REVISION: STANDARD GRADE HISTORY
SCOTLAND AND BRITAIN
POPULATION
SCOTLAND AND BRITAIN
COAL MINING
 Birth/Death Rate
 Reasons for population growth
 Immigration/Emigration
 Highland Clearances and Effects
 Population Redistribution
 Irish
Jobs / Working conditions
 Dangers
 New technology and effects
 Reform-Improvements

AGRICULTURE


HEALTH AND HOUSING
Old methods of farming
New technology and results
 Living conditions
 Impact of WWI
 Living conditions in rural houses
 Improvements to rural housing
 Living conditions in urban areas
 Improvements to urban housing
 Council housing
 Government policy
 Improvements to public health
RAILWAYS
The need for better transport
 Design features of a railway
 Building the railways
 Opposition to railways
Advantages / Disadvantages of railways
 Technological developments


DEMOCRACY



WOMEN AND THE VOTE

Attitudes towards women in the 19th century
 Changing attitudes
 The Suffragists
 The Suffragettes
 Cat and Mouse Act
 Role of WWI
Possible Essay Questions
Franchise and
Electorate
Constituencies
1.
Why did the population of Scotland grow in the nineteenth century?
3.
4.
5.
Explain the impact upon people’s lives of Irish immigration into Scotland.
Why did so many people leave the Highlands in the nineteenth century?
Describe the factors that led to Britain becoming a democracy?
Conduct of Elections
6.
Explain fully the reason’s why people’s lives got better between 1820 and 1930 as result of either improvements in health
or improvements in housing
Discuss the aims, tactics and successes of either the Suffragists or the Suffragettes
2.
7.
To what extent was the increase in Scotland’s population from the 1750s to the 1850s due to improvements in diet and food supply?
REVISION: STANDARD GRADE HISTORY
WORLD WAR ONE
CAUSES

 Militarism- Naval Arms Race
Alliances- Triple Entente/ Triple Alliance
 Imperialism - Morocco
 Nationalism - Balkans
 Sarajevo
HOME FRONT
WORLD WAR ONE
TRENCHES
Schlieffen Plan
 Design
 Conditions
 Daily Routine
Battles- Passchendaele, Cambrai, Somme
 Weapons and Effectiveness


 TREATY OF VERSAILLES
Rationing
 Propaganda
 DORA
 Conscription
Home Front Germany
 Big 3
 Terms
 British Reaction
 German Reaction
LEAGUE OF NATIONS
Possible Essay Questions


 Aims
 Organisation
 Membership
 Successes
 Failures
1. How important as a cause of the First World War was either the
naval arms race, the alliance system, conflict over Morocco and
rivalry in the Balkans.
2. How far do you agree that during WWI, the difficulty of food
supply was the most important problem faced by civilians in Britain?
3. How far do you agree that during the First World War, the
difficulty of food supply was the most important problem faced by
either civilians in Britain or civilians in Germany
4. In the Allied victory over Germany by 1918, how important was
either the Allied use of new technology or the collapse of the
German Home Front?
REVISION: STANDARD GRADE HISTORY
GERMANY
The Rise of the Nazis
 Background - Impact of World War One/Problems
facing Germany, Abdication of the Kaiser, From Empire
to Republic, Ebert-Groener Pact

Political Problems – Constitution, Fundamental Laws,
Spartacist Revolt, Munich Putsch, Kapp Putsch



Treaty of Versailles – Leaders, Terms, Reactions
Economic Problems –Impact of WWI, Reparations,
Invasion of the Ruhr, Hyperinflation, 1924-1929
Stresemann, Dawes Plan Young Plan, Wall Street Crash
Appeal of the Nazis – Hitler, Propaganda, Nationalism,
Hitler’s Promises, Militarism
Possible Essay Questions
1. How far was the Nazi rise to power in January 1933
due to either discontent with the Weimar Republic or
the appeal of Hitler and the Nazis?
2. Explain the effects of Nazi policies between 1933 and
1939 towards either young people or Jewish people
3. How far would you agree that the main reason that
opposition groups in Nazi Germany failed was either the
weaknesses of the opposition groups or the powers of
the Nazi state?
GERMANY
Maintaining Power in Nazi Germany
 Background – Nazi Steps to Power – Reichstag Fire,
Enabling Act, Night of the Long Knives, Death of
Hindenburg
 Negative Policies (Stick) – Role of SS/ Gestapo,
Dissolution of Political Parties and Trade Unions, Role of
the Youth (Education and Youth Organisations),
Persecution of the Jews (Nuremberg Laws, Kristallnacht
etc), Treatment of the Churches, Role of media and
Propaganda, Crushing the opposition (Meuten, Edelweiss
Pirates, Swing Kids, White Rose Group etc)
 Positive Policies (Carrot) – Unemployment, Strength
Through Joy, National Labour Front etc
REVISION: STANDARD GRADE HISTORY
GENERAL KU

Use as much information from the source as you can
 MAKE SURE YOU ALSO ADD IN RECALL
CREDIT KU

‘How important’ question – Make sure you describe the
factor it asks about and then also give evidence about
other factors that are also important
 ‘Explain why’ question – Do not just list information.
Make sure you are using information to explain why
something occurred
 ‘Describe’ question – Give as much detail as you can
HOW USEFUL
 Purpose- to describe / persuade / explain
 Author – say something about them – expert / eyewitness / historian / person of authority ( make sure you
say what they are an eye-witness to / what they are an
expert on etc)
 Content – 2 or 3 sentences with good information from
the source
 Limitation – is it only one city? / one point of view? / what
is not mentioned in the source?
 Accuracy – accurate as it agrees with your knowledge –
you must put what your knowledge is
 Date – “primary source written in 1915 at the time that
men were fighting in the trenches”/ secondary source
“written after the time…”
BALANCED CONCLUSION ( only in Scot and Brit)




Will always ask “How far do you agree...”
Sources – Use the information from the question before
(What Evidence) Give BOTH sides of the issue
Recall - Give BOTH sides of the issue
Conclusion – Give BOTH sides of the issue
COMPARISON
Write a sentence on what they agree/disagree on
 Source A says…
 Source B says…
5 marks - write down evidence that only 1 source mentions

ATTITUDE OF AUTHOR

 What EMOTIONS are there in the source?
 How does the author FEEL about the topic?
Use evidence from the source to back up the emotion
HOW FULLY
 “How much” question – Use source and recall
 The answer will always be that the source does tell you
things BUT there is missing information
 Remember to include “However, the source does not say
that...”
REVISION: STANDARD GRADE HISTORY
REVISION: STANDARD GRADE HISTORY