1. History
AS Skills
overview

2. This is what you are going to be studying and
learning for the first two weeks of term before we
start on the main subject area.
Unit number Level Assessment information Number of marks
and unit title allocated in the
unit
Unit 1 AS Written examination: 1 hour 20 minutes. 60 marks
Historical Candidates must take one of the option papers A-F. Each option
Themes in paper will include seven topics, except for Option E which includes
Breadth six. Students are required to study two topics from the same
option paper.
Candidates will be required to answer two questions worth 30
marks each and these must be taken from different topics within
the same option paper. A choice of two essay questions will be set
on each topic. Candidates must not answer two questions set on
the same topic.
The questions will require candidates to present historical
explanations and assess their significance in the historical context
of events, individuals’ ideas, attitudes and/or beliefs, and the ways
in which they influenced behaviours and action.
Unit 2 AS Written examination: 1 hour 20 minutes. 60 marks
British History Candidates must take one of the option papers A-E. Each option
Depth Studies paper will include two topics. Candidates are required to study
one topic. Within each option paper, candidates are required to
answer two source-based questions for their chosen topic, question
(a) and question (b). Candidates will be provided with seven to
nine unseen sources of approximately 550 words in total per topic.
These sources will be made available with the examination paper.
The first question (a) on each topic is worth 20 marks and will
focus on reaching a judgement by analysis, cross-referencing and
evaluation of source material.
The second question (b) on each topic is worth 40 marks and
will ask candidates to address a historical view or claim using
two sources in conjunction with their own knowledge. A choice of
questions, (b) (i) and (b) (ii), will be provided for each topic.
What are the aims of this Unit?
1. develop their interest in and enthusiasm for history
and an understanding of its intrinsic value and
significance
2. acquire an understanding of different identities within
society and an appreciation of social, cultural, religious and ethnic
diversity through the study of aspects of British and non-British history
3. build on their understanding of the past through experiencing a broad
and balanced course of study
4. improve as effective and independent learners and as critical and
reflective thinkers with curious and enquiring minds
5. develop the ability to ask relevant and significant questions about the
past and to research them
6. acquire an understanding of the nature of historical study,
7. for example that history is concerned with judgements based on
available evidence and that historical judgements may be provisional

3. 8. develop their use and understanding of historical terms, concepts and
skills
9. make links and draw comparisons within and/or across different
periods and aspects of the past
10. organise and communicate their historical knowledge and
understanding in different ways, arguing a case and reaching
substantiated judgements.
What skills are you going to learn about in AS History for the next two
weeks?
A2 students will build on their learning at Advanced Subsidiary
by drawing on and evaluating a greater depth and range
of increasingly more sophisticated content and evidence,
demonstrating a more complex understanding of historical
concepts, producing responses that are more analytical, and
judgements that are more effectively substantiated.
1. demonstrate knowledge and understanding of the historical
themes, topics, periods and debates
2. demonstrate their breadth of historical knowledge and
understanding by making links and drawing comparisons between
different aspects of the period, society, topic and theme studied
3. demonstrate their understanding of key historical terms and
concepts
4. analyse and evaluate the causes and consequences of historical
events and situations, and changes and developments in the
periods and themes studied
5. assess the significance of individuals, societies, events,
developments and/or ideas in history
6. develop an understanding of the nature and purpose of history as
a discipline and how historians work.

4. What does the examiner expect the student to
understand?
Historical interpretation
The Edexcel Advanced GCE specification requires
students to: comprehend, analyse and evaluate how
the past has been interpreted and represented in
different ways, for example in historians’ debates
and through a range of media such as paintings,
films, reconstructions, museum displays, the
internet
Historical enquiry
The Edexcel Advanced GCE specification requires
students to: investigate specific historical questions,
problems or issues use historical sources critically in
their context, deploying appropriate information and
reaching substantiated conclusions.
Organisation and communication
The Edexcel Advanced GCE specification requires students to:
organise and communicate their historical knowledge and
understanding in different ways, arguing a clear, logical and
precise case and reaching substantiated judgements.
(taken from the Edexcel Specification 2008)
Skills foot steps 1
Demonstrate knowledge and understanding of the
historical themes, topics, periods and debates
What can you learn about the Nazi beliefs about women
using the sources below?
Source A Adolf Hitler, speech on 26th January, 1942.
I detest women who dabble in politics. And if their dabbling extends to military matters
it becomes utterly unendurable. In no section of the Party has a woman ever had the
right to hold even the smallest post.
In 1924 we had a sudden upsurge of women who were interested in politics. They wanted
to join the Reichstag, in order to raise the moral level of that body, so they said. I told
them that 90 per cent of the matters dealt with by parliament were masculine affairs,
on which they could not have opinions of any value. Gallantry forbids one to give women
an opportunity of putting themselves in situations that do not suit them.

