HISTORY
Edexcel / History/1HI0
Assessment objective guidance and success criteria
AO1 – Knowledge and understanding of key features
A grade 7-9 student can:
- Demonstrate wide ranging and relevant knowledge and understanding of the key features of the period studied
- Explain and group changes/similarities in detail by comparing life at different times for different people
- Judge the importance of changes by measuring how big an impact the had on different people at different times
- Make synoptic links to other periods and places to explain why some aspects of life change, whilst others stay the same by looking for historical patterns.
AO2 -Explanation and analysis of events and periods using second order concepts
A grade 7-9 student can:
- Analyse the role, and impact of second order concepts – causation, consequence, similarity, difference change, continuity, significance.
- Explain and group causes/consequences and their effects in detail
- Use counterfactual arguments to explain and support links which prove why some causes and consequences are more important than others
AO3 - Analyse, evaluate and use a range of sources to make substantiated judgements
A grade 7-9 student can:
- Evaluate sources within their historical context to explain what evidence they can provide for historical enquiries.
- Provide a substantiated judgement on the utility of sources within their context and related to an enquiry.
- Provide a substantiated judgement on how the provenance (NOP) of a source affects its utility.
AO4 - Analyse, evaluate and make substantiated judgements about interpretations of history, within the context studied and why they may differ
A grade 7-9 student can:
- Show developed understanding of the nature of historical debate and how this has changed over time.
- Provide an explained evaluation reviewing the alternative views in coming to a substantiated judgement. Precise analysis of the interpretations is shown, indicating how the differences of view are conveyed and deploying this material to support the evaluation. Relevant contextual knowledge is precisely selected to support the evaluation. An overall judgment is justified and the line of reasoning is coherent, sustained and logically structured.
Exam paper breakdown
Paper one: Warfare through time 1250-present
Section A – Historic environment – London during the Second World War.
Students answer a question that assesses knowledge and a two part question that is based on two sources. Both questions are compulsory.
Question number / Question stem1)AO1 Describing features / Describe two features of… (4 marks)
2a) students assess the usefulness of both sources for a specified enquiry, making use of their knowledge of the historical context. AO3 / How useful are sources A and B for an enquiry into…? Explain your answer, using sources A and B and your own knowledge of the historical context. (8 marks)
2b) students suggest a follow up enquiry relating to one of the sources. AO3 / How could you follow up Source A to find out more about…? In your answer you must give the question you would ask and the type of source that you could use. (4 marks)
Section B – Thematic study – Warfare 1250 - present day.
Students answer three questions that assess their knowledge and understanding. Questions 3 and 4 are compulsory. Students then select either question 5 or 6. Of the 36 marks available, unto 4 marks in question 5 or 6 will be awarded for SPaG.
Question number / Question stem3. This question focuses of similarity and difference over time. Questions will cross sections of the specification and will normally span atleast a century, and may span longer. AO1/AO2. / Explain one way in which…was different in the… war and the … war. (4 marks)
4. This question focuses on the process of change (e.g. Why there was rapid change/slow change). Questions will normally span at least a century, and may span longer. You will be given two stimulus points to help you, but you must also discuss another feature. AO1/2. / Explain why … has changed so much since …
You may use the following in your answer
- Stimulus point one
- Stimulus point two
(12 marks)
5 or 6. This question requires a judgement and may focus on any of the following:
- The nature or extent of change (change/continuity)
- Patterns of change (turning points)
- The process of change (factors bringing it about, e.g. causation)
- The impact of change (consequence).
You will be given two stimulus points to help you, but you must also discuss another feature. AO1/2 / ‘Statement’
How far do you agree? Explain your answer.
You may use the following in your answer
- Stimulus point one
- Stimulus point two
(16 marks + 4 SPaG)
Paper two – Early Elizabethan England 1558-88 and Superpower relations and the Cold War 1941-91
Section A – Period study. Superpower relations and the Cold War 1941-91.
Students answer three questions that assess their knowledge and understanding. The first two questions are compulsory. For the third question, students select two out of three parts. It is marked out of 32.
Question number / Question stem- This focuses on consequence. AO1/2
- This focuses on the analytical narrative, in which students write an account that not only describes what happened, nut also involves analysis to find connections and make sense of events and their impact to explain why events unfolded in the way they did. This is likely to involve a mix of second order concepts, such as change, consequence, causation.
