NATIONAL QUALIFICATIONS CURRICULUM SUPPORT
History
The Treaty of Union
The Exam
[HIGHER]
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Qualifications support programme for History.
© Learning and Teaching Scotland 2009
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Contents
Rationale of the Treaty of Union Paper 2 option
4
Aim of the Treaty of Union Paper 2 option
5
Structure of the Treaty of Union Paper 2 exam
6
Issues addressed in the Treaty of Union Paper 2 exam
7
How to answer the ‘How useful’ question
9
How to answer the comparison question
11
How to answer the ‘How fully’ question
13
Model answers
15
Frequently asked questions
24
Past paper questions and marking instructions
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RATIONALE OF THE TREATY OF UNION PAPER 2 OPTION
Rationale of the Treaty of Union Paper 2 option
The Paper 2 exam exists because part of the Higher History course must
cover one particular Scottish historical context using source handling skills.
The Scottish context should be explored in greater depth than Paper 1
contexts, which focus on essay writing as a means of historical analysis.
The Treaty of Union option requires candidates to use detailed historical
information and current historical writing to:
 explain events in the 1690s as Scotland’s relations worsened with England
 assess those arguments for and against union with England that were put
forward around the turn of the century and the accession of Queen Anne
 examine the passage of the Treaty of Union through Parliament and the
reasons for the government’s eventual success in securing the Act of
Union
 analyse the extent to which union achieved the success its advocates
desired and predicted.
Candidates should be able to interpret the content of historical sources, both
primary and secondary, and use factual recall in evaluating these sources.
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AIM OF THE TREATY OF UNION PAPER 2 OPTION
Aim of the Treaty of Union Paper 2 option
The aim of the Treaty of Union Paper 2 option is to develop source handling
skills.
The option should increase the ability of candidate s to:
 evaluate primary and secondary sources
 analyse the usefulness of sources as evidence of issues surrounding the
Treaty of Union by using provenance, interpretation of content and factual
recall
 analyse how fully sources provide information about ev ents and
developments in the period 1688–1740
 use factual recall to assess the importance of sources in relation to issues
surrounding the Treaty of Union.
Candidates should be able to adopt a structured approach to answering
questions about historical sources.
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STRUCTURE OF THE TREATY OF UNION PAPER 2 OPTION
Structure of the Treaty of Union Paper 2 exam
The Treaty of Union Paper 2 exam consists of four questions which test
candidates’ ability to evaluate sources.
There are five sources which may be primary or secondary. All of the sources
are either from the period 1688–1740, around the Treaty of Union, or they are
examples of recent historical writing about the Treaty of Union period.
Candidates should be able to show that they can evaluate the usefulness of
sources as evidence of historical events or developments. They should also
evaluate the accuracy of sources in relation to, and the overall contribution
sources can make towards our understanding of the period. In addition, they
should compare two sources in the context of one of the main i ssues of the
Treaty of Union topic.
There will be four questions. Each question will cover one of the four main
issues of the Treaty of Union topic. The paper is worth a total of 30 marks.
There will be three types of questions:
One question which asks ‘how useful’ a source is as evidence of a particular
issue – 5 marks.
One question which asks for a comparison of two sources – 5 marks
Two questions, one of which asks ‘how fully’ a source explains a particular
issue, eg the consequences of union, and one of which asks ‘how far’ a source
explains a particular issue – 10 marks each. The ‘how far’ question will
require in-depth and focussed recall of a particular issue, eg specifically the
economic consequences of union, rather than a wide. The ‘how fully’
question will require a more general recall of points within an issue, eg an
all-encompassing range of consequences of union including financial,
economic, political, religious, military, social or otherwise.
The paper will last 1 hour and 25 minutes.
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ISSUES ADDRESSED IN THE TREATY OF UNION PAPER 2 EXAM
Issues addressed in the Treaty of Union Paper 2
exam
Each of the four main issues will be addressed by one question.
As all of the four main issues are comprehensive and general in nature, it is
possible that questions may focus on more specific asp ects of the issues.
