GCSE HISTORYAQA

Paper 1: Understanding the modern world –3 June 2019 (AM)

Paper 2: Shaping the nation – 6 June 2019 (PM)

The GCSE History content comprises the following elements:one period study

one thematic studyone wider world depth study

one British depth study including the historic environment.

Textbooks from AQAhttp://www.aqa.org.uk/subjects/history/gcse-history-textbooks-print-and-digital

Oxford AQA GCSE History Revision Guides!

Highly recommended!

Paper 1: Understanding the modern worldSection A: Period studiesAB Germany, 1890–1945: Democracy and dictatorshipSection B: Wider world depth studiesA Conflict and tension: The First World War, 1894–1918

Paper 2: Shaping the nationSection A: Thematic studiesAA Britain: Health and the people: c1000 to the present daySection B: British depth studies including the historic environmentBA Norman England, c1066–c1100

Grade AO1Demonstrate knowledge and understanding of the key

features and characteristics of the period studied.

AO2Explain and analyse historical events and periods

studied using second-order historical concepts.

AO3 & AO4Analyse, evaluate and use sources and interpretations (contemporary to the period) to make substantiated

judgements, in the context of historical events studied.

8/9Demonstrate relevant and comprehensive

knowledge, using first order concepts, combined

with a sophisticated understanding of key

features and characteristics.

Construct a convincing line of

reasoning using second order concepts

supported by explanation and analysis.

Critically analyse and evaluate, to reach reasoned, substantiated judgements, of:

a range of sources, in context, to investigate historical issues

interpretations and why they may differ

7Demonstrate relevant and comprehensive

knowledge, using first order concepts, combined

with a developed understanding of key features

and characteristics.

Construct a coherent line of reasoning

using second order concept supported

explanation and analysis.

Analyse and provide some evaluation, to reach reasoned judgements with supporting

contextual knowledge and provenance, of:

a range of sources, in context, to investigate historical issues

interpretations and why they may differ

6Demonstrate mostly relevant and

comprehensive knowledge, using first order

concepts, combined with a developed

understanding of key features and

characteristics.

Construct a coherent line of reasoning

using second order concepts supported

explanation or analysis.

Analyse and provide some evaluation, to reach reasoned judgements with supporting

contextual knowledge or provenance, of:

a range of sources, in context, to investigate historical issues

interpretations and why they may differ

5Demonstrate mostly accurate and appropriate

historical knowledge, using first order concepts,

combined with a clear understanding of key

features and characteristics.

Construct a coherent line of reasoning

using second order concepts.

Analyse and provide some evaluation, to reach reasoned judgements, of:

a range of sources, in context, to investigate historical issues

interpretations and why they may differ

4Demonstrate generalised historical knowledge,

using everyday language, and explaining key

features and characteristics.

Construct a developing line of

reasoning with some explanation of

second order concepts.

Explain, to draw simple conclusions, of:

sources to provide some investigation of historical issues

interpretations to identify similarities and differences

3Demonstrate generalised historical knowledge,

using everyday language, and describing key

features and characteristics.

Construct a developing line of

reasoning with some description of

second order concepts.

Describe, to draw simple conclusions, of:

sources to provide some investigation of historical issues

interpretations to identify similarities and differences

1/2Demonstrate generalised historical knowledge,

using everyday language, and basic

understanding of key features and

characteristics.

Construct a basic line of reasoning with

some reference to second order

concepts.

Comprehend, to draw simple conclusions, of:

sources to provide some investigation of historical issues

interpretations to identify similarities and differences

GCSE GRADE DESCRIPTORS

Resources/Websites • AQA website – Past papers, mark schemes, specification and subject content and example answers.

http://www.aqa.org.uk/subjects/history/gcse/history-8145/assessment-resources

• BBC Bitesize – Norman England, Germany: Democracy and Dictatorship

https://www.bbc.com/education/topics/zywk4j6

https://www.bbc.com/education/topics/zskcg82

• Textbooks from AQA

http://www.aqa.org.uk/subjects/history/gcse-history-textbooks-print-and-digital

• Revision materials from Amazon – Democracy and Dictatorship

https://www.amazon.co.uk/s/ref=nb_sb_noss?url=search-alias%3Dstripbooks&field-keywords=GCSE+History+Democracy+to+Dictatorship&rh=n%3A266239%2Ck%3AGCSE+History+Democracy+to+Dictatorship