5. Source B Joseph Goebbels, speech in Munich (1939)
Women has the task of being beautiful and bringing children into the world, and this is
by no means as coarse and old-fashioned as one might think. The female bird preens
herself for her mate and hatches her eggs for him. In exchange, the mate takes care of
gathering the food and stands guard and wards off the enemy
Source C Adolf Hitler, speech to the NSDAP Women's Organization (September,
1934)
The slogan "emancipation of women" was invented by Jewish intellectuals. If the man's
world is said to be the State, his struggle, his readiness to devote his powers to the
service of the community, then it may perhaps be said that the woman's in a smaller
world. For her world is her husband, her family, her children, and her home. But what
would become of the greater world if there were no one to tend and care for the smaller
one? The great world cannot survive if the smaller world is not stable. We do not
consider it correct for the women to interfere in the world of the man. We consider it
natural if these two worlds remain distinct.
Source D Nazi Racial Policy Bureau, ten rules to be observed when considering a
marriage partner (1934)
Remember you are a German.
Remain pure in mind and spirit!
Keep your body pure!
If hereditarily fit, do not remain single!
Marry only for love.
Being a German, only choose a spouse or similar or related blood!
When choosing your spouse, inquire into his or her forebears!
Health is essential to outward beauty as well!
Seek a companion in marriage, not a playmate.
Hope for as many children as possible! Your duty is to produce at least four offspring in
order to ensure the future of the national stock.
This skills is to demonstrate knowledge and historical understanding

6. You should write you answer making
sure you look for the following
points
POINT:
EVIDENCE: EXPLANATION
Source Skills
Explaining the Source
If you are called upon to evaluate a source - to consider its reliability and/or its
usefulness for a particular historical enquiry - there are a number of questions to ask of
it.
1. Who is the author?
2. When was it produced?
3. What was the intended audience - a colleague or the wider public?
4. Can you work out the purpose of the source?
5. If it is a primary source it may be a piece of propaganda, designed to persuade
an audience of a particular point of view. If the author was involved in the events
described, there is likely to be bias, either conscious or unconscious. He may be
seeking to justify his own role, to impress others or to exaggerate his own
importance.
6. Note the content of the source and also the language and tone. Is the author
using 'loaded' words, in order to arouse a particular response?
7. Think also about its possible limitations - about what may have been omitted, as
well as what it contains. This is where a secure knowledge of the context is
indispensable. By familiarising yourself with the period you will be able to judge
the usefulness of the source.
8. Is it credible?
9. Is it typical?
10. Could you test it with reference to other contemporary evidence?
Comparing sources
1. Most source-based questions will ask you to compare two (or possibly more)
written extracts or other types of evidence.
2. You should not fall into the trap of extracting information from one source, and
then doing the same for the other, without any point of contact between the
two.

