The History Department
Guide to the SHP GCSE
1
Important Information
How much of my grade comes from the exams?
 You have already completed 25% of your GCSE through the coursework so the exams are
worth 75% of your grade. This means they contribute the biggest part of your summer grade.
Coursework
Grade
The table below shows how your coursework grade contributes to your exam grade.
A*
A
B
C
D
E
Exam Grade
A*
A
A*
A*/A
A*/A
A
A
A/B
A/B
B
B
B/C
B/C
C
B
A
A/B
B
B/C
C
C/D
C
B
B/C
B/C
C
C/D
D
D
C
C/D
C/D
D
D
D/E
E
D
D
D/E
D/E
E
E
What papers will I sit?
 You will sit 2 papers this summer
o
A954 – a 2 hour paper which tests your knowledge of Medicine Through Time AND
Weimar and Nazi Germany. The paper contains source questions and normal
questions. It is worth 45% of your final grade.
o
A955 – an historical source investigation. This paper will be on the theme of British
Public Health. It will contain a range of sources and questions relating to them. It
is worth 30% of your final grade.
How can I best prepare?
 Glad you asked. This booklet will give you a range of helpful tips and advice. However the
most important thing you can do is REVISE! The earlier you start revision and the more
you revise, the better your exams will go. It is all about helping your brain absorb the
information and giving you the confidence to use that information in the exam.
Where can I get help?
 Your exercise book! Your textbook! Your teacher!
 AndAllThat: This site is for keeping links related to your topics. You can search by topic
on the right hand side of the page. There are also links to other revision sites, a revision
booklet and a “download files” section to get worksheets and PowerPoints.
www.andallthat.co.uk . Also on Twitter @andallthatweb
 BBC Bitesize: A great place to get quick information and quizzes.
http://www.bbc.co.uk/schools/gcsebitesize/history/
 OCR: Get past papers and mark schemes from OCR SHP section. Quick links here:
http://goo.gl/9tNzRu and http://goo.gl/v1SWdV
2
Medicine Through Time Revision
3
Disease and Infection RAG List
R
A
G
R
A
G
Ancient World
Prehistoric societies: the role of magic, parallels with traditional aboriginal societies
Ancient Egypt: supernatural and natural approaches to medicine; priests and doctors
Ancient Greece: the cult of Asklepios; the development of the Theory of the Four Humours;
Hippocratic medicine Ancient Rome: the influence of Greek medicine.
Key individuals: Aristotle, Hippocrates, Galen
Medieval
The impact of the fall of the Roman Empire on medicine
The nature and importance of Islamic medicine
The impact of superstition and Christianity on Medieval medicine
The medieval doctor: training and treatments
Continuing traditional methods: bleeding, wise women, response to plagues.
Key individuals: Rhazes, Ibn Sina (Avicenna), Paracelsus
Industrial and Modern
Vaccination; the Germ Theory and its impact on the treatment of diseases: magic bullets;
Penicillin
The development of the medical and nursing professions
The role of women in medicine
Role of the World Health Organisation in fighting disease and ill health
Modern issues in medicine: AIDS, the drugs revolution, problem drugs, alternative
medicines, superbugs, genetic engineering.
Key individuals: Jenner, Seacole, Nightingale, Pasteur, Koch, Blackwell, Garrett Anderson,
Ehrlich, Fleming, Florey and Chain, Crick and Watson
Surgery and Anatomy RAG List
Ancient World
Prehistoric societies: surgery; parallels with traditional aboriginal societies
Ancient Egypt: Egyptian anatomy and surgery, supernatural and natural approaches
Ancient Greece: Greek surgery, Alexandria
Ancient Rome: the influence of Greek medical knowledge, surgery in Roman times,
medicine in the army.
Key individuals: Aristotle, Hippocrates, Galen
Medieval
The impact of the fall of the Roman Empire on medicine
The nature and importance of Islamic knowledge
Medieval surgical techniques and knowledge
The impact of superstition and Christianity on Medieval medical knowledge
The challenging of medical authority: improved knowledge of anatomy and physiology
Continuing traditional methods: bleeding.
