ATHFrance AQA Complete-Worksheets

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WORKSHEET
2 The origins of the French Revolution
1
AQA
Record the source

Instruction: Read the source on page 4 written by the Abbé de Veri and fill in the vinyl record
with points that you can make about the content, provenance and tone. Try to give specific
evidence for the content and the provenance.
Content
Provenance
Tone
Extension: What do you need to find out further to support your comments on the content,
provenance and tone?
HODDER ACCESS TO HISTORY: France in Revolution 1774–1815 Sixth edition © Hodder & Stoughton Limited 1
WORKSHEET
2
AQA
Essay RAG Rate

Instruction: Better answers don’t simply list factors but make judgements on their
significance. Create a list of factors using pages 5–25 to answer the following essay question.
Using highlighter pens, highlight the most significant factor(s) in green. Highlight in orange
the factor(s) you only partially agree with and highlight in red the factor(s) that are not
especially significant.
To what extent were the ideas of the philosophes responsible for the outbreak of the
French Revolution in 1789?
1 _________________________________________________________________________
2 _________________________________________________________________________
3 _________________________________________________________________________
4 _________________________________________________________________________
5 _________________________________________________________________________
Extension: Why is the factor highlighted in green more significant than that highlighted in
red? Explain your reasoning in 10 lines below:
WORKSHEET
3
AQA
Value checklist
Instruction: Before you tackle value of sources in Section A of the exam paper, you need to
think about what we might mean by ‘value’ in the first place. Think about the criteria that
makes a source valuable. A checklist has been started below, try to add some more criteria
in the column on the left.
Criteria: Does the source tell you about… Present (/)
The attitudes/beliefs present
Causes of an event
Motivations behind a specific action
Widespread popularity/support for something
Instruction: Now read Source F by Arthur Young on page 23. Using your value checklist, tick
and explain the relevant criteria that applies to this source in the column on the right.
WORKSHEET
4
AQA
Diamond 9
Instruction: It is important to consider a range of factors or issues in your answers. Consider
the following question and add the different factors to the diamond below using pages 5–25
of your textbook.
What were the reasons for the outbreak of the French Revolution in 1789?
Most Important – top diamond

Very Important × 2 – second level two diamonds
Important × 3 – centre level three diamonds
Lesser Importance × 2 – second level from bottom two diamonds
Least Important × 1 – bottom diamond
WORKSHEET
3 1789: The end of the ancien régime
5
AQA
Using own knowledge

Instruction: One of the ways you should use your own knowledge is to support or challenge
what the source is saying in relation to the question. Using Source A on page 32 of your
textbook identify what specific own knowledge you can use to support or challenge the
following points from the source:
Point made in the source… Evidence to support Evidence to challenge
Sieyes in the source suggests that
the Third Estate is Everything.
He goes on to suggest that in

terms of the political order in
France it has nothing.
The pamphlet is titled ‘What is the

Third Estate?’ In what way is this
a provocative title?
Sieyes hints at reforms that have

been attempted but only benefited
the privileged classes. The Third
Estate need to be much more
proactive.
WORKSHEET
6
AQA
Assessing the individual

