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AS Grade: A2 ALPS target: Personal target: Based on your AS performance: what is your most important skills and study targets for studying this essay based topic next year.
SKILL TARGET: STUDY TARGET:
Russia Skills Strongly Agree Agree Neither
Agree nor disagree
Disagree Strongly disagree
AO1a: I can use a wide range of accurate and relevant evidence.
AO1a: I can accurately and confidently use appropriate historical terminology.
AO1a: I can create clearly structured and coherent answers to questions.
AO2b: I can focus on the question set.
AO1b: I understand how to analyse key concepts (continuity/ change/ causation/ significance) within their historical context.
AO2b: I can analyse and evaluate an appropriate range of interpretations focusing on the question set.
AO2b: I can produce excellent synthesis (drawing links between different interpretations and own knowledge)
AO2b: I can produce a thorough synoptic assessment (of the interpretations together and separately).
Study skills: I can take responsibility for my own learning, seek information and clarification independently and know when to ask for help.
Study skills: I can keep up to date with deadlines and stay organised.
The Interpretation
The Investigation
Your Checklist
Interpretations Investigation Planned your interpretation
Chosen an area to investigate.
Drafted your interpretation
Researched the area you have chosen.
Had it checked
Developed your question.
Improved interpretation
Had the question approved.
Formatted interpretation correctly according to instructions
Planned your investigation.
Produced a cumulative word count on each page.
Drafted.
Produced a final word count.
Had it checked.
Had your interpretation proof-read (by someone who is not you or Ana) for spelling, punctuation and grammar and to ensure it made sense.
Improved it. Formatted it correctly (with word counts, footnotes and references etc.)
Corrected any spelling, punctuation or grammar or nonsense that came up from your proofread.
Produced a bibliography. Had your investigation proof read.
Backed up your interpretation.
Corrected it. Backed it up.
Printed your interpretation and ensured that it has your name on.
Printed your investigation and ensured that it has your name on.
Submitted to Ana Submitted to Ana
Complete the following table if you are struggling to decide what investigation question to choose or devise. (The exam board investigations are on the next page)
What is my interpretations on (because it cannot clash)
What areas do I definitely not want to work on?
Which investigation questions/ topic areas can’t you do. Which areas of Thatcher’s Britain do I find most interesting? Which investigation questions/ topic areas can I do? How many sources (and what range of sources) can I find to answer these questions? Which investigation questions/ topic areas does that rule out? Top 3 Investigation questions 1. 2. 3.
My investigation question is...
167
F965/01 Jun14© OCR 2014
Britain under Margaret Thatcher 1979-90 Investigation Titles
Investigation Titles Cannot be answered in combination with the following Interpretation questions:
22.1 How far did Thatcher reduce the power of the Trade Unions? [40 marks]
22a.
22.2 Assess the view that Thatcher achieved a ‘social revolution’. [40 marks]
22a.
22.3 Assess the view that the Thatcher government deliberately provoked the Miners’ strike.
[40 marks]
22a.
22.4 Assess the view that Thatcher’s electoral success in the period from 1979 to 1989 was the result of Labour weakness, rather than Conservative strengths.
[40 marks]
22b.
22.5 How successful was Thatcher’s handling of the Falklands crisis?
[40 marks]
22c.
22.6 To what extent was Thatcher’s policy towards the USSR militaristic and hostile?
[40 marks]
22c.
22.7 Assess the view that Thatcher’s policy towards Europe did more to damage than improve Britain’s interests.
[40 marks]
22c.
22.8 Assess the view that Thatcher reformulated Conservative ideology.
[40 marks]
22.9 Assess the view that the events of 1990 were the main reason for the fall of Thatcher.
[40 marks]
22.10 How far was New Labour influenced by Thatcher? [40 marks]
22c.
Strike.
22a.
22b.
.
Source Record
You will need to reference your sources. Whether they are from a website, a textbook, a fiction book, a television programme, a film, a song, a cereal box- you need to record your sources and reference them appropriately. Use this page to keep a note of your sources. It is worth doing so here, in case you lose the source or can’t find it again. (not enough space? Use some lined paper and tag it in).
Books
Author Title Publisher Date of publication
Location of publication.
Chapters/ pages used.
Websites
Website URL Author (any information you can find/ may be an organisation)
Date last updated
Journal/ Newspaper/ Magazine
Title Title of article Author Date published.
