Overview lesson Aims - To remind you of the requirements of this Unit

Topic B1: France 1786 – 1830: Revolution, Empire and Restoration Choice of two questions in the exam – each containing a 30mark and a 40mark question

Unit 3 – France Four main sections The onset of revolution and the collapse of absolute monarchy, Terror and reaction, : war and terror; the Thermidorean reaction and the Directory. France under Napoleon, : from Consulate to Empire; Napoleon’s domestic reforms. The Bourbons restored: Louis XVIII and the Charter; Charles X and the Revolution of Associated controversies a) Why did constitutional monarchy fail in the years ? b) Why did the Napoleonic Empire collapse in 1814? – Just background knowledge

Focus on 30 mark skills

30 mark question Based on the whole unit, minus the controversies Choice of two The onset of revolution and the collapse of absolute monarchy, Terror and reaction, : war and terror; the Thermidorean reaction and the Directory. France under Napoleon, : from Consulate to Empire; Napoleon’s domestic reforms. The Bourbons restored: Louis XVIII and the Charter; Charles X and the Revolution of 1830.

How to answer questions? 30 mark style Before you start 1.Open the exam paper ! You will have a choice of two questions, select which one you will attempt 2.Look closely at the question; underline key terms / dates, what is the statement saying, what kind of question is it 3.Create a plan – what is the question identifying – what challenges / supports – identify factors 4.Eliminate information from your plan that is not relevant, do not try and turn the question in to what you want it to be or give examples that are not linked 5.Remember the 30 mark question is about knowledge and understanding, and mastery of essay writing skills In your essay 1.Remember introduction, main, conclusion 2.Introduction – give background that is relevant, why is there a debate? Give a judgment to focus your response 3.Focus your question on the answer throughout - use causal links, demonstrate understanding and knowledge 4.Each paragraph to make a point, give examples that support and challenge within the factor or reason identified, evaluate argument, link back to the question 5.Conclusion – give a historical judgment, relate to supporting or challenging the question, give examples to support

Planning an answer – The ‘how far’ question ‘Napoleon’s reforms in France were wide-ranging and beneficial to the French people.’ How far do you agree with this statement? Introduction ContextFocusOutline Argument

‘Napoleon’s reforms in France were wide- ranging and beneficial to the French people.’ How far do you agree with this statement? Paragraphs (1-5) Key Point Supporting evidence and explanation Link back to the question

‘Napoleon’s reforms in France were wide- ranging and beneficial to the French people.’ How far do you agree with this statement? Other key areas to discuss: Para 2: Para 3: Para 4: Para 5:

Planning an answer – The ‘how far’ question ‘Napoleon’s reforms in France were wide-ranging and beneficial to the French people.’ How far do you agree with this statement? Conclusion Historical judgementExamples to support Outline Argument – final statement

Focus on 40 mark skills Controversy

40 mark question Based on Controversy Choice of two Why did the Constitutional monarchy fail? Sources and own knowledge Why did the Napoleonic Empire collapse by 1814? Sources and own knowledge

How to answer questions? 40 mark style Before you start 1.Open the exam paper ! You will have a choice of two questions, select which one you will attempt based on the controversy you have revised 2.Look closely at the question; underline key terms / dates, what is the statement saying, what kind of question is it 3.Now read and analyse the sources in relation to the question – what do they identify in relation to the question 4.Create a plan – FIRST write down the factors looked at in lesson what could be the possible reasons for the failure / downfall - what is the question identifying – what challenges / supports – identify factors – where do the sources support or challenge – themed approach 5.Eliminate information from your plan that is not relevant, do not try and turn the question in to what you want it to be or give examples that are not linked 6.Remember the 40 mark question is about knowledge and understanding and source analysis and evaluation of arguments, and mastery of essay writing skills In your essay 1.Remember introduction, main, conclusion 2.Introduction – give background that is relevant, why is there a debate? Give a judgment to focus your response, linked to the question 3.Focus your question on the answer throughout - use causal links, demonstrate understanding and knowledge, use and analysis of sources and the interpretation there are in terms of the debate 4.Each paragraph to make a point / relate to a factor, give examples / use sources that support and challenge within the factor or reason identified, evaluate argument, link back to the question – integrate sources and knowledge 5.Conclusion – give a historical judgment, relate to supporting or challenging the question, give examples to support