7. 3. As you read through the sources, you should be looking for areas where they
support or contradict each other.
4. Your answer should contain constant cross-references between the two. There
may be some basic similarities between them, but also important differences in
matters of detail.
5. These must be noted and possible explanations put forward. Look at the authors
and dates of the documents for clues.
6. Again, appropriate contextual knowledge should be used to support your answer.
Taking an overview
1. Typically, the final part of a source-based question will call for an
assessment of the whole set of sources in relation to a particular issue.
2. Candidates studying Nazi Germany, for example, might be asked
something along the following lines: 'Using all the sources, and your own
knowledge, consider the view that effective propaganda was the main
reason for Nazi control of Germany after 1933'.
3. It is important to maintain a balance between using the extracts and
bringing in your own knowledge of the topic. They are both important. A
candidate who concentrates exclusively on the sources, or exclusively on
outside knowledge, cannot hope to do well on this type of question.
4. How adequate is the particular selection of sources for explaining the
issue under consideration?
5. Do not simply summarise the sources. Read them critically, with an eye to
the ways in which they could help a historian, and with an awareness of
their limitations. In the above example, assume for the sake of argument
that all the sources are concerned with the impact of propaganda.
6. You would therefore need to think about the other ways in which the
Nazis maintained their power - through police repression, control of the
labour force, youth movements and so on.
7. There is no need for lengthy description; rather you should aim to
support your argument with brief but relevant points drawn from your
own study of the topic.

8. How to write a timed essay in an exam
10 minutes - You will have a specified time to write each essay. Aim to spend roughly 10
minutes (or more) planning and thinking. You may think that this is a huge chunk out of
the time available but it is time well spent. It will save you time overall and will mean you
do most of the thinking at the start, allowing you to spend the rest of the time writing.
Study the question - The first thing is to study the question. You are not being asked
to 'write everything you know about …'. You are being asked a specific question that
needs an answer that is directly related to it.
Brainstorm - Once you are sure what the question is asking of you, the next thing you
should do is brainstorm. Simply write down everything you can think of in brief notes and
in no particular order just to get it out of your mind and on to paper. You can organise it
later but initially you will have a record of relevant points and information to include.
They might remind you of other things too.
Answer the question - Now that you are aware of the demands of the question and
have some ideas, you have to think about your answer. You need a main line of argument
that will form the backbone of your essay. Once you have this, jot it down as it will form
part of your introduction.
Plan - Now you have to organise the 'mess' that was your brainstorm into a well
structured essay. Decide whether the question is asking for a thematic approach, or
chronological. Is it asking for causes to be evaluated or for a discussion of two sides of
an argument? Once you have a general approach, you need to decide what each paragraph
is going to include. Look at your brainstorm and begin to group ideas, include any more
relevant factors or points that may come to you as you are planning. Start to order the
paragraphs and try to see natural links between points or paragraphs to help the flow of
the essay.
A rough guide to your plan should be:
Introduction - Introducing your understanding of the question, how you plan to tackle it,
what you are going to include and what your main line of argument is
(optional)1 paragraph - Providing context (linking intro to rest of essay)
4 paragraphs - Each of a reasonable length discussing a single issue/factor (or
combination of)
Conclusion - Summarising the main arguments made in your essay and ending with your
main argument.

9. Catch the examiner's eye - Your essay will be
one of possibly hundreds that an examiner has to read and
mark. No doubt examiners are all very professional and read each one
thoroughly, but it doesn't hurt to give them a hand by making it easier for them
to mark (and easier for them to give you more marks). So here are some ways to
do this:
• Have a really good introduction. Have a snappy first sentence, show you
have a firm grasp of the question and that you have a main line of
argument. This tells the examiner where you are headed and also what to
look out for.
• Have a good plan. If each paragraph deals with the factors, points or
issues raised in your introduction, the examiner sees that you are fully in
control.
• Sign-posting' - Make every paragraph catch the eye by beginning with a
strong argumentative point that is linked to the main argument
(backbone) of your essay. Then you can go on to explain and prove it.
• Try to make your essay fluid and easy to read. Ideally the points you
make within a paragraph should flow from one to the other and each
paragraph should link well with the next.
• Have a snappy ending. Summarise your main points and end with a clear and
well thought out main argument. A strong ending will remind the examiner of
what you have proven and show that you have been in control of the essay all
the way through.
Know your stuff! - Writing a good essay requires the writer to know what to
write. When you brainstorm there should be lots of things jotted on the page.
When you write the essay itself, you need to have clear arguments, to be aware
of the issues and be able to back up analytical points with appropriately selected
information and evidence and some historians' views. So you will need to have
worked hard in your studies, and done some effective revision.
But - A good essay style will help you make the most of what you know. If you
know a bit about the essay topic, a good essay style can hide some of your
inadequacies. If you really know your stuff, you should end up writing an
excellent essay rather than just a good essay.
In summary:
• 10 minutes - is time well spent
• Study the question
• Brainstorm
• Answer the question
• Plan

