A Level History Coursework Handbook

Name:

Class:

Teacher:

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Contents Page

Page Title3 Introduction4 Research5 References6-7 Topic Choice8 Deadlines9 How to Use Historians’ views10 How to Use Primary Sources11-12 Coursework Check List13-15 Mark Scheme16 BibliographyAppendix Sample Answer on King from AQAAppendix Commentary on Sample answer from AQA

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Introduction

The coursework element makes up 20% of your final mark and therefore is vital in determining your final grade. To ensure you achieve at the highest possible level it is essential that you dedicate a large portion of time and effort to carrying out the research for and writing of your coursework essay. This is not like other essays as it requires full referencing (like a University Essay) details of how to do this are contained in this handbook and has very specific requirements spelt out in the mark scheme (also contained in this handbook). It is very important that you keep this handbook and refer back to it regularly as it contains much of the guidance you will require. It is vital that you keep an organised file of research notes and drafted material and that you engage in a dialogue with your teacher regarding this essay. Deadlines for elements of the coursework are detailed in this handbook and failure to meet these will result in contact being made with home and disciplinary action.

The Basics

A personal study based on a topic of student's choice. This should take the formof a question in the context of approximately 100 years. It must not duplicate the content of options chosen for Components 1 and 2. We are offering the topics of Civil Rights in America or Anti-Semitism in Europe.Key info:

3,000 – 3,500 words (this is a guide) You must examine two historians and their views’ in detail You must evaluate at least three primary sources. 40 marks 20% of A-level marked by teachers moderated by AQA

Where you should be

You should have started thinking about and researching your coursework over the summer holidays.

You should have notes and a timeline that you can show your teacher. You should be reading books/ internet resources to build your knowledge. You should be in a position to enter into discussion with your teacher and

classmates about your topic.

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Research

Always make a note of the book, page number, author, date of publication etc of where you find information

Look for facts and figures as well as the authors views. You may want to copy out really good quotes, but more often

you will need to summarise what is said in your own words. You need to know the view point each historian you use.

Make sure you don’t get all your information from 1 or 2 books. But you need 2 main sources which have clear arguments, finding these two sources will be a priority.

Make sure you have at least 3 primary sources and they are different types: letter; book extract; speech; diary; government document etc. Remember you need to pick sources that will help you show off your source analysis skills.

Highlight different arguments, themes or factors. You are often best re-ordering your notes into the sections you will cover in your essay rather than keeping them ordered by book. You are marked on the quality of your sources. Relying on two A level texts will result in a low mark.

Use the contents and index pages to help find relevant material Remember reading and noting a book that you then don’t use

is not a waste of time but part of the process of selecting material.

Having done some research it is worth drafting your essay to see where any holes in your research lie. Do this as early as possible.

Don’t put off doing your research, your personal study can not be done in a few weeks before the deadline.

References \ Footnotes

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It is very important that you reference you coursework essay. Failure to do so can be seen as plagiarism. You must reference the following

1. Quotes2. Facts (e.g. unemployment figures)3. Historians arguments and views

The best way to reference your work is to footnote it. If you are using Microsoft Word this is very simple: After the section you want to reference you simply click on Insert, then on footnote (or reference then footnote depending on your version of Word), you then simply enter your footnote.1

Footnotes should read-

Author’s Surname, initial, Book, (year published), page number

Author’s Surname, initial, ‘Article title’, Book/ publication, (year published), page number

If you use the same reference on consecutive occasions then you can use Ibid. 2

Try to avoid over use of one source as this will be obvious to the examiner and may effect the points given for use of sources.

Coursework: Topic Choice1 Gillingham, References \ Footnotes, (2004), pp 12 Ibid, pp1

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Name

Topic

Question

Why do you want to do this question?

What are the different sides of the argument?

What relevant books/ articles are available in the LRC?

What relevant/ useful

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websites can you find?

What relevant books/ articles are available elsewhere e.g. University Library’s, Central Library

Can you find historians with different views? If so what are they?