Instruction: Some questions ask you to assess the success of a particular individual, leader or
government, for example. A good place to start is to identify what their aims were and then
evaluate the level of their success. Those aims could form each of your paragraphs in your
essay too. Consider the question, along with pages 30–50 of your textbook, and complete
the table below.
How successful was Abbé Sieyes in helping to improve the status of the Third Estate?
Aim Success/failure (Y/N) Why was he a success/failure in this?
Publication
of ‘What is
the Third
Estate?’
Impact on
voting in the
Estates
General
Ending
feudalism
Bringing
about
constitutiona
l reform
Restricting
the power of
the
monarchy.
Extension: Write one of the paragraphs in your answer to this question. Use all the skills you
have been learning so far.
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7
AQA
Value checklist
Instruction: Before you tackle value of sources in Section A of the exam paper, you need to
think about what we might mean by ‘value’ in the first place. Think about the criteria that
makes a source valuable. A checklist has been started below, try to add some more criteria
in the column on the left.
Criteria: Does the source tell you about… Present (/)
The attitudes/beliefs present
Causes of an event
Motivations behind a specific action
Widespread popularity/support for something
Instruction: Now read Source D on page 42. Using your value checklist, tick and explain the
relevant criteria that applies to this source in the column on the right.
WORKSHEET
8
AQA
Consequence
Instruction: Both components 1 and 2 might ask you to look at the consequence of
something in your essay. To avoid just writing a shopping list, you should think about which
of these consequences were more significant and why. You might consider a consequence to
be more significant if the impact is widespread or long lasting, for example. Examine the
question below, along with pages 30–50 and choose 3–4 examples of consequence to add to
the pyramid.
‘The most significant consequence of the summoning of the Estates-General was the
reduction in the power of the monarchy.’ Assess the validity of this view.
Most significant
Least significant
Extension: Why is your most significant consequence more important than your least
significant? Explain in the space below:
WORKSHEET
4 Constitutional monarchy:
reforming France 1789–92
9
AQA
Counter argue
Instruction: Good essays have balance. Balance means arguments for and against the
question but also for and against within a specific theme or factor. This does not mean there
has to be an equal number of arguments against as there are in favour. You do not need to
agree with one of the views, but you should at least acknowledge it and say why it is not
convincing. Look at the following example:
Argument Evidence in favour Counter argument
Louis XV was Louis’ attitude towards government – In essence the problems of the ancien regime
entirety to failure to reform the country, his were long standing and deep rooted and not of
blame for the indolence and weak leadership which Louis’ making. Tax exemptions were a factor
outbreak of the frequently saw him manipulated by his which he tried to resolve against powerful
French ministers and/or his wife precipitated a vested interests. Then ideas of the Philosophes
revolution in crisis which brought about the Revolution undermined the integrity of the ancien regime
1789 in 1789 and were outside Louis control.
Instruction: Now consider the following statements and using pages 55–77 to help you
counter argue them in the table below:
The Constitution of
1791 brought
democracy to France
The National
Assembly improved
the right of workers
The Civil Constitution

of the Clergy was
well received by both
priests and Catholics
throughout France
Very little changed

as a result of the
Flight to Varennes
Revolutionary Clubs
had little impact on
the course of the
revolution.
WORKSHEET
10
AQA
Assess the value

Instruction: It is important to be balanced in your assessment of the value of the sources in
relation to the question. There does not have to be an equal number of points on both sides.
Use your value checklist to help. Consider the provenance, tone and content of the source
on page 73 of o your textbook and add bullet points to the scales below in relation to the
following question:
With reference to the source and your understanding of the historical context, assess the
value of the source to a historian studying reaction to the new Constitution of 1791.
LIMITATIONS TO VALUE
VALUABLE
NOTE:
When looking at
limitations avoid saying
‘this is what the source
fails to mention’ – this
doesn’t pick up any marks.
Focus on the weaknesses
of the content and
provenance instead.
Extension: Write a short paragraph explaining how valuable the source is overall to a
historian answering the question.
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11
AQA
Making judgments
Instruction: It is a good idea to give an overall assessment of a source once you have given a
balanced discussion of its value in relation to the content, provenance, tone and the
question. Think of this as a conclusion of sorts before you move on to the next source. Using
Source C on page 73 of your textbook, the question and one of the opening phrases below,
write an overall assessment.
With reference to Source C on page 73 of your textbook and your understanding of the
historical context, assess the value of the source to a historian studying the emergence of
the popular sans-culottes movement during the French Revolution.
Useful phrases:
 On balance, Source C is mostly… to a historian studying… because…
 To a certain extent, Source C is valuable to an History studying… because…
 Overall, the value of Source C to a historian studying… outweighs the limitations. This is
because…
Extension: Go to the last source answer you wrote for homework or in class. Annotate your
work with an overall assessment for one of the sources if it was missing.
WORKSHEET
12
AQA
Analysis
Instruction: Essays that contain analysis will unlock the higher levels in the mark scheme, but
what exactly is it? You might think of narration and analysis this way – Who? What? When?
and Where? are the stuff of narration; the How? Why? and to what effect? are the stuff of
analysis. Consider pages 73 to 78 and try to answer some of the following questions relating
to the emergence of the republican movement, be prepared to feedback:
Focus: the growth of republicanism
Causation questions
1 What caused that event to happen?
2 How do we know that it was those factors that caused the event to happen?
3 Why did things change then and not before?
4 Which factor was most significant in causing it? Or what combination of factors were
most significant? Why was this most significant?
Impact/significance questions
1 Was the impact long lasting? If not, why not?
2 Does the impact affect a lot of people/factors? How does it and why?
3 Were there certain factors/themes that were affected more than others? Why?
4 If there is more than one impact of the event, which was most significant and why?
Continuity and change questions
1 Why did this continue? What was the benefit of it continuing? What were the pressures
for it to continue?
2 Why did this change? Why now? Why not before?
3 Was there more continuity than change? If so, why? If not, why?
4 Was the change long-lasing? If not, why?
Similarity and difference questions
1 What were the beliefs, motivations and backgrounds of the key individuals involved and
how do these affect how much similarity or difference there was?
2 What external factors are influencing the amount of similarity or difference there was?
3 Was there more similarity than difference, if so, why?
4 Why was there not more difference? What prevented that from happening?
WORKSHEET
12
AQA
How successful/effective questions

