GCE History Teachers' Guide - Unit 3 - WJEC

GCE TEACHERS’ GUIDE
New Specifications:
for teaching from September 2008
History (Unit 3)

Contents
GCE AS and A Level HISTORY UNIT 3
Teachers' Guide
GCE AS and A HISTORY UNIT 3 Teachers' Guide 1
Page
Introduction 3
Examples of Approved Questions for Unit HY3 9
Exemplar Packs 22
Proposal Form 34
Agreed Standard Marking Scheme 38

INTRODUCTION
GCE AS and A HISTORY UNIT 3 Teachers' Guide 3
GCE HISTORY
INITIAL TEACHERS' GUIDE
COMMENTARY ON
INTERNAL UNIT HY3
This teachers' guide has been produced to supplement the revised WJEC GCE
specifications in History and the revised sample assessment materials.
It aims to offer support and guidance to teachers in the preparation and administration of the
course.
The advice here is for Unit HY3 and is based on section 8 in the History specification
which begins on page 71.
Please note that HY3 is internal assessment. This is now compulsory for A level in
Wales and England. There is no examination alternative – the old Route 2 has been
discontinued.
WHAT SORT OF ASSIGNMENT HAS TO BE DONE?
The assignment must be set by the centre and approved by WJEC Chief Moderator. It must
be undertaken by the candidate under agreed coursework conditions over an extended
period of time. It is marked by the centre and moderated by an Awarding Body external
moderator. The assignment should take the form of an extended piece of writing
which addresses the historical issue or problem set.
HOW LONG SHOULD THE ASSIGNMENT BE?
The Assignment should be between three and four thousand words in length, excluding
extracts from historical sources and references. Candidates who exceed this word limit will
be penalised, by the centre initially, or later by the Awarding Body moderator, if deemed
necessary. Candidates should not use any more than 15 sources in the writing of their
assignment.

GCE AS and A HISTORY UNIT 3 Teachers' Guide 4
WHAT DOES UNIT 3 ASSESS?
All the assessment objectives will be examined in Assessment HY3. Assessment
Objective 2(b) has a higher weighting in this Unit as expected by the subject criteria.
AO1a:
AO1b:
Assessment objectives Weighting
%
Recall, select, deploy historical knowledge & communicate
2½%
knowledge and understanding of history in a clear and effective
manner.
2½%
Demonstrate their understanding of the past through explanation,
analysis and making substantiated judgements
AO2: In relation to the historical enquiry:
(a) analyse and evaluate a range of appropriate source material;
(b) analyse and evaluate how aspects of the past have been
interpreted and represented in different ways
HY3 is now worth 20% of the marks for the A level examination.
HOW IS THE ASSIGNMENT SET?
Centres must choose their own assignment title(s). The assignment must be based on the
in-depth study chosen.
Centres may select up to a maximum of two different assignment titles for each in-depth
study followed
The topic(s) chosen by a centre, which may be taken from any part of the in-depth content
studied, must focus on a substantial or a significant issue. The question set must give rise
to an historical debate, thereby allowing the candidates to consider, through the
study of a range of appropriate sources, at least two differing or contrasting historical
interpretations.
The assignment title(s) selected by the centre may be used up to a maximum of four years
In the previous GCE structure, the WJEC Chief Moderator approved a range of titles /
questions for internal assessment. Many of these should be suitable again for internal
assessment purposes. A list of suggested and approved questions is available later in
this guide and is also on the WJEC website.
7%
8%

HOW ARE THE UNIT 3 ASSIGNMENTS APPROVED?
GCE AS and A HISTORY UNIT 3 Teachers' Guide 5
Centres must submit a valid proposal form including their titles, associated marking schemes
and the initial pack of documents to be used by candidates, to the Awarding Body for
approval, at least six weeks before candidates commence their assignments. A proposal
form is available from the Awarding Body to standardise submissions. Centres must not set
an assignment to candidates until formal written approval has been given by the
Awarding Body Chief Moderator. Once approval has been given, approval will continue for
the remaining years of the four year cycle.
WHAT ABOUT MARK SCHEMES?
It is vital for centres to develop their own mark schemes to suit their chosen assignment
questions. There is a proposal form to submit questions for approval and this contains a
generic mark scheme which can be customised to suit the specific question (s) set. A copy
is at the back of this guide.
WHAT SHOULD THE DOCUMENT PACKS CONSIST OF?
Centres will need new starter packs of documents to begin to prepare their candidates for
the set assignments.
The document packs should include only 8 – 10 sources.
The starter pack should include:
• a range of varying primary evidence such as written accounts, statistics, oral
evidence and visual material, where appropriate
• sources which present and reflect the historical interpretations or debate about the
issue concerned
All sources chosen should be of an appropriate length, but not exceed one side of A4 paper.
All sources should be given the appropriate attributions containing reference to name of
author, author's role, type of source, title of book or source, intended audience and date of
publication / production.
There are examples of three documents packs at the back of this guide. Centres should
look to follow the style laid out in these exemplars in their submissions.