Key individuals: Rhazes, Ibn Sina (Avicenna), Ibn Nafis, Vesalius, Pare, Harvey
Industrial and Modern
Developments in anaesthetics, antiseptics, aseptic surgery
The impact of two world wars on surgery: plastic surgery, blood transfusions
The impact of technology: X-rays, transplant surgery, radiation therapy, keyhole surgery.
Key individuals: Simpson, Lister, Pasteur, Halsted, McIndoe, Barnard
4
Public Health RAG List
R
A
G
R
A
G
R
A
G
Pre 1750
Greek public health and the importance of healthy living
Public health facilities in the Roman period
Public health in the Middle Ages: attempts to improve and the reasons for lack of
development
Public health problems; plagues and their treatment in the later Middle Ages and
seventeenth century, particularly the Black Death and Great Plague in London.
1750-1900
Problems of public health in urban and industrial areas after c1750
The nature and impact of epidemics, e.g. cholera, and attempts to deal with them
Changing local and national government involvement in public health; measures, causes
and consequences, including the 1848 and 1875 Public Health Acts.
Key individuals: Chadwick, Snow, Octavia Hill
Post 1900
The nature of poverty c1900
Liberal Social Reforms: measures, causes and consequences
The impact of two world wars on Public Health
Public health problems between the wars; social conditions, poverty and housing;
attempted solutions
The National Health Service: measures, causes and consequences
Improved Public Health in the late 20th Century: issues and actions.
Key individuals: Booth, Rowntree, Lloyd George, Beveridge, Bevan
Germany 1919-45 Revision
Key Issue 1: Was the Weimar Republic doomed from the start?
What continuing impact did the defeat in the First World War and the Treaty of Versailles
have on the Weimar Republic? Arms reductions; Reparations; Hyperinflation
Why was the Republic so unpopular with many Germans? The nature of Weimar
democracy; Post-war economic conditions as a cause of discontent; Revolts, rebellions and
opposition to Weimar, 1919–1923
How far did life improve for ordinary people 1924-1929? Stresemann and Weimar
successes, 1923–1929
What were the achievements of the Weimar period? Weimar culture eg. Film, cinema, art;
Reactions and responses to ‘Weimar culture'
Key Issue 2: How was Hitler able to come to power in Germany?
What did the Nazi Party stand for in the 1920s? Origins of the Party; Hitler's joining;
Drexler etc.
Why were the Nazis unsuccessful before, and successful after, 1929? The Munich Putsch;
Nazi methods to 1923; Adoption of new programmes and political methods; The
depression, its impact on Germany and contribution to the rise of National Socialism;
Political instability, 1929–1933; The emergence of the Nazis as a mass party, 1928–1930;
Hitler's leadership
5
Who supported the Nazis, and why? The appeal of National Socialism to different sections
of the population.
How important was Hitler in the success of the Nazis? Hitler's speeches, rallies and
political actions 1930-33; role of Hindenburg and von Papen
R
A
G
R
A
G
Key Issue 3: How effectively did the Nazis control Germany, 1933–1945?
How did Hitler create a dictatorship? The creation of the one-party state: the Reichstag
Fire, the Enabling Law, the Night of the Long Knives; The removal of military and political
opposition.
How much opposition was there and how effectively did the Nazis deal with it? The
nature of continuing opposition and resistance within the Third Reich; The White Rose
movement; The work of individuals such as Niemöller and Bonhoeffer; Stauffenberg Plot;
Youth Resistance; Communists.
How did the Nazis use culture and the mass media to control the people? The use of
culture and the mass media by the Nazis.
Why did the Nazis persecute many groups in German society? Nazi ideology; Nazi policies
towards trade unions, communists, Jews etc.
Was Nazi Germany a totalitarian state? Assessment of the extent of control in Nazi
Germany
Key Issue 4: What was it like to live in Nazi Germany?
How did young people react to the Nazi regime? The appeal of Nazism to youth; the role
of youth in National Socialism; Youth movements in Nazi Germany; Education in German
schools and universities as an instrument of propaganda
How successful were Nazi policies towards women and the family? Changes in policies
and attitudes to the role of women in German society, 1933–1945.
Did most people benefit from Nazi rule? The development of the economy and
employment patterns in the 1930s; Economic planning: preparation for war; Nazism as
social revolution and the impact of the regime on different social classes
How did the coming of war change life in Nazi Germany? The impact of the war upon the
German economy and society.