Conclusion: Judgment linked in to argument created throughout and use of the sources Context:Focus:Outline: Para 1: Themed approach, make a judgment about the validity of the question, use the sources and own knowledge Para 2: Para 3: Para 4: Para 5: Introduction Outline, identify debate relating to question 40 mark question – select question, identify statement and view, list factors, read and analyse sources, plan your approach

General Essay writing skills

Key termDefinition Controversy Analyse Evaluate Validity Interpretation Quotation Recall Select Deploy Judgment Separate a topic into sections for study and interpretation Judge the value of Sound or reasoned view or opinion Opinion reached after careful thought Explain the meaning of Written or spoken passage repeated in later work Recollect or remember Chosen in preference to others Organise in a relevant manner

Key termDefinition ControversyAn argument or debate AnalyseSeparate a topic into sections for study and interpretation EvaluateJudge the value of ValiditySound or reasoned view or opinion InterpretationExplain the meaning of QuotationWritten or spoken passage repeated in later work RecallRecollect or remember SelectChosen in preference to others DeployOrganise in a relevant manner JudgmentOpinion reached after careful thought

LevelMarkDescriptor for question A Grade Range Candidates offer an analytical response which relates well to the focus of the question and which shows some understanding of the key issues contained in it, with some evaluation of argument. The analysis will be supported by accurate factual material which will be mostly relevant to the question asked. The selection of material may lack balance in places. The exposition will be controlled and the deployment logical. Some syntactical and/or spelling errors may be found but the writing will be coherent overall. The skills required to produce a convincing and cogent essay will be mostly in place. 18≤C<21 21≤B<24 A ≥ Candidates offer a sustained analysis which directly addresses the focus of the question. They demonstrate explicit understanding of the key issues raised by the question, evaluating arguments and – as appropriate – interpretations. The analysis will be supported by an appropriate range and depth of accurate and well-selected factual material. The answer will be cogent and lucid in exposition. Occasional syntactical and/or spelling errors may be found but they will not impede coherent deployment of the material and argument. Overall, the answer will show mastery of essay writing skills. A ≥24

LMark Descriptor for Question B Grade Range Candidates offer an analytical response from their own knowledge which supports analysis of presented source material and which attempts integration with it. Knowledge will be generally well-selected and accurate and will have some range and depth. The selected material will address the focus of the question and show some understanding of the key issues contained in it with some evaluation of argument and – as appropriate - interpretation. The analysis will be supported by accurate factual material which will be mostly relevant to the question asked although the selection of material may lack balance in places. Interprets the sources with confidence showing the ability to understand the basis of the arguments offered by the authors and to relate these to wider knowledge of the issues under discussion. Discussion of the claim in the question proceeds from an exploration of the issues raised by the process of analysing the sources and the extension of these issues from other relevant reading and own knowledge of the points under debate. Presents an integrated response with developed reasoning and debating of the evidence in order to create judgements in relation to the stated claim, although not all the issues will be fully developed. Reaches and sustains a conclusion based on the discriminating use of the evidence. The exposition will be controlled and the deployment logical. Some syntactical and/or spelling errors may be found but the writing will be coherent overall. The skills required to produce convincing and cogent essay will be mostly in place. 24≤C<2 8 28≤B<3 2 A ≥ Candidates offer a sustained analysis from their own knowledge which both supports, and is integrated with, analysis of the presented source material. Knowledge will be well-selected, accurate and of appropriate range and depth. The selected material directly addresses the focus of the question. Candidates demonstrate explicit understanding of the key issues raised by the question, evaluating arguments and – as appropriate – interpretations. The analysis will be supported by an appropriate range and depth of accurate and well-selected factual material. Interprets the sources with confidence and discrimination, assimilating the author’s arguments and displaying independence of thought in the ability to assess the presented views in the light of own knowledge and reading. Treatment of argument and discussion of evidence will show that the full demands of the question have been appreciated and addressed. Presents a sustained evaluative argument and reaches fully substantiated conclusions demonstrating an understanding of the nature of historical debate. The answer will be cogent and lucid in exposition. Occasional syntactical and/or spelling errors may be found but they will not impede coherent deployment of the material and argument. Overall, the answer will show mastery of essay writing skills. A ≥32