The key areas of focus for questions are mostly likely to be on the following
aspects:
Issue 1: Worsening relations with England
The Revolution of 1688–9
The role of King William
The Darien scheme
English legislation
Scottish legislation
Issues of contention between Scotland and England
Issue 2: Arguments for and against union with England
Arguments for union with England
Arguments against union with England
Issue 3: Passing of the Act of Union
Position of England
Arguments for federal union
Arguments for incorporating union
Treaty negotiations in London
Position of members of Scottish Parliament
Issues discussed during the debate on the Treaty
Reasons for passing the Act of Union
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ISSUES ADDRESSED IN THE TREATY OF UNION PAPER 2 EXAM
Issue 4: Effects of the Union to 1740
Political effects
Economic effects
Social effects
Religious effects
Jacobite opposition
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HOW TO ANSWER THE ‘HOW USEFUL’ QUESTION
How to answer the ‘How useful’ question
Wording
The ‘How useful’ question could also be worded ‘how valuable’ or ‘how
reliable’.
The question will ask about the use of a source as evidence of a particular
issue, opinion held, or a specific event or development.
eg
‘How useful is Source A as evidence of the economic effects of Union before
1740?’
or
‘How valuable is Source B as evidence of public feeling in Edinburgh d uring
the debate on the Treaty of Union?’
or
‘How reliable is Source C as evidence of the reasons for the failure of the
Darien Scheme?’
Marks awarded for answering the ‘How useful’ question
You will be awarded marks for:
 evaluating the provenance of the source (time of writing, authorship,
purpose)
 evaluating the content of the source (what the source tells us about the
issue mentioned in the question)
 using factual recall to indicate the limitations of the source (ie what the
source does not tell us about the issue mentioned in the question).
The above bullet points should guide you in the way you structure your
answer.
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HOW TO ANSWER THE ‘HOW USEFUL’ QUESTION
Structure for answers to the ‘How useful’ question
You should structure your answer in the following way, separating each point
in a paragraph of its own:
 Start by stating that the source has some uses.
 Write about the primary nature of the source and explain why this adds to
the usefulness of the source, eg ‘This is a primary source as it was written
in late 1706, at a crucial time during the debate on the Treaty of Union’
 Explain in what way the author of the source would have been aware of
events taking place, or even involved in events, and say why this makes
the source more useful, eg ‘The author took part in the debates and wo uld
have been aware of other people’s opinions so this adds to the usefulness
of the source.
 Say why the source was written and explain if this adds to the value of the
source or not (Note: personal diaries usually contain their author’s true
feelings and are useful to this extent; letters to official people are
sometimes a bit more guarded so may not necessarily contain their
author’s true feelings, although letters to friends may contain true feelings;
speeches are usually made in order to persuade people of a point of view,
so may be biased or exaggerated), eg ‘The source is an extract from a
speech in which the speaker was trying to convince commissioners to vote
against the Treaty, so it would have been biased against English and pro union views.’
 Mention, through quoting and explaining, something that the source tells
us in relation to the issue raised in the question, eg ‘The source tells us
that ‘many people fear domination by England in the new Parliament’,
suggesting that there were fears that Scott ish interests would be ignored if
union took place.’
 Mention at least one other point from the source, ideally two, again
quoting and explaining.
 Mention something that is not contained in the source and suggest that its
absence limits the usefulness of the source, eg ‘The source is limited,
however, as it does not tell us about fears held by some lawyers that Scots
law would be abandoned’.
 Mention at least one other point not mentioned in the source, ideally two,
again suggesting that the source is therefore limited.
 Conclude by reiterating the point that the source is of good but limited use.
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HOW TO ANSWER THE COMPARISON QUESTION
How to answer the comparison question
Wording
The comparison question could be worded ‘compare’ or ‘to what extent’ or
‘does it support’.
The question will ask about how much one source supports another or has
similarities or differences to another source.
eg
‘How fully do the opinions contained in Source A support those in Source B
in relation to the arguments for union?’
or
‘To what extent does Source C agree with Source D in respect of the effects
of union on religion in Scotland?
or
‘In what way do the views expressed in Source D agree with those expressed
in Source E?’