1 What were the aims? Why were these aims adopted?
2. Why were certain aims achieved and others were not? What factors allowed them to
achieve their aims?
3 Were they effective in all areas? If not, why not?
4 Were they effective in the long-term? If so, why?
Extension: Consider your last essay. Annotate where you could have been more analytical in
one of your paragraphs.
WORKSHEET
5 War, revolt and overthrow
of the monarchy 1792–3
13
AQA
Record the source

Instruction: Read Source A on page 86 of your textbook, a section of the Declaration of
Pillnitz, and fill in the vinyl record with points that you can make about the content,
provenance and tone. Try to give specific evidence for the content and the provenance.
Content
Provenance
Tone
WORKSHEET
14
AQA
Create your own title

Instruction: A good method of revision is to create and plan for a variety of essay questions.
The exam board can use a range of question stems, so it is important to become familiar
with them. Create five essay questions based upon pages 83–103 using the question stems
below:
‘Thesis.’ Assess the validity of this view How effective…

How successful… How important…
How far… How significant…
To what extent…
Extension: Choose the most challenging question and mind map a plan for it below:
WORKSHEET
15
AQA
Replace the stock phrases

Instruction: It is important that you do not use ‘cut and paste’ stock phrases about
provenance in your answer. Consider these stock phrases about Source B on page 92, and
the question. Replace at least 3 of them with more informed comments on provenance using
specific own knowledge. Consider the author, context, type of source, purpose and
audience.
value of this source to a historian studying the opening months of the French
Revolutionary war in 1792.
The source is biased against…
The author was there at the time

so has sight of all the facts…
It was written so long after the

event and the author’s memory
will have faded…
The purpose of the source is to

inform/entertain…
The source is a
book/newspaper/speech/etc.
given in…
WORKSHEET
16
AQA
Diamond 9
Instruction: It is important to consider a range of factors or issues in your answers. Consider
the following question and add the different factors to the diamond below using pages 83–
91 of your textbook.
What were the reasons for the overthrow of the French monarchy in August 1792?
Most Important – top diamond

Very Important × 2 – second level two diamonds
Important × 3 – centre level three diamonds
Lesser Importance × 2 – second level from bottom two diamonds
Least Important × 1 – bottom diamond
WORKSHEET
17
AQA
Making judgments
Instruction: It is a good idea to give an overall assessment of a source once you have given a
balanced discussion of its value in relation to the content, provenance, tone and question.
Think of this as a conclusion of sorts before you move on to the next source. Using Source D
on page 97 of your textbook, the question and one of the opening phrases below, write an
overall assessment.
With reference to Source D on page 97 of your textbook and your understanding of the
historical context, assess the value of the source to a historian studying the September
massacres of 1792.
Useful phrases:
 On balance, Source D is mostly… to a historian studying… because…
 To a certain extent, Source D is valuable to a historian studying… because…
 Overall, the value of Source D to a historian studying… outweighs the limitations. This is
because…
Extension: Go to the last source answer you wrote for homework or in class. Annotate your
work with an overall assessment for one of the sources if it was missing.
WORKSHEET
6 Government by Terror 1793–4
18
AQA

government for example. A good place to start is to identify what their aims were and then
evaluate the level of their success. Those aims could form each of your paragraphs in your
essay too. Consider the question, pages 111–36 of your textbook and complete the table
below:
How successful was Maximilian Robespierre in consolidating the Republic?
Aim Success/failure (Y/N) Why was he a success/failure in this?
Defeat the
Federal
Revolt.
Reverse
military
defeats.
Suppress
the rebellion
in the
Vendée.
Establish
the Cult of
the
Supreme
Being.
Ensure
greater
equality in
wealth.
WORKSHEET
19
AQA
Record the source

