Paper 1, Question 1 = Interpretations
- Evaluate how convincing the arguments are in three historians’ interpretations
- Identify the historian’s point in relation the topic of the question
- Evaluate/judge/analyse the arguments using your own evidence to support and challenge the
historian’s view
- Evaluate the historian’s points according to the time period in the question
1. Identify the topic = in the question
2. Identify the main argument/point of the historian in the interpretation
3. Identify supporting (secondary) arguments/points
4. Structuring your answer
Needs a very good understanding of arguments/ interpretations, strong and well-supported evaluation
of arguments, very good and convincingly deployed contextual own knowledge.
Point 1 Summarise the point
Point 2 Quotations
Point 3 Evidence to support
Overall, how convincing is the historian’s complete view? Evidence to challenge
How convincing?
Paper 1, Question 2-4 = Essays
40 mins interp Q
- Evaluate a topic over a time period 55 mins x 2 Essay Qs
- A breadth question
- Your understanding of the topic over: time (time period),
- space (consider different colonies) and types of people (class, gender etc.).
- Answers two of the three questions
1. Identify the topic = the main topic in the question
2. Define key terms = what you will be analysing/talking about
3. Identify arguments and structure = your points and what order they will be, agreeing
and disagreeing with your thesis
Needs to have a very good understanding of the question, very good range and well-
developed knowledge, fully analytical and well-balanced analysis and balance, well
substantiated judgement, very good understanding of breadth and good organisation.
Introduction = thesis, keywords, briefly outlines the time period
Supporting your thesis = evidence supporting your judgement
Countering your thesis evidence challenging your judgement
Refuting the counterargument = evidence showing the weaknesses of the counterargument
Conclusion = summarises all points given in the essay and reiterates why the thesis is the most
valid view
,Thesis: Evidence:
- In this essay, I will - Confirm, convey,
- The purpose of this demonstrate,
essay… establish, imply,
Negative: indicate, reveal,
- This essay - Challenge,
discusses… signify, summarise
contradict, deny,
- In this paper, I put disagree, dismiss,
forward the claim dispute, disregard,
that… invalidate, reject, Parts of a whole
put this into - Comprises…
question - Is composed of…
- includes…
- Encompasses…
Contradiction:
- That said Cause:
- Having said that - Controls, governs
- Then again - Ignites
- Despite - Influences Analysis
- Yet - Initiates - Assess, clarify,
- In spite of this… - Provokes, consider, define,
- With this in mind stimulates, triggers determine, discuss,
- Nevertheless evaluate, examine,
- nonetheless explore, identify,
infer, interpret,
investigate,
Examples: observe, perceive,
- For instance recognise
- To give an
Adding: illustration of
- Moreover, - To exemplify
furthermore - To demonstrate Positive:
- What’s more - As evidence… - Affirm, assert,
- As well as emphasis, highlight,
- Besides maintain, suggest,
- Not only… but also support, uphold,
- Not to mention validate, verify
- Another key point Decrease:
- Ceases, declines,
descent, minimises,
reduces
Increase:
Paragraph starters: - Advances,
- First and foremost develops, enlarges,
- To begin with extends, facilitates,
improves
Writing
,Change:
- Alters
- Evolves Comparison:
- Fluctuates - On the one/other hand
- Transforms - Conversely
- varies - However
- Alternatively
- In contrast to
- On the contrary
- Whereas
Nuance - In comparison
- Briefly, completely,
comprehensively,
entirely, exhaustively,
generally, hardly, Conclusion:
initially, thoroughly - Thus, therefore
- As a result
- Hence
- As can be seen…
- Due to
Conclusion: - This suggests that
- To summarise, in - It can be seen that
summary - For this reason
- In a nutshell, in brief, in - consequently
short, in essence
- All in all
- As described
- All things considered, Transition:
finally, lastly - Additionally, in addition
- Also, secondly
- Furthermore
- Similarly, likewise
- In other words
Emphasis: - That is to say
- Undoubtedly, especially, - To put it another way
particularly
- Importantly
- It should be noted,
Useful:
above all, on the whole,
- Beneficial, clear,
ultimately
effective, important,
invaluable, relevant,
strong, useful, valid,
valuable
Extracts: - Biased, flawed,
- To use the words of … insignificant, invalid,
- According to … irrelevant
- As … states
Writing
, Revision
Material
The High Water Mark of the British Empire, c1857-1914
Section 1 Section 2
The development of imperialism, Imperial consolidation and Liberal
c1857-1890 rule, c1890-1914
Imperial Retreat, 1914-1967
Section 3 Section 4
Imperialism challenged The winds of change, 1947-1967
- Evaluate how convincing the arguments are in three historians’ interpretations
- Identify the historian’s point in relation the topic of the question
- Evaluate/judge/analyse the arguments using your own evidence to support and challenge the
historian’s view
- Evaluate the historian’s points according to the time period in the question
1. Identify the topic = in the question
2. Identify the main argument/point of the historian in the interpretation
3. Identify supporting (secondary) arguments/points
4. Structuring your answer
Needs a very good understanding of arguments/ interpretations, strong and well-supported evaluation
of arguments, very good and convincingly deployed contextual own knowledge.
