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GCSE History
Student Guide
Course structure Assessment & homework cycle
Advice & guidance
Name ______________ Group ______________ Teacher ______________ Year ______________ Final version
2
Contents
Page Details
3 Introduction
4 AQA syllabus—Units 1, 2 and 3
7 History assessment cycle
8 Student self assessment record sheet
9 Examination details
10 Key facts
11 Assessments in the cycle
13-28 Practice source questions
29 Essay advice
30 Other learning resources & revision
3
Introduction GCSE History AQA Syllabus B (4045)
Inside this booklet you will find information regarding the syllabus, the assessment cycle, assessments and advice. A quarter of the final grade comes from an historical enquiry (coursework) whilst the rest is decided through two exams. The main method of assess-ment in the exams is knowledge based questions. You will complete regular assessments including knowledge based questions. You will see advice inside the booklet on answering the types of questions you will encounter in the exam. However, throughout the year you will also practice different question types as these may well be represented in the historical enquiry (coursework) element.
You will study two different exam papers
Unit 1—International Relations—Conflict and Peace
Unit 2—Twentieth Century Depth Studies
In essence, Unit 1 looks at why wars start whereas Unit 2 examines what happened inside two different countries between the two world wars. Both cover parts of the first half of the Twentieth Century.
Each unit and therefore exam represents 37.5% of your final grade
In addition you will also carry out an Historical Enquiry (coursework). This will make up the final 25% of your grade at the end. This is mainly done in Yr11.
The enquiry might focuses on an aspect of British history in the 20th century. In the past questions have included the experience of people at home during the war, the changing nature of warfare or the changing status of women. Through this element you will develop your research and planning skills.
Your homework will be vary & will encompass four different types of assessments. This means you will have attempted each key skill and build up a picture of your strengths & weaknesses. You will receive feedback and be expected to use this to make progress in the next cycle.
‘Things always seem difficult until they are done’
Nelson Mandela
‘Difficulties mastered are opportunities won’
Winston Churchill
The absolute worst you can ever do is to never try!
4
AQA Syllabus B Unit 1 International Relations: Conflict and Peace in the 20th Century
Part 1: —The Origins of the First World War
Key issue:— Why were there two armed camps in Europe in 1914?
Development of the Triple Alliance, Entente Cordiale and Anglo-Russian Agreement: Britain’s emergence from Splendid Isolation
Kaiser Willhem II’s aims in foreign policy: Weltpolitk; ‘a place in the sun’; attitude to Great Britain; development of the navy
The Moroccan Crises of 1905 and 1911 and their effects on the alliance
The Bosnian Crisis of 1908-09 and its effect on the alliances
The arms race—military and naval. Why countries increased their armies; The Anglo– German Naval Race 1935
Key issue: - Why did war break out in 1914?
Aims of Austria-Hungary and Serbia in the Balkans; role of the Black Hand
The assassination at Sarajevo: Gavrilo Princip; the response of Austria; the ultimatum and Serbia’s response
The events leading to war; the role of the alliances in 1914
The Schlieffen Plan and its effects on the outbreak of war; its part in bringing about Britain’s declaration of war on Germany
Responsibility for the outbreak of war and the escalation of the conflict.
Part 2: - Peacemaking 1918-1919 and the league of Nations
Key issue: - How did the Treaty of Versailles establish peace?
The Paris Peace Conference: the aims of Clemenceau, Lloyd George and Woodrow Wilson: The 14 points
The main terms of the Treaty of Versailles: Diktat, territorial changes, military restrictions, war guilt and reparations
Key issue: - Why did the League of Nations fail in its aims to keep the peace
Membership 1919-1939: Why and how it changed, implications for the League of Nations
Organisation, powers & peace keeping role, the assembly, the council, Permanent Court of Justice, military & economic sanctions
The Manchurian Crisis 1931-1933: events: action taken by the league: effect of the league as a peace keeping force
The Abyssinian Crisis 1935-1936: events: action taken by the league: effect on the league as a peacekeeping force
The reasons for the collapse of the league
Part 3: Hitler’s foreign policy and the origins of the Second World War
Key issue How did Hitler challenge and exploit the Treaty of Versailles 1933-March 1938?
