GCSE History Revision Guide - V2

GCSE History (9-1)
Exam Guide
Name: Class:
Topic 1 / Paper 1: Medicine through time, c1250-present
Exam Date:
Revision guide colour – Yellow
Topic 2 / Paper 2: Superpower Relations and the Cold War, 1941-91
Exam Date:
Revision guide colour – Light Blue
Topic 3 / Paper 2: Early Elizabethan England, 1558-1588
Exam Date:
Revision guide colour - Orange
Topic 4 / Paper 3: Weimar and Nazi Germany, 1918-39
Exam Date:
Revision guide colour – Yellow

Contents
Introduction 3
Topic 1: Medicine Through Time, c1250-present 5
Question 1 6
Question 2(a) 7
Question 2(b) 10
Question 3 12
Question 4 14
Question 5/6 16
Recap Topic Checklist 19
Topic 2: Superpower Relations and the Cold War, 1941-1991 20
Question 1 21
Question 2 22
Question 3 24
Topic 3: Early Elizabethan England, 1558-1588 27
Question 5(a) 28
Question 5(b) 29
Question 5(c) 31
Topic 4: Weimar and Nazi Germany, 1918-39 35
Question 1 36
Question 2 37
Question 3(a) 39
Question 3(b) 42
Question 3(c) 44
Question 3(d) 46
Resources and Revision Timetable 49
2
Introduction
This GCSE History (9-1) Revision Guide has been designed to help you reach and exceed your
target grade. Contained within this guide are the step-by-step instructi ons you will need to
get maximum marks in each of the questi ons you will answer during your exams.
Your History GCSE is divided into four disti nct units, each worth between 20-30% of your
GCSE. They are:
1. Superpower Relati ons and the Cold War, 1941-91

2. Weimar and Nazi Germany, 1918-39
3. Early Elizabethan England, 1558-1588
4. Medicine through ti me, c1250-present
There is no controlled assessment or coursework. Your GCSE is 100% Exam based and these
take place at the end of the course. You will have 3 exam papers to complete:
Paper 1 (Worth 30% of your GCSE)

 Medicine through ti me, c1250-present
 This paper lasts 1 hour 15 minutes
 There are 52 marks in total.

 Superpower Relati ons, 1941-91 and Early Elizabethan England, 1558-1588
 There are 64 marks in total, divided equally (32 marks) between each topic.

 Weimar and Nazi Germany, 1918-39
 There are 52 marks in total.
How to use this guide
This guide is most eff ecti vely used in combinati on with other revision techniques. Firstly, you
should ensure you have revised the core content. Use your exercise book and additi onal
resources found on the VLE, revision guides or the Internet (including GCSE Pod) to improve
your subject knowledge. Before practi cing exam questi ons, read the instructi ons contained in
this guide to ensure you can get maximum marks. There are numerous sample questi ons
contained in this guide for you to practi ce. All the sample answers contained in this guide are
in the top levels within the mark scheme and would achieve grades between 7-9.
3
De-coding Exam Questions
It is important to stay focussed on the questi on(s) you are being asked in the exam. Including
informati on that is not relevant, or misreading a questi on and writi ng about the wrong topic
wastes ti me and gains you no marks.
Follow these fi ve steps to success:
1. Read the questi on a couple of ti mes. Look how many marks the questi on is worth. Do
not spend long on questi ons only worth a few marks. Only plan for 12 & 16 mark
questi ons
2. Identi fy the conceptual focus of the questi on. Is the questi on asking for the
signifi cance of an event? Or is the focus on causati on/consequence? Some questi ons
will also ask for similariti es/diff erences or the extent of change during a period.
3. Spot the questi on type. Are you being asked to describe, explain or reach a judgment?
4. Identi fy the content focus. What is the area of content or topic the questi on wants
you to focus on?
5. Look carefully at the date boundaries of the questi on. Sti ck carefully to the date
boundaries or you will waste ti me writi ng about events not relevant to the questi on
Example One, Paper 2, Questi on 5(c)
‘Politi cal grievances were the main reason for the Revolt of the Northern Earls in 1569-70.’
How far do you agree? Explain your answer. (16 marks)
Step 1 – There are 16 marks available – this means the questi on requires an extended
answer. It is defi niti vely worth planning your answer to this questi on.
Step 2 – The conceptual focus is causati on – you need to reach a judgement on whether
politi cal grievances were the main cause of the Revolt of the Northern Earls.
Step 3 – The phrase ‘How far do you agree’ means that this questi on requires you to reach a
judgement about the statement
Step 4 – The content focus is more than just the Earls’ politi cal grievances. It is exploring a
wider theme – the reasons for the Revolt of the Northern Earls in 1569-70
Step 5 – The dates provided for the rebellion are important. If you include reference to plots
of challenges to the Queen aft er 1570 you will waste ti me & not pick up extra marks
Example Two, Paper 1, Questi on 3
Explain one way in which people’s responses to the 1665 Great Plague in London were
similar to the way that people reacted to the Black Death on Britain. (4 marks)
4
Topic 1: Medicine Through Time, c1250-present
Question 1: Describing features (4 marks)

5
 This question is about showing your knowledge and understanding of key features and
characteristics of a topic
 The topics for this question will only be on the Historical Environment – that is, the British Sector of
the Western Front, 1914-18: injuries, treatments and the trenches
 Only include two features – extra features will not gain you more marks.
 Do not evaluate or reach a judgement. If you write too much information you will run out of time
for the later questions with more marks (16 and 20)
Example Questions:
1. Describe two features of the trenches that led to ill health
2. Describe two features of the method used to reduce the risk of trench foot on the Western Front
3. Describe two features of the trench system on the Western Front
4. Describe two features of the work of nursing units such as the FANY
5. Describe two features of the methods of transporting the wounded on the Western Front
How to answer the question
Ste What to do
p
1 Read the question carefully to identify the correct focus. (e.g. is it about features of trenches, or the
features of trenches that led to ill health?). Then, describe your first feature.
2 Develop your feature by adding supporting (usually specific and clear) information linked to the
feature you have talked about
3 Repeat step 1 and 2 for your second feature
Note: What does ‘Describe’ mean?

 Describe means that you must give an account of the main characteristics of something
 You develop your description with relevant details, but you do not need to include reasons or
justification
 Stay relevant to the question! You do not need to write that much! Too often students will waste
precious time in exams writing way more than is needed.
Sample answer – ‘Describe two features… of antiseptic surgery in the early 20 th century.’
Antiseptic surgery was used very often during the early 20th century because there was a greater
understanding of germs and infection by then.
Joseph Lister had invented the process after using carbolic acid to prevent infection in operations during
the late 1800s.
Sample answer – ‘…Methods used to reduce the risk of trench foot on the Western Front’
Medical officers sent clear orders to all soldiers about how to reduce the risk of trench foot. These orders
stated that every man should change their socks twice a day and rub whale oil into their feet for
protection.
Mechanical pumps were sent to the Western Front. These were used to reduce water logging in the British
trenches.
Makes relevant points
Extends these points with some explanation

Question 2(a): Evaluating usefulness (8 marks)
6
 This is the same question and answer layout as Question 3(a) on the Germany paper
 This question is on the Section A part of the exam – with the focus on the Historical Environment –
The British Trenches on the Western Front, 1914-18
 Question 2(a) is utility question and you must analyse various aspects of two sources.
 You will need to assess the provenance of each source. This means the Nature, Origin and Purpose,
sometimes abbreviated NOP. How does the provenance affect the usefulness of a source?
 You will also need to include your own knowledge to support your assessment of the usefulness of
sources
 You should spend 15 minutes on this question
NOP Means
N Nature of the source
What type of source is it? A speech, a photograph, a cartoon, a letter, an extract from a diary? How
will the nature of the source affect its utility (usefulness). For example, a private letter is often very
useful because the person who wrote it generally gives their honest view
O Origins of the source
Who wrote or produced the source? Are their views worth knowing? Are they giving a one-sided
view? When was it produced? It could be an eyewitness account. What are the advantages and
disadvantages of eyewitness accounts?
P Purpose of the source
For what reason was the source produced? For example, the purpose of adverts is to make you buy
the products; people usually make speeches to get your support. How will this affect the utility
(usefulness) of the source?
Example Questions:
1. Study Source A and B. How useful are Sources A and B for an enquiry into the effectiveness of new
medical techniques on the Western Front? Explain your answer, using Sources A and B and your
own knowledge of the historical context.
2. Study Source A and B. How useful are Sources A and B for an enquiry into the problems the medical
service faced transporting injured soldiers? Explain your answer, using Sources A and B and your
own knowledge of the historical context.
3. Study Source A and B. How useful are Sources A and B for an enquiry into the treatments that were
available for wounded soldiers on the Western Front? Explain your answer, using Sources A and B
and your own knowledge of the historical context.
4. Study Source A and B. How useful are Sources A and B for an enquiry into the treatment of the
wounded at ADSs on the Western Front? Explain your answer, using Sources A and B and your own
knowledge of the historical context.
5. Study Source A and B. How useful are Sources A and B for an enquiry into the impact of the terrain
on the transport of the wounded on the Western Front? Explain your answer, using Sources A and B
and your own knowledge of the historical context.

7
Ste What to do
p
1 Explain the value of the content of the source. “Source A is useful because…”, “Source A states…”
2 Add contextual own knowledge when you make a point to support your judgement. “This is
supported by my own knowledge…”
3 Explain the value of the nature, origin and purpose (NOP) of the source. “Source A is a
photograph…” “Source A was written by…” “The purpose of Source A is…” “This is useful because…”
4 Repeat step 2
5 In your second paragraph, repeat steps 1-4 for the second source
Note: What does ‘how useful’ mean?