Location of article (website URL)
Interpretation Coursework- How to Present It, and Tips
Presenting
x WORDS: Remember, it should be strictly no more than 2000 words. It should also be at least 1500. You need a word count on each page (cumulative e.g. 300, 600, 900) and a final word count should be provided at the end. The title does not count.
x FONT: size 12 Arial, Calibri or Times New Roman. Double line spacing and a normal margin.
x PRINT: Black ink please. x ON EACH PAGE: Your name, page number and the cumulative word count. x TITLE: At the top of your first page and it should be done like this
Unit F965: Historical Interpretations and Investigations Part (a) Interpretations
Insert your chosen interpretation title here.
Writing
x Focus on the question: keep referring to the language of the question in your answer. Don’t paraphrase the question- use the same words the exam board do.
x Proof read carefully: for spelling, punctuation, grammar and clear meaning. Ask somebody else to read it for you, e.g. friend, colleague, parent, brother, sister to make sure that it all makes sense.
x Check you have used and evaluated each interpretation: a good way of doing this is to use a different colour highlighter for each interpretation and highlight where you mention each one. It will help you to see that you have mentioned each one properly. You can use the same technique to see how much of your own essay is actually evaluation and analysis.
x Look for synthesis: draw arrows on your work where you have made connections between the interpretations and connections between the interpretations and your own knowledge.
x Check you have said how convincing each one is individually and as a set. x Mark your own work: Use the mark scheme, decide what band you are in and give
yourself a mark. Make a bet with yourself whether it is the same mark that I will give you!
Investigation Coursework- How to Present It, and Tips
Presenting
x WORDS: Remember, it should be strictly no more than 2000 words. It should also be at least 1500. You need a word count on each page (cumulative e.g. 300, 600, 900) and a final word count should be provided at the end. The title does not count.
x FONT: size 12 Arial, Calibri or Times New Roman. Double line spacing and a normal margin.
x PRINT: Black ink please. x ON EACH PAGE: Your name, page number and the cumulative word count. x TITLE: At the top of your first page and it should be done like this
Unit F965: Historical Interpretations and Investigations Part (b) Investigations
Insert your chosen question here.
Writing
x Focus on the question: keep referring to the language of the question in your answer. Don’t paraphrase the question- use the same words the exam board do.
x Proof read carefully: for spelling, punctuation, grammar and clear meaning. Ask somebody else to read it for you, e.g. friend, colleague, parent, brother, sister to make sure that it all makes sense.
x Check you have evaluated each interpretation you have selected: a good way of doing this is to use a different colour highlighter for each interpretation and highlight where you mention each one. It will help you to see that you have mentioned each one properly. You can use the same technique to see how much of your own essay is actually evaluation and analysis.
x Look for synthesis: draw arrows on your work where you have made connections between the interpretations and connections between the interpretations and your own knowledge.
x Check you have said how convincing each interpretation is individually and as a set.
x References, Footnotes and a Bibliography are all necessary (see below guide) x Mark your own work: Use the mark scheme, decide what band you are in and give
yourself a mark. Make a bet with yourself whether it is the same mark that I will give you!
How to do references and footnotes You will notice that in your investigation mark scheme you need to produce references and footnotes. Use this guide to do this.
How do I reference a source properly within my essay?
To insert a footnote using Microsoft Word (note, there are a number of ways in which to reference a source. This way is perfectly acceptable, but if there is another you like better feel free to use it. Just do it in the same way throughout the dissertation)
1. Go to the references tab at the top of your toolbar. Click insert footnote. 2. Type your footnotes using the following format:
x BOOKS: Author Surname, Author Initials. (Year of publication). Name of book in italics, Publisher, Place of publication, Chapter number, page number(s).
x JOURNALS, MAGAZINES, NEWSPAPERS: Author Surname, Author Initials. (Year of publication). Title of article, Name of journal in italics, volume or issue number in bold (if appropriate), page number(s).
x WEBSITES: Author or editor (Year). Title [online]. Available from: URL [date of access] NOTE: with websites, it may be as much information as you can find. Remember to use easywhois at www.easywhois.com to help you.
Key skill: Creating your bibliography
Use the same format for your references as above. Easiest way to do it is to:
x Write out the reference for each source cited as above (but omit the page numbers). x Arrange them alphabetically by author’s surname.
E.g.
Ansell-Pearson, K. (2005), The Nietzsche Reader, Blackwell, Oxford.
Evans, E. (1997), The Birth of Modern Britain 1780-1914, Longman, London.
McMurty, J. (2010), Philosophy of History Online, Available from http://www.philohis.org/127.98 [27.02.2011]
Coursework Timelines
Deadlines Interpretations: 7th February Investigations: 21st March Lesson schedule: Use this lesson schedule to plan your success criteria for each lesson and your homework each week. This will help you plan your tasks so that you can make the best use of your time.
Date What you want to
achieve in the lesson?
