1. PAPER 2 NAB feedback

2. Individual feedback on pink post-its These are your own action points – this is what you personally need to work on. BEFORE THE PRELIM – you must revise the 4 main topics. The bullet points on the website and the revision guide indicate what is considered acceptable detail in a Higher answer.

3. Class feedback detailedrelevant RECALL – must be detailed and must be relevant READ THE QUESTION – do not answer beyond the time frame given – your points won’t be credited i.e. If the question is about the economy during the war, don’t talk about the economy after the war. WRITE LIKE A HIGHER PUPIL – be specific, lots of vague explanation given. Sentences must make sense. TIMING – Not all questions were finished/attempted. READ THE SOURCES more than once. AVOID LONG QUOTES from the source

4. HOW USEFUL Candidates would benefit from more training in using Origin and Purpose of the source. Candidates should move away from Standard Grade notation where possible and try to comment in terms of the contemporary nature of the sources and whether this makes the source more or less useful as a source of evidence (in terms of the question posed). Ask is it a personal record, a diary, piece of propaganda with an agenda? — and how this makes the source useful (in terms of the question posed) should be considered.

5. How far/How fully EXPLAINING SOURCE POINTS – if you just list and copy the source points you have not done anything to earn the 4 points. You must explain it in terms of the question: – If a candidate simply quoted that, ‘the Independent Labour Party emerged as the natural successor to Liberalism’ 0 points – Simply noting that, ‘the war had a big impact on politics in Scotland as the source explains, as the Independent Labour Party emerged as a political force and replaced the Liberal Party in Scotland’, is immediately tying the information to the question. This was credited. 1 point

6. Using recall for source points The use of recall to explain the source is also a good way of explaining and developing the source point, as well as giving the opportunity of gaining two marks. So, ‘the war had a big impact on politics in Scotland as the source explains, as the Independent Labour party emerged as a political force and replaced the Liberal Party in Scotland. This is understandable as, in places like Glasgow, the ILP had supported working class demands for higher wages and even conscientious objection, while the Liberals were increasingly associated with the employers.’ The recall builds on the source, explains it, and gets further credit. 2 points

7. COMPARISON Must include an OVERALL COMPARISON This is more than a simple ‘Sources A and B agree about the impact of the war on the Scottish economy to a certain extent.’ Some basic identification of the areas of difference and similarity needs to be built into the overall comparison. So, for example, ‘Sources A and B largely agree as they both talk about the effects of the war on Scotland’s staple industries of shipbuilding, steel and coal using output statistics to illustrate although they differ in the details that they give’ would be considered a decent overall comparison and worthy of credit. This could then be built upon as individual points of similarity are built upon. DIRECT COMPARISONS - Then compare each individual point of comparison by identifying each part of the source: – For example, Both sources agree on the tremendous boost that the war gave to the shipbuilding industry in orders and profits. Historian Lennie mentions how there was 757,000 tonnes of shipping built on Clydeside in 1913 which in turn employed 100,000 men due to wartime orders. Historian McLean agrees with the high rate of orders as she mentions how 481 ships were built on Clydeside during the war thus improving profits and adds that Clydeside shipyards Beardmore’s and Fairfield’s achieved £16million in orders.