outlines general marking principles and principles for specific question types, including essays. For essays, it describes how marks should be awarded for historical context, conclusions, use of knowledge, analysis, and evaluation. The marking instructions provide guidance to examiners on assessing responses consistently according to SQA standards.
SQA Higher History exam (paper 1) - 2023
This document contains instructions and questions for a History exam on British, European and World History from 2023. It is divided into two sections, with Section 1 focusing on British history and Section 2 on European and World history. Each section contains multiple parts on different time periods and topics. Students must choose one part from Section 1 and one from Section 2, and answer one question from each of the two parts they chose. The questions range from short answers to longer essay questions assessing students' understanding of key historical developments, causes, consequences and interpretations.
Higher History exam (paper 2) - 2023 (marking instructions)
The document provides marking instructions for the 2023 Scottish Higher History exam on Scottish History. It outlines general marking principles, marking principles for different question types, and detailed marking instructions for specific questions. For question 1, candidates can earn marks for interpreting the viewpoints in two given sources about the Guardians ruling Scotland after King Alexander III's death, and for providing relevant outside knowledge. Overall, the document provides a framework for examiners to consistently mark student responses for this exam.
SQA Higher History exam (paper 2) - 2023
Sources A and B provide differing interpretations of the early growth of Protestantism in Scotland in the 1550s-1560s. Source A emphasizes that many Scots were dissatisfied with the Catholic Church and open to Protestant ideas due to works criticizing the Catholic Church. Source B stresses the impact of Protestant preachers like John Knox and the support of powerful lords and the passing of laws against Protestant literature.
Source C outlines the Second Book of Discipline's vision of an independent Kirk governed by presbyteries and assemblies rather than bishops or the Crown. It notes James VI's opposition to these plans in 1581, with Presbyterians believing the King should submit to the Kirk, while the King and nobility disagreed
Higher Migration and Empire - reasons for emigrant scots' success
The document discusses reasons for the success of many emigrant Scots in building new lives in other parts of the British Empire from 1830-1939. It states that Scots often succeeded due to factors like their nationality, English language abilities, education levels, reputation for hard work, skills in demanded fields, establishment of businesses and communities, and support from the British government and other Scots abroad. However, not all emigrant Scots found success, as some faced problems like poverty, unemployment, and loneliness in their new homes.
Labour social reforms 1945-51 - Education
The 1944 Education Act aimed to improve education access and outcomes in Britain. It raised the compulsory school leaving age to 15, providing all children a minimum of secondary education. At age 11, children took an exam that determined if they attended an academic-focused senior secondary school or trades-focused junior secondary school. However, the exam system was criticized for penalizing poorer students and determining children's futures too early. Labour also introduced new school buildings to replace those damaged in war and accommodate growing student populations, though secondary schools remained outdated in many areas.
Labour social reforms 1945-51 - Health
The NHS was established in 1948 by the 1945-51 British government to provide universal healthcare access, treating all medical problems freely at the point of use based on need rather than ability to pay. It aimed to eliminate disease by offering healthcare to all British citizens, over half of whom previously lacked medical coverage. While popular, the NHS also proved very expensive to run and faced initial shortages of hospital facilities and medical staff that limited treatment effectiveness and access.
Labour social reforms 1945-51 - Housing
The New Towns Act of 1946 aimed to tackle overcrowding and improve housing conditions in Britain by building new towns with homes. 14 new towns were established by 1951, moving people from city slums to new communities built in the countryside. However, these new towns initially lacked jobs and local facilities, requiring long commutes. Additionally, while the government set targets to build over 1 million new homes by 1951, housing shortages remained an issue as only around 800,000 new houses were completed. Prefabricated housing provided a temporary solution to the shortage but was meant to last only 10 years though many prefab homes stood for decades.
Labour social reforms 1945-51 - Poverty
The Family Allowances Act of 1946 provided weekly payments to mothers with two or more children to help families struggling financially, especially those where fathers had died in war. However, it did not help families with only one child and payments stopped at age 18. The National Insurance Act of 1946 built on previous acts to provide benefits like sickness, unemployment, old age pensions and other benefits by requiring weekly contributions from working-age people. However, the poorest still struggled to pay and the National Assistance Act of 1948 provided additional financial help for these individuals. Studies in York in 1936 and 1950 showed poverty levels falling from 36% to only 2% due to these welfare programs but benefits did not always keep up with inflation.
Labour social reforms 1945-51 - Unemployment
The Labour government nationalized several key industries like coal mining, steel production, electricity, and railways between 1946-1948. This was done to ensure these important industries were controlled by the country rather than private companies. Owners were compensated for the nationalized industries. Nationalization allowed the government to use tax money to fund unprofitable businesses and increase apprenticeships to reduce unemployment. However, nationalization was very costly and this high cost reduced funds available for other issues. Labour also introduced policies aimed at improving working conditions for workers through measures like paid holidays and secure jobs at docks. While some workers saw higher wages and better conditions, it may have discouraged companies from hiring more employees as it increased costs. Labour's home
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National 5 History assignment - background information
- 2. • As part of National 4/5 History you have to research and produce a project • If you are doing National 4 then you will produce an Added Value Unit. Your entire grade (Pass/Fail) will be based on this project. • If you are doing National 5 then you will write up your assignment under exam conditions. Along with a final exam this will determine your overall grade. • EveryoneEveryone will produce a National 4 project
- 3. The point of this project is to DebateYou have to choose an issue about which there are different points of view e.g. what was the main reason that an event happened?