Higher History Johnstone High School Student Guide
Paper 1: Writing essays worth 40%
In the final exam for Paper 1 you will have to write two essays in 1 hour and 20
minutes, each essay is worth 20 marks. Essay writing is an important skill which
you should be able to use not only in history, but in studying other subjects as
well.
The topics we study for Paper 1 are:
A) Britain 1851-1951
1. An assessment of how democratic Britain became, 1867-1928.
The widening of the franchise, 1867-1928; other measures relating to the
distribution of seats, corruption and intimidation; widening membership of the
House of Commons; the role of the House of Lords.
2. An evaluation of the reasons why the Liberals introduced social welfare
reforms, 1906-1914.
Concerns over poverty – the social surveys of Booth and Rowntree; municipal
socialism; foreign examples; national efficiency; fears over national security; the
rise of the New Liberalism; party advantage; the rise of Labour.
3. An assessment of the effectiveness of the Liberal social welfare reforms.
The aims of the Liberal Reforms; the extent to which the Liberal Reforms met
these and the needs of the British people!
4. An assessment of the effectiveness of the Labour social welfare reforms,
1945-1951.
The aims of the Welfare State; the extent to which the Labour Reforms met these
and the needs of the British people!
B) Germany 1815-1939
1. An evaluation of the obstacles to German unification, 1815-1850.
Divisions among the nationalists; Austrian strength; German princes; religious
differences; economic differences; indifference of the masses; resentment
towards Prussia.
2. An evaluation of the reasons why unification was achieved in Germany, by
1871.
Prussian military strength; Prussian economic strength; the decline of Austria; the
role of Bismarck; the attitude of other states; actions of Napoleon III.
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3. An evaluation of the reasons why the Nazis achieved power, in 1933.
Weaknesses of Weimar Republic; resentment towards the Treaty of Versailles;
economic difficulties; social and economic divisions; the appeal of the Nazis after
1928; the role of Hitler; weaknesses and mistakes of opponents.
4. An evaluation of the reasons why the Nazis were able to stay in power,
1933-1939.
Establishment of a totalitarian state; the crushing of opposition; fear and state
terrorism; social controls; propaganda; successful foreign policy; economic
policies; social policies.
Paper 2: Sources Migration and Empire, 1830 – 1939 worth 30%
Sources are the basic materials of the historian. There will be four questions,
each of which will relate to a different issue in the unit, so that the whole unit will
be examined each year.
Background
The social effects of the development of the Scottish economy: industrialisation
and urbanisation; the imperial context.
1. The migration of Scots
Push and pull factors in internal migration and emigration: economic, social,
cultural and political aspects; opportunity and coercion.
2. The experience of immigrants in Scotland
Push and pull factors in internal migration and emigration: economic, social,
cultural and political aspects; opportunity and coercion.
3. The impact of Scots emigrants on the Empire
The impact of Scots emigrants on the growth and development of the Empire
with reference to Canada, Australia, New Zealand and India in terms of:
Economy and enterprise, Culture and religion, Native societies.
4. The effects of migration and empire on Scotland, to 1939.
The contribution of immigrants to Scottish society, economy and culture; the
impact of empire on Scotland.
Perspective
The significance of migration and Empire in the development of Scottish identity.
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Extended essay worth 30%
It is really just a longer and more in-depth version of a Paper 1 essay. You
choose an essay title yourself, research it, draw up a plan (200 words) and then
write up the essay in 2 hours with only the help of the plan. Both the plan and the
essay are sent off to SQA.
When will I do my extended essay?
You will begin work on the extended essay after the Christmas holidays, although
there is no reason why you cannot begin earlier. You will be given no more than
8 hours’ time in class to prepare; you will have to do most of the work in your own
time.
What will my extended essay be on?
You get to choose both the topic and the title yourself. It could be on anything
you are studying in Higher History. Many people choose an essay that they have
worked on in class. The extended essay allows you to find out more about your
favourite topic and provides in depth revision for the Paper 1 exam!
How do I write my essay?
Each essay is unique, yet to write a good essay needs a clear structure. It
needs a strong and clear introduction, a main development of several
paragraphs where you put forward your argument and evidence to support
it. Then in your conclusion you should draw together your argument(s).
1. Introduction
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Sets out the issue clearly in its wider context.
Identifies the relevant factors – pointing the reader/examiner in the
direction the essay is going to take.
Demonstrates a solid line of argument.
Captures the reader’s interest and attention.
Links up with the main, development section.
Should not answer the question.
Should not present any information that is not addressed in main
body.
2.
Knowledge and understanding/evidence (in the development)
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There is a coherent development directly focused on the question.
Short paragraph for each relevant point/theme made.
Written factually, using information as evidence.
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Knowledge should be accurate, relevant and full; used to address the
question.
Makes the argument flow in a logical, continuous fashion, for
example arranging paragraphs chronologically or thematically from
weakest to strongest argument.
