| S7 History |
Last
update -
17 May 2023 |
Official European
School History S7 Syllabus:
English,
French,
German |
 |
|
S7 Four Hour History - Pre-Bac Revision |
| Get some
general revision advice to begin with. I wrote this
'top 10 tips' for IB students a few years ago and much of
what I say applies to you. Similarly the great John D Clare
wrote
these detailed guidelines for his English GCSE historians.
Finally, this
article from the New Scientist provides the latest research
on effective revision.
In Year 7 the exam is four periods long. The exam
is divided into two sections. In the first section (Part 1) you
will be expected to analyse 5 sources, in Part 2 you will answer
a three part structured response. Although Part 2 is
significantly different to previous years, Part 1 is assessed in
an identical way.
Next you need to see the
specimen paper written to demonstrate how the exam will look
and be assessed. The
markscheme for the new structured response (i.e. Part 2) is
especially useful.
Part 1 - The sources
Part 1 is a compulsory source paper with four questions based on
4 to 5 sources, of which at least one, maximum two, should be
non-written, such as a cartoon, photograph, statistics or map.
There should be a mix of primary and secondary sources with
content taken from one or more of the year 7 European Core
Units.
|
Question Type and Advice |
Examples |
Marks |
The first question will test understanding of a source
or part of a source.
The first question can be divided into two or three
parts (a,b,c) depending on the level of student
knowledge and understanding demanded.
The question must enable students to produce a
concise and relevant response.
It is anticipated that students will spend a maximum of
10 minutes on this question.
|
What is meant by the phrase... (2 mark)
Explain the message/meaning of the cartoon in Source B.
(4 marks)
Which two arguments does the author use in Source B? (4
marks)
Identify two reasons given in Source C. (4 marks)
Explain what is meant by the phrase ‘_____’ in the
context of Source A. (6 marks)
In no more than a paragraph, explain the references to
_____________ in Sources B and C. (6 marks)
|
6 |
|
The second question will test analysis of sources
through the comparison and contrast of two or three
sources.
The selected sources must enable the students to
identify the similarities and differences, rather than
describe each source in isolation.
It is anticipated that students will spend
approximately 20 minutes on this question.
|
Compare and contrast the views expressed in
Sources A and B with regard to _________________?
To what extent do Sources A and B agree with the view
about ___________ expressed in Source D?
How far do the authors of Sources C and D disagree on
the consequences of the ________________?
|
12 |
|
The third question will test analysis of the utility of
two or three sources with reference to their provenance
and content.
The question must encourage students to focus on the
utility of sources in a particular context. The students
should be given the opportunity to evaluate two
different types of source. (e.g. radio broadcast,
memoir, painting, website)
It is anticipated that students will spend approximately
20 minutes on this question.
|
Assess the value and limitations of Sources B and C as
evidence about the success of the Communist parties in
central and eastern Europe in the period 1945-49.
How useful are Sources D and E as evidence
_________________ western Europe
Europe in 1949?
With reference to the origin and purpose of Sources A
and B, assess the value and limitations as evidence
__________________
|
12 |
|
Usefulness means, how useful the source
is as evidence about a particular event in the past. You
should identify both strengths and weaknesses of the
source. For example, how relevant is the source? Does
the source contain a lot of useful information or
information that helps us understand the past event?
Does the source provide reliable information about the
past? Can it be trusted to tell the truth? The
three Rs model should remind you of the sort of
things you need to consider.
|
 |
The usefulness of
sources
This
section
of the website provides a detailed examination of the
usefulness of the most popular types of source found in
examination. It also available as a simplified
PowerPoint
presentation. |
|
|
The fourth question will test synthesis of sources and
contextual knowledge based on one of the ten
sub-questions from year 7 European Core Units that you
have so far studied (Europe 4 and 7).
The question and sources must allow for students to
integrate their own knowledge with an explicit use of
the sources in order to produce a structured answer,
focusing clearly on the question.
It is anticipated that students will spend approximately
40 minutes on this question.
|
The sub-questions
that you have so far studied questions
are:
What were the major consequences of the
Second World War for Europe?
How far was Europe divided by 1949?
What were the origins and stages of
European construction between 1945 and
1957?
How and why were there different
conditions for social and economic
development in Europe?
How were the living conditions in the
states, blocs and regions of Europe
different between 1949 and 1973? (To
1963 only)
All questions
will begin with 'Using the sources and your own
knowledge...' The fourth question will be based on one
of those above, they might not be
identical
|
20
|
|
|
|
50 |
Part 2 - The structured response
This consists of 3 questions based on two or three of the
compulsory year 7 themes. The first question is a descriptive
question requiring the skills of recall and selection of
historical facts and knowledge. It can require knowledge of the
key words in the syllabus. There can be up to two sub-questions
if the questions are more definition-based. The second question
focuses on explanation, whereas the third question tests
explanation and evaluation. The third question is based on one
of the sub-questions from the Year 7 Compulsory Theme Units.
|
Question Type and Advice |
Examples |
Marks |
The first question will test selective factual recall
through description and/or by definition.
There can be up to two part-questions if the questions
are more definition-based.
It is anticipated that students will spend a maximum of
15 minutes on this question.
|
Part-questions (2-8 marks):
What is meant by the term ‘________’?
Define the meaning of ‘_________’ in the context of
the Cold War.
What was ______________?
Who were the main participants in ________ War?
Full questions (10 marks):
Identify and briefly describe two events _______________________ to the Cold War.
Briefly recount three significant events linked to the
start of the Cold War (1945-1949).
|
10 |
The second question will test factual recall and
explanation.
The question must allow students to produce an answer
that includes consideration of a number of factors.
This answer should provide multiple explanatory factors
each of which is explained. This answer is characterized
by good understanding, and some precise factual support
(names, places, dates etc.); the better answer in this
range is likely to be coherent (P.E.E) and historically
accurate.
It is anticipated that students will spend approximately
30 minutes on this question.
|
With reference to examples you have studied in
class, explain the factors that limited
___________________ colonial states.
Explain why support for independence in European
colonies increased after the Second World War.
Examine the reasons why the Cold War escalated after
1947?
Explain how the Cold War was fought in a variety of
different ways.
|
15 |
|
The third question will test factual recall,
explanation and evaluation.
This must be an evaluative question rather than a
descriptive one. (I.e. how far/significant/important
rather than merely ‘how’).
It is anticipated that students will spend approximately
45 minutes on this question.
My top 5 tips on
how to write an essay.
|
The sub-questions that you have so far studied questions
are:
Why did the Cold War Start?
What was the Cold War?
Why was there a process of decolonisation in Asia and
Africa after WWII?
What factors enabled the process of decolonisation?
The third question will be based on one of those above,
they might not be identical
|
25 |
|
|
|
50 |
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