 How useful means how valuable are the sources for a specific enquiry
 You need to come to a judgement on how useful each source is for the enquiry given in the question
Tip
 Highlight or underline the keywords for the provenance (NOP) in the source that show either the
utility (usefulness) or the limitations.
 When practising analysing sources for this question, you could copy the grid below. Write down any
relevant content (value) contained with a source that can help you assess its usefulness.
Sentence Starters
 Source 1 is useful because it suggests (contents)…
 This is supported by my contextual knowledge…
 Moreover Source 1 is also useful because of (NOP)…
Contextual Contextual
Source 1 Value Source 2 Value
Knowledge Knowledge
What does the What does the
source tell you? source tell you?
What view What view
does the source does the source
give? give?
Nature Nature
Origins Origins
Purpose Purpose
Content Content
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Sample answer
Source C is a useful account of conditions in an ADS because it comes from E.S.B. Hamilton, a member of
the Field Ambulance, who worked very closely with the doctors at the ADS stations. This makes his
evidence very valuable. It offers a direct impression of the stations and their conditions, which anyone not
familiar with them would be able to use to get a good idea. Furthermore, Source C offers an opinion about
the effectiveness of the ADSs. This is really useful because that would offer the historian the views of those
who actually knew about them and this might allow for a more accurate judgement to be drawn, rather
than one that might be based on theoretical ideas. However, it is obvious from what Hamilton is saying
that he is unhappy with the situation. (He says there is too much work and the officers are depressed.) So
perhaps his view is not typical of what it was like everywhere. I do know, though, that ADSs were
overworked at battle time and there weren’t enough staff to cope with the large numbers of casualties.
Source D is also useful because, as a photograph, it offers a clear visual impression of what ADS stations
looked like. This is useful because it gives the viewer an opportunity to clearly picture the type of
environment that medical staff and patients were required to exist in. You can see how basic the
conditions were and you could probably work out the number of soldiers who could be treated. When you
think that there were 60,000 casualties on the first day of the Somme, you can see how inadequate these
stations would be. Although the photograph is perhaps limited in that it only offers a single, of the
moment, impression, nonetheless it allows for an accurate image to be developed. Having said that, it
should be treated carefully since such photographs could be deliberately staged so as to maintain the
spirits of those who saw it. It is clear from the calm conditions in the photograph that there is no battle
taking place at the time, so that limits how useful the source is.
Uses knowledge and provenance
Uses content to make and develop points
Relates directly to the question
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Question 2(b): Following up sources (4 marks)
 You have to identify a follow-up enquiry and explain how you would carry this out.
 This question is only worth 4 marks, so do not go into detailed explanations of why you choose to
follow up particular details – you do not have time in the exam for that.
 Make sure your point’s link. Ensure your detail to follow up, your question and your suggested
source type all link and that you explain how the source could help you answer the question
Example Questions:
1. Study Source B. How could you follow up Source B to find out more about the effectiveness of new
medical techniques in saving lives on the Western Front? In your answer, you must give the question
you would ask and the type of source you could use. Complete the table below.
2. Study Source C. How could you follow up Source C to find out more about x-rays on the Western
Front? In your answer, you must give the question you would ask and the type of source you could
use. Complete the table below.
3. Study Source A. How could you follow up Source A to find out more about the treatments that were
available for wounded soldiers on the Western Front? In your answer, you must give the question
4. Study Source B. How could you follow up Source B to find out more about the impact of the terrain
on the transport of the wounded on the Western Front? In your answer, you must give the question
Ste What to do
p
1 Identify the focus of the enquiry question. Link the relevant detail from the source to the enquiry.
Write down your follow-up enquiry and be specific. (No more than 1 sentence)
2 Ask a question linked to your enquiry. Your question must be linked to the detail you are following
up in step 1. Do not simply choose an interesting question that is unrelated to the enquiry.
3 Choose an appropriate type of source and be specific. The type of source would need to be useful
for following up your enquiry (government records, newspaper reports, death & casualty figures)
4 Link this with your own knowledge. Explain the advantage of using this type of source and link it to
the enquiry. (E.g. Official records, hospital figures, etc. All specific information to help enquiry). Do
not just repeat the question.
Note: What does ‘follow up’ mean?

 Follow up means to investigate something further. For instance, how could you find out more
information on something in one source using another source
 Look at the answer layout below. In the exam, a table is provided to help you structure the answer.
Answer Layout (This is printed in the exam paper)

The detail in Source E that I would follow up:
Question I would ask:
What type of source I could use:
10
How this might help answer my question:
Sample answer
The detail in Source E that I would follow up:
Yesterday he caught some of the 6th Ambulance bearers, killing two.
Question I would ask:
Was this a regular occurrence?
What type of source I could use:
Military death records.
How this might help answer my question:
These records would offer an accurate number on those killed, which could then be used to determine
quite how hazardous the role of stretcher bearer actually was.
11
Question 3: Explaining and Making comparisons (4 marks)
 This question is the first on Section B of the exam paper and therefore also the first to test your
knowledge and understanding of the thematic study of the Medicine unit.
 This question is asking you to compare two different time periods. You will be asked about either a
similarity or difference, not both.
 Your answer should not be very long, however it does need to have specific information for each
time period
Example Questions:
1. Explain one way in which hospital care was different in the 13th and 19th centuries.
2. Explain one way in which understanding of the causes of illness was different in the late nineteenth
and twentieth centuries
3. Explain one way in which ideas about the cause of disease and illness were similar in the 14 th and
17th centuries.
4. Explain one way in which people’s responses to the 1665 Great Plague in London were similar to the
way that people reacted to the Black Death in Britain.
5. Explain one way in which ideas about the treatment of disease were different in the 17 th century
from ideas in the 13th century.
Ste What to do
p
1 Start with the ‘Big point’ – focus directly on the question and main similarity OR difference and be
specific. “One thing that was similar/different was…” “One similarity/difference was…” “In the 17 th
century…”
2 Provide supporting information to develop your point in step 1. The features of the period should
be briefly analysed to explain a similarity/difference “The focus of...[Question Focus]…in the 13 th
century was…”
3 Use specific evidence to prove the point you have made in previous steps. (E.g. if the question
focuses on treatments, provide examples “Recipes for these included theriaca, a popular remedy”
“There were experiments with chemical cures, for example, the use of mercury to treat syphilis”)
Note: What does ‘explain one way’ mean?

 Explain one-way means providing details of one way in which something was similar or different.
 It does not need an explanation of why it was different.
Tip:
 For similarity questions, try to make a general point that covers both time periods. Then, give a
specific example for each time period.
 ‘Prove’ don’t ‘say’! You need evidence to prove the similarity or difference – just saying is not
enough!
 The difference between half marks (2/4) and full marks (4/4) is how precise your knowledge is.
Make sure you give a fact that relates to each time period.
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Sample answer –
Explain one way in which ideas about the treatment of disease were different in the 17th century from
ideas in the 13th century
In the 17th century, people were becoming increasingly interested in the study of alchemy, a precursor to
the modern study of chemistry. They began to look for chemical cures for disease to replace the herbal
remedies used in the 13th century. These early chemists found that certain chemical preparations would
promote sweating or sickness, so they were used in a similar way to traditional herbs to purge the body
and restore the humours. Early in the 17th century, the Royal College of Physicians published a manual of
chemical remedies. They were often administered to the patient by apothecaries who had previously, and
still to some extent, prepared herbal remedies. Although it was the same person administering the
treatment, the idea about treatment had changed between the 13th and 17th centuries.
Sample Answer –
Explain one way that beliefs about the spread of disease in the fourteenth century were similar to those
in the seventeenth century
One thing that was similar about people’s beliefs about the spread of disease in both centuries was their
belief in the ‘miasma’ theory. People believed that diseases were caught by breathing in ‘bad air’. They
thought that diseases came from things that weren’t hygienic and had a bad smell, like abattoirs or dead
bodies, and that the air transferred the disease. When the Great Plague hit London in 1665, people tried to
stop it spreading by carrying herbs and flowers to ‘purify’ the air around them.
Supports points with evidence
Links points to the question
13
Question 4: Explaining why
 Question 4 is the same structure as Question 2 on the Germany paper and Q5(b) on Elizabeth
 This is a causation question and is worth 12 marks
 Causation means explaining why something happened and assessing the importance of these
causes
 You should spend 15-18 minutes on this question
 You will need to develop at least three clear points and explain the importance of each of them
Example Questions:
1. Explain why there was rapid change in the understanding of the causes of disease c1700-c1900. You
may use the following in your answer:
o Germ Theory
o The work of Robert Koch
You must also use information of your own.
2. Explain why there was continuity in ideas about the cause of disease during the period c1250-c1500.
You may use the following in your answer:
o The Church
o Galen
3. Explain why there was continuity in ideas about the cause of disease during the period c1250-c1500.
o The Church
o Galen
Ste What to do
p
1 Include a short introduction (2 sentences). Explain the key theme of the question and suggest the
key areas you are going to cover.
2 Introduce your first reason. This could be from the bullet point prompt or your own point. “One
important cause…”, “The first reason why…”
3 Fully explain this reason. Use your own knowledge of the period to support your answer with
specific examples. (5-6 sentences)
4 Introduce your next reason. This could be from the bullet point prompt or your own point. “Another
important cause…”, “A further reason…”
5 Repeat step 3
6 Repeat step 2 and step 3 for your third reason.
7 Include a conclusion that rounds off your argument and answers the question directly. “Overall,…”
Note: What does ‘explain why’ mean?