GCE AS and A HISTORY UNIT 3 Teachers' Guide 6
WILL CANDIDATES BE EXPECTED TO DO THEIR OWN RESEARCH?
Candidates must progress to investigate the historical issue through analysis and evaluation
of a range of additional sources. These must be identified independently by the
candidates.
This further research of materials relating to the issue or problem might include:
- historical descriptions and analyses of the issue;
- contemporary first-hand descriptions or accounts;
- contemporary analysis or opinion;
- other accounts, including more than one view or interpretation of the historical
issue;
- the use of video, film or museum representations
It is essential that candidates consider the historiographical context of at least
two differing or contrasting historical interpretations in their response. This
element will need to be researched and set within the context of appropriately
selected sources.
It is also important that candidates select no more than 12-15 sources to analyse and
evaluate in their assignment. The greater number of these should be from those
identified by the candidate through additional research.
Candidates should be encouraged to use ICT in their research and in the
presentation of their assignment.
UNDER WHAT CONDITIONS MUST THE TASK BE UNDERTAKEN?
The assignment must be written by the candidate under approved coursework conditions
over a period of time specified by the centre.
The emphasis that candidates undertake independent research and utilise ICT means that
some work will have to be done away from the classroom. However, it is essential that
the bulk of the work for HY3 is tackled under the supervision of the class teacher in
class-based sessions. It is not acceptable for candidates to be given all or large parts
of the assignment to be done outside class with minimal supervision.
Teachers should encourage candidates to retain any rough notes and materials as evidence
of work done independently. Teachers and candidates will be expected to sign a declaration
stating that the work produced is entirely the work of the candidate.

HOW SHOULD THE ASSIGNMENT BE STRUCTURED?
GCE AS and A HISTORY UNIT 3 Teachers' Guide 7
There is no set or suggested structure to this assignment. However, centres are
encouraged to advise candidates to consider certain aspects:
- assignments must address the question set
- background detail must be limited
- analysis and evaluation of source material should be integrated into any narrative
and / or discussion of historical interpretations
- explanation of relevant historiographical issues
- assignments must build to a substantiated judgement on the question set
- assignments should be coherent, lucid and integrated.
Centres should also ensure that:
- a range of different types of source is used in the assignment
- every page of the assignment is numbered
- the additional sources provided by the candidates are clearly labelled in the body
of the essay
- there is clear reference to the origin and provenance of each of the sources
provided
- there is a bibliography at the end of the essay
- a word count should be provided
- no more than 15 sources in total are used in the completion of the assignment
HOW DO I SELECT THE CORRECT SAMPLE?
The following formula will be applied, subject to the additional considerations listed below.
Marks for the sample must be recorded in rank order (beginning with the highest) on the
Moderation Sample Marksheet.
Total number of
candidates
1 – 10 All
Work to be submitted
(Numbers relate to rank order)
11 - 19 1 st and every second (1, 3, 5, 7 etc.) plus the lowest scoring folder and additional
folders as necessary (reflecting the spread of marks) to make a total sample of 10
20 - 45 1st and every fifth (1, 6, 11, 16 etc.) plus the lowest scoring
folder and additional folders as necessary (reflecting a spread of
marks) to make a total sample of 10
46 - 99 1st and every eleventh (1, 12, 23, 34 etc.) plus the lowest scoring folder and
additional folders as necessary (reflecting a spread of marks) to make a total
sample of 10
100 - 199 1 st and every fourteenth (1, 15, 29, 43 etc.) plus the lowest scoring folder and
additional folders as necessary (reflecting a spread of marks) to make a total
sample of 15
200 – 299 1st and every fifteenth (1, 16, 31, 46 etc.) plus the lowest scoring
folder and additional folders as necessary (reflecting spread of
marks) to make a total sample of 25
Over 300 1st and every twentieth (1, 21, 41, 61 etc.) plus the lowest
scoring folder and additional folders as necessary (reflecting
spread of marks) to make a total sample of 25

GCE AS and A HISTORY UNIT 3 Teachers' Guide 8
Clearly indicate on the Moderation Sample Marksheet (where applicable) the
total number of candidates entered.
N.B. In addition, the following points should be considered in selecting the sample:
(i) Each teaching group should be represented.
(ii) Where there are several candidates on a particular mark these will
count towards the total number in calculating the rank order, but
normally only one candidate's work on a particular mark will be
submitted.
(iii) Work submitted should where possible meet the full requirements of
the specification; i.e. incomplete work should not be included, but be
replaced by that of the nearest candidate (either higher or lower) with
complete work.
(iv) Where appropriate, work in both English and Welsh should be
submitted from bilingual centres.
WJEC may request further samples of work to be sent to the moderators if this
is considered necessary. WJEC also reserves the right to call in all work for remarking
where moderation identifies significant problems in the initial
marking.
WHO MARKS THE ASSIGNMENT?
The assignment will be marked within the centre. The teacher marking the work will apply
the criteria and level descriptors as laid down in the mark scheme, as developed by the
centre and approved by the Chief Moderator. If there is more than one teaching group within
a centre, internal standardisation must be carried out in line with the Awarding Body's
guidelines. A sample of the completed assignments, from a specified range of candidates,
should be sent to a nominated Awarding Body moderator. WJEC will issue instructions to
centres on the criteria that should be used in selecting candidates' work.
WHAT ABOUT MODERATION?
All work submitted for HY3 must be appropriately assessed and moderated. The moderation
will take the form of sampling of a range of candidate's work by an Awarding Body
moderator. The moderator will determine whether the approved mark scheme has been
applied accurately and consistently and make appropriate recommendations to the Chief
Moderator and Awarding Body subject officer.

GCE AS and A HISTORY UNIT 3 Teachers' Guide 9
EXAMPLES OF APPROVED QUESTIONS FOR UNIT HY3
These questions all incorporate an area of historical debate.
Centres are invited to select from this list, or to develop their own questions, based on their
particular preference.
All questions, whether taken from this list or not, will need to be approved by the Chief
Moderator.
WALES AND THE TUDOR STATE /
CYMRU A'R WLADWRIAETH DUDUDAIDD
'The dissolution of the monasteries occurred largely because of the greed of Henry VIII.'
How valid is this assessment of the reason for the dissolution of the monasteries in 1536 and
1539?
'Cyflwr gwael tai crefyddol Cymru oedd prif gymhellia y wladwriaeth Duduraid i'w didymu.'
Pa mor ddilys yw'r asesiad hwn o bolisi'r Tuduriad o ddimynu mynachlogydd Cymru?