6
Paper 2: Public Health Key Topics
The state of public health in the first half of the nineteenth century
The reasons for the rapid growth of towns and its results: living conditions in towns, poverty, overcrowding, lack of
sewerage, drainage and clean supplies of water. Effect on the health of different social classes. Spread of diseases
such as cholera, typhoid and typhus. Reasons why nothing was being done.
Demands for reform and reaction to these demands
The impact of the work of Edwin Chadwick, John Snow and Sir Joseph Bazalgette. The impact of the cholera
epidemics of 1831–1832, 1848, 1853 and 1866, the Great Stink of 1858, germ theory, and the 1867 Reform Act.
Reasons for opposition to government intervention: little understanding of causes of disease, the cost to ratepayers,
attack on freedom, ideas of self-help and personal responsibility.
The beginnings of reform
The causes, terms and effectiveness of the Public Heath Acts of 1848 and 1875. Disraeli’s reforms: the Artisans’
Dwellings Act, the Rivers Pollution Prevention Act and the Food and Drugs Act. The work of Joseph Chamberlain and
slum clearance and public health reforms in Birmingham. The development of model villages such as Port Sunlight
and Bourneville.
The need and pressures for further reform
The work of Charles Booth and Seebohm Rowntree on poverty and its effect on health and life expectancy. The
workhouse. The evidence about the health of men volunteering for the Boer War. German welfare reforms and
economic progress.
The Liberal welfare reforms of 1906-1912
The political context: new Liberalism and the threat from the Labour Party and socialism. The roles of Lloyd George
and Winston Churchill and Lloyd George’s budget of 1910. Help for the young: free school meals (1906), school
medical inspections (1907), school clinics (1912); help for the elderly: pensions (1908); help for the sick and
unemployed: labour exchanges (1909), the National Insurance Act of 1911–1912.
7
Top Tips
Having now studied a variety of student papers from last year, a number of general points are coming
out which would be good areas for you to focus on
1. Those students who succeeded at the exams had books which showed detailed notes and
excellent examples of practice questions and technique. They effectively had more to revise
from.
2. The books demonstrating the weakest knowledge of events were those where homework and
class work was incomplete. This was reflected in the level of knowledge demonstrated in the
exam. It is vital that book work is completed.
3. Generally where people had revised, there was evidence of detailed knowledge being brought
in however some knowledge was deployed without much thought to careful selection and
relevant use. Some of the papers showed a sense of panic – people seemed to be trying to give
all the knowledge they had, whether it was relevant or not.
4. Most people remembered the structure of different question, however many failed to answer
the question set. There was a real absence of IDEA structuring in some of the poorer
examples I read. Where IDEA was used, the marks were far better, even when the knowledge
deployed was inferior.
5. A few questions in particular showed an absence of technique, even when this had been revised
in lessons. Whilst knowledge of topics is clearly important, the mark scheme looks first at
structure and then at knowledge. You must remember this when writing your answers – panic
scribbling will never get you high marks
6. Timing – most people spent too much time on Medicine and not enough on Germany. Make sure
you time yourself carefully. It is about 1.5 minutes a mark. Also make sure you can answer ALL
parts of the questions you choose (especially the high mark questions!!)
The rest of this booklet re-examines some of the key question types. You should use this booklet as
part of your revision. Most importantly, don’t panic! A steady programme of revision where you
refresh your memory of key content and do some practice questions will be much more effective than
not revising and then having to cram at the end. Cramming does not help you learn!
Mr F
8
General Key Points for Answering Questions
These points are the general tips that will help you get the best marks. It is vital that you
follow them!!
1) You must
read the question carefully. Unless you directly
answer
the question set, you cannot get above a C/D for that question. Check at all times that
you have answered the question
2) You must
link the points you make
to the question set. This means being
explicit. The examiner will not give marks for implied links
3) Your knowledge is important, but this is not just a case of deploying it all. You must
select the information carefully. No marks are given for information
not linked to a point.
4) On essay questions you must
give both sides. This means explaining the side
you are given as well as the other options
5) You should get into the habit of brainstorming
and using these to
key factors
for essay questions
form your paragraphs. A good paragraph structure will
help show the examiner that you are
6) You should follow the
in control
of the information.
