9-1 History/Paper 1 questions

Q1: How do the interpretations differ (5 minutes)

Example:

How does Interpretation B differ from interpretation C about the terms of the Versailles Treaty? (4 marks)

What the mark scheme says

Level 1: Simple analysis 1-2 marks.

Level 2: Developed analysis 3-4 marks

What skill is required

• Comparison (Identify differences between both Interpretations)

Model answer:

1. The main difference between the interpretations is that whilst A... B...
2. Indeed A emphasises the... whereas B only...
3. Another significant difference sees A... yet B...
4. A discusses the way that... however B prefers...

Q2: Why might the authors of the interpretations differ (5 minutes)

Example:

Why might the authors of Interpretations C and D have a different interpretation about... what happened at Munich Putsch?

Explain your answer using the Interpretations C and D and your contextual knowledge. (4 marks)

What the mark scheme says

Level 1: Simple analysis/identification of provenance 1-2 marks.

Level 2: Developed analysis/explanation of using OK to do so. 3-4 marks

What skill is required

• Comparison
• Provenance (WWWW: When, what, why, where?)
• Explanation

Model answer:

1. The main reason why the interpretations differ is because A was written by a... whereas the author of B was...
2. The fact that A had been ...(OK)... helps to explain the contrast, after all B was only ...(OK)...
3. A and B also differ because ...(another W)...
4. At the time of writing X in A was ...(OK)... whilst by the time Y in B spoke out ...(OK)...

Q3: Which Interpretation is more convincing (10 minutes)

Example:

Which Interpretation do you find more convincing about the state of Weimar culture in the 1920s?

Explain your answer using Interpretations C and D and your contextual knowledge. (8 marks).

What the mark scheme says

Level 1: Basic analysis. May include basic OK. May examine one interpretation 1-2 marks.

Level 2: Simple evaluation. Includes OK. May examine one interpretation. 3-4 marks.

Level 3: Developed evaluation based on OK and understanding. Examines both interpretations. Chooses one interpretation over another. 5-6 marks.

Level 4: Complex evaluation based upon OK and understanding. Analysis between relationship interpretations. Sustained judgement. 7-8 marks.

What skill is required

• RI
• Comparison
• Explanation
  • Make a choice and justifying it by using OK to identify the strengths in one interpretation and the weaknesses in the other.

Model answer:

PARA 1:

1. X's views in Interpretation A are far more convincing than those of Y in B.
2. X's point that... can be supported by the fact that...(OK)...
3. Here A accurately grasps...
4. X (A) also explains how... This convincingly captures the feelings of... by suggesting (OK)

PARA 2:

1. In contrast Y's views in Interpretation B are less convincing.
2. Y's suggestion that... only relates to... with the majority of Germans...(OK)...
3. Although Y in B is very good at portraying... he does not fully reflect the fact that...(OK).
4. This inability to... undermines Y's credibility.
5. Because Y is a... he is too close to... to be entirely trusted when discussing...

CONCLUSION:

1. The fact that X in A is... and so accurately captures... is in contrast with the fact that Y in B believes... Unlike X, Y clearly failed to grasp...

Q4: Describe question (5 minutes)

Example:

Describe two problems faced by Kaiser Wilhelm II's governments in ruling Germany up to 1914. (4 marks).

What the mark scheme says

Level 1: Demonstrates knowledge. 1-2 marks.

Level 2: Demonstrates knowledge and understanding with extended reasoning. 3-4 marks.

What skill is required

• RI (Structure understanding in order of importance)
• Describe (Show understanding of what happened)

Model answer:

1. The main problem faced by... was...
2. (More detail to develop this point, demonstrating understanding of how significant this problem was)...
3. The... also had to deal with... (2nd problem)...
4. (More detail to develop this point, demonstrating understanding of how significant this problem was)...

Q5: Explain Question (10 minutes)

Example:

In what ways were the lives of women in Germany affected by Nazi social polices?

Explain your answer. (8 marks)

What the mark scheme says

Level 1: Basic explanation i.e. largely assertion of OK only. 1-2 marks.

Level 2: Simple explanation i.e. adds simple reasoning/understanding to 1 OK point. 3-4 marks.

Level 3: Developed explanation i.e. adds more developed reasoning/understanding to more than 1 OK point.

Level 4: Complex explanation. i.e. L3+ will demonstrate how the issue/policy/impact of the event changed over time, or varied depending on social, political etc. group affected etc. 7-8 marks.

What skill is required

• Explain (No describing. No story)
  • Providing reasons why or the way something happened.
  • Understanding the impact/significance of an event or issue.

