# 9-1 History/Paper 1 questions
## Q1: How do the interpretations differ (5 minutes)
#### Example:

How does Interpretation B differ from interpretation C about the terms of the Versailles Treaty? (4 marks)

#### What the mark scheme says

Level 1: Simple analysis 1-2 marks.
Level 2: Developed analysis 3-4 marks

#### What skill is required

* Comparison (Identify differences between both Interpretations)

#### Model answer:

* The main difference between the interpretations is that whilst A... B...
* Indeed A emphasises the... whereas B only...
* Another significant difference sees A... yet B...
* A discusses the way that... however B prefers...

## Q2: Why might the authors of the interpretations differ (5 minutes)
#### Example:

Why might the authors of Interpretations C and D have a different interpretation about... what happened at Munich Putsch?
Explain your answer using the Interpretations C and D and your contextual knowledge. (4 marks)

#### What the mark scheme says

Level 1: Simple analysis/identification of provenance 1-2 marks.
Level 2: Developed analysis/explanation of using OK to do so. 3-4 marks

#### What skill is required

* Comparison
* Provenance (WWWW: When, what, why, where?)
* Explanation

#### Model answer:

* The main reason why the interpretations differ is because A was written by a... whereas the author of B was...
* The fact that A had been ...(OK)... helps to explain the contrast, after all B was only ...(OK)...
* A and B also differ because ...(another W)...
* At the time of writing X in A was ...(OK)... whilst by the time Y in B spoke out ...(OK)...

## Q3: Which Interpretation is more convincing (10 minutes)
#### Example:

Which Interpretation do you find more convincing about the state of Weimar culture in the 1920s?
Explain your answer using Interpretations C and D and your contextual knowledge. (8 marks).

#### What the mark scheme says

Level 1: Basic analysis. May include basic OK. May examine one interpretation 1-2 marks.
Level 2: Simple evaluation. Includes OK. May examine one interpretation. 3-4 marks.
Level 3: Developed evaluation based on OK and understanding. Examines both interpretations. Chooses one interpretation over another. 5-6 marks.
Level 4: Complex evaluation based upon OK and understanding. Analysis between relationship interpretations. Sustained judgement. 7-8 marks.

#### What skill is required

* RI
* Comparison
* Explanation
** Make a choice and justifying it by using OK to identify the strengths in one interpretation and the weaknesses in the other.

#### Model answer:

PARA 1:
* X's views in Interpretation A are far more convincing than those of Y in B.
* X's point that... can be supported by the fact that...(OK)...
* Here A accurately grasps...
* X (A) also explains how... This convincingly captures the feelings of... by suggesting (OK)
PARA 2:
* In contrast Y's views in Interpretation B are less convincing.
* Y's suggestion that... only relates to... with the majority of Germans...(OK)...
* Although Y in B is very good at portraying... he does not fully reflect the fact that...(OK).
* This inability to... undermines Y's credibility.
* Because Y is a... he is too close to... to be entirely trusted when discussing...
CONCLUSION:
* The fact that X in A is... and so accurately captures... is in contrast with the fact that Y in B believes... Unlike X, Y clearly failed to grasp...

## Q4: Describe question (5 minutes)
#### Example:

Describe two problems faced by Kaiser Wilhelm II's governments in ruling Germany up to 1914. (4 marks).

#### What the mark scheme says

Level 1: Demonstrates knowledge. 1-2 marks.
Level 2: Demonstrates knowledge and understanding with extended reasoning. 3-4 marks.

#### What skill is required

* RI (Structure understanding in order of importance)
* Describe (Show understanding of what happened)

#### Model answer:

* The main problem faced by... was...
* (More detail to develop this point, demonstrating understanding of how significant this problem was)...
* The... also had to deal with... (2nd problem)...
* (More detail to develop this point, demonstrating understanding of how significant this problem was)...

## Q5: Explain Question (10 minutes)
#### Example:

In what ways were the lives of women in Germany affected by Nazi social polices?
Explain your answer. (8 marks)

#### What the mark scheme says

Level 1: Basic explanation i.e. largely assertion of OK only. 1-2 marks.
Level 2: Simple explanation i.e. adds simple reasoning/understanding to 1 OK point. 3-4 marks.
Level 3: Developed explanation i.e. adds more developed reasoning/understanding to more than 1 OK point.
Level 4: Complex explanation. i.e. L3+ will demonstrate how the issue/policy/impact of the event changed over time, or varied depending on social, political etc. group affected etc. 7-8 marks.

#### What skill is required

* Explain (No describing. No story)
** Providing reasons why or the way something happened.
** Understanding the impact/significance of an event or issue.