GCE AS and A HISTORY UNIT 3 Teachers' Guide 10
THE GREAT REBELLION /
Y CHWYLDRO MAWR
'Parliament was more responsible for the outbreak of the Civil War than the King.'
How valid is this assessment of the outbreak of the First Civil War?
[Exemplar provided]
'The First Civil War had no significant impact on daily life.'
How valid is this assessment of the impact of the First Civil War?
'The Levellers offered the only practical solution to the constitutional problems of England.'
How valid is this assessment of the Levellers?
'Charles I deserves to be regarded as his own executioner.'
How valid is this assessment of events that led to the execution of Charles I?
'The Ranters were insignificant. There was no Ranter sect or movement and no Ranter
theology.'
How valid is this assessment of the Ranter phenomenon during the Great Rebellion?
'Cromwell's experiment with the Major-Generals was an unmitigated disaster.'
How valid is this assessment of the rule of the Major-Generals?

GCE AS and A HISTORY UNIT 3 Teachers' Guide 11
REFORM AND PROTEST /
DIWYGIO A PHROTEST
'The threat of revolution was the main factor behind the passing of the Reform Act of
1832.'
How valid is this assessment of the passing of the Reform Act of 1832?
[Exemplar provided]
'The Reform Act of 1832 was passed mainly as a result of public pressure.'
How valid is this assessment of the importance of public pressure in the passing of the
Reform Act in 1832?
'By 1846, Peel had no other option than to repeal the Corn Laws.'
How valid is this assessment of the Repeal of the Corn Laws?
'The Rebecca Riots were no more than a violent outburst against the injustice of the turnpike
system.'
How valid is this assessment of the causes and nature of the Rebecca riots of the late 1830s
and early 1840s?
'The tollgates were undoubtedly the major issue which caused the outbreak of protest in
West Wales, 1839-1843.'
How valid is this assessment of the causes of the Rebecca movement in West Wales?

GCE AS and A HISTORY UNIT 3 Teachers' Guide 12
'Gwrthrhyfel a gododd o anobaith.'
Pa mor ddilys yw'r asesiad hwn o derfysgoedd Beca?
'The success of the Rebecca movement has been much exaggerated: it did little to remove
the underlying grievances in rural Wales.'
How valid is this assessment of the Rebecca movement in West Wales?
'The events in Newport on 3-4 th November 1939 were a genuine attempt at a rising which
posed a serious threat to the Government.'
How valid is this assessment of the Newport Rising?

GCE AS and A HISTORY UNIT 3 Teachers' Guide 13
CHANGE AND CONFLICT /
NEWID A GWRTHDARO
'The grievances of the workforce were the most significant factor in causing the Cambrian
Combine dispute and subsequent riots. '
How valid is this assessment of the events at Tonypandy in 1910?
'Digwyddodd anghydfod y Cambrian Combine a Therfysg Tonypandy yn unig oherwydd
gweithredoedd perchnogion y pyllau glo.'
Pa mor ddilys yw'r asesiad hwn o achosion Terfsgoedd Tonypandy?
'The Cambrian Combine dispute and the Tonypandy Riots were brought about solely by the
actions of the coal owners.'
How valid is this assessment of events at Tonypandy in 1910?

GCE AS and A HISTORY UNIT 3 Teachers' Guide 14
BRITAIN 1929-1939 /
PRYDAIN, 1929-1939
'The Great Depression of the early 1930s devastated rural Wales even more than it
devastated industrial South Wales.'
How valid is this assessment of the effects of the Great Depression on Wales in the 1930s?
'Chamberlain followed the only realistic policy for Britain in the Munich crisis of 1938.'
How valid is this assessment of Chamberlain's policy during the Czech crisis?
'Yn ystod Argyfwng Munich 1938, dilynodd Chamberlain yr unig bolisis realisteg ar gyfer
Prydain.'
Pa mor ddilys yw'r asesiad hwn o bolisi Chamberlain yn ystod Argyfwng Tsiecoslofacia,
1938?
'Chamberlain deserves to be judged as a 'guilty man' for his policy of appeasement towards
Germany, 1937-1939.'
How valid is this assessment of Chamberlain's foreign policy up to the declaration of war in
September 1939?

GCE AS and A HISTORY UNIT 3 Teachers' Guide 15
THE GERMAN REFORMATION /
Y DIWYGIAD YN YR ALMAEN
'The Tetzel Mission was the most significant cause of the German Reformation.'
How valid is this assessment of the Tetzel Mission of 1517?
'Luther, more than anyone, was to blame for the schism.'
How valid is this assessment of Luther's role in the schism?
'The Roman Catholic Church was more responsible for the Lutheran Reformation than
Luther himself.'
How valid is this assessment of the Lutheran Reformation up to 1521?
'Martin Luther was solely responsible for the outcome of the Diet of Worms.'
How valid is this assessment of the part Luther played in the Diet of Worms?
'The work of Martin Luther was the most important factor in the causes of the German
Peasant's War in 1524-1525.'
How valid is this assessment of the causes of the Peasants' War, 1524-1525?
'Luther never had any intention of betraying the peasants.'
How valid is this assessment of Luther's relationship with the peasants?

