How to write 02/03/04 (Essay) Questions on the A Level Stuarts Paper 1d)

What is being assessed? Section B will contain three essay questions of which students are required to answer two. Each essay tests AO1 and is designed to test historical understanding over a broad chronology of approximately 20 years. The focus of these questions will be, as appropriate, on understanding causation, change, continuity, similarity, difference and significance over time. Thus, questions with a narrow focus, such as those focused on specific events, will not be set. Each question in this section carries 25 marks.

What is being assessed? The essay questions in Section B, in order to test AO1 in its entirety, will have a range of foci both in any one paper and over time. Thus, in addition to targeting the generic qualities of organisation, analysis, evaluation and judgement, questions will also test the range of foci in the AO: cause, consequence, change, continuity, similarity, difference and significance. Consistent with the nature of historical analysis, a single question may require students to demonstrate understanding of more than one of these perspectives.

What will the questions be on? In order to ensure that students demonstrate knowledge and understanding of the breadth component over the whole period, the balance of questions on the breadth paper will be as follows: Where the compulsory question is based on Part 1 of the content, Section B will contain one essay on Part 1 of the content, or one which overlaps Parts 1 and 2 and two questions on Part 2 of the content. Where the compulsory question is based on Part 2 of the content, Section B will contain one essay on Part 2 of the content, or one which overlaps Parts 1 and 2 and two questions on Part 1 of the content. Where the compulsory question overlaps Parts 1 and 2 of the content, Section B will contain one question on Part 1 of the content, one question on Part 2 of the content and one from either Part 1 or 2 depending on the overall balance of the paper.

How will it be marked? L5: Answers will display a very good understanding of the full demands of the question. They will be well-organised and effectively delivered. The supporting information will be well-selected, specific and precise. It will show a very good understanding of key features, issues and concepts. The answer will be fully analytical with a balanced argument and well substantiated judgement. 21-25 L4: Answers will display a good understanding of the demands of the question. It will be well- organised and effectively communicated. There will be a range of clear and specific supporting information showing a good understanding of key features and issues, together with some conceptual awareness. The answer will be analytical in style with a range of direct comment relating to the question. The answer will be well-balanced with some judgement, which may, however, be only partially substantiated. 16-20 L3: Answers will show an understanding of the question and will supply a range of largely accurate information which will show an awareness of some of the key issues and features, but may, however, be unspecific or lack precision of detail. The answer will be effectively organised and show adequate communication skills. There will be a good deal of comment in relation to the question and the answer will display some balance, but a number of statements may be inadequately supported and generalist. 11-15 L2: The answer is descriptive or partial, showing some awareness of the question but a failure to grasp its full demands. There will be some attempt to convey material in an organised way although communication skills may be limited. There will be some appropriate information showing understanding of some key features and/or issues, but the answer may be very limited in scope and/or contain inaccuracy and irrelevance. There will be some, but limited, comment in relation to the question and statements will, for the most part, be unsupported and generalist. 6-10 L1: The question has not been properly understood and the response shows limited organisational and communication skills. The information conveyed is irrelevant or extremely limited. There may be some unsupported, vague or generalist comment. 1-5

Things to consider when you first read the questions… To what extent were disputes over religion, in the years 1603 to 1625, due to James I? [25 marks] What type of question is this?? What skill are you being asked to demonstrate? Change and continuity over time? Causes of an event or trend? Similarity or difference of event/trend/individual? Significance of an event/trend/individual?

Things to consider when you first read the questions… To what extent were disputes over religion, in the years 1603 to 1625, due to James I? [25 marks] Causation focus questions often have lots of potential factors that caused the event/trend; one is given in the question (James I caused disputes over religion) you need to talk about a range of other factors that caused the event/trend.

Things to consider when you first read the questions… This is the part of the question you are being asked to judge, it means how much or how far and you actually have to answer this part (I’d use the language in your answer to prove you have done it! – e.g. ‘to a large extent’ or ‘only to a small extent’) The focus of the question – you need to think about what disputes over religion there were and what caused them to answer this question. To what extent were disputes over religion, in the years 1603 to 1625, due to James I? [25 marks] This is the scope – it will be 20 years or more for a 1d) question. You need to stick in scope and make sure you know specific examples from this time period. This is giving you one side of the argument – disputes over religion 1603-25 WERE DUE TO JAMES – I would start your essay with the evidence in agreement with this, then think of the other causal factors and create balance – not due to James (if not…what was to blame?)

Things to consider when you first read the questions… Judgement – what is the answer? Balance – what are the two sides of the argument? What points are you going to make? Evidence – what history do you have to support the two sides? Sustaining your judgement – how are you going to keep your argument clear even though you are showing balance? Links – how are you going to make sure you link your points to the question?