Links each paragraph to the next one so that the theme is
maintained.
Does not jump about.
Paragraphs should not be too short or too long.
Should not use quotations to present basic points of knowledge.
Argument (in the development)
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Quality of thought should be revealed by the arguments and
evaluations demonstrated in answering the question.
The argument is relevant to the question and relates explicitly to the
terms of the question.
A case is argued.
It makes the various distinctions required by the question.
All elements of the question are responded to, particularly any
isolated factors.
Explains, analyses, debates and assesses.
Evidence is integrated into a sustained analysis.
Provides a sustained, balanced argument.
Awareness is shown of alternative interpretations and historical
debate.
Clarity and fluency of argument are apparent.
Sophistication of language.
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Does not simply describe or narrate.
4.
Conclusion
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A balanced conclusion is achieved.
Summarises the arguments and reinforces them.
Directly answers the question or addresses the issue, providing a
valid, balanced explanation and conclusion.
An overall judgement should be made directly related to the question.
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Does not simply summarise main ‘facts’.
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How will my essay be marked according to the SQA?
6 marks for knowledge and understanding
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Marks for each accurate, full point
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These points may be further developed for an extra mark.
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The 1884 Representation of the People’s Act (0 marks for stating this)
extended the franchise to male farm workers (1 mark). It doubled the
electorate to 5 million men (second mark for knowledge).
10 marks for Argument/Evaluation/Comment
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0-1 just a story with little or no attempt to answer the question.
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8-10 evidence is integrated into a continuous analysis. The argument is
throughout the essay and balanced, with some awareness of historical
debate.
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0-1 marks The style is narrative and descriptive.
There is little or no clear attempt to answer the question.
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2-3 marks The style is mainly narrative and descriptive.
There are some brief attempts to answer the question.
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4-5 marks The style demonstrates some analysis, though there may still
be some narrative.
There is use of evidence to answer the question.
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6-7 marks The style is analytical, with the evidence used to develop and
support a line of argument.
The line of argument is focused directly on the question.
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8-10 marks The evidence is integrated into a sustained analysis.
The argument is sustained and balanced, with some awareness of
alternative interpretations and/or historical debate.
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4 marks for structure
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0 marks There is no identifiable attempt to establish context or relevant
factor.
There is no attempt to provide an answer in the terms of the question.
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1 mark There is some attempt to establish context or relevant factors.
The conclusion may be implicit.
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2 marks The introduction establishes the context and indicates relevant
factors of the essay.
The conclusion is a summary linked to the question.
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3 marks The introduction establishes the context, indicates relevant
factors and outlines a line of argument.
The conclusion is clearly based on the evidence presented, and is directly
linked to the question.
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4 marks The introduction clearly sets the issue in its wider context,
indicates relevant factors and demonstrates a solid line of argument.
The conclusion is balanced, summarising the arguments and coming to an
overall judgement directly related to the question.
You will use pages 5-6 in the future to mark your own and
other essays.
This will help you understand what the examiner is looking
for and help you identify what you need to do to improve!
It takes time to understand what is required but practice
and perseverance will make it clearer in the future!
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A very simple summary of how to write an essay – learn
this by heart and re-read frequently!
Introduction
 Write a sentence to set the context
 Must sign post the main areas the essay will cover
Main Body
 Always have a topic sentence linking to the
introduction and showing the marker what to expect evaluate using words that suggest you are making a
judgement e.g. very, quite, important reason etc
 Any information you include, think why this answers the
question
 Use the word because!
 Have a mini-conclusion at the end directly linking to
the main question
Conclusions
 Sentence 1 – ‘In conclusion’ …. Indicates the
conclusion has started
 Sentence 2 – ‘On the one hand’ – provides a summary
of some points and indicates balance
 Sentence 3 – ‘On the other hand’ – completes the
summary and the balance
 Sentence 4 – ‘Overall’ – provides a final answer to the
main question
Remember
 Introductions and conclusions should be prepared for
all essay types.
 Have topic sentences for all essays
 Simply rearrange order/phrasing depending on the
exact question asked!
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Tasks Higher History Democracy Summer Term
1. Write a detailed definition of a democratic system of
government.
(This task will give you your context for any essay
introduction you write on how democratic Britain had
become – make a note of this in your answer)!
2. Complete the red bullet points on page 11 of the J Kerr
text book. (This task gives you background to how
democratic Britain had become – make a note of this in
your answer).
3. Create a mind map using pages 14-17. In the centre
write ‘Factors which caused political reform in the late
19th Century’. Make sure you include pictures/symbols
etc. (This task gives you background to how
democratic Britain had become – make a note of this in
your answer).
4. Complete the activities on page 5 and 6 of the J Kerr
text book. (This is the starting point for any essay on
how democratic Britain had become – make a note of
this before your two lists.
Do not lose your notes
as you will need them in
August!
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