Higher History assignment - Using sources
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This document provides instructions for referencing sources in an essay response. Students will receive one mark for each relevant piece of referenced information from a source, up to 4 marks. The referenced facts must be both relevant and detailed to the essay question. Source marks will only be given for historical opinions cited from sources, not simple facts. An example is provided of both a correct and relevant source reference as well as a correct but irrelevant reference.
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Higher History assignment - task summary
This assignment tasks students with choosing a historical topic to research, researching the topic both in class and at home, and writing a final essay under exam conditions within 90 minutes. The assignment is worth 30 marks and will contribute to the student's overall Higher grade, which is out of 90 marks total.
Higher History assignment - choosing a topic
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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.
Advanced Higher History - assessment info
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Source questions instructions booklet
This document provides guidance on answering source questions for the Higher History exam in 3 pages. It outlines the three types of source questions - "How fully?", "Evaluate the usefulness", and "Comparison" - and provides examples of suggested responses for each. For "How fully?" questions, students should use the A-I-D structure and can earn up to 9 marks total by discussing what the source includes and does not include from their own knowledge. For "Evaluate the usefulness" questions, students discuss the origin, accuracy, and limitations of the source for up to 6 marks. For "Comparison" questions, students compare views between two sources for up to 5 marks with evidence.
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The 1906-14 Liberal Social Reforms - background
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How useful
This document provides guidance on evaluating the usefulness of a source by asking questions about who made the source, when it was made, what type of source it is, and why it was made. It also prompts identifying up to two useful facts the source includes and two it does not include about the topic being discussed.
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This document provides guidance on answering history exam questions and earning marks. It explains that each relevant fact or piece of information provided is worth one mark, up to a maximum of 6 marks. It emphasizes that facts must be relevant to the question asked in order to receive marks. Irrelevant information that does not help answer the question will not gain any marks.
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Higher History assignment - Context introduction
This document provides guidance for writing a history essay introduction. It recommends including 2 background facts about the historical period, stating the question and conclusion, and listing 4-6 specific factors that will be discussed in the essay.
Higher History assignment - Writing the assignment
The document provides guidance on essay layout and structure, recommending an introduction with context and question, main sections discussing at least four factors using the FIDO method of stating the factor, providing information about it, debating its importance, and evaluating it overall compared to other factors, and a conclusion summarizing the main factors and providing an answer supported by reasons. The main section should analyze each factor by stating it, describing relevant facts, explaining why it is and isn't important through arguments, linking it to other factors, and evaluating its overall importance compared to other factors.
Higher History assignment - Conclusion
This document discusses summarizing a history report about Mr. Marr. A concise summary would be 3 sentences or less highlighting the key details and conclusion about Mr. Marr's history. It instructs the conclusion to summarize the main influencing factors, answer the question clearly with a statement, and use at least two pieces of evidence to explain the reasoning behind the conclusion.
Higher History assignment - Knowledge
Mr Marr provided guidance on answering history exam questions correctly by noting students should include relevant facts in their responses to earn marks. Specifically, he stated students should provide one mark for each relevant piece of information up to 8 marks, and gave examples of relevant facts about the introduction of conscription in 1916 and pensions for those aged 70 and over in 1908. He also provided an example question and showed what would constitute a correct and relevant fact as well as a correct but irrelevant fact about Adolf Hitler writing Mein Kampf in prison.
Higher History assignment - the plan sheet
The document provides instructions for creating an A4 resource sheet to bring into the final essay write-up. Students can include a plan outlining the factors they will discuss, evidence and details to support each factor, and historians' quotes or views on the topic. The resource sheet is limited to 250 words and must be submitted with the final assignment or 10 marks will be deducted. Teachers should check that the resource sheet follows the guidelines.
8 summary booklet
This document appears to be a booklet for a student to complete a history summary assignment. It provides blanks for the student's name, class, teacher, theme and topic. It then lists 6 issues and includes sections for the student to write context, background, and summaries for each issue and a conclusion.
Higher History assignment - task summary
This assignment tasks students with choosing a historical topic to research, researching the topic both in class and at home, and writing a final essay under exam conditions within 90 minutes. The assignment is worth 30 marks and will contribute to the student's overall Higher grade, which is out of 90 marks total.
Higher History assignment - choosing a topic
This document provides guidance on choosing a topic for a history essay, suggesting that the topic be a historical question with multiple possible answers and use question words like "how fully", "to what extent", or "how important". It gives examples of potential topics that analyze factors in historical events or issues in countries. Suggested topics examine reasons for William Wallace's success, the impact of British reforms, and importance of economic policies to Nazi control.
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.
