Paper One

Important note:

THIS ADVICE IS FOR GREENFIELD SCHOOL pupils only!!!!!

This paper tests your knowledge of:

the InterWar Period (Treaty of Versailles, League of Nations, Road to WWII), the Cold War (1945-1963) and
Britain in World War II

NOTE - YOU HAVE 35 MINS EACH QUESTION... Watch the time!!!

InterWar period and the Cold War

There will be three questions on the InterWar period and the Cold War, from which you have to choose and do two.

Each question has FOUR parts:

Summary

Option W (InterWar and Cold War): 2 out of three questions (each with 4 parts)

Option Z (Britain in WWII): MUST DO (4 parts)

35 MINS each question

Type of question	Worth	Key Recognition Words	Question Technique
a. Extraction from a source	3 marks	What can an historian learn… What does this tell us about…	1. Do this question quickly and efficiently 2. Read the Source and find THREE FACTS – you can even copy them as bullet points. 3. Make sure they are about the topic specified (important) 4. Facts OR inferences will count, but inferences need a bit of explanation about how you made that inference.
b. Factual information essay	6 marks	Describe… What… How…	1. Draft out a quick plan of the ‘points to remember’ at the top of the question (do this on the answer paper, not on a spare piece of paper). 2. Are you sure what the question is asking you to describe? 3. Make sure you check that you are answering for the right dates. 4. Earn the six marks – should be about 200-250 words and include factual detail/ names/ dates/ quotes etc. 5. The key to doing well in this question is the quantity and precision of your knowledge about the event/thing you are describing. Make sure you know in detail about at least these topics. 6. Organise your account in a sensible order, e.g.: Beginning - Middle - End. As you tell your story, explain how one thing led to another/ identify areas of change and continuity/ detail different reactions to events/ draw links between people and events. 7. Choose at least two aspects of your story and develop them by adding extra factual detail.
c. Accuracy of a source (or reliability)	6 marks	Accurate… Reliable… Valid…	1. Draft out a quick plan of the ‘things to say’ at the top of the question (do this on the answer paper, not on a spare piece of paper). 2. Four short paragraphs – two points from the PROVENANCE (one based on its origin - who wrote it/ date/ situation of the writer - and the other on his purpose), two points from the TEXT itself (is it true?). Finish with a judgement. It is discussion of purpose that gets you to level 3. 3. USE the things you have noticed to EXPLAIN WHY this makes the source accurate/flawed
d. Debate/ discuss	10 marks	Which (of two)…	1. Draft out a quick plan of things you might say at the top of the question (do this on the answer paper, not on a spare piece of paper). 2. Are you sure what the question is asking you to debate? 3. Start with a paragraph saying that some things can be said for idea 1: explain two or three ways it might be said to be the correct answer. Follow with a paragraph saying that some things can be said for idea 2: explain two or three ways it might be said to be the correct answer. 4. a. One key to doing well in this question is in your explanation. b. You must also develop each idea by adding FACTS and OWN KNOWLEDGE to explain different aspects of/ contextualise/ support/ exemplify your points. c. You must also link your ideas together into an argument. Use words such as 'therefore', 'however', 'consequently', 'moreover'. 5. Finish with a conclusion/ judgement weighing and explaining your decision - consider things that might be said against the two ideas.

NOTE - AFTER EACH PARAGRAPH THINK... Am I answering the right question???

Britain in World War II

In addition, you will have to do ONE question on Britain in World War II.

There is no need to know this topic in the deep factual detail that you need to know about the InterWar period and the Cold War. However, you must have a general awareness of the issues, and knowledge of enough relevant facts about each topic to be able to use them as factual support for your arguments.

Nevertheless, ALL the parts of this question are source-based questions.

In 2004, this question had four parts, on FOUR different kinds of source-based question:

Type of question	Worth	Key Recognition Words	Question Technique
a. Extraction from a Source	3 marks	What can an historian learn… What does this tell us about…	1. Do this question quickly and efficiently 2. Read the Source and find THREE FACTS – you can even copy them as bullet points. 3. Make sure they are about the topic specified (important) 4. Facts OR inferences will count, but inferences need a bit of explanation as to how you made that inference.
b. Utility of a source	6 marks	Useful…	Important – do NOT use the word ‘reliable’ AT ALL in this answer. 1. Draft out a quick plan of the ‘points to remember’ at the top of the question (do this on the answer paper, not on a spare piece of paper). 2. Write two paragraphs on the QUANTITY of information (explaining WHAT the source tells you and EXPLAIN how useful this information is for historians - particularly explaining useful for what). 3. Write one paragraph about the QUALITY of the information provided (how trustworthy the source is. i.e. how reliable – but do NOT use that word) and then EXPLAIN how this affects its usefulness for an historian. Get ideas about its usefulness by looking at WHO wrote it ('origin') and WHY he wrote it ('purpose'). It is discussion of purpose that gets you to level 3. 4. Finish with a judgement. Note that the question is asking 'how useful' it is, not just how it is useful.
c. Why was a source distributed	8 marks	Describe… What… How…	1. Draft out a quick plan of your suggestions at the top of the question (do this on the answer paper, not on a spare piece of paper). 2. Write one paragraph giving a suggestion relating to common sense/ the general situation of the war, showing how the CONTENT of the source was relevant and important in that context. 3. Look at the provenance and write two paragraphs giving suggestions relating to the origin (who produced it) and purpose (why it was needed) in the context of the war AT THAT DATE. It is discussion of purpose that gets you to level 3. 4. The key to doing well in this question is in your explanationS. 5. But also be sure to use some FACTS and OWN KNOWLEDGE to explain different aspects of/ contextualise/ support/ exemplify your answer.
d. Accuracy (or reliability) of an interpretation	8 marks	Accurate… Reliable… Valid…	Important – although this is answered in a similar way to the ‘accuracy of a source’, make sure you show that you know you are answering about the interpretation given in the source: 1. Draft out a quick plan of the ‘points to remember’ at the top of the question (do this on the answer paper, not on a spare piece of paper). 2. Four short paragraphs – two points from the PROVENANCE (one based on its origin - who wrote it/ date/ situation of the writer - and the other on his purpose), two points from the TEXT itself (is it true?). Finish with a judgement. It is discussion of purpose that gets you to level 3. 3. USE the things you have noticed to EXPLAIN why this makes the interpretation is accurate/flawed. Use words such as 'therefore', 'however', 'consequently', 'moreover'.