Hitler’s aims in foreign policy
The return of the Saar, 1935
The beginning of rearmament in Germany: withdrawal from the disarmament conference 1933: non aggression pact with Poland
1934: reintroduction of conscription from 1935: Anglo-German Naval Agreement 1935
The remilitarization of the Rhineland 1936
Anschluss with Austria 1938
Key issue: Why did Chamberlain’s policy of appeasement fail to prevent the outbreak of war in 1939?
Reasons for and against appeasement
The Sudeten Crisis and Munich Agreement, 1938
The collapse of Czechoslovakia, March 1939
The role of the USSR 1938-1939: The Nazi Soviet Pact
Poland and the outbreak of war
Responsibility for the outbreak of war
5
AQA Syllabus B Unit 2 Twentieth Century Depth Studies
Section A: The roaring 20s: USA 1919-1929
Key issue:— How and why did the USA achieve prosperity in the 1920s?
Isolationism and its effects: American rejection of the Treaty of Versailles and refusal to join the League of Nations; the conse-
quences for the USA
Tariff policy: Fordney-McCumber Tariff of 1922
Mass Production e.g. Ford and the Motor industry. Consumer industries and advertising
Hire purchase; purchase of shares; the stock market boom; Republican Government Policies
Developments in the entertainment industries e.g. The cinema, jazz
Key issue: - How far was the USA a divided society in the 1920s?
Rich versus poor: continuation of poverty for some—e.g. farmers
Race: immigration controls; the quota system of 1921; National Origins Act of 1924; the Ku Klux Klan and its activities
Prohibition; groups for and against it; organised crime; the impact on society
Young people; fashions, flappers.
Key issue: - Why did the US Stock Exchange collapse in 1929?
The problem of the 1920s: over production, lack of credit control, the effects of tariff policy, unequal distribution of wealth
The Wall Street Crash; events and immediate consequences
Section B: Depression and the New Deal: The USA, 1929-1941
Key issue: - How serious were the effects of the Depression on the American people?
The effects of the Wall Street Crash: the collapse of business and industry; unemployment and its effects
The attempts of Hoover’s Government to deal with the depression; economic failure
The unpopularity of Hoover and the election of Roosevelt
Key issue: How did Roosevelt deal with the depression?
Roosevelt’s fireside chats; banking crisis; New Deal helping farmers, unemployed, home owners, workers, depressed areas
The main Alphabet Agencies; AAA, FERA, CCC, CWA, PWA and TVA
Helping industry; the NRA
The HOLC and the Social Security Act
Key issue: How far was the New Deal successful in ending the depression in the USA?
The effectiveness of the New Deal in achieving its aims; its limitations’ the Second New Deal
Criticisms and opposition to the New Deal from the Supreme Court and some politicians
The impact of the Second World War on American economic recovery, 1939-1941; increase in US exports; policy of lend lease;
effects within the USA
6
AQA Syllabus B Unit 2 Twentieth Century Depth Studies
Section B: Hitler’s Germany 1929-1939
Key issue:— How and why was Hitler able to become Chancellor in January 1933?
The impact of the Wall Street Crash and depression in Germany; growth in support for the Nazis and other extremist parties
The Weimar system of government and the failure of democracy; the elections of 1930 and 1932; invitation to lead a coalition
government, 1933; reactions among German people
Key issue: - How did Hitler change Germany from a democracy to a Nazi Dictatorship, 1933-1934, and then reinforce this?
The Reichstag Fire; the election of March 1933, the Enabling Act
The elimination of political opposition; political parties, trade unions, the Night of the Long Knives; death of Hindenburg; Hitler
becomes Fuhrer
One party law and order; SS and Gestapo; concentration camps; propaganda; censorship; the media; control of eduction; youth
movements; control of churches
.
Key issue: - To what extent did the German people benefit from Nazi rule?
Economic policy: increased employment through public works programmes, rearmament and conscription; self sufficiency
Social policy; standards of living; promises to the German people; effects of Nazi policy on the lives of women; effects on culture
Racial persecution; the Jews and other alien groups e.g. gypsies
Historical Enquiry (coursework—controlled assessment)
You will carry out an enquiry into one of the following two options
1. The British People in War
Key questions
How did the First World War and the Second World War change the way of life of the people of Britain?