 Explaining why involves looking at the key features of something and thinking about its causes. Key
features are accurate & relevant knowledge. Causes are what led to a situation/change happening.
14
Synonyms of the word: Explain
- Make clear, give reasons for, account for, spell out, give an explanation for, justify
Sample answer
There was a lot of continuity in the ideas about the causes of disease during the period 1250–1500. Firstly,
because the Church continued to play a key role in people’s understanding of the world around them,
including medicine and illness. People would turn to religion especially in times of desperation and
continued to believe that illness, especially plague, was a punishment sent from God. Although
governments had started to take back some of the power of the Church by 1500, people still had their
religious beliefs and therefore continued to believe in the power of God.
Secondly, the Church also supported the rediscovered teachings by the Roman physician Galen, about the
Four Humours. Galen believed that an imbalance in the humours of the body is what made people ill. This
could therefore be resolved by maintaining the balance through diet and exercise or bleeding and purging
the body to get rid of an excess. The idea that the body, like other aspects of the world such as the seasons
and the elements, was made up of four fitted in with the Church’s teachings that God was the creator and
therefore they encouraged doctors to read Galen’s work. The fact that the Church remained a dominant
power in people’s lives throughout the period 1250-1500 and that there were no alternative ideas during
the period 1250-1500 explains the continuity of beliefs about the cause of disease.
Moreover, physicians continued to believe that bad air or miasmas were causing illness. This is the belief
that air filled with poisons or harmful fumes, often air that smelled bad, was helping disease to enter the
body when breathed in. Both Hippocrates and Galen had written about this bad air and people continued
to believe in the theory as a logical explanation. Again, this theory was so logical it met little opposition in
the period 1250-1500 and people continued to burn incense, avoid people with bad breath and other bad
smells as a means to prevent illness.
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Question 5/6: Making a judgement (20 marks, including 4 SPAG)
 Question 5/6 on your exam paper involves analysing the statement in the question and deciding
how far you agree with it
 There are 16 marks available plus 4 for Spelling, Punctuation and Grammar (SPAG) – 20 marks total
 This is the last question on your exam and thus requires a carefully planned, detailed answer
 You have a choice of which question to answer – either Question 5 OR Question 6. They are both
the same type of question.
 You need to give a balanced answer that agrees AND disagrees.
Example Questions:
1. “There has been huge progress in the prevention of disease since c1900.” How far do you agree?
Explain your answer. You may use the following in your answer:
o Government intervention
o Genetic conditions
2. “Hospital treatment in England in the period from 1250 to 1500 was very rare.” How far do you
agree? Explain your answer. You may use the following in your answer:
o Charity hospitals
o Care in the home
3. “There was little progress in medicine during the medieval period (c1250 – c1500).” How far do you
agree? Explain your answer. You may use the following in your answer:
o St Bartholomew’s Hospital
o The Theory of the four humours
4. “Edwin Chadwick’s Report was the main reason why public health in towns improved during the 19 th
century.” How far do you agree? Explain your answer. You may use the following in your answer:
o 1848 Public Health Act
o John Snow
5. “The Theory of the Four Humours was the main idea about the cause of disease in the Middle Ages.”
How far do you agree? Explain your answer. You may use the following in your answer:
o University training
o Galen’s ideas
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Planning Prep
1. Focus
a. The content focus is important: You have to reach a judgement on medicine across a
specified time period. The conceptual focus is change and continuity. You will need to
evaluate the extent of changes (usually progress) and continuity.
2. Identify
a. You are required to reach a judgement on a statement. To do this effectively you need clear
criteria. For instance: Did everyone benefit? How quickly did medicine progress? What was
the short-term and long-term impact?
3. Organise
a. There are two ways of organising your answer.
b. Approach 1 is to write about each criteria you have outlined in each paragraph
c. Approach 2 is the simplest and is to plan for ‘agree/for’ and ‘disagree/against’ paragraphs
4. Prove
a. The information and evidence (own knowledge) you use needs to prove what you say. For
example, knowing when a hospital opened does not prove your line of argument. Knowing
how many hospitals were opened by a certain time period, might do.
5. Conclude
a. Your conclusion is crucial. You have been asked to make a judgement on a statement. You
need to clearly state how far you agree with it and your reasons why. Do no just repeat
everything you have written. Think of a set of scales – what are the heaviest pieces of
evidence on each side? How far do they tip the scales in favour of the statement?
Ste What to do
p
1 Provide a clear line of argument. State whether you agree or disagree with the statement. This
focuses you on answering the question straight away. It does not matter whether you personally
agree or not, but you must state your opinion. “I agree that…” “I disagree…” “X did not improve…”
2 Agree with the view of the statement. Use evidence from the bullet points AND your own
knowledge. Use precise terminology and keywords. Outline the criteria that makes you agree with
the statement and have an analytical focus backed with precise knowledge.
3 Disagree with the view of the statement. You need to give a balanced answer, so provide the other
side of the argument. Disagree using evidence, possibly from the other bullet point AND your own
knowledge. Use precise terminology and keywords. Outline the criteria that makes you disagree
with the statement and have an analytical focus backed with precise knowledge.
4 Agree/Disagree with the view of the statement with another point from your own knowledge. You
cannot gain access to Level 4 (13+/16) without this part. Continue by following step 2 or step 3.
5 Make a final judgement on whether you agree or disagree with the statement. Ensure this is in-line
with your opening sentence. “To a large extent, I agree/disagree that…” “However, there were not
significant improvements in…”
Sample Answers – Opening lines (Question Number 1 above)

17
I agree that there has been huge progress in the prevention of disease since 1900. In the first half of the
20th century, vaccines were developed against more and more diseases, such as diphtheria and polio.
However…

The public health in towns did improve during the nineteenth century and one reasons for this was due to
Edwin Chadwick’s report. In 1842, Edwin Chadwick wrote his ‘Report on the Sanitary Conditions of the
Labouring Classes”. In this report…

To be judged as the main idea about the cause of disease in the Middle Ages, the theory in question should
have been widely known and popular throughout the whole time period. The Theory of the Four Humours
was promoted by the Church…
Sample answer (Would get 12 marks out of 16 + SPAG)

“Treatment of diseases and care of the sick completely changed after c1800.” How far do you agree?
 Magic Bullets
 The NHS
The treatment of disease and care of the sick completely changed after 1800 in many ways. Magic bullets
were the first compounds that could kill the bacteria or virus causing the disease without killing the
patient. The first magic bullet was Salvarsan 606 and was used to treat and cure syphilis. Before the
discovery of these magic bullets you could only prevent diseases. This was done using vaccinations but
they could only prevent some diseases and there were no cures if you did contract a disease, only
remedies to relieve the symptoms.
Once people realised there were substances that could cure disease, more and more were discovered,
including penicillin. Penicillin was discovered by Alexander Fleming, almost by accident, in 1928, but was
able to cure general infection. A team of doctors took penicillin to America during World War Two to work
out how to produce enough to use it as a cure. Penicillin enabled doctors to cure general infection and
improved chances of surviving secondary infections and surgery. Penicillin and similar antibiotics are now
common place in medicine and their use in treatments has drastically changed attitudes towards once fatal
illnesses. As a result of these key turning points and the possibilities they created, we are still searching for
cures to diseases to this day.
The way people were cared for also changed significantly after 1800, with the government becoming much
more involved in educating the people and providing access to care, prevention and treatment. The British
government did this by setting up the NHS in 1948. Before 1800, if you wanted to see a doctor or needed
medication, you had to pay for it. This meant that the rich tended to have better access to medical care
than the poor. The NHS aimed to give people equal access to a range of medical care including GPs,
medication, hospitals, X-rays, vaccinations and education about health and keeping well. Regardless of
how advanced medical ideas were, everyone now had the same access to that medical care. After 1800,
preventions and treatments were becoming more advanced and some illnesses could now be cured.
Moreover, in Britain, everyone could access those cures and were being encouraged by government to
prevent illness through education and vaccination programmes.
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Revision Topic Checklist: Medicine through time, c1250-present
Topic R A G
Key topic 1: c1250-c1500: Medicine in Medieval England
How and why ideas about causes of disease and illness changed over time
How and why approaches to prevention and treatment have changed over time
Key features in development of medicine and how they link to features of British society
Supernatural and religious explanation of the cause of disease
Theory of the Four Humours and the Miasma theory. Influence of Hippocrates and Galen
Approaches to prevention and treatment, and their connection with ideas about disease
Religious actions, bloodletting and purging, purifying the air, and the use of remedies
New and traditional approaches to hospital care in the 13th century
The role of the physician, apothecary and barber surgeon, treatments & care c1250-c1500
Case Study: The Black Death, 1348-49: treatment approaches& attempt to prevent spread
Key topic 2: c1500-c1700: The Medical Renaissance in England
Continuity & change in explanations of cause of disease and illness. Scientific approaches
Work of Thomas Sydenham, influence of printing press, work of Royal Society
Continuity in approaches to prevention, treatment and care in community & hospitals
Change In care and treatment: improvements in medical training. Work of Vesalius
Case Study: William Harvey and discovery of circulation of the bloody
Case Study: The Great Plague, 1665: treatment approaches & attempt to prevent spread
Medical Renaissance: How much changed? Understanding, approaches, prevention, care
Key topic 3: c1700-c1900: Medicine in 18th and 19th century Britain
How far did explanations of the cause of disease and illness change?
Louis Pasteur and the development of Germ Theory
Improvements in hospitals and the influence of Florence Nightingale
What impact did anaesthetics and antiseptics have on surgery?
What new approaches to prevention were developed?
How significant was the 1875 Public Health Act in preventing disease?
Case Study: Edward Jenner and the development of the vaccination
Case Study: Dr John Snow and fighting cholera in London
Key topic 4: c1900-present: Medicine in modern Britain
Genetics advancements in understanding of the spread of illness and disease
The influence of lifestyle factors in understanding illness and disease
Availability of blood tests, scans and monitors on the diagnosis of illness and disease
What impact has the NHS had on care and treatment
Impact of science and technology on care and treatment. Advances in medicines
Significance of science and technology in improving surgical treatments in hospitals
What new approaches to prevention have been developed?
Case Study: Alexander Fleming and the development of penicillin
Case Study: Developments in the fight against lung cancer in the 21st Century
Key topic 5: The British sector of the Western Front, 1914-18: Injuries, treatment in the
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trenches
What was the British sector of the Western Front and the theatre of war in Flanders
Describe the trench systems, terrain and problems of infrastructure, and RAMC + FANY
What conditions required medical treatments, including nature of wounds and problems
Significance of Western Front for experiments in surgery and describe treatment areas
Understanding of infection, x-rays, and development of blood transfusion during WW1
Topic 2: Superpower Relations and the Cold War, 1941-91
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Question 1: Explaining Consequences (8 marks)
 Question 1 focuses on consequences – things that happened as a result of something
 The question asks you to explain the consequences of an event, not its causes
 This question is worth 8 marks, so allow 10 minutes for this question
 You have to explain two consequences and each consequence is worth 4 marks
Example Questions:
1. Explain two consequences of the Prague Spring (1968)
2. Explain two consequences of the Berlin Blockade (1948-49)
3. Explain two consequences of the break-up of the Eastern bloc (1989)
4. Explain two consequences of the Cuban Missile Crisis (1962)
5. Explain two consequences of the Truman Doctrine (1947)
Ste What to do
p
1 Suggest one thing that happened as a result of the event mentioned in the question …. “One
consequence of [event in question] was…
2 Add contextual own knowledge when you make a point. “This is supported by my contextual
knowledge…”
3 Fully explain this consequence. Use your own knowledge of the period to support your answer with
4 Introduce your next consequence. “Another consequence of [event in question] was..
5 Repeat steps 2-3
Tip
- Refer to the word consequence in your answer – it shows examiners you’re answering the question!
- Use phrases such as ‘as a result’ & ‘the effects of this was’ to show examiners you are explaining.
Synonyms of the word: Consequence