Instruction: Read Source B on page 120 of your textbook and fill in the vinyl record with
points that you can make about the content, provenance and tone. Try to give specific
evidence for the content and the provenance.
Content
Provenance
Tone
WORKSHEET
20
AQA
Consequence
question below, along with pages 109–26 of your textbook and choose 3–4 examples of
consequence to add to the pyramid.
‘The most significant consequence of the overthrow of the monarchy was the emergence
of the Terror.’ Assess the validity of this view.
Most significant
Least significant
WORKSHEET
21
AQA
Essay RAG Rate

significance. Create a list of factors using pages 109–32 of your textbook to answer the
following essay question. Using highlighter pens, highlight the most significant factor(s) in
green. Highlight in orange the factor(s) you only partially agree with and highlight in red the
factor(s) that are not especially significant.
To what extent was the Terror mainly about defeating the counter-revolution 1793–4?
1 _________________________________________________________________________
2 _________________________________________________________________________
3 _________________________________________________________________________
4 _________________________________________________________________________
5 _________________________________________________________________________
WORKSHEET
22
AQA
Analysis
Instruction: Essays that contain analysis will unlock the higher levels in the mark scheme, but
what exactly is it? You might think of narration and analysis this way – Who? What? When?
and Where? are the stuff of narration; the How? Why? and to what effect? are the stuff of
analysis. Consider pages 109–36 of your textbook, which deal with government by Terror
(1793–4), try to answer some of the following questions, be prepared to feedback:
Focus: Government by terror
Causation questions
1 What caused that event to happen?
2 How do we know that it was those factors that caused the event to happen?
3 Why did things change then and not before?
4 Which factor was most significant in causing it? Or what combination of factors were
most significant? Why was this most significant?
Impact/significance questions
1 Was the impact long lasting? If not, why not?
2 Does the impact affect a lot of people/factors? How does it and why?
3 Were there certain factors/themes that were affected more than others? Why?
4 If there is more than one impact of the event, which was most significant and why?
Continuity and change questions
1 Why did this continue? What was the benefit of it continuing? What were the pressures
for it to continue?
2 Why did this change? Why now? Why not before?
3 Was there more continuity than change? If so, why? If not, why?
4 Was the change long-lasing? If not, why?
Similarity and difference questions
1 What were the beliefs, motivations and backgrounds of the key individuals involved and
how do these affect how much similarity or difference there was?
2 What external factors are influencing the amount of similarity or difference there was?
3 Was there more similarity than difference, if so, why?
4 Why was there not more difference? What prevented that from happening?
WORKSHEET
22
AQA
How successful/effective questions

1 What were the aims? Why were these aims adopted?
2. Why were certain aims achieved and others were not? What factors allowed them to
achieve their aims?
3 Were they effective in all areas? If not, why not?
4 Were they effective in the long-term? If so, why?
Extension: Consider your last essay, annotate where you could have been more analytical in
one of your paragraphs.
WORKSHEET
7 Thermidorian reaction
and the Directory 1794–9
23
AQA
Introductions
Instruction: The best introductions take a firm view from the outset and share what factors
or themes will be analysed. Good introductions tend to not fully agree with the statement or
suggestion in the question (where there is one). It should be possible to work out what the
question is from the introduction without knowing it. The weakest introductions simply set
the scene and avoid taking a view. Consider the question, the example introduction, pages
147–64 of your textbook and write an introduction below:
To what extent was the Directory able to deal with the challenges which it faced?
Example introduction
The period the Directory between 1795–9 was one when the government of the Republic
faced many challenges, following as it did the political excesses of the Terror. It was in
many ways a reaction to the terror. Those who overthrew the Robespierre – the
Thermidorians – were in essence the politically active members of the bourgeoisie who
eschewed the politics of fear and repression that so characterised the Jacobin dictatorship
of Year II. The constitution which the Thermidorians created was based on a system
designed to prevent the emergence of political extremism through various checks and
balances. It became clear almost immediately after the new constitution was inaugurated
that there was opposition to it. The Vendemiaire uprising of October 1795 was ruthlessly
suppressed by the military with Napoleon Bonaparte playing a central role. Over the next
four years the Directory face a number of challenges from both the political left (former
Jacobins supporters) and the political right (pro-monarchists). It met with varying degrees
of success in its attempts to secure its position against these opponents, although
ultimately its best effort to survive failed.
To what extent was the Directory in the years 1795–9 a period of stability?
WORKSHEET
24
AQA
24 Counter argue
Instruction: Good essays have balance. Balance means arguments for and against the
question but also for and against within a specific theme or factor. This does not mean there
has to be an equal number of arguments against as there are in favour. You do not need to
agree with one of the views, but you should at least acknowledge it and say why it is not
convincing. Look at the following example:
Louis XV was Louis attitude towards government – In essence the problems of the ancien regime were
entirety to failure to reform the country his long standing and deep rooted and not of Louis
blame for the indolence and weak leadership which making. Tax exemptions were a factor which he
outbreak of the frequently saw him manipulated by tried to resolve against powerful vested interests.
French his ministers and/or his wife Then ideas of the Philosophes undermined the
revolution in precipitated a crisis which brought integrity of the ancien regime and were outside
1789. about the Revolution in 1789 Louis control.
Instruction: Now consider the following statements and using pages 142 to 159 to help you
counter argue them in the table below:
The Directory, through its
system of checks and balances,
aimed to prevent the emergence
of political extremism.
The Directory sought to