IDEA structure. Identify a point, describe it
with specific evidence,
Explain
what this shows and then
Analyse
its link to
the question explicitly.
7) Practice, practice and practice these skills again and again. You need to go into the
exam feeling
calm and prepared. Going back to point 1, as long as you are
focused on answering the question set, you should be fine…
don’t get
tempted to just tell stories using your knowledge.
9
Some thoughts on revising
What do you actually mean when you say… “revise”…??!
Everyone will revise in different ways, but using simple techniques such as taking notes, re-writing things in
your own words then making mind-maps is a really good start. Simply reading doesn’t work!
Testing yourself is by far the best way of improving your knowledge. Use the quizzes from BBC Bitesize and
andallthat.co.uk. Making revision flash cards is also a great way of remembering details. You might also like
to find a study partner to work with. Space out your testing. Test different things on different days and make
sure you keep testing yourself more often on things you get wrong. Testing is a way of learning as much as
a way of seeing what you do and don’t know. For more tips look at the “You and your brain programme” in
the “Download Files” section of andallthat.co.uk
How long should I spend revising?
Use this booklet to help you identify the topics that you will focus on and how long you need to spend on
each topic. It is sensible to make a start with the areas that you feel least confident on so that you have
most time to learn them.
If I know all of this “stuff” will I be able to answer the questions?
Your history exam will test both your ability to recall knowledge and
most importantly to apply that knowledge to answer the question.
Doing good history is a bit like building a house. Your memory of key
knowledge is like bringing all the right materials, but you still need
the skills to actually turn them into a structure. That is what we have
been working on in class. The more confidence you have in your
knowledge the more effectively you will be able to use that
knowledge to answer the questions. The most important piece of advice is not about special tricks… you
just need to READ THE QUESTION CAREFULLY THEN ANSWER IT!
A great way to revise is to answer exam questions. You can find past papers at www.ocr.org.uk . Answering
exam questions will feel hard, but your brain learns best when it is working hard!! Every time you force
your brain to do hard work, it physically changes and develops. You literally have the power to grow your
brain.
Keep your brain working hard when revising. Ask yourself…. How could I explain that differently? What are
the reasons for that happening? How important were the results of that? Why is that so significant? And any
other questions you can think of…. The more that you can think and practice your thinking, the better you
will be able to do it in the exam!
Stay motivated! Think about the targets that you have set for yourself… you
are aiming high…. So you need to revise well! GOOD LUCK!
10
Some Fantastic Revision Mind Maps
11
Question Type: Explain the message of the source (6/7)
The most important skill being tested here is for you to understand the big message of the source. This means you
need to think about what it is saying, who published it, when and why. You do not need to describe the meaning
of every element. It is most important that you use the source than mechanically analyse it!
BAND
L2 – An interpretation of the source but not the main message (this is the message you
would get without knowing much about the topic ie. the IRA are gaining publicity)
L3 – – An interpretation of the source supported with detail from the source/knowledge
L4 – Identifies the MAIN MESSAGE of the source (The IRA are winning the propaganda
war/manipulating the media)
L5 – Identifies the MAIN MESSAGE and supports with details from the cartoon OR
knowledge
L6 – Identifies the MAIN MESSAGE and supports with details from the cartoon AND
knowledge
MARKS
3
4
5
GRADE
D/E
C
B/C
6
A
7
A*
1 (a) Study Source X. What is the message of this source? Use details of the cartoon and your knowledge to
explain your answer. [7]
Main message
Support in cartoon
12
Own knowledge to support this
idea
Question Type: Explain why the source was published (7)
This type of question is asking you to show that you understand the context of the time enough to explain what
motivated someone to publish a source. You need to go beyond simply giving the message of the source and
explain WHY is was published AT THIS TIME.
BAND
L4 - Explains message using source/context
OR asserts purpose with no development
L5 - Valid explanation of why the source was published (its purpose) relating to own
knowledge. Depth of knowledge determines mark
L6 - Direct link to the date of publication
MARKS
5
GRADE
B
6
7
B/A
A*
1c. Study Source X. Why was the source published in 1923? Use the source and your own knowledge to explain
your answer. (7 marks)
What is the message of the source?