- Outcome, result, effect, ramification
Sample answer
Q: Explain two consequences of the Hungarian Uprising (1956)
After the Hungarian Uprising, one consequence was that Khrushchev maintained the unity of the Soviet
Union. He achieved this because he had sent out a strong signal to the satellite states that attempts to
break away would not be tolerated. Kadar re-established Soviet control over Hungary and announced a
commitment to remain in the Warsaw Pact.
A second consequence of the uprising was to show the weakness of the West, because they took no
practical action to stop the Soviets. This was due in part to the fact that Eisenhower was keen to avoid a
nuclear war over an incident like the Hungarian Uprising. As a result, this lack of action sent a message to
Khrushchev that the USA would not intervene in countries behind the Iron Curtain.
Focus on consequences
Supports points with explanation
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Backs up with exact detail
Question 2: Writing Analytical Narrative (8 marks)
 Question 2 asks you to provide an analytical narrative - an analysis of causation, consequence or

change.
 You will need to explain and analyse key events using historical concepts.
 You need to link events together and explain how one leads to another in a logical and structured
way
Example Questions:
1. Write a narrative account analysing the key events of the crisis over Berlin in the years 1958-61. You
o The refugee crisis
o The construction of the Berlin Wall
2. Write a narrative account analysing how the ‘Second Cold War’ developed between 1979 and 1985.
You may use the following in your answer
o The Soviet invasion of Afghanistan (1979)
o The Strategic Defence Initiative (SDI)
Ste What to do
p
1 Use the first prompt given to begin your answer.
2 Analyse your points fully by giving an explanation for why or how an event took place as a result of
the prompt provided.
3 Make sure to organise your answer into chronological order. Write 3-4 sentences analysing the first
prompt
4 Link your first paragraph to the second prompt given.
5 Repeat steps 2 and 3
6 Add a third paragraph of your own knowledge (remember this must be in chronological order)
Note – if your own knowledge comes before either or both prompts in the question - reorder the
answer to make it chronological.
Synonyms of the word: Analysis

- Study, examination
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Sample answer
Q: Write a narrative account analysing the key events of the crisis over Berlin in the years 1958-61. You
 The refugee crisis
 The construction of the Berlin Wall
The refugee crisis created the climate that led to the building of the Berlin Wall. By 1958, three million East
Germans had crossed the border to the West. Many of these people were skilled workers that East
Germany needed to rebuild its economy and the number of people leaving was embarrassing for the
Soviet Union. As a result, Khrushchev issued the Berlin ultimatum to try to gain control of the situation. The
ultimatum demanded that the West demilitarised the Western zone of Berlin and made preparations for
Berlin to become a free city. This increased tension as the West saw the ultimatum as evidence of
Khrushchev trying to spread communism, and this distrust deepened the tension, which finally led to the
building of the Berlin Wall. However, as both sides were engaged in an arms race, neither side wanted to
risk nuclear war over Berlin. This meant that between 1959-61, four summits were held to try to diffuse
the situation.
Initially, relations improved and Khrushchev withdrew the Berlin ultimatum. However, they worsened
when, just before the Paris Summit in 1960, the Soviets shot down a U-2 spy plane. The USA insisted it was
a weather plane, but the Soviets exposed this lie and Eisenhower refused to apologise for the incident.
Khrushchev walked out of the talks, straining relations between the superpowers, and the issue of Berlin
remained unresolved. Later, in 1961, Khrushchev renewed the Berlin ultimatum at the Vienna Summit to
try to find a permanent solution. Kennedy stood up to this test and no deal was reached, but the frosty
relations led to more refugees crossing the border into West Germany. 40,000 crossed in one day in
August 1961. To prevent more people from leaving a permanent solution was found. The border was
closed and, during the night of 12 August 1961, East German troops set up a barbed wire fence around
Berlin, and between East and West Berlin.
Make relevant points
Links points back to the question
Includes own knowledge
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Question 3: Explaining Importance (16 marks)
 Question 3 asks you to provide an analysis of consequence and significance – how important
 This question is not asking for a description of an event or policy. It is asking why that event or
policy was important
 This question is worth 16 marks
 You have to answer two of the three bullet points. Each is worth 8 marks.
Example Questions:
1. Explain two of the following

o The importance of the SALT I Treaty (1972) for the development of the Cold War
o The importance of the Soviet invasion of Afghanistan (1979) for relations between the USA
and Soviet Union
o The importance of the fall of the Berlin Wall (1989) for the development of the Cold War
2. Explain two of the following

o The importance of the Truman Doctrine for international relations after the Second World
War
o The importance of the building of the Berlin Wall for the development of the Cold War
o The importance of the Olympic boycotts for relations between the USA and the Soviet Union
Ste What to do
p
1 Read the options carefully. Remember for each development you choose that the focus is its
importance for a further factor and/or event.
2 Choose one of the options to begin your answer.
3 Fully explain the option. Use your own knowledge of the period to support your answer with
4 Fully analyse its importance or significance on the second part of the same option. (5-6 sentences)
5 Choose a second option
Synonyms of the word: Important

- Significant, vital, imperative, critical, key, critical
24
Sample answer (1 bullet point)
Q: Exam two of the following:
 The importance of SALT I for the development of the Cold War
SALT 1 was important because it improved relations between the Soviet Union and United States. Its
symbolic importance showed the world that both powers were serious about trying to avoid nuclear war
and wanted to demonstrate the improved relations publicly. In the aftermath of the SALT 1 talks, Nixon
visited Brezhnev in Moscow and in 1973, Brezhnev visited Washington. In 1974 talks began on SALT 2
which was hoped would resolve unsettled matters in SALT 1. SALT 1 created an environment in which both
sides could co-operate on important issues.
Despite the symbolic importance of SALT 1 its importance for actually preventing a nuclear conflict was
limited. Both countries still owned more than enough nuclear weapons to destroy the other many times
over. The treaty did nothing to limit MIRVs, which carried multiple nuclear warheads on a single missile,
nor did it limit the number of strategic bombers and the bombs that each side could have. Ultimately, SALT
1’s importance was limited as it did nothing to prevent the collapse of Détente following the Soviet
invasion of Afghanistan in 1979.
Focuses on impact and consequence
Supports points with explanation
Uses exact detail
25
Revision Topic Checklist: Superpower Relation and the Cold War, 1941-91
Topic R A G
Key topic 1: Early tension between East and West
Ideological differences between the Superpowers
Attitudes of Stalin, Truman and Churchill
The Grand Alliance
The outcome of the Tehran, Yalta and Potsdam Conferences
Impact on US-Soviet relations of the atomic bomb
The Long Telegram and Novikov Telegram
Creation of Soviet satellite states in Eastern Europe
Truman Doctrine and Marshall Plan, 1947
The significance of Cominform (1947) and Comecon (1949)
The Berlin Crisis (blockade and airlift) and its impact
The formation of the Federal Republic of Germany and German Democratic Republic
The formation of NATO (1949)
The significance of the arms race
The formation of the Warsaw Pact
The Hungarian Uprising, Khrushchev’s response and international reaction
Key topic 2: Cold War Crises, 1958-70

The refugee problem in Berlin, Khrushchev’s Ultimatum (1958) and the summits 1959-61
The construction of the Berlin Wall on US-Soviet relations. Kennedy’s Berlin visit in 1963
Soviet relations with Cuba, the Cuban revolution & USA refusal to recognise government
The significance of the Bay of Pigs incident
The events of the Cuban Missiles Crisis
Consequences of Cuban Missile Crisis
The hotline, Limited Test Ban, Outer Space, and Nuclear Non-Proliferation treaties
Opposition in Czechoslovakia to Soviet control: The Prague Spring
The Brezhnev Doctrine and re-establishment of Soviet control in Czechoslovakia
International reaction to Soviet measures in Czechoslovakia
Key topic 3: The end of the Cold War, 1970-91