Homework task. Teacher Target
20th January
27th January
3rd February Deadline for
interpretations
coursework
10th February
Begin investigations
17th February
Half Term
24th February
3rd March
10th March
17th March Deadline for
investigations
coursework
© OCR 2013 111 GCE History A v3
Unit F965: Historical Interpretations and Investigations – Part (a) Interpretations
ASSESSMENT
OBJECTIVES AO1a AO1b AO2b
Total mark for each question = 40
Recall, select and deploy historical knowledge appropriately, and communicate knowledge and understanding of history in a clear and effective manner.
Demonstrate understanding of the past through explanation, analysis and arriving at substantiated judgements of:
x key concepts such as causation, consequence, continuity, change and significance within an historical context;
x the relationships between key features and characteristics of the periods studied.
Analyse and evaluate, in relation to the historical context, how aspects of the past have been interpreted and represented in different ways.
Level IA
x Uses an appropriate range of accurate, detailed and relevant knowledge
x Answer is clearly structured and coherent; communicates accurately and legibly
(6)
x Very good level of understanding of key concepts in their historical context
x Very good level of explanation / analysis, and provides valid judgements
(6)
x Answer is fully and consistently focused on the question set and provides a clear argument
x Excellent synthesis and synoptic judgement of historical interpretations
x May make unexpected but supported judgements linked to the question
(24–28)
Level IB
x Uses an appropriate range of accurate, detailed and relevant knowledge
x Answer is clearly structured and coherent; communicates accurately and legibly
(6)
x Very good level of understanding of key concepts in their historical context.
x Very good level of explanation / analysis, and provides valid judgements.
(6)
x Answer is consistently focused on the question set and provides a clear argument
x Very good synthesis of historical interpretations (20–23)
Level II
x Uses mostly accurate, detailed and relevant knowledge
x Answer is structured and mostly coherent; writing is legible and communication is generally clear
(5)
x Good level of understanding of key concepts in their historical context
x Good attempt at explanation / analysis but overall judgements may be uneven
(5)
x Answer focuses on the issues in the question set and provides a judgement of different historical interpretations
x Good analysis and evaluation of an appropriate range of interpretations
(18–19)
112 © OCR 2013 GCE History A v3
Level III
x Uses appropriate and relevant knowledge but there may be some inaccuracy
x Most of the answer is structured and coherent; writing is legible and communication is generally clear
(4)
x Shows a sound understanding of key concepts in their historical context
x May be a mixture of analysis and explanation but also description and narrative coupled with some uneven overall judgements; OR arguments may provide more consistent analysis but the quality will be uneven and its support often general or thin
(4)
x Most of the answer is focused on the question set and provides some judgement. There is some evidence of synthesis
x Answer provides a sound analysis and evaluation of historical interpretations
(16–17)
Level IV
x There is deployment of relevant knowledge but level/ accuracy of detail will vary
x Some unclear and/or underdeveloped and/or disorganised sections; mostly satisfactory level of communication
(3)
x Satisfactory understanding of key concepts
x May be largely descriptive / narratives of events, and links between this and analytical comments will typically be weak or unexplained
(3)
x Satisfactory focus on the question and mostly satisfactory analysis / explanation
x Makes limited synoptic judgements about historical interpretations
(14–15)
Level V
x Deployment of basic and general historical knowledge but also some irrelevant and inaccurate material
x Often unclear and disorganised sections; adequate level of communication but some weak prose passages
(2)
x General understanding of key concepts
x Attempts an explanation / argument but often general coupled with assertion, description/narrative
(2)
x Adequate focus on the question but provides only a basic analysis / explanation
x Makes no synoptic judgements about historical interpretations
(12–13)
Level VI
x Use of relevant knowledge will be limited; there will be much irrelevance and inaccuracy
x Answers may have little organisation or structure; weak use of English and poor organisation
(1)
x Very little understanding of key concepts
x Explanation will be very brief / fragmentary; the answer will be characterised by generalised assertion and / or description/ narratives, often brief
(1)
x Some understanding of the topic but not the question’s requirements
x Weak explanations and judgements about historical interpretations
(6–11)
Level VII
x No relevant or accurate knowledge x Very poor use of English (0)
x No understanding of key concepts x No explanation (0)
x Weak understanding of the topic or of the question’s requirements
x No explanation or judgements about historical interpretations
(0–5) Notes:
(i) Allocate marks to the most appropriate level for each AO (ii) If several marks are available in a box, work from the top mark down until the best fit has been found (iii) Many answers will not fall at the same level for each AO (iv) Candidates will demonstrate synopticity through the drawing together of knowledge and skills in order to demonstrate overall historical
understanding. It involves the explicit assessment of understanding of the connections between the essential characteristics of historical study. (See section 4.5 of the specification.)