Advanced Higher History - assessment info
This document outlines the assessments for a history course, including a historical study, source and essay skills assessment, historical research, and final exam. The final exam will be 3 hours long and cover two essays and three source questions out of 90 total marks. Students will also complete a dissertation research project on a set topic, involving in-class and at-home research culminating in a 4,000 word final project. The overall course mark is out of 140 and includes marks from the dissertation.
Higher History essays - Planning an essay
This document provides guidance for writing an essay, including checking the question, establishing context, discussing multiple factors, and planning a conclusion. It recommends verifying what the question is asking, considering relevant dates or isolated factors. It also suggests including useful background facts and identifying at least four factors that may have affected the topic. Finally, it prompts planning what the conclusion will be.
Reasons for British democratic changes - industrialisation
Between the 1750s and 1840s, Britain underwent major changes linked to new technologies like factories and transportation reforms. This shifted the country from a primarily rural society to one where most people lived and worked in urban areas like factories, mines, and shipyards. The rise of the middle class and increased population densities in cities led to demands for political reforms like expanded voting rights and campaigns for social change. The industrial revolution ultimately transformed Britain and laid the groundwork for further democratic reforms over the following centuries.
The Suffragists
The Suffragists were a pressure group formed in 1897 called the National Union of Women's Suffrage Societies (NUWSS) led by Millicent Fawcett. They used peaceful protest methods like petitions, newspaper publications, and large processions to campaign for women's right to vote. Their membership grew from 13,000 in 1909 to over 100,000 by 1913 as they worked to gain support from politicians and political parties. While they had some successes in raising awareness, their peaceful tactics proved insufficient to change the law, and women did not gain the right to vote until after World War I.
Source questions instructions booklet
This document provides guidance on answering source questions for the Higher History exam in 3 pages. It outlines the three types of source questions - "How fully?", "Evaluate the usefulness", and "Comparison" - and provides examples of suggested responses for each. For "How fully?" questions, students should use the A-I-D structure and can earn up to 9 marks total by discussing what the source includes and does not include from their own knowledge. For "Evaluate the usefulness" questions, students discuss the origin, accuracy, and limitations of the source for up to 6 marks. For "Comparison" questions, students compare views between two sources for up to 5 marks with evidence.
Democracy in Britain - context
The document discusses Britain's path to becoming a democracy. It summarizes that the Great Reform Act of 1832 expanded voting rights to more of the middle class for the first time, but many barriers still remained until 1928. Key reforms over the subsequent 100 years dismantled rotten boroughs and further increased suffrage, allowing Britain to finally be considered a true democracy by the 1920s when all adults gained the right to vote.
Higher History essays - Writing analysis points
The document provides guidance on analyzing factors that contributed to women gaining the right to vote in Britain. A 3-mark answer would describe arguments for each factor, while a 6-mark answer would describe arguments both for and against each factor and link different factors together. It then provides an example analysis of the role of the Suffragettes, noting that their violent protests brought publicity but also allowed the government to portray women as irrational, and that their suspension of campaigns during WWI undermined claims of recklessness and improved their chances of gaining the vote.
The 1906-14 Liberal Social Reforms - background
Before the 20th century, the British government did little to help the poor or vulnerable as society followed laissez-faire ideals of non-interference. This meant the poor relied on charity or the dreaded Poor House which provided only basic shelter and food. However, by the late 1800s/early 1900s, social attitudes changed and the government faced pressure to aid various groups. The 1906-1914 Liberal Governments introduced several new laws to help the elderly, young, sick, workers, and unemployed.
How useful
This document provides guidance on evaluating the usefulness of a source by asking questions about who made the source, when it was made, what type of source it is, and why it was made. It also prompts identifying up to two useful facts the source includes and two it does not include about the topic being discussed.
Higher History essays - Writing knowledge points
This document provides guidance on answering history exam questions and earning marks. It explains that each relevant fact or piece of information provided is worth one mark, up to a maximum of 6 marks. It emphasizes that facts must be relevant to the question asked in order to receive marks. Irrelevant information that does not help answer the question will not gain any marks.
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SQA Higher History exam (paper 2) - 2023
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Higher History assignment - Using sources
- 2. • You will get one mark for each relevant piece of referenced information (up to 4 marks) e.g. James Walvin argues in his book ‘Questioning Slavery’ that… NB: Sources cannot be used in intro/conclusion • Your facts must be relevant and detailed • Source marks only given for historical opinion – not simple points of knowledge
- 3. QUESTION EXAMPLE To what extent were the Suffragettes’ actions the main factor in helping women gain the right to vote? CORRECT AND RELEVANT SOURCE FACT “Jad Adams, in the book ‘Women and the Vote’, says the Suffragettes used various tactics such as arson and vandalism and this forced the government to listen to them.” CORRECT BUT NOT RELEVANT SOURCE FACT “In her book ‘Votes for Women’, Paula Bartley says that the proper name for the Suffragettes was the Women’s Social and Political Union.”