To what extent and why did the experience of the British people at war in the First World War differ from their experience in the
Second World War?
2. Britain at war
Key Questions
What differences were there in the methods of fighting in the different modes of warfare in the First World War and the Second
World War?
Why were Britain and her allies victorious in the First World War and the Second World War?
Further details regarding the historical enquiry element will be released during Year 10
or
7
Assessment cycle Your homework will be assessing different GCSE History skills. This forms part of a cycle assessing the skills and knowledge required for the course.
A complete set of assessments consists of one of each type of assessment. It is very useful for some assessments to be completed in timed conditions during lessons or through home-work. Each student will record their results on their assessment record sheet on page 8.
Essays The information you will need to answers these questions can be found in your exercise books.
Tests A lot of the questions
in your exams will require you to use
your own knowledge. You should use your exercise books as the
basis for your revision. Focus on learning key facts, names, dates,
events, reasons, caus-es, consequences etc. Get into good habits
by reviewing your work each week.
Source questions You must make sure you know how to an-swer each different
type of question. Refer to the source
question advice pages in this booklet and use
your feedback. Remember the length of your answer must relate to the amount
of marks you can get.
RESEARCH ENQUIRY This could be split into two parts.
1. Research and planning 2. Analysis and evaluation
These are both vital parts of the historical enquiry/coursework element. Research homework may be
split over two weeks to enable you to focus on each part.
Research Enquiry
Homework
Assessment
Cycle
8
Self assessment record
Record your results below for each assessment and cycle. Then complete the chart.
1 3 4 5 6 7 8 9 10 11 12 2
A
A*
B C D E F G
Assessments sets/exam results (year 10 & year 11 mock)
Title
Date
Source Questions
Essay
Enquiry
Factual test
Total
Grade
%
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Date
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Enquiry
Factual test
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%
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Enquiry
Factual test
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%
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Enquiry
Factual test
Total
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%
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Source Questions
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Enquiry
Factual test
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%
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Enquiry
Factual test
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%
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Enquiry
Factual test
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Enquiry
Factual test
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%
NAME; TEACHER; GROUP;
9
Exam details Internal exams
In addition to your cycle of assessments, you will also gain valuable exam experience through the year 10 exams and the mocks in Year 11. These will help you to understand how prepared you are, your strengths and key targets. You will always review and reflect on your performance through self assess-ment to help you progress.
Year 10
You will answer one exam paper, covering parts of both units.
Year 11
The year 11 mock is similar to the final exam and will cover both units 1 and 2 but in greater detail than the Year 10 exam.
Unit 1 exam paper = 1 hour 45 minutes
Unit 2 exam paper = 1 hour 45 minutes
Sept Oct Nov Dec Jan Feb Mar Apr May June July
Cycle of assessments Year 10 exam
Sept Oct Nov Dec Jan Feb Mar Apr May June
Weekly cycle of assessments and/or historical enquiry
Year 11
mock
Final exams Summer 2014
Grades for the cycle of assessments and internal exams
A* = 80% & up A = 70% - 79.99% B = 60% - 69.99% C = 50% - 59.99% D = 40% - 49.99% E = 30% - 39.99% F = 20% - 29.99% G = 10% - 19.99% U = Less than 10%
The marks are the same for unit 1, 2 and 3
Final examination details
Refer to the exam timetable for specific dates and timings
Date Unit Exam length % of final grade
May/June Year11
1 1 hour 45 min 37.5%
May/June Year11
2 1 hour 45 min 37.5%
Throughout Year 11
Historical enquiry/
coursework
2 questions in controlled conditions
25%
Year 10 exam week is
June 9th—June 25th,
2014
Yr 10 Exam results: Yr 11 Mock results
Result: Grade:
%:
Result:
%:
Result:
%:
Grade:
Grade:
11
Assessments
The alliance system
1 Fact Test The alliance system—reasons why countries got involved
2 Source Questions See page 13
3 Essay Which country was most to blame for the outbreak of World War one– Germany or Britain?
4 Research Enquiry Select 5 different types of source on the causes of the WW1 and present them clearly
Paper 1—International relations: Conflict and peace in the C20th
The outbreak of the First World War
5 Fact Test Assassination to war
6 Source Questions See page 14
7 Essay Which was the most important reason for the outbreak of war in 1914: the assassination of Franz Ferdinand or the Schlieffen Plan?