GCE AS and A HISTORY UNIT 3 Teachers' Guide 16
THE FRENCH REVOLUTION /
Y CHWYLDRO FFRENGIG
'The war of 1792 was caused by ideological differences.'
How valid is this assessment of the causes of the war of 1792?
'Brissot, above all others, was responsible for the war of 1792.'
How valid is this assessment of the outbreak of the war of 1792?
'Roedd dienyddiad Louis yn ganlyniad i'r penderfyniad i fyn i ryfel.'
Pa mor ddilys yw'r asesiad hwn o ddienyddiad Louis yn 1792?
'The collapse of legitimate authority was the only reason for the September Massacres.'
How valid is this assessment of the September Massacres?
'The Civil Constitution of the Clergy was the main cause of the counter-revolution in Western
France.'
How valid is this assessment of the causes of counter-revolutionary activities in Western
France between 1790 and 1794?
'The Revolutionary Government followed the only realistic policy in violently suppressing the
Vendee rising.'
How valid is this assessment of the Revolutionary Government's actions during the Terror?

GCE AS and A HISTORY UNIT 3 Teachers' Guide 17
THE CRISIS OF THE AMERICAN REPUBLIC, 1848-187
'Southern slavery was without doubt a system of ruthless exploitation.'
How valid is this assessment of slavery in the southern states of the USA prior to the Civil
War?
'The main cause of the secession of the southern states in 1861 was the election of Lincoln
in 1860.'
How valid is this assessment of the reasons for the secession of the southern states?
'The confederacy lost the civil war largely because of its own mistakes.'
How valid is this assessment of the reasons why the confederacy lost the civil war?
'The most effective and able general of the Civil War was Grant.'
How valid is this assessment of the reputation of generals in the Civil War?

GCE AS and A HISTORY UNIT 3 Teachers' Guide 18
NAZI GERMANY /
YR ALMAEN NATSIAIDD
'Hitler had achieved a major triumph at Munich.'
How valid is this assessment of the Munich Agreement of 1938?
[Exemplar provided]
'At Munich, Hitler gained what he wanted and achieved conquest without firing a shot.'
How valid is this assessment of the outcome of the Munich Agreement?
'Hitler saw Munich as a cause for celebration.'
How valid is this assessment of the outcome of the Munich Agreement?
'Hitler saw the outcome of his actions involving Czechoslovakia as no cause for celebration.'
How valid is this assessment of Hitler's policies towards Czechoslovakia in 1938-1939?
'Llwyddod Hitler i gael yr hyn oedd ei eisiau yn Munich gan oresgyn heb danio dryll.'
Pa mor dilys yw'r asesiad hun o ganlyniad cytundeb Munich 1938?
'The Munich Agreement was a triumph for Hitler which resulted from his opportunistic
approach to foreign policy.'
How valid is this assessment of Hitler's handling of the Czech crisis of 1938?
'Hitler planned for world war through a series of annexations during the 1930s.'
How valid is this assessment of the Czech crisis of 1938?

GCE AS and A HISTORY UNIT 3 Teachers' Guide 19
'Mae digwyddiadau 1938 yn ymwneud a Tsiecoslifacia yn dangos bod Hitler yn gwybod yn
union beth oedd ei eisiau a sut fyddai yn ei gael.'
Pa mor ddilys yw'r asesiad hwn o bolisi tramor Hitler ym 1939?
'The aim of the Nazi-Soviet Pact was to provoke war against France and Britain by attacking
Poland.'
How valid is this assessment of Hitler's foreign policy in 1939?
'Bwriad Hitler wrth arwyddo'r Cytundeb Natsi-Sofietaidd oedd pryfocio rhyfel gyda Phrydain a
Ffrainc drwy ymosod ar wlad Pwyl.'
Pa mor ddilys yw'r asesiad hwn o polisi tramor Hitler ym 1939?
'There was no resistance movement and there couldn't be inside Nazi Germany.'
How valid is this assessment of opposition to Hitler and his government in the years 1938-
1945?
'The July Plot stemmed from the rejection of Hitler by the German people.'
How valid is this assessment of the July Plot of 1944?
'A very small clique of ambitious, conscienceless, criminal and stupid officers.'
How valid is this assessment of the men who plotted against Hitler in 1944?
'The July Plot failed largely because of popular support for Hitler.'
How valid is this assessment of the outcome of the July Plot of 1944?

GCE AS and A HISTORY UNIT 3 Teachers' Guide 20
'An ill-conceived plot attempted by reckless men who many considered to be traitors.'
How valid is this assessment of the July Plot, 1944?
'These were desperate and courageous men and their purpose was honourable but doomed
to failure.'
How valid is this assessment of the July Plot of 1944?
'The Wansee Conference was entirely responsible for the Holocaust.'
How valid is this assessment of the Holocaust?
'The increasing difficulties of Operation Barbarossa were the spur into genocide.'
How valid is this assessment of the origins of the genocide in Europe during World War II?
'Achoswyd yr Ateb Terfynol gan amgylchiadau rhyfel yn unig.'
Pa mor ddilys yw'r gosodiad hwn o pam digwyddodd yr Ateb Terfynol?
'The circumstances of the war were entirely responsible for the Holocaust.'
How valid is this assessment of the Holocaust?
'The Holocaust was the result of Hitler's long held grand design to pursue a programme of
annihilation against the Jews.'
How valid is this assessment of the Holocaust?