• Revision materials from Amazon – Conflict and Tension; First World War

https://www.amazon.co.uk/s/ref=nb_sb_noss?url=search-alias%3Dstripbooks&field-keywords=GCSE+History+Conflict+and+Tension+First+World+War&rh=n%3A266239%2Ck%3AGCSE+History+Conflict+and+Tension+First+World+War

• Revision materials from Amazon – Norman England

https://www.amazon.co.uk/s/ref=nb_sb_noss?url=search-alias%3Dstripbooks&field-keywords=GCSE+History+Norman+England&rh=n%3A266239%2Ck%3AGCSE+History+Norman+England

• Revision materials from Amazon – Health and the People

https://www.amazon.co.uk/s/ref=nb_sb_noss?url=search-alias%3Dstripbooks&field-keywords=GCSE+History+haelth+and+the+people&rh=n%3A266239%2Ck%3AGCSE+History+haelth+and+the+people

• Great website that has resources for each topic – TeachIt History

https://www.teachithistory.co.uk/ks4?utm_campaign=Home+page+design&utm_source=Quick+links&utm_medium=KS4&utm_content=%2Fks4

https://www.pixl.org.uk/

AB Germany, 1890–1945: Democracy and Dictatorship

Part one: Germany and the Growth of Democracy• Kaiser Wilhelm and the difficulties of ruling Germany: the growth of parliamentary government; the influence of Prussian militarism;

industrialisation; social reform and the growth of socialism; the domestic importance of the Navy Laws.• Impact of the First World War: war weariness, economic problems; defeat; the end of the monarchy; post-war problems including reparations,

the occupation of the Ruhr and hyperinflation.• Weimar democracy: political change and unrest, 1919–1923, including Spartacists, Kapp Putsch and the Munich Putsch; the extent of recovery

during the Stresemann era (1924–1929): economic developments including the new currency, Dawes Plan and the Young Plan; the impact of international agreements on recovery; Weimar culture.

Part two: Germany and the Depression• The impact of the Depression: growth in support for the Nazis and other extremist parties (1928–1932), including the role of the SA; Hitler’s

appeal.• The failure of Weimar democracy: election results; the role of Papen and Hindenburg and Hitler’s appointment as Chancellor.• The establishment of Hitler’s dictatorship: the Reichstag Fire; the Enabling Act; elimination of political opposition; trade unions; Rohm and the

Night of the Long Knives; Hitler becomes Führer.

Part three: The experiences of Germans under the Nazis• Economic changes: benefits and drawbacks; employment; public works programmes; rearmament; self-sufficiency; the impact of war on the

economy and the German people, including bombing, rationing, labour shortages, refugees.• Social policy and practice: reasons for policies, practices and their impact on women, young people and youth groups; education; control of

churches and religion; Aryan ideas, racial policy and persecution; the Final Solution.• Control: Goebbels, the use of propaganda and censorship; Nazi culture; repression and the police state and the roles of Himmler, the SS and

Gestapo; opposition and resistance, including White Rose group, Swing Youth, Edelweiss Pirates and July 1944 bomb plot.

Paper 1: Understanding the modern worldSection A: Period studies (Germany, 1890–1945: Democracy

and dictatorship)

Type of questionMark Total

markAO1 AO2 AO3 AO4 SPaG

How do interpretations differ?

4 4

Why do interpretations differ?

4 4

How convincing are interpretations?

8 8

Describe... 4 4

In what ways... Explain your answer

4 4 8

Essay question in bullet format

6 6 12

1 How does Interpretation B differ from Interpretation A about the influence the Nazis had over the German people between 1933 and 1939? Explain your answer using Interpretation A and Interpretation B. [4 marks]

2 Why might the authors of Interpretation A and Interpretation B have a different interpretation about the influence the Nazis had over the German people between 1933 and 1939? Explain your answer using the Interpretations A and B and your contextual knowledge. [4 marks]

3 Which interpretation do you find more convincing concerning the influence the Nazis had over the German people? Explain your answer using Interpretation A and Interpretation B and your contextual knowledge.

[8 marks]4 Describe two problems faced by the Weimar Republic between 1920 and 1932. [4 marks]5 In what ways were the lives of German people affected by the Great Depression? Explain your answer.