How to structure your answer Intro – little answer 1st paragraph on focus of question if it provides a viewpoint Keep balanced all points on this side Then all points on the opposing side together afterwards Paragraphs = Point, Evidence, Explanation, Link Link to your judgement in every paragraph Conclusion – sum up and killer point explained and reconfirmed. No new evidence.

Use of Language and Style of Writing You should be formal at all times in your historical writing No personal pronouns please! You should aim to use nuanced language so that you don’t contradict yourself; ‘to some extent’ ‘fairly’ ‘for the most part’ ‘mostly’ ‘largely’ etc.

To what extent were disputes over religion, in the years 1603 – 1625, due to James I? [25 marks] L5: Answers will display a very good understanding of the full demands of the question. They will be well-organised and effectively delivered. The supporting information will be well-selected, specific and precise. It will show a very good understanding of key features, issues and concepts. The answer will be fully analytical with a balanced argument and well substantiated judgement. 21-25 L4: Answers will display a good understanding of the demands of the question. It will be well- organised and effectively communicated. There will be a range of clear and specific supporting information showing a good understanding of key features and issues, together with some conceptual awareness. The answer will be analytical in style with a range of direct comment relating to the question. The answer will be well-balanced with some judgement, which may, however, be only partially substantiated. 16-20 L3: Answers will show an understanding of the question and will supply a range of largely accurate information which will show an awareness of some of the key issues and features, but may, however, be unspecific or lack precision of detail. The answer will be effectively organised and show adequate communication skills. There will be a good deal of comment in relation to the question and the answer will display some balance, but a number of statements may be inadequately supported and generalist. 11-15 L2: The answer is descriptive or partial, showing some awareness of the question but a failure to grasp its full demands. There will be some attempt to convey material in an organised way although communication skills may be limited. There will be some appropriate information showing understanding of some key features and/or issues, but the answer may be very limited in scope and/or contain inaccuracy and irrelevance. There will be some, but limited, comment in relation to the question and statements will, for the most part, be unsupported and generalist. 6-10 L1: The question has not been properly understood and the response shows limited organisational and communication skills. The information conveyed is irrelevant or extremely limited. There may be some unsupported, vague or generalist comment. 1-5

Examiner’s Comments Commentary – Level 5 This response displays a very good understanding of the full demands of the question. It is clearly organised around a generally chronological structure but within this clear paragraphs that support the illustration of the points being made directly on the specific wording of the question. Illustrative context is used precisely for analysis rather than being too narrative driven. The selective use of context indicates a real depth of knowledge. The response also indicates a depth of conceptual understanding through its use of terminology appropriately as part of analysis.

Other types of essay question Significance focus Validity of a view (you need to show balance as well as come to a judgement on whether the view is valid – possible to agree with – or not) E.g. question 8 ‘The personalities of Charles I and James I made little difference to the way government operated in the early seventeenth century.’ Assess the validity of this view. [25 marks] In agreement – yes their personalities were not very relevant to government - by doing this you will need a range of things that were more important and explain why, give examples of government operating regardless of their personalities. Balance side – not valid - their personalities were v. important = James. Charles. Best structure?! Conclusion needs to say … therefore the statement is… largely valid, partly valid, has some validity, is almost completely invalid…

Other types of essay question Change and continuity focus To what extent E.g. question 22 To what extent was the power of the monarch in 1701 much weaker than in 1681? [25 marks] In agreement – yes the monarch was weaker by 1701 (i.e. what has changed) – perhaps different factors to demonstrate this - explain why, give examples of areas of weakness e.g. financial, religious, constitutional Balance side – no monarchs still strong (i.e. continuity from 1681 to 1701) – any particular areas? Best structure?! Conclusion needs to say … therefore the power of the monarch was weakened to a large extent, to only a small extent…

Other types of essay question Similarity/difference focus Validity of a view (you need to show balance as well as come to a judgement on whether the view is valid – possible to agree with – or not) E.g. your homework question 9: ‘In religion James I was successful while Charles I was a failure.’ Assess the validity of this view of each ruler’s approach to religion in the years 1603-1640. [25 marks] In agreement – yes it is valid = James I success, Charles I failure Balance side – not valid = James I not completely successful and Charles I not completely a failure. (you will need to cover both for balance). Best structure?! Just try not to flip - flop Conclusion needs to say … therefore the statement is… largely valid, partly valid, has some validity, is almost completely invalid…

What would make a good essay for Q9? In agreement – yes it is valid = James I success, Charles I failure Balance side – not valid = James I not completely successful and Charles I not completely a failure But they must have a clear view expressed and supported throughout

What would make a good essay for Q9? In agreement – yes it is valid = James I success, Charles I failure Balance side – not valid = James I not completely successful and Charles I not completely a failure But they must have a clear view expressed and supported throughout

Timed essay – 45 minutes To what extent did division between Parliament and the army lead to the failure of settlement by 1649? [25 marks]