EXEMPLAR PACKS
GCE AS and A HISTORY UNIT 3 Teachers' Guide 21
The following pages contain three exemplar document packs. Centres are advised to
follow this style in constructing their own starter packs. In particular attention should
be given to the attributions of the sources to enable full source evaluation to take
place.

GCE AS and A HISTORY UNIT 3 Teachers' Guide 22
EXEMPLAR 1
'Parliament was more responsible than the King for the outbreak of the Civil War.'
How valid is this assessment of the outbreak of the first Civil War?
DOCUMENT 1
'It was in Parliament and particularly in the House of Commons that the opposition built its
institutional base. Men fought and even paid to be members of it, instead of having to be
paid their expenses as an inducement to serve. With its control over taxation, especially for
war, and its control over legislation, especially concerning religion, it was strategically placed
to demand redress of grievances. During the course of the sixteenth and seventeenth
centuries, many things happened to increase Parliament's powers and to diminish the
capacity of the Crown to control it. The House of Commons grew from about 300 to 500.
The members gained experience and a sense of continuity owing to the enhanced frequency
of Parliamentary sessions between 1590 and 1614. They developed an efficient committee
system, which freed them from manipulation by a Crown appointed Speaker, and by the
early seventeenth century Parliamentary leaders were beginning to emerge, men who built
their careers on playing key roles in debates and on committees in the House. The Crown
had trouble with this body at all times in the late sixteenth and early seventeenth centuries,
but slowly the nature of the trouble changed and became far more menacing.
DOCUMENT 2
[Lawrence Stone, an academic historian and specialist in
early modern British history, writing in a specialist text-book,
The Causes of the English Revolution (1972)]
'And whereas by command from Us, we did by our Serjeant of Armes demand them in our
House of Commons, that their Persons might accordingly be arrested for High Treason, to
which demand we have received from the said House a message only, where we expected
Obedience. We went our Selfe the next day in Person to our said House of Commons,
requiring the delivery up of the said Persons, but found that they (being struck with the
conscience of their own guilt of so heinous crimes) were absent and fled, not willing to
submit themselves to Justice, there being in us no intention at all to use any force against
them, or any of them, but to proceed against them in a legal, fair way. We have therefore
thought fit to publish this their escape and command all Justices of Peace, Mayors, Sheriffs,
Bailiffs, Constables to use their best diligence and industry in inquiring and searching for the
said Denzell Hollis, Sir A. Haslerigge, J. Pym, J. Hampden and William Strode. And if they
shall find them, send them with sufficient guard, unto our Tower of London. And if any
Person shall directly conceal or maintain the said Hollis, Haslerigge, Pym, Hampden and
Strode, we will proceed against them for their said neglect of this Our commandment, with all
severity.'
[From a declaration issued on behalf of the King, demanding the arrest of five members of
Parliament (January 1642)]

DOCUMENT 3
DOCUMENT 4
GCE AS and A HISTORY UNIT 3 Teachers' Guide 23
[From an anonymous contemporary tract celebrating the execution of
the Earl of Strafford (1641)]
'What will you fight, for a Book of Common Prayer?
What will you fight, for a Court of High Commission?
What will you fight, for a mitre gilded fair?
Or to maintain the prelates' proud ambition?
What will you get? Your yoke will be lighter
For when we're slain, the rod comes to your breech.'
DOCUMENT 5
[From a ballad written by an anonymous Scottish balladeer for an
English audience during the Bishops' Wars (1640)]
'The native Catholic population of Ulster rose up in armed rebellion against their Protestant
landowners. A great deal of violence followed, such as the massacre at Portadown Bridge.
Both Catholics and Protestants massacred their opponents. The Irish rebellion heightened
the political crisis in England by raising the politically explosive issue of who should control
the army.
[Barry Coward and Chris Durston, academic historians and specialists in sixteenth century
British history, writing in an Advanced Level history textbook, The English Revolution (1997)]

GCE AS and A HISTORY UNIT 3 Teachers' Guide 24
DOCUMENT 6
'Spain and France are joining together to root out our religion. They have a large number of
soldiers ready to invade us. The great business of providing money for ships is too heavy
for the port towns and neighbouring shires to bear alone, therefore the Council have cast up
the whole charge of the fleet, and have divided it among all the counties.'
DOCUMENT 7
[From a letter written by King Charles I to the Sheriff of Montgomery
demanding the payment of Ship Money (1637)]
[A map showing the extent of Ship Money taxation in 1636.
Ship Money was levied heavily in Midland counties that
had no tradition at all of supporting maritime defence.]

DOCUMENT 8
GCE AS and A HISTORY UNIT 3 Teachers' Guide 25
'The Parliamentarians produced thousands of pamphlets in an attempt to persuade people
to support their cause. Although some of these were distributed in Wales they had very little
impact on the Welsh people. The main problem was that these pamphlets were in English, a
language that large numbers of the population did not understand.
People's business interests also affected their political allegiance. To obtain money
the King had sold monopoly rights to businessmen. Those men who had profited from these
monopoly rights supported the King, whereas those who had been denied the opportunity of
trading in these goods often supported Parliament. People who lived and worked in the
more economically advanced areas tended to favour Parliament. This was especially true of
towns such as the Puritan dominated port of Bristol. People living in rural areas knew very
little about the political disagreements between the King and Parliament. They were also
likely to have had much contact with Puritan preachers. These people were strongly under
the influence of the local clergy and gentry. The vast majority of people did not hold strong
views on the dispute between King and Parliament and tried as hard as possible to stay out
of the conflict.'
[John Simkin, an academic historian and author of text-books, writing in a
text-book for schools, The Civil War in Wales (1995)]

