Year 11 History GCSE EASTER REVISION
EDEXCEL SPECIFICATION A – MODERN WORLD HISTORY
UNIT 1 – INTERNATIONAL RELATIONS 1900-1939 (Units 1.1-1.3) 
Section 1: Why did war break out? International relations, 1900–14

Section 2: The Peace Settlement 1918–28

Section 3: Why did war break out? International relations, 1929–39
UNIT 2 – GERMANY 1918-1939 (Unit 2A) -
Exam 16th May pm
Exam 23th May am

Key Topic 1 – The Weimar Republic 1918-33

Key Topic 2 – Hitler and the growth of the Nazi Party 1918 – 33

Key Topic 3 – The Nazi Dictatorship 1933-39

Key Topic 4 – Nazi Domestic Policies 1933 – 39
UNIT 3 - WAR AND THE TRANSFORMATION OF BRITISH SOCIETY 1903-1928 (Unit 3A) 
Key Topic 1 – The Liberals, votes for women and social reform

Key Topic 2 – The part played by the British on the Western Front

Key Topic 3 - The home front and social change

Key Topic 4 – Economic and social change
Exam 2nd June pm
Tips for Revision - The following will help;
 Quiz knowledge using your Blue Results Plus Revision Guide
Remember – the best thing for Revision is your BLUE Results Plus Revision Guide!!
The pages that you need from this are in this booklet!!

http://www.bbc.co.uk/schools/gcsebitesize/history/mwh/
Good for quick quizzes on content
 GCSE History on the App Store on iTunes - free
https://itunes.apple.com/gb/app/gcse-history/id536617847?mt=8
GCSE Modern History Revision App Revision Buddies are here to help you to succeed in your exams! Test yourself with over 1500
multiple choice revision.
 GCSE Modern World History Bitesize Last-minute Learner 1.0 ... - £1.49
appfinder.lisisoft.com/app/gcse-modern-world-history.html
iPhone, iPod and iPad app GCSE Modern World History Bitesize Last-minute Learner 1.0.2 touch app listings, price and news softwares
Apps for iPod, iPad, iPhone