Deadlines: Coursework Timetable

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Date Task Done? Issues/ Actions23rd September

Choose question and submit form to teacher

7th October Evidence of progress with research

21st October Draft section including historians view

11th November

Draft section including primary source

28th November

Draft section evaluating continuity and change over 100years

16th December

Full draft

17th Feb Final Course work deadline

How to Use Historians’ Views

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The evaluation of historians’ interpretations is a vital part of the coursework and one that builds on skills you have been developing in the Tudor Unit. It is important that you are able to identify and describe the argument of a historian and illustrate it with quotes but you also need to evaluate the strengths and weaknesses of the argument using your knowledge (acquired from other reading). You then need to go on to making judgements about the comparative validity of different interpretations. You need to:

1. Make YOUR point about the issue you are writing about.2. Explain the historian’s overall argument and how it relates to your point/ argument.3. Look at aspects of the argument and supporting the view with evidence that backs

up the point being made.4. Look at aspects of the argument and illustrate weaknesses of the argument using

evidence that contradicts the argument, and use this evidence to counter the historian’s view.

5. Compare aspects of one historian’s view with that of another and using supporting evidence argue why one interpretation is more convincing than the other.

The historians’ views should be interjected into your essay at numerous points (obviously you don’t need to do the first part of point 2 above every time.

There is also a little bit more to it than just finding the argument and putting it into your essay, you also need to know about the historian and the context in which they were writing. You will therefore need to carry out research into the author and also if there was anything significant about changing attitudes/ new evidence when the book was written. It may be worth having books written at different times to help you build some good evaluation here. For example a book written in the 1970s about Martin Luther King won’t have the same degree of hindsight as one written in the last few years and more evidence may have come to light. A book written in 1991/2 reflecting on the history of Civil Rights is likely to have been influenced by the Rodney King case and the race riots that followed and so may have a less positive view than one published earlier.

How to Use Primary Sources

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You are required to use at least 3 primary sources, these need to different from each other in their nature, so you need sources that are of different types (e.g. a speech, a newspaper article and a diary extract). You will be using the skills you have developed in the American unit to evaluate the sources value (provenance and tone, content and argument). It is therefore important that you choose sources which you have a substantial amount to say about these key aspects and judgements you can make about their value based on their provenance etc. I would suggest that you find more than 3 primary sources, write up evaluations of their value based on provenance, tone, content and argument (like an answer to an American paper source question) and then incorporate the ones you could do the best job on.Key things to consider:

Is the source significant to the topic you are writing about and therefore not feel bolted on (e.g. analysing King’s ‘I have a dream’ speech would naturally fit into a question about his significance).

Make sure you can find out lots of detail about the author of the source, their motivation and credibility, the audience that it addressed, the specifics about the time it was produced (possibly referring to the social, economic, political, religious context). If you don’t have much to say on these, don’t use the source.

There is no limit to the length of the source you use and it can be a visual source. Make sure there is enough for you to get a handle on in terms of the content and argument but equally be wary of very long sources which may require too many words to cover all the ins and outs of content and argument etc. (maybe concentrate on a particular extract or chapter).

Sources with a clear argument are likely to be the best to use as this will give you something to make a substantial judgement about e.g. value of presenting the particular view of a particular group at a particular time but lacking the wider understanding of a broader picture.

Coursework Check list

AO1- 20 marks

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AO1 is defined as follows in the subject criteria:Demonstrate, organise and communicate knowledge and understanding to analyse and evaluate the key features related to the periods studied, making substantiated judgements and exploring concepts, as relevant, of cause, consequence, change, continuity, similarity, difference and significance

A01

Have you..? Yes/No

Action

engaged with one or more of the concepts (cause, consequence, change, continuity, similarity, difference and significance)

demonstrated effective organisational and communication skills through analysis and evaluation whichconsistently and relevantly focuses on the question that is set and integrates into thisevaluation, primary sources and historical interpretations

analysed and evaluated the material demonstrating your views and conclusionsMade substantiated judgements, which appear as the argument develops (make sure you don’t have assertive and unsubstantiated or undeveloped judgements as these will not be placed in higher levels).

AO2-10 MarksAO2 is defined as follows in the subject criteria:Analyse and evaluate appropriate source material, primary and/or contemporary to the period, within the historical context.The length of primary sources to be used is not prescribed. The skills required to interrogate primary sources to corroborate or challenge the overall response to the chosen issue may be met through primary sources of differing lengths and ones which include visual sources. Students are required to analyse and evaluate the value of three primary sources of at least two different types (as exemplified in the specification), referring, as appropriate, to provenance, content and argument and tone and emphasis.

A02

Have you..? Yes/No Action

Got a selection of sources which are directly relevant to the issue and question of the

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Investigation

Shown awareness of the value and limits of the sources which results from consideration of the provenance of the source, considering, for example, who the author is, when specifically it was produced, to whom and in what form it is addressed, Shown awareness of the value and limits of the sources which results from consideration of the tone and style of the sourceShown awareness of the value and limits of the sources which results from consideration of the the content it contains.