consolidate the gains that had
been made during the
Revolution.
Financial stability was brought to

the French economy during the
period 1795–9.
The war was carried out very

effectively by the military forces
of the Directory during 1795–9.
The Directory returned to the

values of the bourgeoisie which
had been rejected during the
Terror and, as such, was more
acceptable to the majority of
people.
WORKSHEET
25
AQA
Assess the value

Use your value checklist to help. Consider the provenance, tone and content of Source B on
paged 156–7 and add bullet points to the scales below in relation to the following question:
value of the source to a historian studying opposition to the Directory.
VALUABLE
NOTE:
When looking at
of the content and
provenance instead.
WORKSHEET
26
AQA
The tone of a source

Instruction: Tone refers to the attitude and emotions that you can detect in an author’s text.
It is best to interweave comments about tone into discussions about provenance and
content rather than doing it as a separate paragraph. Doing it this way helps you avoid those
generic statements and stops you from having to find material to write for a whole
paragraph on tone. Comments on tone do not have to be lengthy, nor is it always
appropriate to discuss tone for every source. Look at Source E on page 169 of your textbook.
Complete the mind map by answering the questions to show the links between content,
provenance and tone below:
How does the audience

of the source influence
the tone adopted?
How does the purpose of How does the author of

the source influence the the source influence the
tone adopted? tone adopted?
The tone of
the source is…
How does the type of the How does the date of the
source influence the tone source influence the tone
adopted? adopted?
WORKSHEET
27
AQA
Using own knowledge

Instruction: One of the ways you should use your own knowledge is to support or challenge
what the source is saying in relation to the question. Using Source E on page 169 identify
what specific own knowledge you can use to support or challenge the following points from
the source:
Point made in the source… Evidence to support Evidence to challenge
Napoleon suggests that when he
returned to France he found
government authority in chaos.
Napoleon declares that he refused

to be a man of party.
Napoleon states that he was

bound in his duty to his fellow
citizens and particularly his fellow
soldiers who were perishing in the
armies of France.
Napoleon declares himself to be a

soldier of liberty and a devoted
citizen of the Republic.
WORKSHEET
8 The impact of the Revolution
28
AQA

with them. Create five essay questions based on pages 178–86 of your textbook using the
question stems below:
‘Thesis.’ Assess the validity of this view How effective…