[8 marks]6 Which of the following was the more important reason why the Weimar Republic was unstable in the years?

- Challenges from the extreme left / and right / - The Treaty of Versailles. Explain your answer with reference to both reasons. [12 marks]

Example Questions

Source AA German woman called Grete remembers her mother’s support for the Nazis

There were those who believed in the Fuhrer as a saviour and were hypnotised by him. My mother, for example. Once she handed a bouquet to Hitler – that was the high point of her life… She was convinced everything that the Nazis did was right and essential. Nothing would shake her faith in Hitler… She accepted the explanation given by the Party about the need for concentration camps – that the riff-raff had to be cleared off the streets! Repeat offenders, sex criminals, and the parasites of the Volk, such as profiteers, would be re-educated in the camps to do honest work. They would be taught discipline and cleanliness – and, of course, not a hair on anyone’s head would be harmed.Source A - Source copied from - Greg Lacey and Keith Shephard, Germany 1918-1945, John Murray, 2002, (page 110)

Source BPhilip Gibbs, a journalist, was visiting Berlin in 1934

I remember being in a big Berlin café when Hitler was announced to speak over the microphone. The loudspeaker was turned on. Next to me was a group of German businessmen. They went on talking in low voices. At another table was a woman writing a letter. She went on writing. The only man who stood up was a little fellow with his tie creeping over his collar at the back of his neck. No one in this crowded café listened to Adolf Hitler.Source B - Source copied from - Greg Lacey and Keith Shephard, Germany 1918-1945, John Murray, 2002, (page 89)

https://www.pixl.org.uk/

BA Conflict and tension: the First World War, 1894–1918

Part one: The causes of the First World War• The Alliance System: the Triple Alliance; Franco-Russian Alliance; relations between the ‘Entente’ powers; the crises in

Morocco (1905 and 1911) and the Balkans (1908–1909), and their effects on international relations.• Anglo-German rivalry: Britain and challenges to Splendid Isolation; Kaiser Wilhelm’s aims in foreign policy, including

Weltpolitik; colonial tensions; European rearmament, including the Anglo-German naval race.• Outbreak of war: Slav nationalism and relations between Serbia and Austria-Hungary; the assassination of Archduke

Franz Ferdinand in Sarajevo and its consequences; the July Crisis; the Schlieffen Plan and Belgium; reasons for the outbreak of hostilities and the escalation of the conflict.

Part two: The First World War: stalemate• The Schlieffen Plan: the reasons for the plan, its failure, including the Battle of Marne and its contribution to the

stalemate.• The Western Front: military tactics and technology, including trench warfare; the war of attrition; key battles, including

Verdun, the Somme and Passchendaele, the reasons for, the events and significance of these battles.• The wider war: the war on other fronts; Gallipoli and its failure; the events and significance of the war at sea, including

Jutland, the U-Boat campaign and convoys.

Part three: Ending the war• Changes in the Allied Forces: consequences of the Bolshevik Revolution and the withdrawal of Russia on Germany

strategy; the reasons for and impact of the entry of the USA into the war.• Military developments in 1918 and their contribution to Germany’s defeat: the evolution of tactics and technology;

Ludendorff the German Spring Offensive; the Allied advance during The Hundred Days.• Germany surrenders: impact of the blockade; abdication of the Kaiser; armistice; the contribution of Haig and Foch to

Germany’s defeat.

Paper 1: Understanding the modern worldSection B: Wider world depth studies (Conflict and tension: the First

World War, 1894–1918)

Type of question

MarkTotal markAO1 AO2 AO3 AO4 SPaG

Source analysis 4 4

How useful are sources... 12 12

Write an account... 4 4 8

Essay question...How far do you agree?

8 8 4 20

Example Questions

1. Study Source A in the Sources Booklet. Source A opposes Kaiser Wilhelm II. How do you know? Explain your answer using Source A and your contextual knowledge. [4 marks]

2. Study Sources B and C in the Sources Booklet. How useful are Sources B and C to a historian studying opinions in Austria about Serbia? Explain your answer using Sources B and C and your contextual knowledge. [12 marks]

3. Write an account of how events in Morocco became an international crisis in 1905 and 1906. [8 marks]

4. ‘The war at sea was the main reason for Germany’s defeat in the First World War.’ How far do you agree with this statement? Explain your answer. [16 marks] [SPaG 4 marks]

https://www.aqa.org.uk/subjects/history/gcse/history-8145/assessment-resources?num_ranks=10&sort=&query=Conflict

Section A: Thematic studiesAA Britain: Health and the people: c1000 to the present dayStudents will study the importance of the following factors: • war• superstition and religion• chance• government• communication• science and technology• the role of the individual in encouraging or inhibiting

change.

