| S7 History |
Last
update -
17 May 2023 |
Official European
School History S7 Syllabus:
English,
French,
German |
 |
|
S7 Four Hour History - Bac Revision |
| Get some
general revision advice to begin with. I wrote this
'top 10 tips' for IB
students a few years ago and much of what I say applies to you.
Similarly the great John D Clare wrote
these detailed guidelines for his English GCSE historians.
Finally, this
article from the New Scientist provides the latest
research on effective revision.
In Year 7 the exam is four periods long. The exam
is divided into two sections. In the first section (Part 1) you
will be expected to analyse 5 sources, in Part 2 you will answer
a three part structured response. Although Part 2 is
significantly different to previous years, Part 1 is assessed in
an identical way.
The oral exam follows the same structure,
specific advice for those doing the oral is
here. The exam is 20 minutes long. Candidates will
choose one question by lot, twenty minutes before the
examination. Documents used for the examination will not
have been studied or presented in class before.
In revision you should always begin with
past-papers,
Bac
2015 and
Bac 2016.
In addition, remind yourself of the
general structure and question style by looking at the specimen
paper and the pre-Bacs. Pre-Bac 2015
exam and
markscheme
and Pre-Bac 2016
exam and
markscheme.
Specimen paper
and
markscheme.
Part 1 - The sources
Part 1 is a compulsory source paper with four questions based on
4 to 5 sources, of which at least one, maximum two, should be
non-written, such as a cartoon, photograph, statistics or map.
There should be a mix of primary and secondary sources with
content taken from one or more of the year 7 European Core
Units.
|
Question Type and Advice |
Examples |
Marks |
The first question will test understanding of a source
or part of a source.
The first question can be divided into two or three
parts (a,b,c) depending on the level of student
knowledge and understanding demanded.
The question must enable students to produce a
concise and relevant response.
It is anticipated that students will spend a maximum of
10 minutes on this question.
|
What is meant by the phrase ‘Iron Curtain´? (2 marks)
Explain the message/meaning of the cartoon in Source B.
(4 marks)
Which two arguments does the author use against European
integration in Source B? (4 marks
Identify two reasons given in support of the Schuman
Plan in Source C. (4 marks)
In no more than a paragraph, explain the references to
the Treaty of Maastricht in Sources B and C. (6 marks)
Explain what Churchill meant by the phrase ‘federal
system’ in the context of Source A. (6 marks)
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6 |
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The second question will test analysis of sources
through the comparison and contrast of two or three
sources.
The selected sources must enable the students to
identify the similarities and differences, rather than
describe each source in isolation.
It is anticipated that students will spend
approximately 20 minutes on this question.
|
Compare and contrast the views expressed in Sources A
and B with regard to southern European dictatorship?
To what extent do Sources A and B agree with the view
about the Berlin Blockade expressed in Source D?
How far do the authors of Sources C and D disagree on
the consequences of the Treaty of Rome?
|
12 |
|
The third question will test analysis of the utility of
two or three sources with reference to their provenance
and content.
The question must encourage students to focus on the
utility of sources in a particular context. The students
should be given the opportunity to evaluate two
different types of source. (e.g. radio broadcast,
memoir, painting, website)
It is anticipated that students will spend approximately
20 minutes on this question.
|
Assess the value and limitations of Sources B and C as
evidence about the success of the Communist parties in
central and eastern Europe in the period 1945-49.
How useful are Sources D and E as evidence for the
collapse of the communist regimes in central and eastern
Europe in 1989?
With reference to the origin and purpose of Sources A
and B, assess the value and limitations as evidence
about the student protests in 1968.
Assess the strengths and weaknesses of Sources A and B
as evidence for the impact of European enlargement after
1986.
|
12 |
|
Usefulness means, how useful the source
is as evidence about a particular event in the past. You
should identify both strengths and weaknesses of the
source. For example, how relevant is the source? Does
the source contain a lot of useful information or
information that helps us understand the past event?
Does the source provide reliable information about the
past? Can it be trusted to tell the truth? The
three Rs model should remind you of the sort of
things you need to consider.
|
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The usefulness of
sources
This
section
of the website provides a detailed examination of the
usefulness of the most popular types of source found in
examination. It also available as a simplified
PowerPoint
presentation. |
|
|
The fourth question will test synthesis of sources and
contextual knowledge based on one of the ten
sub-questions from year 7 European Core Units (Europe 4,
5, 6 and 7).