Marks awarded for answering the comparison question
You will be awarded marks for:
 presenting an overall comparison between the two sources
 selecting specific points of comparison between the two sources.
The above bullet points should guide you in the way you structure your
answer.
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HOW TO ANSWER THE COMPARISON QUESTION
Structure for answers to the comparison question
You should structure your answer in the following way, separating each point
in a paragraph of its own:
 Start by giving an overall comparison between the two sources, eg ‘Source
A agrees with Source B on most but not all points concerning arguments in
favour of union’.
 Mention, through quoting and explaining, one point from one source and
one point from the other source where there is a specific similarity or
difference, eg ‘On the issue of economic benefits, Source A mentions
‘increased trade’ which suggests that Scotland will have access to
England’s empire, but Source B mentions ‘burden of taxation’ which
suggests Scotland would be worse off’.
 Mention at least three other points of comparison between the two sources,
again quoting and explaining.
 Conclude by reiterating the point that the sources agree or disagree to a
certain extent.
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HOW TO ANSWER THE ‘HOW FULLY/FAR’ QUESTIONS
How to answer the ‘How fully/far’ questions
Wording
A question requiring a general knowledge of a wide -ranging issue, e.g. causes
of worsening relations between Scotland and England, will be worded ‘how
fully’.
A question requiring a more detailed knowledge of a specific point within an
issue, e.g. the economic problems faced by Scotland during the period when
its relations with England worsened, will be worded ‘ho w far’.
The question will ask about how fully/far a source explains a particular issue,
or describes an event or development.
eg
‘How fully does Source A illustrate the issues involved in the debate on the
Treaty of Union?’
or
‘How far does Source B explain the role of King William in the failure of the
Darien scheme?’
or
‘How far does Source C offer an explanation of the importance of the
Squadrone Volante towards the successful passing of the Act of Union?’
Marks awarded for answering the ‘how fully’ and ‘how far’ questions
You will be awarded marks for:
 evaluating the content of the source (what the source tells us about the
issue mentioned in the question)
 using factual recall to indicate the limitations of the source (i.e. what the
source does not tell us about the issue mentioned in the question)
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HOW TO ANSWER THE ‘HOW FULLY/FAR’ QUESTIONS
The above bullet points should guide you in the way you structure your
answer.
Structure for answers to the ‘How fully’ and ‘How far’
questions
You should structure your answer in the following w ay, separating each point
in a paragraph of its own:
 Start by saying that the source explains the issue of the question to a
certain extent, but it omits several important points.
 Mention, through quoting and explaining, something that the source tells
us in relation to the issue raised in the question, eg ‘The source tells us
that ‘William had a hand in the orders given for the Glencoe Massacre,
which suggests that the King knew about what was going to happen and
gave his permission for the Campbells to massacre the Macdonalds’.
 Mention at least three other points from the source, again quoting and
explaining.
 State that the points mentioned in the source are valid but they only
partially explain the issue in the question, eg ‘The above points are indeed
true. However, there are other aspects of William’s reign which caused
worsening relations between Scotland and England that are not mentioned
in the source’.
 Mention a point that is not contained in the source, and link this to the
issue in the question, eg ‘The source does not tell us about William’s role
in the Darien disaster, when he persuaded English investors to withdraw
funds and prevented Dutch investment in the Company of Scotland’.
 Mention at least five other points not mentioned in the source.
 Conclude by reiterating the point that the source is not a full explanation
of the issue raised by the question.
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MODEL ANSWERS
Model answers
Example of the ‘How useful’ question’
Source A, from John McDonald, an investor in the Company of Scotland, in a
letter to a friend, 1697:
The situation I wrote to you about last year will worsen soon. I may recover
the money I will have lost through Darien if the English who caused its
failure settle as they should do. However, I fear the circumstances
surrounding England’s proposed treaty with France will mean that London
will be pressing for political union sooner rather than later, something which
nobody in this land desires. Mark my words, William of Orange will have his
way.
1.
How useful is Source A as evidence of the worsening relations between
Scotland and England in the 1690s?
Model answer – scores 5 out of 5:
Source A has some important uses.