You may use the following in your answer
- Stimulus point one
- Stimulus point two
(8 marks)
- Students select from a choice of three parts. Each focuses on the importance of an event/person/development in terms of what the difference they made in relation to situations and unfolding developments; their consequence and significance. AO1/2.
The importance of the… for… (8 marks)
The importance of… for… (8marks)
The importance of .. for … (8 marks)
Section B - Early Elizabethan England 1558-88
Students answer a single three part question assess their knowledge and understanding. It is marked out of 32.
Question number / Question stemPart a) this is compulsory and focuses on describing features. AO1/2. / Describe two features of… (4 marks)
Part b) this is compulsory and focuses on causation. You will be given two stimulus points to help you, but you must also discuss another feature. AO1/2 / Explain why…
You may use the following in your answer
- Stimulus point one
- Stimulus point two
(12 marks)
Part c) Students have a choice of questions, I or II. This question could focus on any of the following:
- Similarity
- Difference
- Change
- Continuity
- Causation
- Consequence
AO1/2 / ‘Statement’
How far do you agree? Explain your answer.
You may use the following in your answer
- Stimulus point one
- Stimulus point two
(16 marks)
Paper three – Weimar and Nazi Germany 1918-1939
Section A – Source and knowledge skills – Students answer a question based on a provided source and question that assesses their knowledge and understanding. 16 marks available. All questions are compulsory.
Question number / Question stem1 - Focus on making inferences (taking the meaning) from a source. AO3 / Give two things you can infer from Source A about… (4 marks)
2 – Focus on causation, you will be given two stimulus points to help you. AO1/2 / Explain why…
You may use the following in your answer
- Stimulus point one
- Stimulus point two
(12 marks)
Section B – Students answer a single four part question, based on two provided sources and two provided interpretations. 36 marks available, 4 of which can awarded for SPaG. All questions are compulsory.
Question number / Question stem3a – Uses two contemporary source. One may be visual, but at least one will be written. Students the utility (usefulness) of both sources for a specified enquiry, making use of their knowledge of the historical context. AO3 / Study Sources B and C. How useful are Sources B and C for an enquiry into…
Explain your answer, using Sources B and C and your knowledge of the historical context. (8 marks)
3b – Use two interpretations. Students explain how the two interpretations differ. AO4 / Study interpretations 1 and 2. They give different views about…
What is the main difference between these views? Explain your answer, using details from both interpretations. (4 marks)
3c – Uses the same interpretations from question 3b. Students explain why the interpretations differ. AO4 / Suggest one reason why interpretations 1 and 2 give different views about…
You may use Sources B and C to help you explain your answer. (4 marks)
3d – this question re-uses the interpretations. It requires students to evaluate one interpretation, making use of the other interpretation and their knowledge of the historical context. AO4 / How far do you agree with interpretation 2 about…? Explain your answer, using both interpretations and your knowledge of the historical context. (16marks plus 4 SPaG)
Exam language and command words
Word/phrase / What is required from youDescribe / A short answer describing specific features
Explain / Explanation of why an event happened, not what the event was.
How far do you agree? / You will be expected to show why you agree with a provided statement or interpretations AND why you disagree. A balanced argument that shows knowledge of both sides must be provided.
Explain two consequences / Here, you are being asked to explain the consequences of an event, not the event itself.
Infer / Here, you are asked to explain meanings that you identify from the sources that you have been given.
Useful / Here, you are asked to explain why particular sources are useful in helping you understand an aspect of the past, You will be expected to comment on the content of the source (what it says) aswell as its provenance (where it comes from/why it has been written) and its type (primary/secondary, visual, written)
Interpretations / Here, you will be asked to explain why you agree AND disagree with how someone has interpreted an aspect (their opinion) of the past. You will use your knowledge of the historical context to shape your response and explain why that interpretation may exist. You may also comment on the sorts of people that may hold particular interpretations. You will specifically be asked why interpretations of the same part of history are different.
Exam guidance
Use your time wisely – do not spend any more than 4 minutes on a question that is worth 4 marks.
Spend 19 minutes answering 16 mark questions
Spend 15 minutes answering 12 mark questions
Make sure you read the front of the exam booklet carefully, as you will not have to answer every question in the exam paper.
Only answer questions on the topics that you have been taught.
Model answers
Paper two – Superpower relations and the Cold War 1941-91
Question 2 Write a narrative account analysing the key events of the Berlin Crisis, 1948–49
You may use the following in your answer:
● Stalin’s fears
● the Airlift.
