Year 11
IGCSE History
Revision Packet
Includes:
Paper 1, 2 and 4 Strategies
Past Paper Answer Outlines
December, 2016
The IGCSE Writing Structure:
1I + 4E + 1C = 4 - 6 Minutes (Copyright, SS, TQ)
2I + 3E + 3EI + 2-4C = 6 - 11 Minutes (Copyright, SS, TQ)
3/4I + 2EA + 2EIA + 3EF + 3EIF + 3-5C = 10 - 18 Minutes (Copyright, SS, TQ)
HOW FAR questions (10 marks) must be answered with some quantitative measurement. Consider one of the following: somewhat (a little), to some extent, mostly, or fully.
I = Restate the question in your INTRO.
E / R = Give EXAMPLES / REASONS - “An example of this is …”
EI = Explain the Importance - “This is important because … ‘
CBS = Connect Back to the Statement
C = Conclude / Wrap it up - “Overall the …”
TOPIC #1 - The Peace Treaties of 1919 – 1923: PPQs 1 – 9
TOPIC #2 - The League of Nations in the 1920s and 1930s: PPQs 10 - 20
TOPIC #3 - The Collapse of International Peace: PPQs 21 - 31
TOPIC #4 – Blame for the Cold War: PPQs 32 - 43
TOPIC #5 – The US Policy of Containment Tested (Korea, Cuba and Vietnam): PPQs 44 - 61
TOPIC #6 - The Collapse of Soviet Communism in Eastern Europe 1948 – 1989: PPQs 62 –73
In Depth Study - Russia 1905 – 1917: PPQs 73 - 94
In Depth Study - Russia 1917 – 1921: PPQs 95 - 100
In Depth Study - Russia 1921 – 1941: PPQS 101 - 123
Year 11 Paper 1 Strategies - December, 2016
GCSE Paper 1 Strategies
· You will have to answer a total of THREE questions for Paper 1.
· Paper 1 is worth 60 marks.
· You have two hours.
· Follow the instructions on the front cover of the Booklet.
· Write in dark blue or black pen.
· Answer three questions:
· In Section A (Core Content - from Topics 1 - 6) you answer two of four questions.
Ø You will choose two from questions 5, 6, 7 and 8.
Ø Each question will have a 4 mark, 6 mark and 10 mark question.
· In Section B (Depth Studies - Russia) you answer any one question.
Ø You will choose one from questions 11 and 12.
· Number all your answers carefully.
· Put your name at the top of all the sheets of paper that you write on.
Year 11 Paper 2 Strategies - December, 2016
GCSE Paper 2 Strategies
· You have two hours.
· Use the A4 paper provided.
· Number all your answers carefully.
· Put your name at the top of all the sheets of paper that you write on.
· Answer all of the questions.
1. You will be given a Key Question at the top of the page and then some background
information.
2. You will have as many as 11 sources to study.
1st You must READ each source.
2nd Make a statement identifying what the main meaning of the source is.
(Do that in the margin next to the source)
3rd Pick a quote from the source that supports your statement. QUOTE TO SUPPORT!
(Underline something)
4th Add extra detail from your own background knowledge.
3. You will have 6 questions worth 50 marks.
4. Know the meaning of Provenance - the origin, or the source of something
This is related to the author of a source, date and the reliability.
GCSE Paper 4 Strategies
1. Turn your examination booklet to DEPTH STUDY B: RUSSIA, 1905 - 1941.
Essay Outline Format:
Make sure to argue BOTH sides - that the person or event WAS important, and that it WAS NOT important.
Use these headings to organise your essay:
Paragraph 1 - Intro:
· Present two sides of this argument.
· Give a background sentence or two.
· Put the question into context (PQC).
· CBS.
Paragraph 2: the person / event WAS important
· Describe the importance.
· Explain what it/he accomplished.
· Express the optimism it/he generated.
· CBS.
Paragraph 3: the person / event WAS NOT important, and OTHER FACTORS and EVENTS/PEOPLEwere important.
· Describe the ‘Other Factors’.
· Put he/them into context of the time / political climate.
· CBS.
Conclusion Paragraph - CBS - overall importance of the person / event
· Make sure to demonstrate a broad context of the period
· Make sure you identified how the factors relate and are connected
PAPER 2 - Examiner’s Comments:
Paper 2 is designed to test candidates’ abilities to interpret, extrapolate from, and use historical
sources. Although the wording of the questions will differ from year to year, these skills remain
constant. Six questions are usually set. Each question will target at least one of these skills. A range of different types of historical material is used. It would not be unusual to find several cartoons, perhaps a photograph, and several written sources (both primary and secondary) included in the paper. Questions will focus on particular sources but candidates are encouraged to use any of the other sources if they are useful in answering the question. Such cross-reference is rewarded highly. Contextual knowledge is also required. This should never be included in an answer for its own sake. Its proper use is to aid and explain the evaluation and interpretation of the sources.
Answering the question
There is a tendency for some candidates to use each question as an excuse either to tell the examiner everything they know about the historical topic, or to display a range of source skills. This is not what is required. First and foremost, the examiner wants the question to be answered. The range and amount of knowledge and skills required depends on what is necessary to produce a good answer to the question. Candidates should remember that their first concern is to answer the question. If they do this properly, they will as a matter of course be displaying the relevant skills and knowledge.
Interpreting sources
All questions require candidates to work out what a source is saying. In some questions this is the only target. Such interpretation always requires candidate to go beyond the surface details and meaning of a source to interpret the message of the author or artist. When candidates explain their interpretation of the source they should be careful to use both the details of the source, and their knowledge and understanding of the historical context, in their explanation.