This is because Source A is from 1697, around the time of the Darien scheme
and when England was signing the Treaty of Rys wick with France, Scotland’s
traditional ally, so it is useful as primary evidence.
In addition, the author is an investor in the Company of Scotland, and would
therefore be aware of events surrounding the failed Darien scheme. This
makes him an eye-witness to history, adding to the usefulness of the source.
However, as someone who is losing money, he may be biased against
England, which reduces the reliability of what he says about King William.
Furthermore, the source is a letter to a friend, which mean s that it is likely to
contain the personal feelings of the author. This is useful as it gives us an
insight into the mind of a Darien investor.
The source informs us that the author lost money to the Darien scheme, which
is useful, since many Scottish investors also lost money in this way and this
led to many Scots resenting the English.
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MODEL ANSWERS
Also, the source refers to England’s treaty negotiations with France, which
was a situation that led to Louis XIV recognising William’s claim to the
throne over James VII and II, something which displeased Scottish Jacobites.
However, the source is limited as it does not refer to the Revolution of 1688 –
9 which was at the root of problems between Scotland and England in the
1690s after the Scottish Parliament issued the C laim of Right in 1689.
Likewise, the source does not refer to the Glencoe Massacre of 1692 which
many Scots saw as having been instigated by King William in England.
Therefore the source is of good but limited use as evidence of worsening
relations.
Model answer – scores 2 out of 5:
Source A is quite useful because it is from 1697, making it a primary source.
The author of the sources has lost money through the Darien scheme, so this
makes the source useful as well because it will show the anger felt b y
Scottish people towards England. The source is a letter so it is useful because
of this.
The source says ‘the situation I wrote to you about last year will worsen
soon’ and it also says ‘mark my words, William of Orange will have his way’.
This shows how the situation between England and Scotland is getting worse
because of William of Orange.
But the source does not say that English soldiers killed the clan McDonald at
Glencoe in 1692 which was an event that made many Scots dislike the king
because they thought he had given the order for the Campbells to commit the
massacre.
Therefore the source is not completely useful .
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MODEL ANSWERS
Example of the ‘How fully’ question’
(Note – the ‘how far’ question would require an answer with the same
structure as the ‘how fully’ question)
Source B, from A Jamieson, The Cost of a Nation, 2001:
Those in favour of an incorporating union made their case most vocally when
discussing the impact such a relationship would have on the security of
Scotland. Joining with England, it was said, would offer protection in the
form of an army and navy of the British Isles and the association with the
English, long-acknowledged as a force to be reckoned with. Despite the
possibly inevitable conflict with France into which Scotland may be drawn ,
England’s reputation in military matters was the dealbreaker for many who
considered Union to be otherwise unacceptable. And at least now, there
would be security from English invasion. An additional argument related to
this was the fact that England’s empire would now be the British Empire, and
therefore Scotland’s empire, and Scots could now look forward to global
adventure. The ambitions pursued in vain during the Darien disaster could
now be realised beyond the wildest dreams of the directors of the C ompany of
Scotland.
2.
How fully does Source B illustrate the arguments in favour of Union
before 1707?
Model answer – scores 10 out of 10:
Source B explains the arguments in favour of union to a certain extent, but it
omits several important points.
The source tells us that incorporating union would bring ‘security and
protection’. This means that some Scots felt that the new British army would
mean that Scotland would be safer in Europe, because of ‘England’s
reputation’ as a military force.
In addition, the source says that Scotland would be safe from ‘invasion’ by
England, meaning that not only would Scotland be protected against
European threats but also it would no longer face war with England since the
two countries would now be one.
Furthermore, the source states that as Scotland would now be part of Britain,
it would have a stake in the British Empire. This means that Scottish people
could now be part of a ‘global adventure’, conquering new territories and
expanding its influence.
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MODEL ANSWERS
The source also states that Scotland would now realise ambitions ‘beyond the
wildest dreams’ of the Company of Scotland. This means that Scots could
now obtain glory and riches on a scale far greater than what had been
imagined and desired by the investors in the Dar ien scheme.