How do you know? Source/Own Knowledge
Why would someone want this source published?
What might is do? How might it be relevant at the
time?
How do you know? Source & OWN KNOWLEDGE
including PROVENANCE
13
Question Type: Explain why X happened/caused something (7)
This question wants you to set out FACTORS to explain why something happened. You need to identify the main
factors and EXPLAIN how each one links to the event or theme in question. Remember EXPLAIN means you have
to use the IDEA structure – don’t forget the LINK to the question!!! This must be EXPLICIT!
BAND
L2 - Identifies AND/OR describes factors (link is implicit or absent)
L3 - EXPLAINS one reason showing an explicit link to the question
L4 - EXPLAINS more than one reason
MARKS
3/4
5/6
7
GRADE
C/D/E
A/B
A*
When answering a question like this you must EXPLAIN how each factor answers the question directly.




You should aim to cover 2 factors minimum and preferably 3, any more and you risk writing for too long or
rushing rather than being detailed.
Quickly plan your factors using a brain storm before you begin.
Be sure you can link your own factors and show how they are related to the question
Make sure you use detailed evidence to back up your points
QUESTION: Explain why the Weimar Republic was so unpopular 1919-1923.
Factors
Description/Evidence
Why this made them unpopular
1)
2)
3)
14
Question Type: “A statement about the topic.” How far do you
agree with this statement? (8)
This question wants you to weigh up an argument. You need to EXPLAIN why the original statement is valid but
you also need to offer an alternative view. You also need to reach a conclusion – how far was the statement
correct? Remember EXPLAIN means you have to use IDEA don’t forget the LINK to the question!!! You must be
EXPLICIT!
BAND
L2 - Identifies AND/OR describes factors (links may be implicit)
L3 - EXPLAINS one reason (makes an explicit link to the question)
L4 - EXPLAINS one side of the argument clearly and describes the other
L5 - EXPLAINS BOTH sides of the argument clearly
L6 – Evaluates “how far” the statement is true in an answer which does Band 5
MARKS
2/3
4
5/6
7
8
GRADE
D/E
C
B/A
A
A*
‘Hitler’s decision to work within the political system was the most important reason for the growing popularity of
the Nazis between 1924 and 1933.’ How far do you agree with this statement? Explain your answer.
Factors
Evidence
Explain the link to the question
How far?
1) Main
argument
2) Alternative
15
Question Type: Which was more important in the given
development/period, X or Y? (8)
This question wants you to weigh up an argument. You need to EXPLAIN why the original statement is valid but
you also need to offer an alternative view. You also need to reach a conclusion – how far was the statement
correct? Remember EXPLAIN means you have to use IDEA don’t forget the LINK to the question!!! You must be
EXPLICIT!
BAND
L2 - Identifies AND/OR describes factors (links may be implicit)
L3 - EXPLAINS one reason (makes an explicit link to the question)
L4 - EXPLAINS one side of the argument clearly and describes the other
L5 - EXPLAINS BOTH sides of the argument clearly
L6 – Evaluates the “most important” part in an answer which does Band 5
MARKS
2/3
4
5/6
7
8
GRADE
D/E
C
B/A
A
A*
Which was more important in the history of public health, the work of Louis Pasteur or the reforms of the Liberal
governments (1906 - 1914)?
Factors
Evidence
Explain the link to the question
How important?
16
Question Type: Are you surprised by… (7)
This type of question is asking you to show that you understand the context of the time enough to explain
whether the source is surprising or not. You are not reacting to the events described, rather to the source itself. It
may be that this answer is quite unbalanced. You need to consider the provenance of the source.
BAND
L3 - Explains the purpose of the source
L4 – Surprised or not surprised by comparing the content of the source and checking against
knowledge of events and provenance
L5 – Surprised AND not surprised comparing against contextual knowledge (events and
provenance)
MARKS
2
3-5
GRADE
E
D/C/B
6
A/A*
4b. Study Source X. Are you surprised by this source? Use the source and your own knowledge to explain your
answer.
What is surprising?
Why? Compare to own knowledge/provenance
What is not surprising?
Why? Compare to own knowledge/provenance
17
This question type is only on Paper 2. These tips come via Mr Kennett and the radicalhistory.co.uk site.
18