http://www.edexcel.com/quals/gcse/gcse09/history/a/Pages/default.aspx - Find past papers here to do practice questions.
UNIT 1 – INTERNATIONAL RELATIONS 1900-1939 (Units 1.1-1.3)
UNIT 2 – GERMANY 1918-1939 (Unit 2A)
UNIT 3 - WAR AND THE TRANSFORMATION OF BRITISH SOCIETY 1903-1928 (Unit 3A)
Revision Tips
 Revise little and often.
 Don’t leave it until the last minute!
 Don’t just read the Revision Guide – this is not enough! See below.
Try;
 Making your own notes on section from your Revision Guide. Then try and write those
notes out again without peeking – what did you miss out?
 Try and Mind Map what you know without looking at the book.
 Try answering questions from your exercise books or Revision Guide without using any
help. How did you do? Check your answer and see what you missed out. Keep doing this
and see what you add next time.
 Use your Revision guide by looking at the example answers and examiners tips – try to
answer the questions yourself.
REMEMBER TO FOCUS ON YOUR WEAKEST AREAS EVEN IF YOU DON’T WANT TO! IGNORING WHAT YOU DON’T LIKE
WONT’ HELP – FOR MOST OF YOU THIS IS UNIT 1: INTERNATIONAL RELATIONS.
UNIT 1 – INTERNATIONAL RELATIONS 1900-1939 (Units 1.1-1.3) - Time Allowed: 1 hour 15 minutes
Timing; Spend 25 minutes on EACH SECTION – Remember there are 3 SECTIONS
2 mark questions; 3 minutes
E-C: Simple statement E.g. Bulgaria wanted more land.
C-A*: Developed statement E.g. Balkan states wanted more land - Bulgaria attacked Serbia and Greece in order to secure more
territory.
6 mark questions; 8 minutes
E-C: Simple statement E.g. Kaiser Wilhelm wanted his own ‘place in the sun’.
C-A*: Developed statement E.g. A key feature was that Germany wanted to build up its own empire and there were few places left to
take over. So Wilhelm caused a crisis over Morocco in 1905 to try to win control there and also split Britain and France.
You need 3x developed points.
12 mark questions – 14 minutes
G-F: Simple statement(s). E.g. There were wars in the Balkans. Russia and Austria-Hungary wanted land in the Balkans.
E-B: Developed statement(s) E.g. There was already rivalry between the Great Powers and Russia and Austria-Hungary wanted to
ensure that their interests were looked after, even if it meant they came into conflict.
A-A* Developed statements. Explains how factors are interlinked or prioritises factors. E.g. The weakness of the Ottoman Empire was
probably the most important reason because this led to the growth of nationalism in the Balkans. However, the issues are linked because
without the weak empire and wars, the Great Powers would not have become involved.
You need 3x developed points
Link OR Prioritise for an ‘A’
Link AND Prioritise for an ‘A*
The skills on the paper are NOT hard – you just NEED to know your stuff!!
UNIT 2 – GERMANY 1918-1939 (Unit 2A) - Time Allowed: 1 hour 15 minutes
1a Inference 4 marks – 6 minutes
D-B Makes unsupported inferences
A-A* 2x supported inferences linked to the focus of the question.
1b Describe Key Features 6 marks – 9 minutes
D-B Simple statements
A-A* 3 x Developed statements
1c Explain the effects/results 8 marks – 12 minutes
D-B 3 x Developed statements of effects
A-A* 3 x Developed explanation of effects.
A* TIP The best answers will link effects
1d Explain causation 8 marks – 12 minutes
D-B 3x developed statements of causation
A-A* 3X developed explanation of causation and links causes to outcomes.
A* TIP Makes links to show how they combine to create the outcome
You will get a CHOICE for Q2 and 3. Pick a OR b.
2 Describe or explain change 8 marks – 12 minutes
D-B 3x developed statements of change
A-A* 3x developed explanation of change
A* TIP Makes links to show how points combine to create change
3 Agree/Disagree 16 marks – 24 minutes
D-B Developed explanation using x3 factors
A-A* A sustained argument that considers the inter-relationship between a range of factors. Makes judgement on relative importance between
factors
A* TIP Illustrates that one ‘most important factor’ on its own could not provide a satisfactory explanation – or all factors are of equal importance.
UNIT 3 - WAR AND THE TRANSFORMATION OF BRITISH SOCIETY 1903-1928 - Time Allowed: 1 hour 15 minutes
1 - Inference 6 marks – 6 minutes
D-B Makes unsupported inferences.
A-A* Makes TWO supported inferences.
A* TIP – Link your inferences and ‘overall’ explicitly to FOCUS of the question.
2 - Purpose 8 marks – 12 minutes
D-B Supported statement. Identifies the message of the source and gives details in support from the content or context of the source.
A-A* Explains purpose. Analysis of the source content is used to explain the message and its intention. Purpose is distinct from message. Purpose is
what the message is designed to achieve.
A* TIP – Link your 3x explanations to the PURPOSE of the source.
3 - Cross Referencing 10 marks - 16 minutes
D-B Identifies details which agree and disagree using the sources to support answer.
A-A* Identifies details which agree and disagree using the sources to support answer. Includes evaluation of sources for reliability using NOP.
A* TIP – Come to a ‘how far’ judgement based on NOP.
4 - Reliability/Utility 10 marks - 16 minutes
D-B Judgment based on the reliability/utility of the sources information using NOP using support from the sources.
A-A* As D-B plus assesses the contribution the sources can make to the specific enquiry.
A* TIP – Use precise knowledge to support your assessment of the sources.
5 - Value Judgement 16 marks - 24 minutes
D-B Considers for and against using support from own knowledge the sources and but does not full consider reliability of the sources in making a
judgement.
A-A* Balanced answer exploring the evidence for and against the hypothesis using detailed support from knowledge and sources. Come to an overall
judgement considering the reliability of the sources.
A* TIP You need to discuss the EXTENT to which you agree or disagree and use your own knowledge + quality evidence to explain why.
UNIT 3 - WAR AND THE TRANSFORMATION OF BRITISH SOCIETY 1903-1928 -
Question Plans
1 - Inference (6) 6 minutes
 2x supported inferences... Quote/describe the source to support what you infer...
 Overall I can learn...
TOP A* TIP – Link your inferences and ‘overall’ explicitly to FOCUS of the question.
2 – Purpose of Source (8) 12 minutes
 The context of this source is... (give your knowledge)
 The purpose of the source is... (what is it intended to make you think/feel?)
 I know this because firstly...

Secondly...
quote/describe the source and use own knowledge to explain

Thirdly...
what the representation shows
 Overall the source is intended to...
TOP A* TIP – Link your 3x explanations to the PURPOSE of the source.
3 – Cross-referencing – how far do the sources agree? (10) 16 minutes
 Discuss the interpretation of the source if specified in the Q
They may ask ‘How far do the sources agree?’ OR ‘How far do A and B agree with C?’

Agree – Give example from the sources + NOP

Disagree – Give example from the sources + NOP

Judge ‘how far’ the sources agree/disagree using quotes + NOP to discuss.
TOP A* TIP – the agreement of the sources may not be clear cut – you need to discuss the EXTENT to which they agree or disagree
with each other – look at their NOP to explain WHY they agree or disagree.
UNIT 3 - WAR AND THE TRANSFORMATION OF BRITISH SOCIETY 1903-1928 -
Question Plans cont.
4 – Reliability/utility (10) 16 minutes
 Give your knowledge about the question focus. Do the sources seem reliable according to your knowledge?
 Assess reliability/utility of source a – use NOP/own knowledge of context
 Assess reliability/utility of source b – use NOP/own knowledge of context
(quote from/describe sources to support answer)
 Judge how reliable/useful the sources are to study the focus of the question. Is one more reliable/useful than the other? Do you need to use
them together to find out about the question focus?
TOP A* TIP – Use knowledge to support your assessment of the context of the sources.
5 - Value Judgement (16) 24 minutes
 Give your opinion on the statement specified in the Q – use own knowledge.

Agree – own knowledge plus sources that agrees - how strong is the evidence of the sources? – use own knowledge/NOP to discuss.

Disagree – own knowledge plus sources that disagree - How strong is the evidence of the sources? – use own knowledge/NOP to discuss.

Judge ‘how far’ you agree with the statement – consider the strength of the evidence from the sources that you choose to support your
conclusion.
TOP A* TIP – the agreement of the sources may not be clear cut – you need to discuss the EXTENT to which they agree or disagree
with the statement – use your own knowledge to explain why.