However, although the above points mentioned in the source are valid, they
only partially explain the arguments in favour of union before 1707.
For example, the source does not mention directly the financial benefits
which many felt would come from trade with English colonies. After union,
Scotland would be able to export more goods worldwide than ever before
because the Navigation Acts would not apply to Scotland.
Moreover, the source omits any mention of the fact that Scottish trade with
European nations would be made stronger after union, since Scotland’s
stability was assured and it would have continued shipping access to its
traditional trading partners such as Holland.
In addition, the source does not state that for many people, politic al union
with England was a natural step to take after the regal union in 1603. Many
people argued that the Union of the Crowns should have been followed more
swiftly by political union.
Also, some people argued that social conditions in Scotland would im prove if
union took place, as the poverty of the 1690s and specifically the Seven Ill
Years would be eradicated when Scotland became part of Britain.
The religious benefits of union are not mentioned in the source. Many
Presbyterians feared the influence of Roman Catholicism in Scotland, and felt
that political union would ensure the preservation of the Protestant
Presbyterian Church.
Furthermore, anti-Jacobites felt that union with England would mean the
Hanoverian Succession would apply in Scotland and therefore there would be
no return of the Stuart dynasty to the throne.
In conclusion, the source offers several valid points but is not a full
explanation of the arguments in favour of union before 1707.
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MODEL ANSWERS
Model answer – scores 4 out of 10:
Source B explains the arguments well. It tells us that incorporating union
would bring ‘security and protection’.
It also says that Scotland would be safe from ‘invasion’ by England, meaning
that Scotland be protected from war with England since the two countries
were now one and England would not have to invade Scotland.
The source also states that as Scotland would now share control of the British
Empire and would take part in a ‘global adventure’. The source also states
that Scotland would now realise ambitions ‘b eyond the wildest dreams of the
directors of the Company of Scotland’. This means that Scotland would
become much richer than it would have done even if the Darien scheme had
been successful.
The source does not mention the ‘Ill Years’ or William’s part i n the failure of
the above Darien scheme. Presbyterians feared Roman Catholics so they
favoured union because it would keep the Church of Scotland Presbyterian.
Also, anyone who disliked the Jacobites favoured union because it would
mean the Hanoverian Succession would be adopted in Scotland.
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MODEL ANSWERS
Example of the ‘How fully’ question’
Source C, from B Campbell, The Union of 1707, 2006:
If it were not for the self-interest of many in the Court and some in the
Country party and the role of the Squadrone Volante , the Treaty may not have
passed through Parliament. The motive of looking after one’s own proved too
strong for many to resist Union. Hamilton in particular represented those in
the Country party who could see the pitfalls of Union for Scotland yet who
were lured by a share in the Equivalent or the promise of earldoms in England
to voting in favour of it. Hamilton enjoyed the acclaim bestowed upon him as
the leader of the Country party whilst probably planning all along to vote the
other way. The Squadrone was also tempted by financial incentives, perhaps
mistakenly, but nevertheless crucially in the final count of the first and later
votes on specific Articles.
3.
How completely does Source C explain the reasons for the passing of
the Act of Union?
Model answer – scores 8 out of 10:
Source C explains the reasons for passing the Act of Union to some extent.
Source C explains that ‘self-interest’ was a ‘crucial’ reason for the Act of
Union being passed. If some members of the Country party had voted for t he
interests of Scotland rather than themselves then the Treaty could have failed.
The source also says that the Duke of Hamilton was important in the vote
because despite the fact that he thought he knew that Scotland might not
benefit from union, he went along with it anyway because he would benefit
from it personally.
Also the source states that the Squadrone Volante was crucial to the votes on
Articles being passed. The Squadron held the balance of power and their
support for the Court party meant that the Treaty got passed.
Plus the Squadrone thought it might benefit financially from the union, as its
members thought they might get a share of the Equivalent.
These points mentioned in the source all have merit.
However, the source does not talk about the economic reasons for the Act
being passed. The English Parliament had made guarantees to the Scottish
Commissioners for union that it would support Scotland over any issues
arising from an increase in taxation in Scotland after union.