Détente in the 1970s, SALT 1, Helsinki, and SALT 2
The significance of the Soviet invasion of Afghanistan
The Carter Doctrine
The Olympic boycotts
Reagan and the ‘Second Cold War’. The Strategic Defence Initiative (SDI)
The significance of Reagan and Gorbachev’s changing attitudes
Gorbachev’s ‘new thinking’
The Intermediate-Range Nuclear Force (INF) Treaty 1987
The impact of Gorbachev’s ‘new thinking’ on Eastern Europe
The loosening Soviet grip on Eastern Europe
The significance of the fall of the Berlin Wall
The collapse of the Soviet Union and its significance bringing an end to the Warsaw Pact
26
Topic 3: Early Elizabethan England, 1558-1588
27
Question 5(a): Describing features (4 marks)
 This question is only worth 4 marks so it is important to get to the point quickly so you do not waste
precious time for the 12 and 16 mark questions
 The question is asking you to describe, not explain your points.
 Key features are typical, clearly recognisable characteristics about a person, place or era in history
Example Questions:
1. Describe two features of the Ridolfi plot
2. Describe two features of Elizabethan society
3. Describe two features of the Elizabethan religious settlement
4. Describe two features of the plots against Elizabeth I in the years 1571-86
5. Describe two features of the Elizabethan system of poor relief that were new
Ste What to do
p
1 Identify two facts about the topic in question – two important facts
2 Support each key fact with another sentence that adds some supporting detail of what the feature
was about, or why it was important
3 Make sure you have answered in four sentences: key feature, supporting detail, key feature,
supporting detail
Note:
 Do not include more than two features. Extra features will not gain you more marks.
 You do not need to evaluate and nor reach a judgement
 Do not go beyond the date boundaries of the questions
Sample answer
The Elizabethan religious settlement came in three parts: the Acts of Supremacy and Uniformity and the
Royal Injunctions.
People were punished by being fined if they did not attend church on Sundays and holy days.
Gives key features
Supporting information
28
Question 5(b): Explaining why
 Question 5(b) is a causation question and is worth 12 marks. It is the same style are Q4 on Medicine
and Q2 on the Germany paper
causes
Example Questions:
1. Explain why the revolt of the Northern Earls took place in 1569. You may use the following in your
answer:
o Mary, Queen of Scots
o Catholicism.
You must also include information of your own
2. Explain why voyages of exploration increased during Elizabeth I’s reign. You may use the following
in your answer:
o Trade
o Ship design
You must also include information of your own.
3. Explain why Acts of Parliament were passed in Elizabeth’s reign to help the poor. You may use the
following in your answer:
o Inflation
o Enclosure
4. Explain why Francis Drake’s activities against Spain increased after 1585. You may use the following
in your answer:
o Fear of Invasion
o Involvement in the Netherlands
Ste What to do
p
4 Introduce your next reason. This could be from the second bullet point prompt or your own point.
“Another important cause…”, “A further reason…”
5 Repeat step 3
6 Repeat step 2 and step 3 for your third reason – you must include your own knowledge to score
more than 9 marks
7 Include a conclusion that rounds off your argument. Identify what you feel is the most important
29
factor - “In conclusion, I feel the most important factor was…”
Sample answer
Voyages of exploration increased during Elizabeth I’s reign for many reasons. Firstly, trade began
expanding into the New World, where there were new and valuable products such as tobacco, spices and
precious metals. Merchants like John Hawkins, who also traded slaves, and Francis Drake became very
wealthy. Elizabeth I, and members of her court, also benefitted from expanding trade as she invested in
Drake’s voyages of exploration. Investing in voyages of exploration also opened up new trade routes and
opportunities, which made England stronger too. All these opportunities for expanding trade and
becoming rich encouraged more voyages of exploration.
Secondly, improvements in ship design made the long voyages necessary for exploration more possible.
Lowering the aft- and fore-castles made ships more stable in heavy seas, while increasing ship size made it
possible to carry, not only more supplies and fresh water, but also more cargo on the return journey.
Improvements to the sails, for example lateen sails on the mizzen mast, made ships faster and more
manoeuvrable. Together, these developments made exploring easier. Explorers could navigate to new
lands more accurately, record their findings and then make them available to other sailors for new voyages
of exploration.
Thirdly, navigation was improving fast and this was another reason why voyages of exploration increased
under Elizabeth I. The Mercator map used lines of latitude and longitude, enabling a more realistic picture
of the world to be plotted. Maps were also printed, so the mistakes and inconsistencies between maps
that were hand-drawn were eliminated. New navigational technology meant that ships’ captains had a
better idea of where they were in the world. It was easier to plan and plot faster, safer courses to the New
World, leading to more voyages of exploration.
30
Question 5(c): Making a judgement
 There are 16 marks available for this question
 You are being asked to analyse a statement in the question and deciding how far you agree with it
 There will always be two prompts to help you answer, but you must include information of your
own to score highly
 For the best results, focus on the importance: provide explanations and analysis!
 Try to avoid generalisations – they do not make strong judgements! Instead, use historical
evidence to support your answers/judgement
Example Questions:
1. ‘Religion was the main cause of the growing tension between England and Spain between 1570 and
1558.’ How far do you agree? Explain your answer. You may use the following in your answer:
o The pope’s excommunication of Elizabeth
o The Dutch revolt
2. ‘The decline in Anglo-Spanish relations in the years 1569-85 was caused by Elizabeth I’. How far do
you agree? Explain your answer. You may use the following in your answer:
o Drake’s voyages to the New World
o The Netherlands
3. ‘Religion was Elizabeth’s main problem in the years 1558-69.’ How far do you agree? Explain your
answer. You may use the following in your answer:
o The settlement of religion
o Mary, Queen of Scots’ arrival in England in 1568
4. ‘Population growth was the main reason why vagabondage increased in Elizabethan England’. How
far do you agree? Explain your answer. You may use the following in your answer:
o Sheep farming
o Rising prices
Tip: What is a generalisation?

 Generalisations usually assume everyone or everything is the same. Some easy to understand
examples: “Footballers are millionaires”, or “The weather is always colder in Scotland”, or relevant
to this topic: “The Elizabethan Religious Settlement was a success.”
Tip: Organise. Organise. Organise!

 The simplest way to plan for a judgement question is to think in terms of “for” and “against”
paragraphs:
I. Evidence to support the statement
i. Start with your judgement and try to incorporate words from the question into the
sentence
II. Evidence to counter the statement
i. Show that you are aware that there is evidence to counter the statement, and give
the best example of this
31
III. You own knowledge to support your judgement (agree/disagree)
i. Explain why, overall, you have reached your judgement, give your key reasons and
why
Ste What to do
p
1 Provide a clear line of argument. State whether you agree or disagree with the statement. This
focuses you on answering the question straight away. It does not matter whether you personally
agree or not, but you must state an opinion. – “I agree that…”, “I disagree that… “, “X was/was not
the main reason that…”
2 Agree with the opinion in the statement. Use factual details from the bullet points AND your own
knowledge. Use precise terms and specific keywords. Outline the reasons that make you agree
with the statement, and demonstrate that you are analysing your points (This meant that…, “This
was important because…), backed with specific factual knowledge
3 Disagree with the opinion in the statement. You need to show the examiner that you can give a
balanced answer, so give them the other side of the argument. Disagree using evidence from the
other bullet point AND your own knowledge. Use precise terms and specific keywords. Outline the
reasons that make you disagree with the statement, and demonstrate that you are analysing your
points (This meant that…, “This was important because…), backed with specific factual knowledge
4 You need a third factor that is NOT in the bullet points. So agree/disagree with the view in the
statement with another factor from your own knowledge. You cannot score higher than 11/16
with a third paragraph of your own knowledge. Use the skills in Step 2 or 3 to help you complete
your answer.
5 Make a final judgement on whether you agree or disagree with the statement. Make sure this is in
line with your opening statement. You must show the degree of extent of how much you agree or
disagree. “I agree/disagree to a large extent that…”, “I agree/disagree to a small extent…”,
“However, other factors were also important…”
Sample Opening Lines

Religion was a major issues confronting Elizabeth on her accession to the throne in 1558 as the country
was divided between Catholics and Protestants, making a religious settlement difficult. However, Elizabeth
also faced other problems: her legitimacy as monarch was in doubt and she faced financial problems while
she also faced threats from abroad in the form of Spain and France…
Sample Opening Lines