10. • Catch the examiner's eye
• Know your stuff!
• A good essay style will help you make the most of what you know and help
you to write an excellent essay not just a good essay.
(taken from History Today)
What skills do
Historians have?
1] Communication Skills: writing reports, essays, and correspondence in plain
language; speaking effectively to groups and individuals; listening carefully and
empathetically; portraying ideas clearly and imaginatively in a variety of formats
tailored to particular audience, such as visual media. (From William Zinsser,
Writing to Learn)
[2] Problem-Solving: defining a problem clearly; critically evaluating alternative
courses of action; creating divergent solutions to a problem when more than one
answer is possible.
[3] Investigative Skills: identifying and locating people who have information
relevant to a task or problem. Identifying source materials necessary to the
solution of a problem.
[4] Interpretive Skills: ability to sense the worth of an idea, to determine how
to capitalize on it, and to sell the idea to the right people. Ability to assess an
area of work in terms of its effect on an entire organization.
[5] Human Relations: interacting cooperatively with others; communicating
orders, instructions and feelings with openness and empathy; delegating tasks in
ways that show respect for others and receptivity to new ideas; acquiring
information from people who may be hard to reach or reluctant to divulge such
information.
[6] Learning Skills: By emphasizing the connection between formal education
and work, higher education has advanced the idea that job success correlates
directly with what one knows. Actually, the reverse is more often true. Persons
successful in their work are mostly engaged with what they do not know. Thus,
they have to be adept learners, which liberal arts majors invariably are, because
of the breadth of their education.

11. How are you going to be assessed?
AO1 a Recall, select and deploy historical knowledge
appropriately, and communicate knowledge and
understanding of history in a clear and effective manner.
b Demonstrate their understanding of the past though
explanation, analysis and arriving at substantiated
judgements of:
• key concepts such as causation, consequence,
continuity, change and significance within an historical
context
• the relationships between key features and
characteristics of the periods studied.
AO2 a As part of a historical enquiry, analyse and evaluate a
range of appropriate source material with discrimination.
b Analyse and evaluate, in relation to the historical context,
how aspects of the past have been interpreted and
represented in different ways.
What are you studying?
Unit 2: British History Depth Studies Option E: Britain in the Later
20th Century: Responding to Change Students entered for Option E are
required to study ONE topic: E1 or E2 E1 British Political History, 1945-90:
Consensus and Conflict
British History Depth Study
In this unit, students will study British history in some depth. Grounded in an
exploration of source material in its historical context, this unit enables
students to develop an in-depth understanding of the attitudes, beliefs and
structures of the societies they study. In working with selected sources,
students will be required to demonstrate evidence skills which enable them to
make reasoned and supported judgements and to address a historical view or
claim.
Assessment information
Written examination: 1 hour 20 minutes.
Candidates must take one of the option papers A-E. Each option paper will
include two topics. Candidates are required to study one topic. Within each
option paper, candidates are required to answer two source-based questions
for their chosen topic, question (a) and question (b). Candidates will be
provided with seven to nine unseen sources of approximately 550 words in
total per topic. These sources will be made available with the examination
paper. The first question (a) on each topic is worth 20 marks and will focus
on reaching a judgement by analysis, cross-referencing and evaluation of
source material. The second question (b) on each topic is worth 40 marks and