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MODEL ANSWERS
Also Scots believed that they would benefit from better trade after the Union
– trade with Europe and trade with English colonies.
The source also does not mention the fear that some Scots felt that England
would invade Scotland and achieve union through force if the T reaty was not
passed by the Scottish Parliament.
Also it does not mention the feeling that Scotland would be safer from attack
by any country, not just England, if union took place.
So the source mentions some good points but leaves out others.
Model answer – scores 3 out of 10:
Source C explains some of the reasons for passing the Act of Union.
The source C says that self-interest was crucial for the Act of Union being
passed. This is true because members of the Country party voted for their
own interests because they knew that if union got passed then they might get
a share in the Equivalent.
It says that Hamilton was also crucial because he ‘planned all along to vote
the other way’.
It also says that the Squadrone Volante was also crucial because i t had
‘financial incentives’.
The source does not say that England had said it would support Scotland if
the Scots struggled financially once taxation was increased after union took
place.
Also the source doesn’t say that many people in England thought t hat union
should have taken place at any time since 1603 and the whole union process
was part of a historical process.
Therefore the source is quite useful.
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MODEL ANSWERS
Example of the comparison question
Source D, from Andrew Clarkson, diary entry, January 1708:
Surely the Union means we can say that the threat of a Stuart return to the
throne is put to rest – the House of Hanover is secure on the throne. I think
we will observe that Jacobite activity will reduce from this moment on.
Already the Jacobites have virtually disappeared from the Lowlands and this
process will move northwards soon. This reduction in Jacobitism will be
accompanied by the diminishing of the Episcopalian church.
Source E, from Rev. David Jenkins, ‘Thoughts on the Incorporating Union’,
December 1707:
Fears of Jacobitism remain in the country, for I know that the Stuart
supporters will not like the current situation and Hanoverian hands on the
crown. Do not be surprised if the Old Pretender’s supporters make a sterling
effort to seize back what they see as rightfully theirs. In the Highlands there
will be moves afoot to make use of the strength of Jacobite feeling amongst
the clans. The Bishops have not yet lost hope, either, of being granted
permission from Parliament or the courts to contin ue the Episcopalian
tradition north of the border.
4.
To what extent do the opinions about the effects of Union expressed in
Source D agree with those expressed in Source E?
Model answer – scores 4 out of 5:
Overall the sources disagree on what will ha ppen – source A is optimistic that
the union will have solved problems, but source B suggests that trouble lies
ahead.
The writer of source A speaks of an end to ‘threats of a Stuart return’,
meaning that James VIII and III could no longer become king. Ho wever, in
source B there is a reference to the fact that there are still ‘fears of
Jacobitism’, which means that there is indeed a threat of a Stuart return to the
throne.
In addition, source A expresses the feeling that ‘Jacobite activity will reduce’
– the writer thinks that the Jacobites have given up hope. However, the writer
of source B thinks that James’s supporters are making a ‘sterling effort’ to
reclaim the throne for him.
Another point of disagreement is over the Highlands – source A suggests that
the disappearance in the Lowlands of Jacobite support will ‘move northwards
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MODEL ANSWERS
soon’ to the Highlands, whereas source B states that there is still strong
feeling in the Highlands in favour of Jacobitism.
Therefore there are several points of disagreeme nt between the two sources.
Model answer – scores 2 out of 5:
The two sources are different. Source A contains hope for the future and
source B contains fears for the future.
Source A says there is a reduction in the threat of Jacobitism after the union
and that the Jacobites are becoming inactive. It also says that there is less
support for the Jacobites in the Lowlands.
Source B states that people are still scared of Jacobites and that some
Highland Jacobites are still seeking to replace the Hanoveria n monarch with a
Stuart one.
Specifically, source A also thinks that Episcopacy in Scotland will be
‘diminished’, but source B says that some bishops think it can ‘continue’, so
the sources disagree over the issue of the future of Episcopalian church in
Scotland after the union.