8 Research Enquiry Select 2 of your sources and explain their strengths and weaknesses as evidence
The Treaty of Versailles
9 Fact Test The terms of the Treaty of Versailles
10 Source Questions See page 15
11 Essay Which leader was more satisfied with the Treaty of Versailles: George Clemenceau or Woodrow Wilson ?
12 Research Enquiry Using 2 sources explain how far they support the idea that “Versailles was a disaster “
The League of Nations
13 Fact Test The organisation of the league. Manchuria and Abyssinia
14 Source Questions See page 16
15 Essay Which was the most important reason for the failure of the League of Nations?; The decision for the USA not to join or the Abyssinian crisis ?
16 Research Enquiry Assess the usefulness of two cartoons about the League of Nations
Hitler’s Foreign Policy
17 Fact Test Key facts on Hitler’s Foreign Policy ( aims , events etc.)
18 Source Questions See page 17
19 Essay Which event was more important in enabling Hitler to achieve his aims: The Rhineland remilitarisation in 1936 or the Nazi Soviet Pact 1939?
20 Research Enquiry Assess the usefulness of two cartoons about Hitler’s Foreign policy
Appeasement
21 Test Key facts on appeasement (Sudetenland, Munich agreement, Czechoslovakia, Poland)
22 Source Questions See page 18
23 Essay Which was the more important cause of WW2? : Chamberlain’s appeasement policy or Hitler’s foreign policy ?
24 Research Enquiry Find and present 5 sources on Appeasement in the 1930s
12
Assessments
USA in the 1920s
25 Fact Test Test One ;Presidents, government system, isolation and immigration
26 Source Questions See page 19
27 Essay “The USA achieved economic prosperity because of Republican policies.” Do you agree?
28 Research Enquiry USA and its government system
Paper 2—Twentieth Century Depth Studies
USA in the 1920’s
29 Test Test Two: The 1920s
30 Source Questions See page 20, 21, 22
31 Essay “Hoover failed to get re-elected because he was a ‘do nothing’ president”. Do you agree?
32 Research Enquiry To what extent did Roosevelt’s early life and experiences prepare him for the presidency?
The New Deal in the USA
33 Test Roosevelt & the Alphabet Agencies
34 Source Questions See page 23, 24, 25
35 Essay The New Deal enabled the US economy to recover well in the 1930s. Do you agree?
36 Research Enquiry Who was Eleanor Roosevelt and what did she achieve in the 1930s?
Hitler becomes Chancellor 1933
37 Test Weimar system of government, depression in Germany, Nazi’s and elections
38 Source Questions See page 26
39 Essay “The Nazi’s use of threats and violence was the main reason why Hitler became chancellor of Ger-many in January 1933”Do you agree? Explain your answer
40 Research Enquiry How did Hitler’s experiences up to 1923 create his personality and views?
Germany: Democracy to Nazi Dictatorship 1933-1934
41 Test Hitler’s Consolidation of power
42 Source Questions See page 27
43 Essay “The Night of the Long Knives the most important event in Hitler establishing a dictator-ship in Germany between 1933 and 1934”. Do you agree?
44 Research Enquiry Select 2 sources and explain why they are useful in your enquiry about Hitler’s Consolidation
German people and Nazi rule
45 Test Life in Nazi Germany
46 Source Questions See page 28
47 Essay “Nazi economic and social policies were successful”? Do you agree?
48 Research Enquiry Find 2 examples of propaganda and explain why they are useful in your enquiry about life in Nazi Germany ?
13
Source Questions Paper 1 Section A The Origins of the First World War
Focus: Alliance System, Britain & Germany
a)Describe Britain’s reasons for entering the war. (4 marks) b) Source A suggests that the Alliance System was responsible for the outbreak of war in 1914. Do you agree with this interpretation? Explain your answer by referring to the purpose of the source, as well as using its content and your knowledge. (6 marks) c) Which country was most to blame for the outbreak of World War One? Germany Britain? You must refer to both reasons when explaining your answer. (10 marks)
Source A
This cartoon – ‘A Chain of
Friendship’– appeared in
the American newspaper
the Brooklyn Eagle in July
1914. The caption read: “If
Austria attacks Serbia, Rus-
sia will fall upon Austria,
Germany upon Russia, and
France and England upon
Germany”.