12. will ask candidates to address an historical view or claim using two sources in
conjunction with their own knowledge. A choice of (b) questions, (b) (i) and
(b) (ii), will be provided for each topic.
Option E: Britain in the Later 20th Century:
Responding to Change
Focus
Grounded in an understanding of the relevant chronology, this option
concentrates on key developments in the political, social and cultural
development of Britain in the second half of the 20th century, with a particular
emphasis on understanding in some depth the key issues that challenged
Labour and Conservative politicians, including the extent of consensus
between them, why consensus was fractured and with what consequences. It
also gives students the opportunity to understand key cultural developments
in the second half of the century, including the developments that challenged
existing perspectives, attitudes and beliefs.
History Depth Studies
British Political History, 1945­ 90: Consensus and Conflict
The Labour election victory of 1945: reasons for it and key
features of domestic policy of Labour governments of 1945-51;
extent to which this was ‘an age of austerity’.
The Conservative governments of 1951-64: extent of continuity
with Labour objectives; key features of domestic policy (economic
management, housing, unemployment); rising living standards.
Labour and Conservative governments, 1964-79: reasons for
growing domestic problems (inflation, wages policy, relations with
trade unions).
The Conservative election victory of 1979: reasons for it and
key features of the domestic policy of Thatcher governments;
domestic achievements; reasons why the Thatcher era was
controversial; reasons for her fall in 1990.compulsory unit
Assessment grade Unit 1
Unit grade A B C D E
Maximum uniform mark = 100 80 70 60 50 40
History Depth Studies
Unit 2
compulsory unit
Unit grade A B C D E
Maximum uniform mark = 100 80 70 60 50 40
Unit 3

13. Unit grade A B C D E
Maximum uniform mark = 120 96 84 72 60 48
Unit 4
Unit grade A B C D E
Maximum uniform mark = 80 64 56 48 40 32
Advanced Subsidiary Cash­in code 8HI01
Unit grade A B C D E
Maximum uniform mark = 200 160 140 120 100 80
Advanced GCE Cash­in code 9HI01
Unit grade A B C D E
Maximum uniform mark = 400 320 280 240 200 160
Course Books
GCE AS History: British Political History, 1945-90 - Consensus and Conflict

14. What will the exam paper look like?
There will be three questions on the paper.
(a) Compulsory: everyone has to do this.
(b) (i) and (b) (ii) You will have a choice here and will only have to
answer one (b) question.
There will be nine sources on the examination paper. You will not be using
them all the exam. You’ll only be dealing with six of them, three for each
question that you answer.
The source will be shorter in length because you only have 1hour and 20
min to answer two questions so the length of the sources will add up to
around 550 words.
Question 1: You will only be focusing on reaching a judgement by analysis
and cross referencing and evaluation of source material. The maximum
number of marks you can get is 20
Level 1 (1-5 marks) Level 2 (6-10 marks) Level 3 (11-15 marks) Level 4 (16-20 marks)
Is your answer mostly Have you selected Have you shown how Have you discussed
direct quotation from from the sources in you weigh up evidence the viewpoint in the
the sources and you order to support or by looking a the and have you taken
have rewritten them challenge the view nature origins, into account the
given in the question purpose and audience different qualities
of the source that source has to
offer

15. Now answer the question below
Study sources A, B and C How far do Sources A-B and C agree on the characteristics that marked
Margaret Thatcher’s political leadership?
Question (B)
You will have to analyse and evaluate a historical view or claim using two or three sources and your
own knowledge. There are 40 marks for this question.
You will get 24 marks for your own knowledge and 16 marks for your source
(Marks out of 24 knowledge)
Level 1 (1-6 marks) Level 2 (7-12 marks) Level 3 (13-18 marks) Level 4 (19-24 marks)
Have you limited Have you made limited Have you shown how Is the material you
support fir the points links between the the key issues involved have used factually
you are making statements you have Have you begun to accurate
Is what you have written integrate your own Is your answer clear
written mostly Is your answer telling knowledge with the and coherent
generalisations a story and not source
analysing what
happened
(Marks out of 16 source)
Level 1 (1-4 marks) Level 2 (5-8 marks) Level 3 (9-12 marks) Level 4 (13-16 marks)
Have you shown that Have you used the Have you developed Have you weighed the
you understand the source a mainly as a these points using the evidence in order to
source source of information source material reach a judgement
Now try this question
Read sources D, E and F and use your own knowledge. Do you agree with the view that the 1950s
and 1960s were marked by steady and substantial progress in the provision of education?

16. How to use sources?