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FREQUENTLY ASKED QUESTIONS
Frequently asked questions
Q. Will all the issues be covered by the exam?
A. All of the four main issues – ‘Worsening relations with England’,
‘Arguments for and against union with England’, ‘Passing of the Act of
Union’ and ‘Effects of union to 1740’ – are covered by the exam. Each issue
will be covered by one question.
Q. Will the Background and Perspective sections be tested in the exam?
A. No. The Background and Perspective sections are an aid to your
understanding of the reasons behind the moves towards union and the
eventual effects of union. There will not, however, be any questions in the
exam which require you to write about anything mentioned in the Background
and Perspective sections of the course.
Q. Do I have to write about provenance in all my answers?
A. No. Provenance is only important in the ‘ How useful’ question. It is not
required in the ‘How fully’ and comparison questions.
Q. What does ‘evaluate’ mean in relation to provenance?
A. Evaluate means that you should not simply describe an aspect of the
provenance of the source, but you should explain why the information you
have pointed out adds to or limits the usefulness of the source. You will not
be awarded marks merely for stating who the author wa s or when he/she was
writing.
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FREQUENTLY ASKED QUESTIONS
Q. How do I score marks by using the content of a source?
A. You will be awarded marks for content if you show that you understand
the content. You should therefore explain what the source means in relation
to the issue asked about in the question. You will not be awarded marks
merely for quoting from the source.
Q. How should I best present my factual recall?
A. Ideally, state ‘The source says that…’ and quote. Then quite simply say
‘this means that…’ and explain the quote. The quote must be relevant to the
question – you cannot just lift random words and phrases – they must bear
relation to the issue that the question is asking about.
Q. How should I set out my answers?
A. The marker will have a set of marking instructions which will lay out
different ways of scoring points. These will be ordered thus: provenance (for
the ‘How useful’ question only), content and recall. Write out your answers
using this as a structure. Every time you want to make a new point (ie for
another mark), take a new paragraph. In the comparison question, separate
each point of comparison, including the overall comparison, into individual
paragraphs. Make it easy for the marker to see where you are making points
worth marks.
Q. In the comparison question, do I have to find five points of comparison?
A. No. You can be awarded a mark for showing that you understand the
overall comparison between the two sources, ie, whether they agree or
disagree, or to what extent they agree or disagree.
Q. Do I have to use factual recall in the comparison question?
A. No. It is possible that you may refer to factual recall to explain your
answer, but marks will be awarded purely for showing your understanding of
the points of comparison.
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FREQUENTLY ASKED QUESTIONS
Q. Will I be penalised for factual errors when I present my factual recall?
A. It is understandable in a pressurised situation that factual errors may be
made which do not necessarily show a misunderstanding, but more indicate
an urgency to write things down. However, if a factual error changes the
meaning of an answer, or where the same factual error is repeated, a marker
would be entitled to assume that the candidate is not showing a clear enough
understanding of a point relating to the issue in the question, and may no t
award a mark.
Q. How should I divide my time between answers in the exam?
A. The exam is 80 minutes long, and there are 30 marks to be awarded. This
allows for a ‘2-minutes-per-mark, plus 2 minutes’ approach, so 12 minutes
each for the 5-mark ‘How fully’ and comparison questions, and 22 minutes
for both 10-mark ‘How fully’ questions. This would still leave 12 minutes for
checking answers and adding in additional points.
Q. Can I add to my answers using asterisks?
A. Yes! Never leave an exam early! You can always think of further
explanation of points from the source, or further recall to include in your
answers.
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PAST PAPER QUESTIONS AND MARKING INSTRUCTIONS
Past paper questions and marking instructions
For access to Past Papers and their marking instructions, refer to the SQA
website, www.sqa.org.uk.
Then follow the link to services for centres (not learners).
Then use the dropdown menu entitled NQs (National Qualifications) and
select ‘History’.
The past papers and marking instructions for the last few years are to be
found here.
Please note that the format of the exam has been different before the
introduction of the 2011 changes to Paper 2: the ‘ How useful’ question and
comparison questions exist (with different marking instructions) and there a re
two ‘How fully’ questions (worth less than 10 marks), and there is an 8 mark
‘three source’ question.
However, the sources can still be used as good practice material.
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