14
Source Questions Paper 1 Section A: The Origins of the First World War
Focus: Assassination & Schlieffen Plan
a) Describe the Schlieffen Plan. (4 marks)
b) Source A suggests that Britain, France and Russia pushed Germany into war? Do you agree with this interpretation of causes of World War One? Explain your answer by referring to the purpose of the source, as well as using its content and your knowledge. (6 marks)
c) Which was the more important reason for the outbreak of war in 1914
The Assassination of Franz Ferdinand or
The Schlieffen Plan
You must refer to both reasons when explaining your answer. (10 marks)
“I no longer have any doubt that Britain, Russia and France have agreed among themselves to wage war to destroy us. The encircle-
ment of Germany has already been achieved.”
Source A This comment was made by Kaiser Wilhelm speaking in 1914 before the outbreak of war.
15
Source Questions Paper 1 Section B: Peacekeeping
Focus: Treaty of Versailles/ League of Nations.
a) Describe the terms of the Treaty of Versailles. (4 marks)
b) Source A suggests that the peace agreed at Versailles will only result in war in 20 years time. Do you agree with this interpretation? Explain your answer by referring to the purpose of the source, as well as its content and your own knowledge. (6 marks)
c) Which leader was most satisfied with the Treaty of Versailles:
George Clemenceau
Woodrow Wilson?
You must refer to both causes when explaining your answer. (10 marks)
Source A A British Cartoon, published in 1920, showing the leaders of Brit-ain, Italy, France and USA. Titled ‘Peace and future canon fodder’.
16
Source Questions Paper 1 Section B: Peacekeeping
Focus: Treaty of Versailles/ League of Nations.
a) The French leader, Clemenceau, saw the treaty of Versailles as an
opportunity to weaken Germany so that it could not attack France again.
Describe how the Treaty of Versailles weakened Germany. (4 marks)
b) Source B suggests a weakness of the League of Nations in 1920. Do you agree that this was the main weakness of the League of Nations? Explain your answer by referring to the purpose of the source, as well as its content and your own knowledge. (6 marks)
c) Which was the more important cause of the failure of the League of
Nations:
The decision by the USA not to join
The Abyssinian Crisis?
You must refer to both causes when explaining your answer. (10 marks)
Source A ‘A Gap in the bridge’. This was published in 1919 in the British magazine Punch.
17
Source Questions Paper 1 Section C: Origins of World War Two
Focus: Hitler’s Foreign Policy and appeasement. Specimen
18
Source Questions Paper 1 Section C: Origins of World War Two
Focus: Hitler’s Foreign Policy and appeasement.
a) Describe Hitler’s rearmament of Germany 1933—39. (4 marks)
b) Source A suggests that the Munich Agreement was a success. ? Do you agree with this interpretation of the Munich Agreement? Explain your answer by re-ferring to the purpose of the source, as well as using its content and your knowledge. (6 marks)
c) Which was the more important reason for the outbreak of war in 1939
Chamberlain's policy of appeasement
Hitler’s foreign policy?
You must refer to both reasons when explaining your answer. (10 marks)
“Be glad in your hearts. Give thanks to God. People of Britain, your chil-dren are safe. Your husbands and your sons will not march into battle. If we must have a hero, let us choose Chamberlain. For the Prime Minister’s achievements are might and will last—millions of happy homes and hearts are relieved of their worry. Chamberlain deserves the praise.”
Source A Reactions to the Munich Agreement.
From the Daily Express newspaper, published 30th September 1938, following the meeting in Munich.
19
Source Questions Paper 2: Section A:The Roaring Twenties:
Focus: Henry Ford & Mass Production
a) What does Source A suggest about how the system of Mass Production
worked? (4 marks)
b) Explain the reasons why Henry Ford was successful. (6 marks)
c) How useful is Source B for studying the effects of Mass Production in
the USA in the 1920’s? Use your own knowledge and the source to explain
your answer. (10 marks)
Source A: A statement made by Henry Ford.
