HOWTODOWELLINTHEUNIT2

EXAM

ThisiswhatQ1lookslike

Makingsupportedinferences(educatedguessesfromapicturesource)

Q.Whatcanyoulearnfrom…..?•  Saywhatyouseeandwhatitmightmean.•  Supportyourideabyclearlylinkingto/referencingwhatyoucanseeinthesource.

•  DothisONCEfor4marks•  Usefulvocabulary“thissuggeststhat”,“thiscouldmeanthat”,“Icaninferthat…”,

•  DONOTwritemorethanaparagraphforthisanswer•  DONOTdiscusstheNature,OriginandPurposeofthesource.

•  YouDONOTneedtouseyourownknowledgeforthisquesMon

QuesMon1(4)6mins

ThisiswhatQ2lookslike

QUESTION2(9marks-13mins))Explainingtheimportanceofapersonoreventorfactor

Q.Chooseoneandexplainhis/itsimportanceorimpact

•  2boxeswithatopicineach–chooseoneofthem

•  Usuallyit’simportantpeopleoreventssuchasStresemannorReichkristallenacht

•  4-6marks:describeindetailthepersonorevent•  7-9marks:explainWHYthey/itwasimportant–LINKTOTHESPECIFICWORDINGOFTHEQ

7-9marks•  ThoseofyouaaeranA*willneedtoget7-9marksonthisquesMon

•  SowhatdoImeanby“explainWHYthey/itwasimportant/hadanimpact”….?

•  Ican’tgiveyouacorrectanswertothisBUTifyouaskyourselfthefollowingquesMonsyoushouldbeabletocomeupwithsomeideasaboutimportance– Whatshorttermorlongtermimpactdidit/theyhave?–  Didit/theystartsomething?Didanyonebuildontheiridea?Diditkickstartaseriesofsimilarevents?

–  Didit/theydrawtogetherseveralimportantthemes/factors

– Whathappenedasaresultofit?

Thisis

whatQ3and4looklike

QUESTION3OR4(12marks/18mins)RecallandanalyseQ.Inwhatwaysdid….?How…..?Why?•  ChoiceofquesMontoanswer•  Getaboxofbulletpoints–Youdon’thavetousethem,theycanbeconfusing,

youalsodon’tgetanymarksforcopyingoutwhat’swrigeninthem.Theymighthelppromptsomeideasthoughsodon’tignorethemcompletely!

•  YoucanchallengetheasserMoninthequesMon•  Analyseatleastthreefactors•  Showlinksbetweenpointsand/orfactors•  Puttheminorderofsomething–oaenimportance/impact/influence•  StayfocusedonthequesMon–makesureyouactuallyanswerit!!!•  Don’twaffle–makesureyouareRELEVANT&ACCURATE•  Level25-8marks:describes/givesinformaMonaboutthetopicinthequesMon•  Level39-12marks:focusesonansweringthequesMonandexplainshowand

whysomethinghappened.

Q5orQ6(9+16marks)

•  Intwoparts•  PartAandPartB.Youcan’tdopartAofoneandpartBoftheother!!

•  PartA=9marks•  Similartotheearlier9markquesMon•  FullmarksforidenMfyingkeyinformaMonaboutthetopicinthequesMon

•  ThequesMonstartswith“Describe…..”•  Showdepth,detailandcontextforall9marks

PARTB(16marks)24mins•  MostimportantquesMononthepaper–essayQ•  WillalwaysmakeanASSERTION(fancywordforastatement

thattakesaparMcularviewpoint)andaskyou“Doyouagree?”LEVEL2(5-8):describesthetopicinthequesMonLEVEL3(9-12):focusesonarangeoffactorsandexplains.Sustainedfocus–whichmeansyoudon’twaffleandgooffona

tangent–yousMcktothepointandanswerthequesMonDIRECTLYandCLEARLYandEXPLICITLYattheendofeveryparagraphandsecMon.Thinkofthisasdoingmini-conclusionsalongthewaytothemainoneattheend.SPAGGOOD.

LEVEL4(13-16):Asabove.Analyses.Considersbothsidesoftheargument.AgreeswiththequesMonanddisagreeswiththequesMon.Makesajudgementabouthowmuchtheyagree.SPAG=EXCELLENT

Didyougetthat?

ALWAYSAGREEANDDISAGREE!!!!

QuesMon5&6:thetwo-parter

Whatdowemeanbyanalysis?•  GenerallyitmeansthatyounoMcedsomethingimportant,

thoughtaboutit,consideredalternaMvesandcametoaconclusion.Forexample,forthehighlightedquesMononthepreviousslideyoushouldaskyourselfthefollowingquesMons:–  WhatevidenceistherethatopposiMonwasdealtwitheffecMvely?

–  Whatevidenceistherethatitwasn’t?–  Weresomegroups/typesofopposiMondealtwithmoreeffecMvelythanothers?Whatevidencedoyouhavetosupportthis?

–  Werethereothermethods(otherthancontrol)thatdealtmoreorlesseffecMvelywithopposiMon

–  WeremethodsofcontrolmoreeffecMveatoneMmethananother?Ifsodoyouhaveanyevidencetohelpexplainwhy?

SpellingPunctuaMonAndGrammar(SPAG)

•  Ofthe54marksavailable,upto4marksareawardedforSpelling,PunctuaMonandGrammar(SPaG).