The question and sources must allow for students to
integrate their own knowledge with an explicit use of
the sources in order to produce a structured answer,
focusing clearly on the question.
It is anticipated that students will spend approximately
40 minutes on this question.
|
The sub-questions
that you have studied questions
are:
What were the major consequences of the
Second World War for Europe?
How far was Europe divided by 1949?
How and why were there different
conditions for social and economic
development in Europe?
How were the living conditions in the
states, blocs and regions of Europe
different between 1949 and 1973?
How far did economic development
stabilize the political situation in
Europe?
How and why was there a transition to
democracy in southern European states
from 1974?
How and why did the communist regimes of
central and eastern Europe collapse in
1989?
How successfully did the newly
democratic states meet the challenges of
transition?
What were the origins and stages of
European construction between 1945 and
1973?
What have been the reasons for
increasing European integration since
1973?
All questions
will begin with 'Using the sources and your own
knowledge...' The fourth question will be based on one
of those above, they might not be
identical
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20
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50 |
Part 2 - The structured response
This consists of 3 questions based on two or three of the
compulsory year 7 themes. The first question is a descriptive
question requiring the skills of recall and selection of
historical facts and knowledge. It can require knowledge of the
key words in the syllabus. There can be up to two sub-questions
if the questions are more definition-based. The second question
focuses on explanation, whereas the third question tests
explanation and evaluation. The third question is based on one
of the sub-questions from the Year 7 Compulsory Theme Units.
|
Question Type and Advice |
Examples |
Marks |
The first question will test selective factual recall
through description and/or by definition.
There can be up to two part-questions if the questions
are more definition-based.
It is anticipated that students will spend a maximum of
15 minutes on this question.
|
Part-questions (2-8 marks):What is meant by
the term ‘Glasnost’?
Define the meaning of ‘non-alignment’ in the context of
the Cold War.
What was The Cultural Revolution?
Who were the main participants in the Korean War?
Describe the measures taken by Mao in The Great Leap
Forward.
Full questions (10 marks):
Identify and briefly describe two events where Berlin
was central to the Cold War.
Briefly recount three significant events linked to the
start of the Cold War (1945-1949).
|
10 |
The second question will test factual recall and
explanation.
The question must allow students to produce an answer
that includes consideration of a number of factors.
This answer should provide multiple explanatory factors
each of which is explained. This answer is characterized
by good understanding, and some precise factual support
(names, places, dates etc.); the better answer in this
range is likely to be coherent (P.E.E) and historically
accurate.
It is anticipated that students will spend approximately
30 minutes on this question.
|
With reference to examples you have studied in class,
explain the factors that limited political stability in
post-colonial states.
Explain why support for independence in European
colonies increased after the Second World War.
Explain the factors for economic liberalisation in China
after 1976.
What were the consequences of the end of the Cold War
for the political world order?
Why did the Communists come to power in China in 1949? |
15 |
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The third question will test factual recall,
explanation and evaluation.
This must be an evaluative question rather than a
descriptive one. (I.e. how far/significant/important
rather than merely ‘how’).
It is anticipated that students will spend approximately
45 minutes on this question.
My top 5 tips on
how to write an essay. |
The sub-questions that you have studied questions
are:
Why did the Cold War Start?
What was the Cold War?
Why did the Cold War end?
How did a new communist state emerge in Asia?
What differences were there between the Chinese and
Soviet systems?
Did the opening up of China’s economy end the Communist
model?
Why was there a process of decolonisation in Asia and
Africa after WWII?
What factors enabled the process of decolonisation?
How did former colonies develop after independence?
The third question will be based on one of those above,
they might not be identical e.g.
Examine the most important reasons for the start of the
Cold War.
To what extent was the Cold War an ideological conflict?
Analyse the most significant reasons for why China
became communist in 1949.
How similar was Mao’s China to the Soviet model of
communism?
With reference to two countries you have studied,
evaluate the similarities and differences in the process
of decolonisation.
How far did the new Asian and African states
successfully deal with the challenges of independence?
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25 |
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50 |
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