“A customer can have any colour he likes for his car so long as it’s black”
Source B: Photograph of a main street
of a small town in Texas in the mid
1920’s.
20
Source Questions Paper 2 Section A: Roaring Twenties Focus: Immigration, Prohibition, Stock Market
21
Source Questions
Paper 2 Section A :The Roaring Twenties
Focus: Divided Society Prohibition
a) What does Source A suggest about the reasons why Prohibition failed in
the 1920’s? (4 marks)
b) Explain the effects of Prohibition in the 1920’s. (6 marks)
c) How useful is Source B for studying the reasons why the US government
banned alcohol in the 1920’s? Use your own knowledge and the source
to explain your answer.
(10 marks)
Source A: A comment by the gangster, Al Capone
“I call myself a businessman. I make my money by supplying a popular demand. If I break the law, my customers are as guilty as I am. When I sell liquor its called bootlegging; when my patrons serve it on Lake Shore Drive, it’s called hospitality>“
Source B: This cartoon, entitled “Daddy’s in There. Our shoes, and stockings
and clothes and food are in there, too, and they'll never come out." ap-
peared on a poster published by the Anti-Saloon League in 1910.
22
Source Questions
Paper 2 Section A :The Roaring Twenties
Focus: Immigration/Isolation
a. What does Source A suggest about the reasons for Congress re-
jecting the Treaty of Versailles in 1919? (4 marks)
b. Explain the consequences of isolationism for America 1919 – 1929.
(6 marks)
c. How useful is Source B for studying immigration policy in the 1920’s?
Use your own knowledge and the source to explain your answer.
(10 marks)
Source A: From a speech by the Republican Senator William Edgar Borah, an
isolationist (1919)
“We have entangled ourselves with European concerns….dabbling in their affairs….We have surrendered the great policy of ‘no entangling alliances’ up-on which this country was founded… A real republic cannot mix with the dis-cordant and destructive forces of the Old World”
Source B: An American cartoon published in 1921 about the Emergency
Quota Act.
23
Source Questions Paper 2 Section B: Depression and the New Deal: The USA, 1929-31
Focus: Depression & Election of 1932
a) Using Source A and your own knowledge describe the effects of the Depres-sion on the American people 1929—1932. (8 marks)
b) “The New Deal enabled the US economy to recover well in the 1930s.” Do you agree? Explain your answer. (12 marks)
Source A A photo of homeless people in a ‘Hooverville’ taken in 1932.
24
Source Questions Paper 2 Section B: Depression and the New Deal: The USA, 1929-31
Focus: New Deal
A) Using Source A and your own knowledge describe Roosevelt’s methods of bringing economic recovery to the USA 1933—39 (8 marks)
B) “The A.A.A was one of Roosevelt’s greatest achievements”. Do you agree? Explain your answer. (12 marks)
Source A An American cartoon published in 1933., showing Roosevelt ‘Pump priming’ the American economy.
25
Source Questions Paper 2 Section B: Depression and the New Deal: The USA, 1929-31
Focus: New Deal and Opposition
A) Using Source A and your own knowledge describe the opposition to Roose-velt’s New Deal 1933—39 (8 marks)
B) “The New Deal led to the recovery of the USA in the 1930’s.’ Do you agree? Explain your answer. (12 marks)
Source A : Huey Long In February 1934 after intro-duced his Share Our Wealth plan over a nationwide
radio broadcast..
26
Source Questions Paper 2 Section B: Hitler’s Germany 1929 –33
Focus: How Hitler became Chancellor in 1933
A) Using Source A and your own knowledge describe how the Depression
affected Germany and the Weimar Republic 1928—32 (8 marks)
B) “The Nazi’s use of threats and violence was the main reason why Hitler be-came chancellor of Germany in January 1933” Do you agree? Explain your an-swer (12 marks)
Source A—A graph showing the increase in unemployment in Weimar Germany 1928—1932
27
Source Questions Paper 2 Section B: Hitler’s Germany 1929 –33
Focus: How Hitler changed Germany from a democracy to a dictatorship 1933—34
A) Using Source A and your own knowledge describe how Hitler was able to make use of the Reichstag Fire. (8 marks)
B) “The Night of the Long Knives was the most important event leading to Hitler becoming dictator of Germany .’ Do you agree? Explain your answer.