This option focuses on the following questions:• Why has there been progress in the health of the British

people?• How and why has the pace and scale of medical

development varied at different times?• What impact has medical progress had on people and

society?• How and why have different factors been more

important than others for individual medical developments?

• What is the significance of key individuals or events in the history of medical development?

• Medieval medicine: approaches including natural, supernatural, ideas of Hippocratic and Galenic methods and treatments; the medieval doctor; training, beliefs about cause of illness.

• Medical progress: the contribution of Christianity to medical progress and treatment; hospitals; the nature and importance of Islamic medicine and surgery; surgery in medieval times, ideas and techniques.

• Public health in the Middle Ages: towns and monasteries; the Black Death in Britain, beliefs about its causes, treatment and prevention.

Part one: Medicine stands still

Part two: The beginnings of change• The impact of the Renaissance on Britain: challenge to medical authority in anatomy, physiology and

surgery; the work of Vesalius, Paré, William Harvey; opposition to change.• Dealing with disease: traditional and new methods of treatments; quackery; methods of treating disease;

plague; the growth of hospitals; changes to the training and status of surgeons and physicians; the work of John Hunter.

• Prevention of disease: inoculation; Edward Jenner, vaccination and opposition to change.

Part three: A revolution in medicine• The development of Germ Theory and its impact on the treatment of disease in Britain: the importance

of Pasteur, Robert Koch and microbe hunting; Pasteur and vaccination; Paul Ehrlich and magic bullets; everyday medical treatments and remedies.

• A revolution in surgery: anaesthetics, including Simpson and chloroform; antiseptics, including Lister and carbolic acid; surgical procedures; aseptic surgery.

• Improvements in public health: public health problems in industrial Britain; cholera epidemics; the role of public health reformers; local and national government involvement in public health improvement, including the 1848 and 1875 Public Health Acts.

Part four: Modern medicine• Modern treatment of disease: the development of the pharmaceutical industry; penicillin, its discovery

by Fleming, its development; new diseases and treatments, antibiotic resistance; alternative treatments.• The impact of war and technology on surgery: plastic surgery; blood transfusions; X-rays; transplant

surgery; modern surgical methods, including lasers, radiation therapy and keyhole surgery.• Modern public health: the importance of Booth, Rowntree, and the Boer War; the Liberal social reforms;

the impact of two world wars on public health, poverty and housing; the Beveridge Report and the Welfare State; creation and development of the National Health Service; costs, choices and the issues of healthcare in the 21st century.

Paper 2: Shaping the nationSection A: Thematic studies (Britain: Health and the people: c1000 to

the present day)

Type of questionMark Total

markAO1 AO2 AO3 AO4 SPaG

How useful is source... 8 8

Explain the significance of...

2 6 8

Compare...in what ways are they similar/different?

4 4 8

Essay question using factors

8 8 4 20

1 How useful is Source A to a historian studying medieval medicine? [8 marks]2 Explain the significance of Galen in the development of medicine. [8 marks]3 Compare the ideas about the cause of illness in the Middle Ages with ideas during the Renaissance. In what ways were they similar? Explain your answer with reference to both periods. [8 marks]4 Has government been the main factor in the development of public health in Britain? Explain your answer with reference to government and other factors. Use examples from your study of Health and the People.

[16 (4 SPaG) marks]

SOURCE A: Flagellants in the fifteenth century. They whipped themselves to show God they had repented their sins and asked God to be merciful.

Example Questions https://www.pixl.org.uk/

Section B: British depth studiesBA Norman England, c1066–c1100

Part one: The Normans: conquest and control• Causes of Norman Conquest, including the death of Edward the Confessor, the claimants and claims.• Military aspects: Battle of Stamford Bridge; Battle of Hastings; Anglo-Saxon and Norman tactics; military

innovations, including cavalry and castles.• Establishing and maintaining control: the Harrying of the North; revolts, 1067–1075; King William’s

leadership and government; William II and his inheritance.