Point 1 Summarise the point
Point 2 Quotations
Point 3 Evidence to support
Overall, how convincing is the historian’s complete view? Evidence to challenge
How convincing?
Paper 1, Question 2-4 = Essays
40 mins interp Q
- Evaluate a topic over a time period 55 mins x 2 Essay Qs
- A breadth question
- Your understanding of the topic over: time (time period),
- space (consider different colonies) and types of people (class, gender etc.).
- Answers two of the three questions
1. Identify the topic = the main topic in the question
2. Define key terms = what you will be analysing/talking about
3. Identify arguments and structure = your points and what order they will be, agreeing
and disagreeing with your thesis
Needs to have a very good understanding of the question, very good range and well-
developed knowledge, fully analytical and well-balanced analysis and balance, well
substantiated judgement, very good understanding of breadth and good organisation.
Introduction = thesis, keywords, briefly outlines the time period
Supporting your thesis = evidence supporting your judgement
Countering your thesis evidence challenging your judgement
Refuting the counterargument = evidence showing the weaknesses of the counterargument
Conclusion = summarises all points given in the essay and reiterates why the thesis is the most
valid view
,Thesis: Evidence:
- In this essay, I will - Confirm, convey,
- The purpose of this demonstrate,
essay… establish, imply,
Negative: indicate, reveal,
- This essay - Challenge,
discusses… signify, summarise
contradict, deny,
- In this paper, I put disagree, dismiss,
forward the claim dispute, disregard,
that… invalidate, reject, Parts of a whole
put this into - Comprises…
question - Is composed of…
- includes…
- Encompasses…
Contradiction:
- That said Cause:
- Having said that - Controls, governs
- Then again - Ignites
- Despite - Influences Analysis
- Yet - Initiates - Assess, clarify,
- In spite of this… - Provokes, consider, define,
- With this in mind stimulates, triggers determine, discuss,
- Nevertheless evaluate, examine,
- nonetheless explore, identify,
infer, interpret,
investigate,
Examples: observe, perceive,
- For instance recognise
- To give an
Adding: illustration of
- Moreover, - To exemplify
furthermore - To demonstrate Positive:
- What’s more - As evidence… - Affirm, assert,
- As well as emphasis, highlight,
- Besides maintain, suggest,
- Not only… but also support, uphold,
- Not to mention validate, verify
- Another key point Decrease:
- Ceases, declines,
descent, minimises,
reduces
Increase:
Paragraph starters: - Advances,
- First and foremost develops, enlarges,
- To begin with extends, facilitates,
improves
Writing
,Change:
- Alters
- Evolves Comparison:
- Fluctuates - On the one/other hand
- Transforms - Conversely
- varies - However
- Alternatively
- In contrast to
- On the contrary
- Whereas
Nuance - In comparison
- Briefly, completely,
comprehensively,
entirely, exhaustively,
generally, hardly, Conclusion:
initially, thoroughly - Thus, therefore
- As a result
- Hence
- As can be seen…
- Due to
Conclusion: - This suggests that
- To summarise, in - It can be seen that
summary - For this reason
- In a nutshell, in brief, in - consequently
short, in essence
- All in all
- As described
- All things considered, Transition:
finally, lastly - Additionally, in addition
- Also, secondly
- Furthermore
- Similarly, likewise
- In other words
Emphasis: - That is to say
- Undoubtedly, especially, - To put it another way
particularly
- Importantly
- It should be noted,
Useful:
above all, on the whole,
- Beneficial, clear,
ultimately
effective, important,
invaluable, relevant,
strong, useful, valid,
valuable
Extracts: - Biased, flawed,
- To use the words of … insignificant, invalid,
- According to … irrelevant
- As … states
Writing
, Revision
Material
The High Water Mark of the British Empire, c1857-1914
Section 1 Section 2
The development of imperialism, Imperial consolidation and Liberal
c1857-1890 rule, c1890-1914
Imperial Retreat, 1914-1967
Section 3 Section 4
Imperialism challenged The winds of change, 1947-1967