© OCR 2013 113 GCE History A v3
Unit F965: Historical Interpretations and Investigations – Part (b) Investigations
ASSESSMENT OBJECTIVES AO1a AO1b AO2a
Total mark for each question = 40
Recall, select and deploy historical knowledge appropriately, and communicate knowledge and understanding of history in a clear and effective manner.
Demonstrate understanding of the past through explanation, analysis and arriving at substantiated judgements of: – key concepts such as causation, consequence, continuity, change and significance within an historical context; – the relationships between key features and characteristics of the periods studied.
As part of an historical enquiry, analyse and evaluate a range of appropriate source material with discrimination.
Level IA
x Answer is clearly structured and coherent; communicates accurately and legibly
x Selects an appropriate range of accurate, detailed and relevant evidence from personal research
x Includes accurate footnotes and a bibliography (6)
x Very good level of understanding of key concepts relevant to analysis and to the topic
x Argument is relevant and analytical and provides supported judgements
(6)
x Excellent analysis of the problem in its historical context
x Critical use of a range of research materials
x High level of discrimination – ie judgement of relevance and relative significance of research materials in relation to the problem
(24–28)
Level IB
x Answer is clearly structured and coherent; communicates accurately and legibly
x Selects an appropriate range of accurate, detailed and relevant evidence from personal research
x Includes accurate footnotes and a bibliography (6)
x Very good level of understanding of key concepts relevant to analysis and to the topic
x Argument is relevant and analytical and provides supported judgements
(6)
x Very good quality of analysis and evaluation of a range of research materials with a good level of discrimination
(20–23)
Level II
x Selects mostly accurate, detailed and relevant evidence from personal research
x Answer is structured and mostly coherent; writing is legible and communication is generally clear
x Includes accurate footnotes and a bibliography (5)
x Good level of understanding of key concepts relevant to analysis and to the topic
x Argument develops explanations but overall judgements may be uneven
(5)
x Reasonable quality of analysis and critical evaluation of a range of sources with discrimination
x Good understanding of sources in context (18–19)
114 © OCR 2013 GCE History A v3
Level III
x Selects some relevant evidence from personal research
x Most of the answer is structured and coherent; writing is legible and communication is generally clear
x Includes accurate footnotes and a bibliography (4)
x Shows a sound understanding of key concepts relevant to analysis and to the topic
x Argument may be a mixture of analysis and explanation but also may include description and narrative coupled with some uneven overall judgements; OR the argument may provide more consistent analysis but the quality will be uneven and its support often general or thin
(4)
x Good quality of analysis and critical evaluation of a range of sources with discrimination
x Good understanding of sources in context but some judgements may be uneven
(16–17)
Level IV
x There is deployment of relevant knowledge but level / accuracy of detail will vary
x Some unclear and/or underdeveloped and/or disorganised sections; mostly satisfactory level of communication
x There will be footnotes and a bibliography, but not always used appropriately
(3)
x Satisfactory understanding of key concepts relevant to the topic
x Some argument but evidence not always linked to the question
x Assertion, description / narrative will characterise part of the answer
(3)
x Mostly satisfactory application of sources to the question but little ability at discriminating between them
x Limited understanding of the importance of sources in their context of the topic
(14–15)
Level V
x Deployment of basic and general historical knowledge but also some irrelevant and inaccurate material
x Often unclear and disorganised sections; adequate level of communication but some weak prose passages
x Some attempt to use footnotes and provide a bibliography
(2)
x General understanding of key concepts
x Attempts an explanation / argument but often general coupled with assertion, description / narrative
(2)
x Adequate application of sources to the question without ability to discriminate between them
x Points made about the importance of sources in the context of the period will often be little more than assertions
(12–13)
Level VI
x Use of relevant evidence will be limited; there will be much irrelevance and inaccuracy
x Answers may have little organisation or structure; weak use of English and poor organisation
x Footnotes should they appear may be poorly used. Bibliography may be inappropriate
(1)
x Very little understanding of key concepts
x Limited explanation, mainly assertion, description / narrative
(1)
x Weak application of sources to the question
x Weak understanding of the importance of sources in their context
(6–11)
Level VII
x No relevant or accurate knowledge
x Very poor use of English
x No footnotes or bibliography (0)
x No understanding of key concepts
x No explanation (0)
x Poor ability at using the sources
x Poor awareness of sources in their context (0–5)
Notes: (i) Allocate marks to the most appropriate level for each AO (ii) If several marks are available in a box, work from the top mark down until the best fit has been found (iii) Many answers will not fall at the same level for each AO