AO3- 10 MarksAO3 is defined as follows in the subject criteria:Analyse and evaluate, in relation to the historical context, different ways in which aspects of the past have been interpreted. Whilst the issue to be investigated must be placed within the context of approximately 100 years, the work and interpretations of the two historians which are studied in depth may:• be interpretations which refer to the whole 100 years• be interpretations that relate to a period of years, or a particular aspect, within the 100 years, but cover the same period within the 100 years• be interpretations that relate to different periods or aspects within the 100 years context.Students must analyse and evaluate the work of two historians in depth to demonstrate the skills and knowledge but should also show a general awareness of the range of debates related to the issue chosen.

A03

Have you..? Yes/No

Action

Demonstrated a clear understanding of two different historical interpretationsdemonstrated knowledge and understanding of the limitations placed on historians when they develop interpretations

demonstrate knowledge and understanding of the significance of the time and/or context in which a

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historian writesCarried out a comparison and evaluation of differing historical interpretations.

Mark Scheme to be used when assessing the Historical investigation

Assessment objective AO1 (20 Marks): Demonstrate, organise and communicate knowledge and understandingto analyse and evaluate the key features related to the periods studied, makingsubstantiated judgements and exploring concepts, as relevant, of cause,consequence, change, continuity, similarity, difference and significance.

AO2 (10 Marks): Analyse and evaluate appropriate source material, primary and/orcontemporary to the period, within the historical context.

AO3 (10 Marks): Analyse and evaluate, in relation to the historical context, different ways in which aspects of the past have been interpreted.

AO1: 20 marksDemonstrate, organise and communicate knowledge and understanding to analyse and evaluate the key features related to the periods studied, making substantiated judgements and exploring concepts, as relevant, of cause, consequence, change, continuity, similarity and significance.NOTE: an Historical investigation which fails to show an understanding of change and continuity within the context of approximately 100 years cannot be placed above Level 2 in AO1 (maximum 8 marks)Level 5: 17 – 20The response demonstrates a very good understanding of change and continuity within the context of approximately 100 years and meets the full demands of the chosen question. It is very well organised and effectively delivered. The supporting information is well-selected, specific and precise. It shows a very good understanding of key features, issues and concepts. The answer is fully analytical with a balanced argument and well-substantiated judgement.Level 4: 13 – 16The response demonstrates a good understanding of change and continuity within the context of approximately 100 years and meets the demands of the chosen question. It is well-organised and effectively communicated. There is a range of clear and specific supporting information, showing a good understanding of key features and issues, together with some conceptual awareness. The response is predominantly analytical in style with a range of

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direct comment relating to the question. The response is well-balanced with some judgement, which may, however, be only partially substantiated.Level 3: 9 – 12The response demonstrates an understanding of change and continuity within the context of approximately 100 years and shows an understanding of the chosen question. It provides a range of largely accurate information which shows an awareness of some of the key issues. This information may, however, be unspecific or lack precision of detail in parts. The response is effectively organised and shows adequate communication skills. There is a good deal of comment in relation to the chosen question, although some of this may be generalised. The response demonstrates some analytical qualities and balance of argument.Level 2: 5 – 8The response demonstrates some understanding of change and continuity but may have limitations in its coverage of a context of approximately 100 years. The response may be either descriptive or partial, showing some awareness of the chosen question but a failure to grasp its full demands. There is some attempt to convey material in an organised way although communication skills may be limited. The response contains some appropriate information and shows an understanding of some aspects of the investigation, but there may be some inaccuracy and irrelevance. There is some comment in relation to the question but comments may be unsupported and generalised.Level 1: 1 – 4The response demonstrates limited understanding of change and continuity and makes little reference to a context of approximately 100 years. The chosen question has been imperfectly understood and the response shows limited organisational and communication skills. The information conveyed is extremely limited in scope and parts may be irrelevant. There may be some unsupported, vague or generalised comment.

AO2: 10 marksAnalyse and evaluate appropriate source material, primary and/or contemporary to the period, within the historical context.

In commenting and making judgements on the value of the sources, students will be expected to apply their own contextual knowledge and perspectives of time and place in order to assess the value and limitations of their sources as evidence. They will be expected to comment on, as appropriate to the investigation and chosen sources:•• the differing perspectives of the sources chosen•• the social, political, intellectual, religious and/or economic contexts in which the sources were written•• the credibility, authority, authenticity, consistency and comprehensiveness of the sources•• the bias, distortion or propagandist elements found in the sources.