The Revolt of the Northern Earls was certainly very significant because it involved key members of the
nobility. Moreover, the nobles were Catholics who owned large areas of land and could possibly raise
forces against the Queen. These nobles – Northumberland, Westmoreland and Norfolk – also sought
greater power at court and thus presented Elizabeth with another threat, especially as they did not like
Cecil, her chief advisor. Elizabeth had to raise an army of about 10,000 to combat this revolt and such a
force shows how significant this threat was. She dealt successfully with the Revolt but its seriousness can
be seen further by the fact that she executed several hundred participants and confiscated their land as a
warning to other would-be rebels.
32
Sample answer
The plots against Elizabeth I had many consequences, especially for the queen. One important
consequence of the Babington plot was Mary, Queen of Scots’ execution in 1587. It made Elizabeth I much
more secure. Mary had been the focus of Catholic plots from the Revolt of the Northern Earls in 1569 until
the Babington Plot of 1586. As she had a claim to the throne with no issues over legitimacy she was an
alternative monarch to Elizabeth, especially for Catholics who had been told by the pope that they no
longer had to obey Elizabeth. Mary’s execution meant Catholics no longer had a figurehead for a rebellion,
so this consequence made Elizabeth I safer. However, it also gave Philip II an excuse to launch the Armada,
which didn’t make Elizabeth safer.
Another important consequence of plots against Elizabeth I were laws against Catholics. English Catholics
were under increasing suspicion as more plots were uncovered. For example, in 1581 the fine for
recusancy went up to £20 and it became treason to convert people to Catholicism, leading to some English
Catholic priests being executed. In 1585, after the Throckmorton Plot, things got worse as sheltering a
Catholic priest became punishable by death and thousands of Catholics were arrested or put under
surveillance. Many houses had priest holes hidden in them. Life for Catholics became more dangerous and
difficult as a result of the plots.
Another important consequence of the plots against Elizabeth was the Act for the Preservation of the
Queen’s Safety. This law made it possible for Mary, Queen of Scots to be tried after the Babington Plot,
and she was executed. It said that, if Elizabeth was killed, Mary was banned from the succession and there
had to be a trial. Although Elizabeth was not killed, there was enough evidence against her for a trial. After
the trial, the queen signed Mary’s death warrant. One consequence is that Elizabeth was very upset at
Mary’s death.
The plots against Elizabeth I led to Anglo-Spanish relations becoming worse. In 1571 there was the Ridolfi
plot, which had Philip II’s backing. Philip II was also involved with the Throckmorton plot as he offered
financial support and was also in on the Babington plot. The Spanish ambassador was in contact with Mary,
Queen of Scots and she told him if Spain helped her become queen of England, she would restore the
Mass. As England ended up at war with Spain, this was a serious consequence of the plots against Elizabeth
I.
Overall, the most important consequence of the plots against Elizabeth I was the execution of Mary, Queen
of Scots as she was the most important threat Elizabeth I faced and was the cause of the plots. Other
consequences were important too, however, like laws against Catholics and worsening relations with
Spain.
Links points to question
33
Revision Topic Checklist: Early Elizabethan England, 1558-1588
Topic R A G
Key topic 1: Queen, government and religion, 1558-69
Introduction and overview of Early Elizabethan England, 1558-88
Early Elizabethan England: society and government
The Virgin Queen: Problems of her legitimacy, gender and marriage
Elizabeth’s character and strengths
Challenges at home and abroad: The French threat, financial weaknesses
Religious divisions in England in 1558
Elizabeth’s religious settlement (1559): its features and impact
The Church of England: its role in society
Nature and extent of the Puritan Challenge
Nature & extent of the Catholic Challenge: role of the nobility, papacy & foreign powers
Mary, Queen of Scots: her claim to the English throne and her arrival in England in 1568
Relations between Elizabeth and Mary, 1568-69
Key topic 2: Challenges to Elizabeth at home and abroad, 1569-88

The reasons for, and significance of, the Revolt of the Northern Earls, 1569-70
The features and significance of the Ridolfi, Throckmorton and Babington Plots
The reasons for, and significance of, Mary Queen of Scots’ execution in 1587
Walsingham and the use of spies
Commercial rivalry: the New World, privateering & the significance of the Drakes activities
Political and religious rivalry between England and Spain
English direct involvement in the Netherlands, 1585-88. The role of Robert Dudley
Drake and the raid on Cadiz: ‘Singeing the King of Spain’s beard’.
The Armada: Spanish invasion plans. Reason why Phillip II used the Spanish Armada
The defeat of the Armada: Reasons for and consequences of the English victory
Key topic 3: Elizabethan society in the Age of Exploration, 1558-88

Education in the home, schools and universities
Sport, pastimes and the theatre
The reasons for the increase in poverty and vagabondage during these years
The changing attitudes and policies towards the poor
Factors prompting exploration
Impact of new technology on ships and sailing and the drive to expand trade
The reasons for and significance of Drake’s circumnavigation of the globe
The significance of Raleigh and the attempted colonisation of Virginia
Reasons for the failure of Virginia
34
Topic 4: Weimar and Nazi Germany, 1918-39
35
Question 1: Making inferences (4 marks)
 Question 1 focuses on inferences – reading in-between the lines of a source to find its message
 You should only spend 5-6 minutes on this question.
 The sources could be propaganda posters, accounts from people at the time, photographs, or any
written or visual source that is from the period.
Example Questions:
1. Give two things you can infer from Source A about propaganda in Nazi Germany
2. Give two things you can infer from Source A about how Hitler kept power
3. Give two things you can infer from Source A about the stability of the Weimar Republic
4. Give two things you can infer from Source A about the Gestapo
5. Give two things you can infer from Source A about the Catholic Church in Nazi Germany
Ste What to do
p
1 Read in-between the lines of the Source (What is the message). Explain your first inference. Start by
using the phrase “This Source suggests…”
2 Support your inference using either a quotation, paraphrasing from the source, or making a valid
comment about the source or its content
3 Repeat for your second inference
Note:
 The detail you use to support your inference must come from the source. You will gain no marks for
adding your own information not included in the source.
 A quote from the source is not an inference – it is just telling the examiner what you have learned
Synonyms of the word: Inference

- Extrapolate, insinuation, deduction, conclusion, reading,
Sample answer
Q: Give two things you can infer from Source A about the stability of the Weimar Republic
(i) What I can infer: The Weimar Republic had a lot of supporters.
Details in the source that tell me this: “The great mass of people” were not persuaded to support extremist
groups.
(ii) What I can infer: Opposition to the Weimar Republic existed.
Details in the source that tell me this: The source mentions “this radical-revolutionary splinter group” and
such groups opposed the nature of the Republic.
Make a valid inference
Supports points with detail from the source
Sample: Source A
A confidential report on the Nazis by the Interior Ministry, July 1927.
A numerically insignificant…radical-revolutionary splinter group incapable of exerting any noticeable
influence on the great mass of the people and the course of political events.
36
Question 2: Explaining causes (12 marks)
 Question 2 is a causation question and is worth 12 marks. It is the same style are Q4 on Medicine
and Q5(b) on the Elizabeth paper
causes
Example Questions:
1. Explain why unemployment fell in Germany between 1933 and 1939. You may use the following in
your answer:
o National Labour Service (RAD)
o Autobahns
2. Explain why the Nazis wanted women to focus on home and family life. You may use the following
in your answer:
o Marriage Loans
o Birth rate
3. Explain why there was increased support for the Nazis in the years 1929-32. You may use the
following in your answer:
o Unemployment
o Goebbels
4. Explain why there were changes to the lives of young people in Nazi Germany in the years 1933-39.
o Nazi ideals
o Education
Ste What to do
p
4 Introduce your next reason. This could be from the bullet point prompt or your own point. “Another
important cause…”, “A further reason…”
5 Repeat step 3
6 Repeat step 2 and step 3 for your third reason.
7 Include a conclusion that rounds off your argument and answers the question directly. “Overall,…”
37
Note:
 Explaining why involves looking at the key features of something and thinking about its causes. Key
features are accurate & relevant knowledge. Causes are what led to a situation/change happening.
Synonyms of the word: Explain