Extrapolating from sources
Some questions will require candidates to reach a conclusion about a source that goes beyond what the source actually says. These questions might ask, for example, about the purpose of the source, who the author might have been, the intended audience, or the possible impact of the source. In answering these types of questions, candidates need to interpret the sources and use their knowledge of the historical context. Questions about the purpose of sources require candidates to go beyond the message of the source to consider the intended outcome of the author or artist.
Evaluating sources
Candidates can be asked to evaluate sources for usefulness and for reliability. In responding to
questions about usefulness, it is important that candidates do not dismiss sources as useful simply because they are biased. Historical sources are usually biased, but they can still be useful to the historian. In fact, it is often their bias that makes them useful as the historians can learn a lot about the author.
When evaluating sources for reliability, candidates need to ask: what does the source say (interpretation), who is saying it, and why are they saying it then? It is important that candidates do not attempt to evaluate sources purely by type. Knowing that a source is from a newspaper, or is an eyewitness account, tells us nothing about its reliability. It is the content of the source that needs to be evaluated, although it is often useful to take note of the provenance.
There are several strategies for evaluating sources. The candidate needs to decide which is the most appropriate for a particular question and a particular source.
· Firstly, the claims of a source can be checked against the candidate’s knowledge;
· Secondly, it is sometimes useful to cross-reference to other sources in the paper to see if they support the source under question;
· Thirdly, the tone and language of the source might tell us something;
· Finally, the provenance of the source can be used in an informed way i.e. by asking why that person would want to say that, then.
Using the sources
The final question on the paper always requires candidates to consider how far the sources as a whole support a given hypothesis. Very low marks are scored if candidates ignore the sources and use this question as an excuse to write everything they know about the topic.
Candidates should check back through the sources and make rough lists of those sources that support the hypothesis and those that disagree with it. They should then take the first group of sources and explain how each source in the group supports the statement. It is important that an explanation is given for each source and that they make clear (by reference to the source letter) which one they are writing about. General statements about groups of sources will not score high marks. The same should then be done for the sources in the second group. Extra marks are awarded for evaluating the sources.
PAPER 2: For Question 6, worth 12 mark
1. RC + MM + GS + IMSS + QTS / RBS + CP + OK + ST
2. RC Read and Categorise each source – keep a scoring column for each.
3. MM Identify the main message of each source – in the margin.
• This will help you categorise each source for the 12 marker.
4. GS Group the sources into those that agree / support the statement from and those that reject – keep a scoring column for each.
• For example, sources B, D, F. H and I tend to support that the League was LONG DEAD before Dec 1935, however, A, C, E and G tend to reject the statement.
5. IMSS The wording of your intro sentences is CRUCIAL
• Match the sources to the statement / question.
• Recognise and mention that ‘PARTS’ of many sources both reject and support the question statement.
6. QTS / RBS Make sure to QTS and RECONNECT back to the statement.
7. CP Pay attention and Challenge the PROVENANCE – especially of sources E, F, G , H and I.
8. OK Your Own Knowledge will help you understand and interpret the sources.The source may be secondary, so make sure you can place the INFO in itshistorical context. The CONTENT will hint at the date / time anyway.
9. ST Structure your answer – use the GROUPINGS to reject and support. CROSS REFERENCE as you go - DO NOT refer to each source, one at a time!
Convincing Evidence - Trial of Strength / BOTH / Convincing Evidence of NOT - Trial of StrengthANSWER OUTLINES FOR PAST IGCSE QUESTIONS – December, 2016
These are not answers. They are outlines that can help you write full answers. You will likely have to add your own examples to fully answer the questions. Make sure to include introductory sentences, examples with explanation of importance and conclusions.
TOPIC #1 - The Peace Treaties of 1919 - 1923
1. Who were the Big Three at Versailles and how did they get along? (4)
· Identify Georges Clemenceau, PM of France, David Lloyd George , PM of Britain and Woodrow Wilson, President of the USA
· Their views of the conference at Versailles were very different, as well as their goals
· From the beginning they disagreed how harshly to punish Germany
· Give examples of what each wanted to accomplish:
Clemenceau – wanted Germany severely weakened and called for a harsh treaty – but was criticized by Wilson and George, who worried that French actions could cause another war
· Clemenceau clashed with Wilson over many issues (the USA had not suffered nearly as badly as France)
· Clemenceau resented Wilson’s more generous attitude to Germany
· Clemenceau also clashed with Lloyd George, particularly over Lloyd George’s desire not to treat Germany too harshly, especially in Europe.
DL George – wanted to see Germany punished but not too severely so that Britain could resume trading with Germany – France thought Britain was just helping its own empire by weakening Germany outside ofEurope. Wilson and Lloyd George did not always agree either. Lloyd George was particularly unhappy with point 2 of the Fourteen Points, allowing all nations access to the seas, and with self-determination
Wilson – called for a just peace and a League of Nations – but was criticized by Britain and France for being too idealistic and naïve, especially about the diverse cultures, ethnic groups and political views.
Groups were scattered across many countries and were bound to be ruled by other nationalities.
Overall, they each accomplished some of their goals but ALL left dissatisfied with the treaty
2. What were Germany’s main territorial losses under the Treaty of Versailles? (4)
· Alsace and Lorraine went to France
· The Saar was to be run by the League for 15 years, which meant France took control over it
· Upper Silesia and Posen went to Poland, Memel went to Lithuania