skills booklet unit 1 as history

Skills Required for AS History.

A booklet to enable you to understand and practice the skills needed when

studying Unit 1 AS History

ContentsExam board skills explained Pages 1-2

Assessment criteria for Unit 1 Page 3

Examinable skills Page 4-5

Understanding the level descriptors Page 6

How to structure an essay Page 7-8

Question targets Page 9

Planning a response to an examination question practice

Pages 10-20

Self assessment against exam board objectives Pages 21-22

Homework tasks Pages 23-24

What skills does the exam board require you to demonstrate?

To be able to explain and analyse key concepts;

Causation

Within an historical context

consequence

Continuity

Change

To be able to

Make judgements between key features and characteristics of periods.

What skills does the exam board require you to demonstrate?• Recall , select and deploy historical knowledge.

• This means / involves…

• Communicate knowledge and understanding of history in a clear and effective manner.

• This means / involves…

• Use explanation and analysis to demonstrate understanding and arrive at substantiated judgements.

• This means / involves…

Assessment Criteria For Unit 1Historical themes in breadth

UNIT 1: Duration: 1 hour 20 mins

Answer 2 questions from a choice of 4.One from each topic YOU have studied.

Question Marks Assessment focus

1 & 2 30 each

Total 60

The emphasis is on the ability to recall, select and deploy historical knowledge and understanding of history in a clear and effective manner. Also the ability to present historical explanations showing an understanding of history. You need to arrive at a substantiated conclusion.

The answer is required in essay format.

Examinable Skills

What skills do I need to demonstrate?

Focus

Choice

Analysis

Links

Applying the examinable skills to structuring an essay

Effective application – what I need to do…

Understanding the essay level descriptors

Level What knowledge and understanding you demonstrate.

What skills you are required to demonstrate.

Level 1

1-6 marks

Level 2

7-12 marks

Level 3

13-18 marks

Level 4

19-24

Level 5

25-30

Structuring the main part of an essay

What you are expected to do.

How you need to effectively do it.

Analyse

Back up argument

Reach judgments

Independent thought

Language skills

Intro and Conclusion

• INTRODUCTION• Outline your

argument.• Do you agree with the

judgement? Yes / No / Partly.

• Explain WHY this will for the basis of your argument.

• CONCLUSION• Reach a

substantiated judgement: Against the essay focus.

• SUPPORT• REFUTE• MODIFY • Back up with

evidence.

Question TargetsFocus on unit 1 is on developed analysis and the ability to make and support , a

reasoned historical judgement.

• Questions can be about;• Causation• Consequence• Analysis ,or judgment on

key features of a situation• Analysis of consequences

and effects.

• Question approaches;• How extensive analysis of key

features)• was opposition to… (target:

analysis of key features)• How far did…improve?

(Target :comparison ;analysis of change)

• How important was…in increasing opposition / support…? (target: analysis of causation)

• How important was….contribution to the development of…/the outcome of/the beginning of..? (Target: analysis of significance)

Details/ key points

Explanation Evidence Analysis – how stable was German society?

Economicconsiderations

Political considerations

Social considerations

What links can you make between the factors?

How far did things improve in Germany between 1924-29?

Planning a response

Focus on the introduction

How far did things improve in Germany between 1924-29?

Outline

Judgment

Reasoning

Focus on the conclusion

How far did things improve in Germany between 1924-29?

SUPPORT REFUTE MODIFY

Reasoning:

Peer / self assessment

Level Which level ARE YOU on – provide evidence to support your judgement

Level 1

1-6 marks

Level 2

7-12 marks

Level 3

13-18 marks

Level 4

19-24

Level 5

25-30

Details/ key points

Explanation Evidence Analysis –official persecution / popular feeling?

Official persecution

Popular feeling

What links can you make between the factors?

Anti - Semitism in Germany in the 1930s was more the result of official persecution than popular feeling?

Planning a response

Focus on the introductionAnti - Semitism in Germany in the 1930s was more the result of official persecution than popular feeling?

Outline

Judgment

Reasoning

Source of opposition

Details/ key points

Explanation Evidence Analysis – how was it limited / ineffective?

Individual protests

Organized opposition

The churches

Young people

What links can you make between the factors?

Popular opposition to the Nazi’s was limited 1933-45.

Planning a response

Focus on the introduction

Popular opposition to the Nazi’s was limited 1933-45.

Outline

Judgment

Reasoning

Focus on the conclusion

Popular opposition to the Nazi’s was limited 1933-45.

SUPPORT REFUTE MODIFY

Reasoning:

Peer / self assessment

Level Which level ARE YOU on – provide evidence to support your judgement

Level 1

1-6 marks

Level 2

7-12 marks

Level 3

13-18 marks

Level 4

19-24

Level 5

25-30

Focus on the conclusion

The Night of the Long Knives sealed the move towards a Nazi Dictatorship?

SUPPORT REFUTE MODIFY

Reasoning:

Self assessment against exam board assessment objectives.

Assessment objective aspect

Skills required My level of confidence

AO1 Recall, select and deploy knowledge.

AO1 Analysis and evaluate information

AO1 Communicate explanations and reach sustained conclusions.

Setting personal targetsAssessment objective

What I need to do to progress in this skill area

AO1

AO1

AO1

Foreign policy move

Details/ key points

Explanation Evidence Analysis – a great power due to Hitler ?

Treaty of Versailles

Weakening France

Diplomatic moves – Britain / Italy

What links can you make between the factors?

To what extent was Hitler able to re-establish Germany as a great power by 1936?

Homework Task Week 1

Homework Task Week 2

The Weimar Years 1924-29 deserve to be called the stable years.

SUPPORT REFUTE MODIFY

Reasoning:

Use this for the formative assessment next lesson.