You must also use information of your own. (8 marks)
In 1948 the Soviet leader, Stalin, became worried that the Soviet-occupied sector in East Berlin was being threatened by the actions of the Western powers. He was particular concerned that the economic help being given to western Germany such the Marshall Plan and the founding of an economic business area in West Berlin called Bizonia would be a threat to Soviet control. Stalin felt particularly threatened by the introduction of a new currency into Bizonia in June 1948. As a direct response, on June 15 1948, the USSR sealed off land and supply routes to West Berlin in an attempt to force the West stop their economic aid and perhaps even to handover West Berlin. This became known as the Berlin Blockade. However, in response to this the USA and Britain launched what became known as the Berlin Airlift. During the crisis planes delivering food and fuel landed in Berlin every minute to provide West Berliners with goods being blockaded. Stalin hoped that the USA and Britain might abandon the Airlift during the winter of 1947/48 but the pilots continued their dangerous mission. The Airlift continued for almost a year until June 1949 when its success led to the USSR abandoning the Blockade. As a result of the crisis West Berlin became seen as an important symbol of western power and influence and it encouraged the Western powers to consider supporting western Germany as an independent state. As a result of the Berlin Crisis, West Germany was established in May 1949 and the Soviets responded in October 1949 by establishing East Germany.
Examiners comments
There is a very clear sequence of events from the beginning of the crisis to its outcome as the division of post-war Germany in 1949 which fully responds to the question. Key events of the 1948-49 Crisis are linked into a coherent sequence. The evidence developed goes beyond the stimulus points to include the economic situation in 1948, the Blockade and the division of Germany. This put the response at the top of Level 3 for A02. Level 3 can also be awarded for AO1 as the information is accurate and relevant as well as demonstrating a good understanding of the Berlin Crisis. High Level 3, 7-8 marks.
Paper 3 – Germany 1918-1939 – Section A
Explain why there was opposition in Germany to the Treaty of Versailles.
You may use the following in your answer:
- Military terms
- Territorial terms
You must also use information of your own. 12 marks
There was a lot of opposition against the Treaty of Versailles from the German people in 1919. The Germans hated the treaty because they were given the war guilt, also known as Article 231, which forced them to take the blame for the war, which humiliated them and made it a diktat. It was called a diktat, mainly because of all the territorial terms. One of the main reason so many Germans opposed the Treaty was because of the harsh territorial terms. This was because 13% of German land was lost, including Alsace-Lorraine, Eupen, Malmedy, Danzig, West Prussia and Posen. This left the Germans who live there very isolated and angry. Another reason they opposed the treaty was because 11 African colonies were lost which damaged Germany’s pride. My final territorial reason was because all of the Saar’s resources were taken away and given to France for a whole 15 years which angered many Germans. Another reason the Germans hated the Treaty of Versailles was because of the many economic terms. This was because they were forced to pay reparations of a huge £6600 18 million which they had not hope of paying back, especially since they had exactly 50% of their iron and 15% of their coal taken away. This made the Germans resent the treaty since they could have used that iron and coal to go towards paying off the reparations. My final reason the Germans opposed the Treaty of Versailles was because of the horrible military terms. This caused the German army to drop to only 100,000 troops with no tanks or planes. The Germans thought it was extremely unfair and that they would not be able to protect themselves against any invasions. Their navy was also cut down to 6 battle ships and cruisers with 24 smaller ships and not submarines. My final military reason the Germans hated the treaty was because they could no longer have any troops in the Rhineland and there were allied troops there instead. This embarrassed the German people, causing great opposition. In conclusion, the main reason the German people opposed the Treaty of Versailles was because of the horrible territorial terms and other restrictions, along with the humiliation of having no choice but to sign it.
Examiners comments
The response begins by using the question word ‘opposition’ and develops ‘Diktat’. There is good recall in the second paragraph discussing territorial losses – precisely selected detail is evident. The word opposition and hated are used to keep the response focused on the demands of the question. The third paragraph examines economic clauses and thus goes beyond the question’s stimuli. The paragraph beginning ‘My final reason’ looks at the military clauses and has precise detail and links to opposition. Though the conclusion prioritises (which is not a requirement of the question), there is continued focus on opposition. This response was awarded Level 4 because it offers understanding of the concepts, is coherent and sustained. It presents precise recall, which addresses the question directly. Level 4 – 10-12 marks.