#### Model answer:

PARA 1:
* The main (way/reason for/consequence of)... OR the most important change...
* Y changed X so much because... OR Y had such a significant impact because... (explanation with OK).
* Y also meant that... (further explanation with OK)
* The impact of Y did though depend upon... with... being much more... than... (complex explanation)
PARA 2:
* Another significant change to X was Z.
* Z also changed X because...
* This had the effect of...
* Use words from the Q in your first sentence

## Q6: Bullet point essay (15 minutes)
#### Example:

Which of the following was a greater success for the Nazis in the years 1933-45:
* racial policies
* maintaining control?
Explain your answer with reference to both reasons. (12 marks).

#### What the mark scheme says

Level 1: Basic explanation of relevant OK 1-3 marks.
Level 2: Simple explanation including some reasoning. 4-6 marks.
Level 3: Developed explanation including extended reasoning, developed knowledge. Must look at both factors in depth. 7-9 marks.
Level 4: Complex explanation: L3+ reaches a well developed judgement as a whole that compares factors and understands the relationship between them. 10-12 marks.

#### What skill is required

* RI
* Structure
* Explain and Argue
* Judge
* Comparison
** Have an opinion
** Evidence which supports your opinion.
** Evidence is explained (with focus on the question)
** Reach a judgement: why is one factor more important than another (compare)

#### Model answer:

INTRODUCTION:
* X was far more important than Y in... in the years/between the period(s)...
* Use words from the Q in your intro sentence.
PARA 1:
* The most dangerous aspect of X was...
* This is best illustrated by... (evidence here)...
* (Evidence) had such a significant impact because... (explanation here)...
* This meant that... (developed explanation/reasoning here)...
* X was also very successful in achieving... (evidence here)...
* This was because ensured that... (explanation here)... which enabled the ... to... (developed explanation/reasoning here)...
* On top of this X even... (evidence + explanation here)
* However X was not always a dangerous force. X was able to ...(evidence)... ensuring that... (explanation)...
PARA 2 (discuss other theme):
* An alternative interpretation is that Y posed the greater danger to...
* (As per para 1)
* Use some RI early on in your first paragraph.
CONCLUSION (compare the themes):
* Although Y caused the Weimar Republic to... X was more dangerous by...
* Crucially, without X, Y would not have been able to...
* In addition by ensuring..., X was far more... than Y, forcing the Republic to...
* Discuss both factors in the same sentence (this encourages you to compare them)

## Q11: Inference Question (6 minutes)
#### Example:

Source D opposes Germany. How do you know?
Explain your answer using Source D and your contextual knowledge. (4 marks)

#### What the mark scheme says

Level 1: Simple analysis e.g. make observations supported with simple OK. May include provenance, 1-2 marks.
Level 2: Developed analysis e.g. makes inferences, supported by OK to show extended reasoning and understanding. May include provenance, 3-4 marks.

#### What skill is required

* Inference (What does the source tell me? What does the source mean?)
* Own Knowledge (How can I show/prove this using my OK?)

#### Model answer

* By depicting... Source D clearly...
* By representing the... (OK here) ..the author is...
* The author of D also suggests...
* Here D takes the face that... (OK)... and uses it to ensure the viewer/reader is left to...
* Use words from the Q in your first sentence.

## Q13: Account Question (10 minutes)
#### Example

Write an account of how events in Manchuria became an international crisis in the years 1931-1933. (8 marks)
Write an account of the ways in which the feudal system changed under the Normans. (8 marks)

#### What the mark scheme says

Level 1: Basic analysis of change, causation or consequence. Basic narrative. 1-2 marks.
Level 2: Simple analysis. Structured account with specific knowledge and understanding. 3-4 marks.
Level 3: Developed analysis of change, causation or consequence. Well ordered narrative, range of accurate, relevant OK and understanding and reasoning (explanation). 5-6 marks.
Level 4: Complex analysis of change, causation or consequence. Well ordered narrative, range of accurate, relevant OK and understanding. Complex reasoning to include analysis of how/why or the extent of change/impact etc. 7-8 marks.

#### What skill is required

* Describe (Share what happened)
* Explain (Show understanding of what happened)
* Structure this in chronological/consequential or RI order depending on the Q

#### Model answer

PARA 1:
* When the Normans conquered England the feudal system was... (main features of the existing Saxon feudal system)
* The Normans changed this primarily by... (main change introduced by the Normans)
* This contrast significantly altered the way... (further OK with explanation)
* This meant that... (development of the point here (with more OK)).
PARA 2:
* As the Normans became more established and the Saxon died out... (a second way)
* This enabled the Normans... (OK with explanation)
* By adapting the... (OK)...the Normans were now more free to... (OK). This meant that... (development of the point here (with more OK)).