To what extent…
WORKSHEET
29
AQA
Essay RAG Rate

significance. Create a list of factors using pages 173–90 to answer the following essay
question. Using highlighter pens, highlight the most significant factor(s) in green. Highlight in
orange the factor(s) you only partially agree with and highlight in red the factor(s) that are
not especially significant.
To what extent did the French Revolution fundamentally affect the lives of French people
1789–94?
1 _________________________________________________________________________
2 _________________________________________________________________________
3 _________________________________________________________________________
4 _________________________________________________________________________
5 _________________________________________________________________________
WORKSHEET
30
AQA
30 Conclusions
Instruction: Good conclusions pull together all of the arguments you have made throughout
your essay and justify why you have argued that way. The conclusion must link to the
question and not bring in any new information that you have not considered in the body of
your essay. Consider the example below:
To what extent were financial problems responsible for the outbreak of the French
Revolution?
‘In conclusion, it is an oversimplification to suggest that financial problems were solely
responsible for the outbreak of the French Revolution in 1789. While it is possible to argue
with some conviction that it was the financial problems that beset the monarchy which
ultimately compelled it to declare bankruptcy and summon the Estates General for 1789,
there were other significant causal factors behind the revolution. Possibly more significant
in helping to explain the outbreak of the French Revolution were the structural flaws in the
ancien regime. These were to an extent concealed while the crown was relatively solvent.
Absolutism functioned effectively as a political concept under strong leadership. Louis XVI
was not a charismatic or powerful leader. As his reign progressed he was confronted with
an almost perfect storm of increasing demands from the bourgeoisie for political and fiscal
reform (particularly to the taxation system), growing disillusionment with the monarchy
whose status and credibility was undermined by a series of scandals, and mounting public
debt , accumulated through wars that were financed by loans not new taxes. The ideas of
the philosphes such as Voltaire and Rousseau circulated among the educated classes and
inspired many to demand change. Paradoxically, although Louis was an absolute ruler he
was not absolute enough to be able to confront head on his critics as he was bound by
conventions and the structures of the ancien régime. His limitations as a ruler were
exposed in his failure to secure the necessary reforms to put the finances of the state on a
secure footing. While financial difficulties precipitated the ultimate crisis of the ancien
régime other problems undoubtedly brought the King and his ministers to that point’.
Instruction: Write a conclusion to the following question using pages 165 to 182 to help:
To what extent did the French Revolution transform the country between the years 1789–
94?
WORKSHEET
30
AQA
WORKSHEET
31
AQA
Consequence
be more significant if the impact is widespread or long lasting for, example. Examine the
‘The most significant consequence of the French Revolution between 1789–94 was effect it
had on the Catholic Church’. Assess the validity of this view.
Most significant
Least significant
WORKSHEET
9 Napoleon: Consulate and Empire
32
AQA

with them. Create five essay questions based upon pages 192–196 using the question stems
below:
‘Thesis.’ Assess the validity of this view. How effective…

To what extent…
WORKSHEET
33
AQA
Links
Instruction: Answers are more effective when they are split up into key themes or factors
and those themes or factors are compared. You can compare factors for things like the
extent of continuity/change or success/failure etc. This can occur at the start or end of the
paragraph. Consider the question below, the information on pages 142–161 and also 194–
205 of your textbook along with the key theme to be discussed. Finish the comparison and
justify your reasoning below. The paragraph has been started for you.
To what extent were the key features of the French Revolution during the Directory still in
place at the time of Napoleons coronation in 1804?
Previous theme/factor: The economy during the Directory
Current theme: Social and religious change/continuity
In comparison to the economy, there were more visible changes in the social and religious
life of France under Napoleon by 1804. This is largely because…
Extension: Go back to your last essay or timed answer and annotate where you can improve
your answer using this skill.
WORKSHEET
34
AQA
Consequence
‘The most significant consequence of Napoleon’s rule was the Napoleonic War.’ Assess the
validity of this view.
Most significant
Least significant
WORKSHEET
35
AQA

government for example Napoleon. A good place to start is to identify what their aims were
and then evaluate the level of their success. Those aims could form each of your paragraphs
in your essay too. Consider the question below, read pages 194–221 and complete the table
below:
How successful was Napoleon in preserving the gains of the Revolution?
Aim Success/Failure (Y/N) Why was he a success/failure in this?
His Religious policy
Attitude to Liberty
Attitude to Equality
Policy towards
Fraternity
Policy on Land
acquired as a
consequence of the
revolution
WORKSHEET
36
AQA
Assess the value

Use your value checklist to help. Consider the provenance, tone and content of Source E on
page 223 and add bullet points to the scales below in relation to the following question:
value of the source to a historian studying Napoleon’s downfall by 1815.
VALUABLE
NOTE:
When looking at
of the content and
provenance instead.

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Record the source

Essay RAG Rate

Motivations behind a specific action

Widespread popularity/support for something

Most Important – top diamond

Using own knowledge

He goes on to suggest that in

The pamphlet is titled ‘What is the

Sieyes hints at reforms that have

Assessing the individual

Motivations behind a specific action

Widespread popularity/support for something

The Civil Constitution

Very little changed

Assess the value

How successful/effective questions

Record the source

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‘Thesis.’ Assess the validity of this view How effective…

Replace the stock phrases

The source is biased against…

The author was there at the time

It was written so long after the

The purpose of the source is to

Most Important – top diamond

Assessing the individual

Record the source

Essay RAG Rate

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The Directory sought to

Financial stability was brought to

The war was carried out very

The Directory returned to the

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The tone of a source

How does the audience

How does the purpose of How does the author of

Using own knowledge

Napoleon declares that he refused

Napoleon states that he was

Napoleon declares himself to be a

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‘Thesis.’ Assess the validity of this view How effective…

Essay RAG Rate

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‘Thesis.’ Assess the validity of this view. How effective…

Assessing the individual

Assess the value

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