GCE AS and A HISTORY UNIT 3 Teachers' Guide 26
EXEMPLAR 2
'The threat of revolution was the main factor behind the passing of the Reform Act of
1832.'
How valid is this assessment of the passing of the Reform Act of 1832?
DOCUMENT 1
'Let us not misunderstand the character of reform in this period. The Tory and Whig
reformers did not embrace reform as a matter of principle or social justice. We can use a
seeming contradiction to make our point here. If 1832 was a revolution, it was a revolution
to avoid a revolution. The point of the paradox is that the reformers of the 1830s were only
prepared to introduce change in order to prevent the build-up of radical and revolutionary
pressures. Reform was essentially a preventative move.'
DOCUMENT 2
[Michael Lynch, an academic historian and specialist in nineteenth century
British history, writing in a general text-book,
Nineteenth century British history (1999)]
'The most inflammatory bills have been freely circulated, calling on the populace to arm
themselves and imitate the heroic acts of the Bristol men. There are strong indications of an
expectation of insurrection against property amongst the lower orders. This detestable
Reform Bill has raised the hopes of the lowermost. At Plymouth and the neighbouring
towns, the spirit is tremendously bad. The shopkeepers are almost all Dissenters, and such
is the rage on the questions of Reform at Plymouth, that I have received the most earnest
requests that I will not some to the town, as I had engaged to do. They assure me that my
own person, and the security of the public peace, would be in the greatest danger.'
[The Bishop of Winchester, writing in a private letter to the leader of the Tory opposition, the
Duke of Wellington (November 1831)]

DOCUMENT 3
GCE AS and A HISTORY UNIT 3 Teachers' Guide 27
[A cartoon entitled 'Social Reform' by George Cruikshank, published in 1819.
The monster is shouting "I'm coming ! I'm coming ! I shall have you ! And though I'm at your
heels now, I'll be at your heads soon.'
DOCUMENT 4
'The great fount of evil is the rotten boroughs, from which has flowered national calamities,
ruinous wars, lavish expenditure and enormous debt. They are the obstacle to every social
improvement – civil, commercial, legal and constitutional. By means of them the nobility
have been able to double their private incomes and to fill every lucrative office in the army,
navy and public administration with their friends and dependants. Because of all the
boroughs, all our institutions are oppressive and aristocratic: all is privilege.'
[From an anonymous radical publication,
The Extraordinary Black Book (1831)]

GCE AS and A HISTORY UNIT 3 Teachers' Guide 28
DOCUMENT 5
'It must be clear that the Great Reform Act was not based upon any accurate knowledge of
the nature of contemporary society. A major point in the arguments of the reformers was
their acceptance of a broad, but extremely vague, notion of a middle class, endued with
certain values. Closer scrutiny reveals that it is very difficult to find the 'middle classes' that
the Whigs talked so much about in the 1830s.
The principal support for Parliamentary reform came from within the government
minorities in the highly unequal society. The kind of reform that the Whigs were proposing in
1831 evoked widespread support amongst powerful and influential interests. The 'country'
interest had long regarded the pocket and rotten boroughs as a basis for government
corruption and the Whig Bill seemed to meet these objections. The proposers were people
like Durham and Grey, who were themselves leading aristocratic landowners. Furthermore
the Bill would entail a reduction in the number of borough seats and a considerable
extension of county representation.
The Tories knew that by opposing the Bill they had alienated much of their support.
The Whigs knew that they could count on not merely the noisy and embarrassing support of
radicals but also on the bulk of respectable opinion. The 1831 general election provided the
Whigs with a decisive majority for reform on the old unreformed franchise and on the old
unreformed distribution of seats. In some places, enthusiasm and agitation for reform
played some part, but the overwhelming swing of the county seats to reform in 1831 is not to
be explained by a reaction to the threat from working-class movements.'
[Norman McCord, an academic historian and specialist in nineteenth century British history,
writing in a specialist book, The Age of Reform (1991)]
DOCUMENT 6
'It may be asked,
Will a reform of Parliament give the labouring man a cow or a pig?
Will it put bread and cheese into his satchel instead of infernal cold potatoes?
Will it give him a bottle of beer to carry to the field instead of making him lie down on his
belly to drink out of the brook?
Will it put upon his back a Sunday coat and send him to Church instead of leaving him to
stand lounging about shivering with an unshaven face and a carcass covered with a ragged
smock-frock, with a filthy cotton shirt beneath it as yellow as a kite's foot?
Will it put an end to the harnessing of men and women by a hired overseer to draw carts like
beasts of burden?
The enemies of reform jeeringly ask us, whether reform would do these things for us, and I
answer distinctly that IT WOULD DO THEM ALL !'
[William Cobbett, a radical journalist and activist, writing in his newspaper,
The Political Register (April 1831)]