(12 marks)
“On 27th February 1933, one week before the election the Reichstag building went up in flames. A
young Dutch Communist called Marinus van der Lubbe was caught a t the scene in possession of firelighters.
The Nazis used the incident in a propaganda cam-paign.”
Source A from Germany 1918—45 by P Grey and R Little 1997
28
Source Questions Paper 2 Section B: Hitler’s Germany 1929 –33
Focus: Economic/social/racial policies
A) Using Source A and your own knowledge describe Nazi policies against Jews 1933—39. (8 marks)
B) “Germans benefited from Nazi rule in the years 1933—1939”. ’ Do you agree? Explain your answer. (12 marks)
Source A German Nazi SA men posting a boycott notice on a Jewish-owned store, Ber-
lin, Germany, 1 April 1933
29
Essay advice
Writing an essay is answering a question using lots of different bits of information.
You will have to answer essay type questions in your exams and historical enquiry.
Make sure you understand the question. Underline key words. Look out for the instruction part and the key features you must refer to in your answer.
Always plan your essay before writing it. Use either bullet points or mind mapping.
Plan
Your introduction makes it obvious that you understand the question. You should also summarise the main points that will be examined in each paragraph of the essay. You should not answer the question here. Provide historical context.
Try to limit your introduction to between five and seven sentences.
Introduction
Paragraph1
Paragraph2
Paragraph3
Paragraph4
Paragraph5
Paragraph6
Paragraph7
Conclusion
Each paragraph must discuss a different factor to all of the others. Each para-graph should include three separate parts.
1. A point sentence introducing the main focus of the paragraph
2. Evidence to support the topic sentence
3. A sentence linking the paragraph back to the question
Make sure you are using appropriate historical and analytical vocabulary.
For example:
Linking phrases and words
This can be linked to, this relates to, in reference to, this supports, furthermore
this corroborates, moreover, However, in contrast, in addition...
Emphasising words and phrases
This highlights, this shows, this demonstrates, this asserts that...
Concluding and analytical words and phrases
In conclusion, in summary, therefore, It can be argued that...
You may have more or less than seven paragraphs n your essays
Answer the question in the conclusion. Be balanced. Refer to the main points. Reason why one factor is more important/critical but refer to the others to show balance. Your final sentences of each paragraph should read like mini conclusions
Again, this should be a similar length to the introduction.
Never write ’I think’
Write in the third person
‘PEE’
30
Other Learning Resources & Revision
Your key resource is your notes & homework assessments.
In Year 11 you will be given a ‘Revision Guide’ to take home.
You will also have a CD which contains a copy of the AQA
textbook.
‘Bitesize’ also contains certain sections that are relevant.
You need to make your own personalised revision cards/charts.
Summaries: writing a summary of the information in a chapter can be a useful
way of making sure you’ve understood it. But don’t just copy it all out. Try to
reduce each paragraph to a couple of sentences. Then try to reduce the cou-
ple of sentences to a few words!
Concept maps: if you’re a visual learner, you may find it easier to take in infor-
mation by representing it visually. Draw concept maps or other diagrams.
These are particularly good at showing links. For example, you could create a
concept map which shows the effects of the Versailles Treaty on Germany,
with arrows pointing to such things as ‘land losses’, military losses’ etc
Mnemonics: this is when you take the first letter of a series of words you
want to remember and then make a new word or sentence.
Index cards: write important events and people on index cards then test
yourself on why they were important.
Timelines: create a large, visual timeline and annotate it in colour.
Quizzes: Make a quiz out of it? Set a friend 20 questions to answer. Make up
multiple-choice questions. You might even make up your own exam questions
and see if your friend can answer them!
And then when you are ready:
Practice questions—go back through the sample exam questions in this book to
see if you can answer them (without cheating!)
Try writing out some of your answers in timed conditions so that you’re used to
the amount of time you’ll have to answer reach type of question in the exam.
Revision techniques
Ack
now
led
gem
ents
: M
r E
van
s, M
rs D
eboss
e &
Mr
Bu
tch
er.
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