excel GCSE History A - The Making of the Modern World Revision Guide Samp

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Edexcel GCSE History A - The Making of the Modern World Revision Guide Sample

Had a look

Nearly there

Nailed it!

UNIT 3 SKILLS

Applying your skills

Here is a source about the experiences of the British on the Western Front. Have a go at applying your source skills to this source. You should always read the source CAPTION carefully. It can tell you about the nature, origins and purpose of the source.
Source A: From one of the rst military histories of the First World War, published in 1917 by the well-known poet and military historian John Maseeld, who had served as a hospital orderly on the Western Front in 1915. It was the same all along the front. The fact now being painfully grasped was that artillery alone could not snu out every machine-gun post, and yet just one machine-gun could rip a battalion to pieces. And there were scores of them in action, ring from concrete dugouts or the lips of the shell craters. Never again would they have such a target.

Key questions
Remember the key questions you need to be able to answer about any source. CONTENT: what information can you get from this source and its caption? CONTEXT: what links can you make between this source and issues youve studied in this topic? NATURE: what type of source is this? ORIGINS: Who produced this source and when? PURPOSE: What do you think this source is trying to do? What message is it trying to give?

Study Source A 1. What can you learn from Source A about the impact of new weapons on the Western Front? (6 marks) I can learn that machine-guns had a major impact because the source says even just one machinegun could rip a battalion to pieces.

Study Source A 4. How useful is this source for a historian studying the Western Front? (10 marks) It is useful because it is a contemporary source (from 1917) that shows why the German defences were very hard to break through.

This is a typical question 1 based on Source A. Part of the students answer one is shown in red. This answer shows ks on supported inference. To get full mar e different question 1 you need to make thre supported inferences.

This is a typical question 4 based on Source A. Part of the students answer is shown in red. To score well on question 4 you need to make a judgement on the reliability of the source, and think about who produced it and why.

Read the answers to the worked examples above. Write two extra sentences to improve each answer.

For question 1, make sure you support any inferences you make (write because). For question 4 you need to think about NOP (nature, origin, purpose).

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Edexcel GCSE History A - The Making of the Modern World Revision Guide Sample

Had a look

Nearly there

Nailed it!

UNIT 3 SKILLS

Applying your skills

Here is a source about the experiences of the British on the Western Front. Have a go at applying your source skills to this source. You should always read the source CAPTION carefully. It can tell you about the nature, origins and purpose of the source.
Source A: From one of the rst military histories of the First World War, published in 1917 by the well-known poet and military historian John Maseeld, who had served as a hospital orderly on the Western Front in 1915. It was the same all along the front. The fact now being painfully grasped was that artillery alone could not snu out every machine-gun post, and yet just one machine-gun could rip a battalion to pieces. And there were scores of them in action, ring from concrete dugouts or the lips of the shell craters. Never again would they have such a target.

Key questions
Remember the key questions you need to be able to answer about any source. CONTENT: what information can you get from this source and its caption? CONTEXT: what links can you make between this source and issues youve studied in this topic? NATURE: what type of source is this? ORIGINS: Who produced this source and when? PURPOSE: What do you think this source is trying to do? What message is it trying to give?

Study Source A 1. What can you learn from Source A about the impact of new weapons on the Western Front? (6 marks) I can learn that machine-guns had a major impact because the source says even just one machinegun could rip a battalion to pieces.

Study Source A 4. How useful is this source for a historian studying the Western Front? (10 marks) It is useful because it is a contemporary source (from 1917) that shows why the German defences were very hard to break through.

This is a typical question 1 based on Source A. Part of the students answer one is shown in red. This answer shows ks on supported inference. To get full mar e different question 1 you need to make thre supported inferences.

This is a typical question 4 based on Source A. Part of the students answer is shown in red. To score well on question 4 you need to make a judgement on the reliability of the source, and think about who produced it and why.

Read the answers to the worked examples above. Write two extra sentences to improve each answer.

For question 1, make sure you support any inferences you make (write because). For question 4 you need to think about NOP (nature, origin, purpose).

DRAFT - SUBJECT TO REVIEW www.pearsonschools.co.uk/reviseedexcel

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cel GCSE History A - The Making of the Modern World Revision Workbook Sa

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dexcel GCSE History A - The Making of the Modern World Revision Workbook Samp

Option 2A: Germany 191839

Question 1(a)
Question 1(a) is an inference question (see page 20).

Activity 1: Understanding the exam question

Source A is about women in Nazi Germany. Read Source A and the exam question below.
Source A: From a book on the history of Germany, published in 1985.

Women in Germany were forced to stay at home. Within months of the Nazis coming to power, many women doctors and civil servants were sacked from their jobs. Then women lawyers and teachers were dismissed. By 1939 there were few women left in professional jobs. The Nazi Party tried to stop women following fashions. Make up and wearing trousers was frowned upon. Hair was to be arranged either in buns or in plaits. Slimming was discouraged because being slim was not thought to be good for having children.