DOCUMENT 7
GCE AS and A HISTORY UNIT 3 Teachers' Guide 29
'Ministers found, in the course of the last session, that there was a large majority in this
House against the principle of the Reform Bill. Now, my Lords, what is the ordinary course
for a Minister, under such circumstances, to pursue?
It is to alter the measure to make it more palatable.
But in this case, the Minister says "No, I will next Session bring in a Bill as efficient as
that which has just been rejected." And then what did the Minister do? Notwithstanding the
opposition of the House, he brought in a measure stronger and worse than anyone of the
measures introduced before. And this measure he wished to force through the House by a
large creation of Peers.
I ask, my Lords, is there anyone blind enough not to see that if a Minister can, with
impunity, advise his Sovereign to such an unconstitutional exercise of his prerogative as to
thereby decide all questions in the House, there is absolutely an end put to the power and
objects of deliberation in this House – and end to all just and proper means of decision.
I say then, my Lords, thinking as I do, it was my duty to counsel his Majesty to resist
this advice.'
DOCUMENT 8
[The Duke of Wellington, former Prime Minister and leader of the Tories,
in a speech to the House of Lords (May 1832)]
'Led by Earl Grey, the Whigs were still an aristocratic party who believed in the worth of the
British constitution. They had a more liberal outlook than the Tories and were aware of the
level of discontent in the country as a whole. Their decision to push for reform had three
motivations. Firstly, they wanted to enact a moderate reform that would make the system
fairer without actually giving in to the demands of the working classes. Secondly, it would
harm the Tories in the eye of the public if the Whigs were seen to be 'the party of reform' and
thus the party of the population at large. Lastly, the people in the towns that would be
enfranchised were generally Whigs anyway, as they were the party of choice for rich men
who didn't own aristocratic land. To allow these people influence would mean a larger ratio
of Whigs to Tories in Parliament.'
[From an internet information site, http://az.essortment.com/greatreformact_omk.htm
(2007)]

GCE AS and A HISTORY UNIT 3 Teachers' Guide 30
EXEMPLAR 3
'Hitler had achieved a major triumph at Munich.'
How valid is this assessment of the Munich Agreement of 1938?
DOCUMENT 1
'Hitler had got what he wanted and had achieved another great conquest without firing a
shot. His prestige soared to new heights. No one who was in Germany in the days after
Munich, as this writer was, can forget the rapture of the German people. They were relieved
that war had been averted; they were elated and swollen with pride at Hitler's bloodless
victory, not only over Czechoslovakia, but over Great Britain and France.
[William Shirer, an American journalist and historian, writing in a specialist study of Nazi
Germany, The Rise and Fall of the Third Reich (1959)]
DOCUMENT 2
'I will begin by saying what everybody would like to ignore and forget but which must
nevertheless be stated, namely that we have sustained a total defeat and that France has
suffered more than we have. All is over. Silent, mournful, abandoned, broken
Czechoslovakia recedes into the darkness. This is only the first sip, the first foretaste of a
bitter cup which will be offered to us year by year unless, by a supreme recovery of our
moral strength and military vigour, we arise again and take our stand for freedom as in the
olden times.'
[Winston Churchill, a backbench MP, in a speech in the House of Commons (October 5 th
1938)]

DOCUMENT 3
DOCUMENT 4
GCE AS and A HISTORY UNIT 3 Teachers' Guide 31
[A cartoon titled 'Watchful Waiting' published in an American newspaper,
The Daily Californian (October 1938)]
'We, the German Fuhrer and Chancellor, and the British Prime Minister, have had a further
meeting today and are agreed in recognising that the question of Anglo-German relations is
of first importance for the two countries and for Europe.
We regard the agreement signed last night and the Anglo-German Naval agreement
as symbolic of the desire of our two peoples never to go to war with one another again.
We are resolved that the method of consultation shall be the method adopted to deal
with any other questions that may concern our two countries, and we are determined to
continue our efforts to remove possible sources of difference, and thus to contribute to
assure the peace of Europe.'
[Neville Chamberlain, British Prime Minister, in a public statement given on his return to
London after the Munich conference (30 th September 1938)]

GCE AS and A HISTORY UNIT 3 Teachers' Guide 32
DOCUMENT 5
'Hitler's comments at the Hossbach meeting had already made it plain. He was aiming not
just at the incorporation of the Sudetenland into the German Reich, but at destroying the
state of Czechoslovakia itself. By the end of May, this aim, and its timing meant war –
certainly against Czechoslovakia, and probably against the Western powers. Hitler, it
became unmistakenly plain, actually wanted war. "Long live war – even if it lasts from two to
eight years," he would proclaim to the Sudeten leader Konrad Henlein. Hitler felt cheated of
the greater triumph which he was certain would have come from the limited war against the
Czechs, which had been his aim all summer. Even military action for the more restricted
goal of attaining the Sudetenland by force had been denied him.'
[Ian Kershaw, an academic historian and specialist in the Nazi period, writing in a specialist
book, Hitler: a Profile in Power (1991)]
DOCUMENT 6
'After his meeting with Chamberlain, the Fuhrer spoke a long time to me and Schmundt over
the results of the agreement. My impression is that he really liked the old gentleman and
desires to negotiate more with him. The Fuhrer expressed the thought that things could now
finally quieten down. He himself at present is in no way thinking on any kind of a step which
might politically become dangerous. First, at the very least, the newly won prizes must be
digested. And then too the solution of the controversial question with Poland won't run
away. At a given time, he would proceed to soften up the Poles, for which task he would use
the same methods that have now proven useful with the Czechs. In the long run however,
peaceful quiet could be maintained only if the entire Versailles Treaty were annulled.'
[Major Gerhard Engel, Hitler's army adjutant from 1938-1943, writing in his diary entry on
October 1 st 1938. His diaries were published in German in 1976 and first published in
English in 2006 and called
At the Head of the Reach: the Secret Diaries of Gerhard Engel]
DOCUMENT 7
'It was on the eve of Munich that I realized beyond a doubt that the enemies of the Third
Reich were determined to have our hide at all costs and that there was no possibility of
coming to terms with them. When that arch-capitalist bourgeois Chamberlain, with his
deceptive umbrella in his hand, put himself to the trouble of going all the way to
Berchtesgaden to discuss matters, he knew very well that he really intended to wage
ruthless war against us. He was quite prepared to tell me anything which he thought might
serve to lull my suspicions. His one and only object in undertaking this trip was to gain time.
What we ought then to have done was to strike at once. We ought to have gone to war in
1938. It was the last chance we had of localizing the war.
But they gave way all along the line and, like the poltroons that they are, ceded to all
our demands. Under such conditions it was very difficult to seize the initiative and
commence hostilities. At Munich we lost a unique opportunity of easily and swiftly winning a
war that was inevitable in any case. Although we were ourselves not fully prepared, we
were nonetheless better prepared than the enemy. September 1938 would have been the
most favourable date.'
[Adolf Hitler, in an alleged conversation with an unknown acquaintance, recorded by Martin
Bormann, Hitler's secretary on February 1945. The transcript was found in Bormann's notes
in the bunker]