Model answer:

PARA 1:

1. The main (way/reason for/consequence of)... OR the most important change...
2. Y changed X so much because... OR Y had such a significant impact because... (explanation with OK).
3. Y also meant that... (further explanation with OK)
4. The impact of Y did though depend upon... with... being much more... than... (complex explanation)

PARA 2:

1. Another significant change to X was Z.
2. Z also changed X because...
3. This had the effect of...

• Use words from the Q in your first sentence

Q6: Bullet point essay (15 minutes)

Example:

Which of the following was a greater success for the Nazis in the years 1933-45:

• racial policies
• maintaining control?

Explain your answer with reference to both reasons. (12 marks).

What the mark scheme says

Level 1: Basic explanation of relevant OK 1-3 marks.

Level 2: Simple explanation including some reasoning. 4-6 marks.

Level 3: Developed explanation including extended reasoning, developed knowledge. Must look at both factors in depth. 7-9 marks.

Level 4: Complex explanation: L3+ reaches a well developed judgement as a whole that compares factors and understands the relationship between them. 10-12 marks.

What skill is required

• RI
• Structure
• Explain and Argue
• Judge
• Comparison
  • Have an opinion
  • Evidence which supports your opinion.
  • Evidence is explained (with focus on the question)
  • Reach a judgement: why is one factor more important than another (compare)

Model answer:

INTRODUCTION:

1. X was far more important than Y in... in the years/between the period(s)...

• Use words from the Q in your intro sentence.

PARA 1:

1. The most dangerous aspect of X was...
2. This is best illustrated by... (evidence here)...
3. (Evidence) had such a significant impact because... (explanation here)...
4. This meant that... (developed explanation/reasoning here)...
5. X was also very successful in achieving... (evidence here)...
6. This was because ensured that... (explanation here)... which enabled the ... to... (developed explanation/reasoning here)...
7. On top of this X even... (evidence + explanation here)
8. However X was not always a dangerous force. X was able to ...(evidence)... ensuring that... (explanation)...

PARA 2 (discuss other theme):

1. An alternative interpretation is that Y posed the greater danger to...
2. (As per para 1)

• Use some RI early on in your first paragraph.

CONCLUSION (compare the themes):

1. Although Y caused the Weimar Republic to... X was more dangerous by...
2. Crucially, without X, Y would not have been able to...
3. In addition by ensuring..., X was far more... than Y, forcing the Republic to...

• Discuss both factors in the same sentence (this encourages you to compare them)

Q11: Inference Question (6 minutes)

Example:

Source D opposes Germany. How do you know?

Explain your answer using Source D and your contextual knowledge. (4 marks)

What the mark scheme says

Level 1: Simple analysis e.g. make observations supported with simple OK. May include provenance, 1-2 marks.

Level 2: Developed analysis e.g. makes inferences, supported by OK to show extended reasoning and understanding. May include provenance, 3-4 marks.

What skill is required

• Inference (What does the source tell me? What does the source mean?)
• Own Knowledge (How can I show/prove this using my OK?)

Model answer

1. By depicting... Source D clearly...

1. By representing the... (OK here) ..the author is...
2. The author of D also suggests...
3. Here D takes the face that... (OK)... and uses it to ensure the viewer/reader is left to...

• Use words from the Q in your first sentence.

Q13: Account Question (10 minutes)

Example

Write an account of how events in Manchuria became an international crisis in the years 1931-1933. (8 marks)

Write an account of the ways in which the feudal system changed under the Normans. (8 marks)

What the mark scheme says

Level 1: Basic analysis of change, causation or consequence. Basic narrative. 1-2 marks.

Level 2: Simple analysis. Structured account with specific knowledge and understanding. 3-4 marks.

Level 3: Developed analysis of change, causation or consequence. Well ordered narrative, range of accurate, relevant OK and understanding and reasoning (explanation). 5-6 marks.

Level 4: Complex analysis of change, causation or consequence. Well ordered narrative, range of accurate, relevant OK and understanding. Complex reasoning to include analysis of how/why or the extent of change/impact etc. 7-8 marks.

What skill is required

• Describe (Share what happened)
• Explain (Show understanding of what happened)
• Structure this in chronological/consequential or RI order depending on the Q

Model answer

PARA 1:

1. When the Normans conquered England the feudal system was... (main features of the existing Saxon feudal system)
2. The Normans changed this primarily by... (main change introduced by the Normans)
3. This contrast significantly altered the way... (further OK with explanation)
4. This meant that... (development of the point here (with more OK)).

PARA 2:

1. As the Normans became more established and the Saxon died out... (a second way)
2. This enabled the Normans... (OK with explanation)
3. By adapting the... (OK)...the Normans were now more free to... (OK). This meant that... (development of the point here (with more OK)).