Part two: Life under the Normans• Feudalism and government: roles, rights, and responsibilities; landholding and lordship; land distribution;

patronage; Anglo-Saxon and Norman government systems; the Anglo-Saxon and Norman aristocracies and societies; military service; justice and the legal system such as ordeals, ‘murdrum’; inheritance; the Domesday Book.

• Economic and social changes and their consequences: Anglo-Saxon and Norman life, including towns, villages, buildings, work, food, roles and seasonal life; Forest law.

Part three: The Norman Church and monasticism• The Church: the Anglo-Saxon Church before 1066; Archbishop Lanfranc and reform of the English Church,

including the building of churches and cathedrals; Church organisation and courts; Church-state relations; William II and the Church; the wealth of the Church; relations with the Papacy; the Investiture Controversy.

• Monasticism: the Norman reforms, including the building of abbeys and monasteries; monastic life; learning; schools and education; Latin usage and the vernacular.

Part four: The historic environment of Norman England

Students will be examined on a specific site in depth. The study of the historic environment will focus on a particular site in its historical context and should examine the relationship between a specific place and associated historical events and developments.Students should be able to identify key features of the specified site and understand their connection to the wider historical context of the specific historical period. Sites will also illuminate how people lived at that time, how they were governed and their beliefs and values.

The following aspects of the site should be considered:• location• function• the structure• people connected with the site eg the designer, originator and occupants• design• how the design reflects the culture, values, fashions of the people at the time• how important events/developments from the depth study are connected to the site.

The numbers in the brackets below further relate to other parts of the depth study for which the historic environment is relevant.The historic environment can be explored through the examination of Norman buildings such as the cathedrals (Part three), abbeys (Part three), castles (Part one) and wider historic environments such as towns and settlements(Part two). Equally, key historical developments and events such as trade (Part three), revolts, and battles (Part one) were shaped by the historic environment in which they took place.

PEVENSEY CASTLE

http://www.english-heritage.org.uk/visit/places/pevensey-castle/

Pevensey Castle is a great family day out in East Sussex, encompassing rich history and fun things to do and see for adults and children. With a history stretching back over 16 centuries, Pevensey Castle chronicles more graphically than any other fortress the story of Britain's south coast defences.Beginning in the 4th century as one of the last and strongest of the Roman 'Saxon Shore' forts, two-thirds of whose towered walls still stand. It was the landing place of William the Conqueror's army in 1066. During the century after the Conquest a full-scale Norman castle, with a great square keep and a powerful gatehouse, was built within one corner of the fort. In the 1250s the towered bailey wall was constructed, and soon put to the test during the great siege of 1264.Pevensey Castle has a long history. The Roman fort at Pevensey was built in the late third century and later served as one of the 'Saxon Shore' forts. After the Norman Conquest, a castle with a strong keep was built within the ruined fort and the Roman wall repaired. The castle was besieged four times, but was never captured by force, only twice surrendering through famine. Pevensey last saw active service during the Second World War when it was refortified as a command and observation post.

Paper 2: Shaping the nationSection B: British depth studies including the historic environment

(Norman England, c1066–c1100)

Type of questionMark

Total markAO1 AO2 AO3 AO4 SPaG

How convincing is interpretation…?

8 8

Explain... 4 4 8

Write an account... 4 4 8

Essay question linked to specified site

8 8 16

Example Questions https://www.pixl.org.uk/

1 How convincing is Interpretation A about the impact of the Harrying of the North in 1069? Explain your answer using Interpretation A and your contextual knowledge.

[8 marks]2 Explain what was important about the Domesday Survey of 1085.

[8 marks]3 Write an account of how life in towns changed under the Normans. [8 marks]4 "The main change that Norman castles brought about was that they allowed the Normans to defend their new lands“ How far does a study of Pevensey Castle support this statement? Explain your answer. You should refer to Pevensey Castle and your contextual knowledge.

[16 + 4 SPaG marks]

Interpretation AAnglo-Norman Historian Orderic Vitalis

“Nowhere else had William shown such cruelty. Shamefully he succumbed to this vice, for he had made no effort to restrain his fury and punished the innocent with the guilty. In his anger he commanded that all crops and herd, chattels and food of every kind be burned to ashes … so terrible a famine fell upon the humble and defenceless [people], that more than 100,000 …perished of hunger.”