What can you learn from Source A about the treatment of women in Nazi Germany? (4) This question is worth 4 marks. 1. How long would you expect an answer to be? Ring your choice. Two sentences One paragraph Two paragraphs 2. Approximately how long should you spend answering this question? Ring your choice. 2 minutes 6 minutes 10 minutes 3. What is the question asking you to do? Ring your choice. Make inferences from the source Make supported inferences from a source Summarise the source

Activity 2: Mark an answer

What mark would you give the following student answers to the question in Activity 1? Use the mark scheme to help you decide. Level 2 Mark 23 Descriptor Makes unsupported inferences Inference given but not supported by source 2 marks for one unsupported inference 3 marks for two unsupported inferences Makes a supported inference Inference given and it is supported by the source, e.g. because the source tells me One supported inference is enough for maximum marks.

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Student answers A B C D

Mark

Women were treated as second class citizens in Nazi Germany. By 1939 there were few women in professional jobs. Women were encouraged not to follow careers in Nazi Germany and were being prepared for motherhood in Nazi Germany. Women were treated as second class citizens in Nazi Germany because the source tells us they were sacked from professional jobs such as lawyers and teachers. Women were given no real choice about their appearance in Nazi Germany. This is shown in the source when it says it was frowned upon to wear make-up and trousers. Their hair had to be arranged in a bun or in plaits.

Activity 3: Improving an answer

Here is an answer which is an unsupported inference.

Women were much controlled by the state in Nazi Germany.

Improve this answer by writing below how this inference is supported by the source.

Activity 4: Making a supported inference

Source B: From a history of the modern world, published in 2000.

By 1934, the SA had outlived its usefulness. It had been used to guard large Nazi Party meetings and demonstrations and to intimidate opponents, such as communists. The SA had approximately two million members, many of them unemployed. Their continued violence was giving a bad reputation to the Nazi regime. On the night of 29 June 1934, Hitler used the SS to arrest and shoot leading members of the SA, including Ernst Rhm. Over the next few days, up to 200 people, including politicians, were killed. These events became known as the Night of the Long Knives. What can you learn from Source B about the power of the Nazis in Germany? (4) Complete the sentences below to give a full-mark answer to this question.

This source suggests that I know that because the source says

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Option 2A: Germany 191839

Question 1(a)
Question 1(a) is an inference question (see page 20).

Activity 1: Understanding the exam question

Source A is about women in Nazi Germany. Read the source and then answer the questions that follow.
Source A: From a book on the history of Germany, published in 1985.

Women in Germany were forced to stay at home. Within months of the Nazis coming to power, many women doctors and civil servants were sacked from their jobs. Then women lawyers and teachers were dismissed. By 1939 there were few women left in professional jobs. The Nazi Party tried to stop women following fashions. Make up and wearing trousers was frowned upon. Hair was to be arranged either in buns or in plaits. Slimming was discouraged because being slim was not thought to be good for having children. What can you learn from Source A about the treatment of women in Nazi Germany? (4) This question is worth 4 marks. 1. How long would you expect an answer to be? Ring your choice. Two sentences One paragraph Two paragraphs 2. Approximately how long should you spend answering this question? Ring your choice. 2 minutes 6 minutes 10 minutes 3. What is the question asking you to do? Ring your choice. Make inferences from the source Make supported inferences from a source Summarise the source

Activity 2: Mark an answer

You are going to decide what mark to give the following student answers. First underline in red where the source has been copied or paraphrased Next highlight in blue unsupported inferences Then highlight in green supported inferences Finally give each answer a mark.

Remember
You will get: 1 mark for summarising the source or choosing a part to copy out 2 marks for one unsupported inference 3 marks for two unsupported inferences. You should be aiming for: 4 marks for one or more supported inferences.

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dexcel GCSE History A - The Making of the Modern World Revision Workbook Samp

Student answers A B C D

Mark

Women were treated as second class citizens in Nazi Germany. By 1939 there were few women in professional jobs. Women were encouraged not to follow careers in Nazi Germany and were being prepared for motherhood in Nazi Germany. Women were treated as second class citizens in Nazi Germany because the source tells us they were sacked from professional jobs such as lawyers and teachers. Women were stopped from following fashions in Nazi Germany. It was frowned upon to wear make-up and trousers. Their hair had to be arranged in a bun or in plaits.

Activity 3: Improving an answer

Here is an answer which is an unsupported inference.

Women were much controlled by the state in Nazi Germany.

Improve the answer by adding support for the inference from the source.

Activity 4: Making a supported inference

Source B: From a history of the modern world, published in 2000.

By 1934, the SA had outlived its usefulness. It had been used to guard large Nazi Party meetings and demonstrations and to intimidate opponents, such as communists. The SA had approximately two million members, many of them unemployed. Their continued violence was giving a bad reputation to the Nazi regime. On the night of 29 June 1934, Hitler used the SS to arrest and shoot leading members of the SA, including Ernst Rhm. Over the next few days, up to 200 people, including politicians, were killed. These events became known as the Night of the Long Knives. What can you learn from Source B about the power of the Nazis in Germany? (4) Write one supported inference.

This source suggests that I know that because the source says

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