- Make clear, give reasons for, account for, spell out, give an explanation for, justify
Sample answer
Q: Explain why living standards improved between 1933-38. You may use the following in your answer:
 The Labour Front (DAF)
 Rearmament
Living standards improved in German society between 1933 and 1938 for many reasons. Firstly, the Nazis
embarked on policies designed to reduce unemployment. For example, the RAD (National Labour Service)
provided work for the unemployed. From 1935, it was compulsory for all young men to serve for 6 months
and numbers reached 422,000 at its peak. This meant that young men received wages for work which
improved their living standards. Spending on public works, such as autobahns, also increased rapidly, from
18bn to 38bn marks in 5 years. This also helped create jobs which in turn, gave people more spending
money so that their standard of living improved.
Secondly, the Nazis created organisations intended to improve people’s quality of life. The Labour Front
(DAF) provided some protection for workers. Strength Through Joy (KDF) provided leisure activities, such as
sports, events, outings and foreign holidays for Germans. These measures made life better for many
Germans, particularly those who worked and their families.
However, living standards did not improve for certain sectors of society. The Nuremburg Laws and other
anti-Jewish legislation made life much more difficult for German Jews. For example, Jewish doctors were
no longer able to treat non-Jewish Germans. Women were strongly discouraged from working once
married and in some cases, forced to resign from their jobs. In this way, living standards for some Germans
deteriorated because of Nazi policies between 1933 and 1938.
38
Question 3(a): Evaluating usefulness (8 marks)
 Question 3(a) is utility question and you must analyse various aspects of two sources
 You will need to assess the provenance of each source. This means the Nature, Origin and Purpose,
sometimes abbreviated NOP. How does the provenance affect the usefulness of a source?
 You will also need to include your own knowledge to support your assessment of the usefulness of
sources
NOP Means
N Nature of the source
What type of source is it? A speech, a photograph, a cartoon, a letter, an extract from a diary? How
will the nature of the source affect its utility (usefulness). For example, a private letter is often very
useful because the person who wrote it generally gives their honest view
O Origins of the source
Who wrote or produced the source? Are their views worth knowing? Are they giving a one-sided
view? When was it produced? It could be an eyewitness account. What are the advantages and
disadvantages of eyewitness accounts?
P Purpose of the source
For what reason was the source produced? For example, the purpose of adverts is to make you buy
the products; people usually make speeches to get your support. How will this affect the utility
(usefulness) of the source?
Example Questions:
1. Study Source B and C. How useful are Sources B and C for an enquiry into why people supported the
Nazis? Explain your answer, using Sources B and C and your own knowledge of the historical
context.
2. Study Source C and D. How useful are Sources C and D for an enquiry into the way Hitler came to
power? Explain your answer, using Sources C and D and your own knowledge of the historical
context.
3. Study Source B and C. How useful are Sources B and C for an enquiry into the Reichstag fire? Explain
your answer, using Sources B and C and your own knowledge of the historical context.
4. Study Source B and C. How useful are Sources B and C for an enquiry into the effects of Nazi policies
towards women in the years 1933-39? Explain your answer, using Sources B and C and your own
knowledge of the historical context.
Ste What to do
p
1 Explain the value of the content of the source. “Source C is useful because…”, “Source C states…”
2 Add contextual own knowledge when you make a point. “This is supported by my contextual
knowledge…”
3 Explain the value of the nature, origin and purpose (NOP) of the source.
39
4 Repeat step 2
5 In your second paragraph, repeat steps 1-4 for the second source
Note:
 Some sources you will study will be propaganda and may also be biased. This does not mean these
sources aren’t useful. On the contrary, these sources can help historians understand the priorities of
the authorities and the messages they wish to convey.
Tip
 Highlight or underline the keywords for the provenance (NOP) in the source that show either the
utility (usefulness) or the limitations.
 When practising analysing sources for this question, you could copy the grid below. Write down any
relevant content (value) contained with a source that can help you assess its usefulness.
Sentence Starters
 Source 1 is useful because it suggests (contents)…
 Moreover Source 1 is also useful because of (NOP)…
Contextual Contextual
Source 1 Value Source 2 Value
Knowledge Knowledge
What does the What does the
source tell you? source tell you?
What view What view
does the source does the source
give? give?
Nature Nature
Origins Origins
Purpose Purpose
Content Content
40
Sample answer
Q: Study Sources A and F. How useful are Sources A and F for an enquiry into the reasons for the
formation of the Weimar Republic
Source F is useful because it provides evidence that there was a high level of tension in Germany in 1918,
with large numbers of rebellious workers carrying arms. With such tension, Germany’s political leaders
wanted to set up a new government quickly to prevent further disorder. The source is an eye-witness
account of the workers’ marches, by an observer who was very involved in the cause of the workers, so she
would have known exactly what was going on.
The author was herself a communist leader so she would have wanted to write an account which was
positive towards the workers and hostile to the bourgeoisie. This means her account may not accurately
reflect the size of the workers’ demonstrations and the extent of opposition towards them.
The source is accurate because on 7 November 1918, workers declared a general strike in Munich and
announced that Munich would break away from the rest of Germany and have their own government.
Source A is useful because it suggests that Germany’s former government had totally collapsed and a new
government was required to stop anarchy. The source is also useful because it suggests that Germany was
in a state of crisis immediately after the First World War with multiple problems, such as starvation and
despair. This makes it a useful source because it links the formation of the Weimar Republic clearly with
the fall of the Kaiser, which was a direct result of the end of the First World War.
Supports with evidence
Sample: Source A
From the papers of Jan Smuts, a South African politician who visited Germany in 1918
…mother-land out civilization [Germany] lies in ruins, exhausted by the most terrible struggle in history,
with its peoples broke, starving, despairing, from sheer nervous exhaustion, mechanically struggling
forward along the paths of anarchy [disorder with no strong authority] and war.
Sample: Source F
From a description by Rosa Levine-Meyer of events she saw in the streets of Munich in April 1919.
Levine-Meyer was a communist leader who set up workers’ councils in Munich in 1919 to replace the
local government.
The streets were filled with workers, armed and unarmed, who marched by in detachment…Lorries loaded
with armed workers raced through the town, often greeted with jubilant cheers. The bourgeoisie (the
middle classes) had disappeared completely.
41
Question 3(b): Identifying and explaining differences (4 marks)
 Question 3(b) is an interpretation question asking you to identify and explain one main difference
between two interpretations
 Analyse and look for the important or key differences, not just the surface differences.
 Allow 10 minutes for this question to give yourself time to read the extracts.
What is an Interpretation?
Questions 3(b), 3(c) and 3(d) all deal with the same two interpretations of a past event or person so it is
important to have a good grasp of what an interpretation actually is. Equally, questions 3(b), 3(c) and 3(d)
will all feature the same theme/topic.
 An interpretation is a historian’s account or explanation based on evidence
 Unlike sources, interpretations are written after the time period or event
 There are different interpretations about a past event or person because the writer could focus on
or give emphasis to a different aspect of a past event or person, or may have consulted different
sources from the past.
 The writer will carefully choose words and select or omit (exclude) certain details to emphasise this
view.
 The fact that there are two interpretations does not necessarily mean that one of them is wrong.
The two writers might simply have used different sources or they might have used the same
sources, but reached different conclusions.
Example Questions:
1. Study Interpretations 1 and 2. They give different views about the German public’s support for the
Nazis. What is the main difference between the views? Explain your answer, using details from both
interpretations
2. Study Interpretations 1 and 2. They give different views about the way Hitler came to power. What
is the main difference between the views? Explain your answer, using details from both
interpretations
3. Study Interpretations 1 and 2. They give different views about the effects of Nazi policies towards
women in the years 1933-39. What is the main difference between the views? Explain your answer,
using details from both interpretations
4. Study Interpretations 1 and 2. They give different views about the extent of German recovery in the
years 1924-29. What is the main difference between the views? Explain your answer, using details
from both interpretations
Ste What to do
p
1 Identify the main view that interpretation 1 has. “Interpretation 1 suggests…”
2 Include evidence from the interpretation to support this view.
3 Repeat step 1 and step 2. “On the other hand, interpretation 2 suggests”
Definitions of the word: Interpretation

42
- The action of explaining the meaning of something
- An explanation or way of explaining
- A way of interpreting
- A particular point of view
Tip
 Try to use specific language in your answer such as: ‘argues’, ‘claims’, ‘states’, ‘on the other hand’.
These phrases help produce a better answer because they show you are analysing another person’s
judgement or opinion about something
 When practising analysing interpretations for this question, you could copy the grid below.
What view does it give on the What evidence from the

[Insert Question topic]? interpretation supports this view?
Interpretation 1
Interpretation 2
Sample answer
Q: Study Interpretations 1 and 2. They give different views about the reasons for the formation of the
Weimar Republic. What is the main difference between these views? Explain your answer, using details
from both interpretations.
A main difference is that Interpretation 1 emphasises that ordinary people, such as workers and soldiers,
wanted a big change to the way Germany was governed. They wanted ‘far-reaching political change.’
On the other hand, Interpretation 2 focuses on ordinary people voting for the ‘3 moderate democratic
parties’. Therefore, they did not want any radical change, but a moderate, democratic government. This
does not match the view of Interpretation 1.
Identifies view of interpretation
Analyses both interpretations
Supports comments
Sample: Interpretation 1
From The Weimar Republic by John Hiden, published in 1996
In the face of such pressure, existing order virtually collapsed. The rapid spread throughout Germany of
workers’ and soldiers’ councils confirmed that people were attracted to the prospect of far-reaching
political change.
Sample: Interpretation 2
From The Coming of the Third Reich by Richard J. Evans, published in 2004
Fear and hatred…gun battles, riots and civil unrest…ruled the day in Germany at the end of the First World
War. Yet somebody had to take over the reins of power…Radical elements looked to the workers’ and
soldiers’ councils. [But] instead of revolution, Ebert wanted parliamentary democracy…Many ordinary
electors in Germany saw voting for the three moderate democratic parties as the best way to prevent the
creation of a communist revolution. Not surprisingly, therefore, [in January 1919] the Social Democrats,
the Democratic Party and the Centre Party gained an overall majority in the elections to the Constituent
Assembly. The constitution which it approved in July 1919 was just a modified version of the [old German
43
constitution] established nearly half a century before.
Question 3(c): Suggesting reasons for different views (4 marks)
 Question 3(c) is an interpretation question asking you to explain why two interpretations differ
 This question continues on from the previous one and uses the same two interpretations
 You need to offer and explain an idea about why there are differences between two
interpretations.
 You need to show you understand that historical interpretations are judgments and opinions based
on evidence and that, as a result, different views can exist
 Allow 5 minutes for this question
 You do not have to refer to the sources if you do not want to. You will not lose marks if you don’t
mention them
Example Questions:
1. Suggest one reason why Interpretations 1 and 2 give different views about German public support
for the Nazis. You may use Sources B and C to help explain your answer.
2. Suggest one reason why Interpretations 1 and 2 give different views about how Hitler came to
power. You may use Sources C and D to help explain your answer.
3. Suggest one reason why Interpretations 1 and 2 give different views about the effects of Nazi
policies towards women in the years 1933-39. You may use Sources B and C to help explain your
answer.
4. Suggest one reason why Interpretations 1 and 2 give different views about the extent of German
recovery in the years 1924-29. You may use Sources A and B to help explain your answer.
5. Suggest one reason why Interpretations 1 and 2 give different views about the standard of living of
German workers in Nazi Germany. You may use Sources A and D to help explain your answer.
Ste What to do
p
1 Provide a clear reason why the interpretations differ. “The interpretations may differ because…”
2 Analyse and explain the emphasis of interpretation 1. “Interpretation 1 emphasises that…”
3 Strengthen your explanation by referring to the sources or detailed information of your own. “For
example, Source C describes…”, “This supports interpretation 1…”
4 Repeat step 2 and step 3 for interpretation 2. “On the other hand, interpretation 2 states…”, “…
supports interpretation 2”, “…as supported by Source B”
Note:
 One reason why interpretations may differ is that historians have different focuses and have chosen
to give weight to different evidence. If you use this reason, you should refer to both sources in the
question to support this (for example, the evidence from the period differs).
44
Sample answer
Q: Suggest one reason why interpretations 1 and 2 give different views about the reasons for the
formation of the Weimar Republic
The interpretations may differ because the authors have used different sources of information to support
their claims. Interpretation 1 claims that order had collapsed and the workers‘ councils were gaining
influence. That information is backed up by Source A, where there is talk of anarchy, and Source F, where
we learn that armed workers were driving through Munich and were very popular (“…often greeted with
jubilant cheers”).
Interpretation 2 mentions moderate Germans who supported voting for a new government. This
interpretation does point out that radicals looked to the workers’ and soldiers’ councils, which links to
what is covered in Source F, however, it goes on to talk about how many ordinary Germans voted for
moderate parties and that is not mentioned in the sources.
Identifies a reason for difference between the interpretations
Uses sources to support comments
Uses interpretations to support comments
45
Question 3(d): Evaluating interpretations (20 marks in total: 16 marks + 4 SPAG marks)
 Question 3(d) is an interpretation judgement question asking you to make a judgement on a

viewpoint given by one of the interpretations
 You need to give a balanced answer which agrees and disagrees with the interpretation using
evidence from the interpretation as well as your own knowledge
 You should give detailed knowledge of the context and wider issues
 Ensure you use both interpretations in your answer, not just the one stated in the question
Example Questions:
1. How far do you agree with Interpretation 1 about the way Hitler came to power? Explain your
answer, using both interpretations and your knowledge of the historical context.
2. How far do you agree with Interpretation 2 about German public support for the Nazis? Explain
your answer, using both interpretations and your own knowledge of the historical context.
3. How far do you agree with Interpretation 2 about the effects of Nazi policies towards women in the
years 1933-39? Explain your answer, using both interpretations and your own knowledge of the
historical context.
4. How far do you agree with Interpretation 2 about the extent of German recovery in the years 1924-
29? Explain your answer, using both interpretations and your own knowledge of the historical
context.