Level 5: 9 – 10Provides a range of relevant and well-supported comments on the value of at least three sources of two or more different types used in the investigation to provide a balanced and convincing judgement on their merits in relation to the topic under investigation.Level 4: 7 – 8

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Provides relevant and well-supported comments on the value of three or more sources of two or more different types used in the investigation, to produce a balanced assessment on their merits in relation to the topic under investigation. Judgements may, however, be partial or limited in substantiation.Level 3: 5 – 6Provides some relevant comment on the value of three sources of at least two different types used in the Investigation. Some of the commentary is, however, of limited scope, not fully convincing or has only limited direction to the topic under investigation.Level 2: 3 – 4Either: provides some comment on the value of more than one source used in the investigation but may not address three sources in equal measure or refers to sources of the same 'type'. Or: provides some comment on the value of three sources of at least two types used in the investigation but the comment is excessively generalised and not well directed to the topic of the investigation.Level 1: 1 – 2Provides some comment on the value of at least one source used in the Investigation but the response is very limited and may be partially inaccurate. Comments are likely to be unsupported, vague or generalised.

AO3: 10 marksAnalyse and evaluate, in relation to the historical context, different ways in which aspects of the past have been interpreted. In showing an understanding of historical interpretations and evaluating historical interpretations, students will be expected to apply their own contextual knowledge.They will be expected, as appropriate to the investigation:•• to show an understanding of the limitations placed on historians•• to show an understanding of the significance of the time and/or context in which an historian writes•• to compare and evaluate differing historical interpretations.

Level 5: 9 – 10Shows a very good understanding of the differing historical interpretations raised by the question. There is a strong, well-substantiated and convincing evaluation of two interpretations with reference to the time and/or context and the limitations placed on the historians.Level 4: 7 – 8Shows a good understanding of the differing historical interpretations raised by the question. There is some good evaluation of the two interpretations with reference to the time and/or context and the limitations placed on historians, although not all comments are substantiated or convincing.Level 3: 5 – 6Shows an understanding of differing historical interpretations raised by the question. There is some supported comment on two interpretations with reference to the time and/or context and the limitations placed on historians, but the comments are limited in depth and/or substantiation.Level 2: 3 – 4

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Shows some understanding of the differing historical interpretations raised by the question. They may refer to either the time and/or context or to the limitations placed on the historians, or to both in an unconvincing way.Level 1: 1 – 2Shows limited understanding of the differing historical interpretations raised by the question. Comment on historical interpretations is generalised and vague.

Bibliography

As well as footnotes your coursework must have a bibliography, this is a list of all the resources you read when researching your coursework. BooksBooks are put in alphabetical order of the authors’ surnames. You need the full details of the book: author(s), full title, year of publication, publisher.For example

Dixon, Thomas and Gillingham, Alan, ‘A/AS Level History for AQA Challenge and Transformation: Britain, c1851-1964 Student Book’, (30 Jun 2016), Cambridge University Press

Gillingham, Alan and Rowe, Chris, ‘AQA AS History Anti-Semitism, Hitler and the German People, 1919-1945, (Nov 2009), Oxford University Press

ArticlesArticles are again put in alphabetical order of the authors’ surnames. You need all the same details as above but it is a bit more complicated as you’ll have the details of the articles plus the details of the book/magazine/journal it was published in.

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Grummit, David, ‘Household, politics and political morality in the reign of Henry VII’ from ‘Historical Research: Who was Henry VII? The 500th Anniversary of the Death of the First Tudor King, ed. Horowitz, Mark R., (2009), Wiley Blackwell

You can either have books and articles together in the same section or create separate ones.

WebsitesI would always create a separate section for websites. These are ordered alphabetically and also need the date you accessed them.

http://download.springer.com/static/pdf/448/art %253A10.1007%252FBF02823096.pdf?originUrl=http%3A%2F%2Flink.springer.com%2Farticle%2F10.1007%2FBF02823096&token2=exp=1467894933~acl=%2Fstatic%2Fpdf%2F448%2Fart%25253A10.1007%25252FBF02823096.pdf%3ForiginUrl%3Dhttp%253A%252F%252Flink.springer.com%252Farticle%252F10.1007%252FBF02823096*~hmac=7c187943091aa6086764732c144ed68ddebe7a00e66a585138088716556944c7 (accessed 7/7/16)

https://twitter.com/trc_history (accessed 7/7/16)

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