 Note: This particular step-by-step guide is presented on the basis the questions asks: “How far do
you agree with Interpretation 2…”
Ste What to do
p
1 Provide a clear line of argument. State whether you agree or disagree with the interpretation
referred to in the question. For example: “I agree/disagree with the views in interpretation 2…”, “I
strongly agree/disagree…”, “I agree/disagree to an extent with…”
2 State the view given in interpretation 2 using evidence from the interpretation itself. “Interpretation
2 supports the view that…because…”
3 Agree with the view presented in interpretation 2 using your own knowledge. You should provide
several examples using precise terminology and own knowledge. “From my own knowledge…”
4 Disagree with the view given in interpretation 2 using evidence from interpretation 1. You should
provide several examples to support your line of argument. “Interpretation 1 challenges the view
that…”, “However, Interpretation 2 does not take into account…”
5 Disagree with the view given in interpretation 2 using your own knowledge. “However,
Interpretation 1 does not show…”, “The key reasons I do not support interpretation 1 is…”
6 Make a final judgement on the view given in interpretation 2 (the question’s interpretation).
“Overall, I agree/disagree with Interpretation 2 because…”
46
Tip:
 Be clear in your own mind what your judgement is and what your line of argument will look like.
Highlighting key points in the interpretation can help you focus on the precise arguments you need
to evaluate to make your judgement.
 Remember there are 4 marks awarded for Spelling, Punctuation and Grammar (SPaG) as well as the
use of specialist and appropriate terminology. This includes keywords that could include the names
of political parties, the names of key figures or facts during the time period outlined in the question.
Sample answer
Q: How far do you agree with Interpretation 2 about the reasons for the formation of the Weimar
Republic? Explain your answer, using both interpretations and your knowledge of the historical context.
… Interpretation 2 suggests that there was a high level of unrest in Germany in the immediate post-war
period, but that German society was generally moderate, feared communism, and wanted a democratic
government based on the traditional principles of the old German constitution, which led to the formation
of the Weimar Republic.
There were communist uprisings in the post-war period, such as the Spartacist Revolt. It is also true that
ordinary electors preferred the moderate, mainstream parties because in the National Assembly elections
of 1919, the three moderate parties gained 77% of the seats.
However, Interpretation 1 suggests that “far-reaching political change” was the driving force behind the
formation of the Weimar Republic, not moderate views. This suggests Interpretation 1 is wrong.
Although communist rioters did rush the streets of Berlin before the announcement of the republic in
November 1918, moderate politicians in the Social Democratic Party were able to take control of Germany
and set up the Weimar Republic. They did this by making agreements with the army to protect the new
republic and by suspending the old parliament until a new constitution was agreed. Therefore,
Interpretation 1 is still valid.
Although Interpretation 1 suggests Interpretation 2 may not be correct, I do agree with Interpretation 1
about the reasons for the formation of the Weimar Republic.
The first elections for the Weimar Reichstag produced a governing coalition, which represented moderate
views (made up of about 45% of seats). However, the radical parties took about 20% of votes on the left
and 20% on the right. So, there may be something in Interpretation 1’s differing view. However, the
majority of the evidence seems to suggest that Interpretation 2 is correct.
Identifies view of interpretation
Analyses interpretation with factual knowledge
Reaches clear judgement
Substantiates judgement with specific evidence
47
Revision Topic Checklist: Weimar and Nazi Germany, 1918-39
Topic R A G
Key topic 1: The Weimar Republic 1918-29
The legacy of the First World War
The abdication of the Kaiser, the armistice and revolution 1918-19
Setting up the Weimar Republic. Strengths and weaknesses of the new Constitution
Reasons for the early unpopularity of the Republic, the ‘stab in the back’ theory
Key terms of the Treaty of Versailles
Challenges to the Republic from the Left and Right: Spartacists and Kapp Putsch
Challenges of 1923: Hyperinflation and the French occupation of the Ruhr
Reasons for economic recovery, including the work of Stresemann
The Rentenmark, Dawes and Young Plans, American loans and investment
The Locarno Pact, joining the League of Nations, the Kellogg-Briand Pact
Changes in standard of living, including wages, housing, employment insurance
Changes in position of women in work, politics and leisure
Cultural changes, including developments in architecture, art, literature and the cinema
Key topic 2: Hitler’s rise to power, 1919-33
Hitler’s early career: joining the German Workers’ Party (DAP) and setting up Nazi Party
Early growth and features of the Party. The 25-Point Programme
The role of the SA
The Munich Putsch: reasons for, events and consequences
Reasons for limited support for the Nazi Party, 1924-28
Party reorganisation and Mein Kampf, The Bamberg Conference of 1926
The growth of unemployment – its causes and impact.
Failure of Weimar governments to deal with unemployment 1929-1933
The growth of support for the Communist Party
Reasons for growth of Nazi Party, appeal of Hitler and effects of propaganda and SA
Political developments in 1932, roles of Hindenburg, Bruning, von Papen and Schleicher
The part played by Hindenburg and von Papen in Hitler becoming Chancellor in 1933
Key topic 3: Nazi control and dictatorship, 1933-39
The Reichstag Fire, Enabling Act and banning of other parties and trade unions
Threat from Rohm & the SA, Night of the Long Knives, Death of Hindenburg, Fuhrer
The Police State: role of Gestapo, the SS, the SD and concentration camps
Nazi control of the legal system, judges and law courts
Nazi policies towards Catholic & Protestant church, including Reich Church & Concordat
Goebbels and Propaganda: Nazi use of media, rallies, sport and Berlin Olympics of 1936
Nazi control of culture and the arts, including art, architecture, literature and film
The extent of support for the Nazi regime
Opposition from the Churches, including the role of Pastor Niemoller
Opposition from the young, including Swing Youth and the Edelweiss pirates
48
Key topic 4: Life in Nazi Germany, 1933-39
Nazi views on women and the family
Nazi policies towards women: including marriage, family, employment and appearance
Nazi aims and policies towards the young: The Hitler Youth and League of Maidens
Nazi control of young through education, including curriculum and teachers
Nazi policies to reduce unemployment: labour service, autobahns, rearmament,
Nazi racial beliefs: policies and treatment of minorities
Persecution of the Jews: Boycott of Jewish shops, Nuremberg Laws and Kristallnacht
Personal Revision Timetable
Time/
Monday Tuesday Weds Thursday Friday Saturday Sunday
Day
7am
8am
9am
10am
11am
12pm
1pm
2pm
3pm
4pm
5pm
6pm
49
7pm
8pm
9pm
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GCSE History (9-1)

Topic 1 / Paper 1: Medicine through time, c1250-present

Revision guide colour – Yellow

Topic 2 / Paper 2: Superpower Relations and the Cold War, 1941-91

Revision guide colour – Light Blue

Topic 3 / Paper 2: Early Elizabethan England, 1558-1588

Revision guide colour - Orange

Topic 4 / Paper 3: Weimar and Nazi Germany, 1918-39

Revision guide colour – Yellow

Topic 1: Medicine Through Time, c1250-present 5

Recap Topic Checklist 19

Topic 2: Superpower Relations and the Cold War, 1941-1991 20

Recap Topic Checklist 26

Topic 3: Early Elizabethan England, 1558-1588 27

Recap Topic Checklist 34

Topic 4: Weimar and Nazi Germany, 1918-39 35

Recap Topic Checklist 48

Resources and Revision Timetable 49

1. Superpower Relati ons and the Cold War, 1941-91

Paper 1 (Worth 30% of your GCSE)

Paper 2 (Worth 40% of your GCSE)

Paper 3 (Worth 30% of your GCSE)

How to use this guide

Follow these fi ve steps to success:

Example One, Paper 2, Questi on 5(c)

Example Two, Paper 1, Questi on 3

Question 1: Describing features (4 marks)

How to answer the question

Note: What does ‘Describe’ mean?

Makes relevant points

Extends these points with some explanation

How to answer the question

Note: What does ‘how useful’ mean?

Uses knowledge and provenance

Uses content to make and develop points

Relates directly to the question

How to answer the question

Note: What does ‘follow up’ mean?

Answer Layout (This is printed in the exam paper)

Question I would ask:

What type of source I could use:

How to answer the question

Note: What does ‘explain one way’ mean?

Makes relevant points

Supports points with evidence

Links points to the question

How to answer the question

Note: What does ‘explain why’ mean?

Makes relevant points

Supports points with evidence

Links points to the question

How to answer the question

Sample Answers – Opening lines (Question Number 1 above)

Sample Answers – Opening lines (Question Number 4 above)

Sample Answers – Opening lines (Question Number 5 above)

Sample answer (Would get 12 marks out of 16 + SPAG)

Makes relevant points

Links points to the question

Revision Topic Checklist: Medicine through time, c1250-present

Topic 2: Superpower Relations and the Cold War, 1941-91

How to answer the question

Synonyms of the word: Consequence

Makes relevant points

Supports points with explanation