DOCUMENT 8
TOP SECRET, MILITARY
Supreme Commander of the Wehrmacht
To: The Commanders-in Chief of the German armed services
GCE AS and A HISTORY UNIT 3 Teachers' Guide 33
Berlin, 30 th May 1938
It is my unalterable decision to smash Czechoslovakia by military action in the near future. It
is in the business of the political leadership to await or bring about the suitable moment from
a political and military point of view. An unavoidable development of events within
Czechoslovakia, or other political events in Europe providing a suddenly favourable
opportunity which may never occur, may cause me to take early action. The proper choice
and determined exploitation of a favourable moment is the surest guarantee of success. To
this end preparations are to be made immediately.
The following are necessary before the intended attack:
(a) A convenient apparent excuse and, with it,
(b) Adequate political justification,
(c) Action not expected by the enemy which will find him in the least possible state of
readiness.
Most favourable from a military as well as a political point of view would be lightning action
as a result of an incident which would subject Germany to unbearable provocation, and
which, in the eyes of at least part of world opinion, provides moral justification for military
measures.
[Extracted from Hitler's directive for 'Operation Green' (the code name for the intended
invasion of Czechoslovakia.) This updated an earlier directive on 20 th May which set no
timetable for the operation.

GCE AS and A HISTORY UNIT 3 Teachers' Guide 34
General Certificate of Education
Tystysgrif Addysg Uwchradd
HISTORY
Unit 3
[Internal Assessment]
PROPOSAL FORM
Examination year 20_ _
Centre name:___________________________________________________
Centre number: _____________________________
Contact name: __________________________________________________
Signature of teacher: _____________________________________________
Date: _____________________________________

GUIDANCE TO TEACHERS
GCE AS and A HISTORY UNIT 3 Teachers' Guide 35
This section should be read in conjunction with section 8 in the A level specification
for History which gives further advice on preparing for the assignment.
SETTING THE TASK FOR UNIT 3
Centres must choose their own assignment titles. The assignment must be based on the indepth
study chosen.
The topic(s) chosen by a centre, which may be taken from any part of the in-depth content
studied, must focus on a substantial or a significant issue. The question set must give rise
to an historical debate, thereby allowing the candidates to consider, through the
study of a range of appropriate sources, contrasting historical interpretations.
Centres may select up to a maximum of two different assignment titles for each in-depth
study followed
The assignment title(s) selected by the centre may be used up to a maximum of four years
Centres must submit a valid proposal form including their title(s), associated marking
schemes and initial source pack to the Chief Moderator for approval.
Centres must not set an assignment to candidates until formal written approval has been
given by the Chief Moderator.

GCE AS and A HISTORY UNIT 3 Teachers' Guide 36
INSTRUCTIONS ON COMPLETING THE PROPOSAL FORM
• This proposal form should be submitted at least six weeks before the candidates
commence the teaching of Unit 3.
• Where a teacher wishes to set more than one question for enquiry within a centre,
separate proposal forms must be submitted for each question.
• Centres are encouraged to seek advice and guidance from the Chief Internal
Assessment Moderator, Mr Albert Gilbey, by:
Post: Mr A.W.Gilbey,
Greycott,
Cae Melyn,
Aberystwyth
Ceredigion
SY23 2HA
Telephone: 01970 611984
E-mail: awgilbey@hotmail.com
• When ready, centres should send their completed internal assessment
proposal form and the associated sources to the Chief Internal Assessment
Moderator, Mr Albert Gilbey.
• A re-submission should be made in cases where a centre wishes to amend or
change either the area of study, the assignment title or the marking scheme.
• In submitting the completed Unit 3 proposal form teachers should:
1. Include a copy of the 'starter' pack of documents provided for candidates.
2. Keep a copy of the proposal form sent to the Chief Internal Assessment
Moderator.

A. DETAILS OF CENTRE ENTRY
GCE AS and A HISTORY UNIT 3 Teachers' Guide 37
Estimated number of candidates: ____________________________
Language: English: ____________________________
Welsh: ____________________________
B. TITLE OF IN-DEPTH STUDY
(eg. Reform and Protest in Wales and England, 1830-1848)
___________________________________________________________
C. PROPOSED INTERNAL ASSESSMENT TOPIC
(eg. The Rebecca Riots)
___________________________________________________________
D. PRECISE WORDING OF QUESTION
The question set must give rise to an historical debate, thereby allowing the
candidates to consider, through the study of a range of appropriate sources,
contrasting historical interpretations.
[eg. 'The Rebecca Riots were no more than a violent outburst to the injustice of the
turnpike system.' How valid is this assessment of the causes of the Rebecca Riots,
1839-1843?]
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

GCE AS and A HISTORY UNIT 3 Teachers' Guide 38
AGREED STANDARD MARKING SCHEME
FOR UNIT 3 ASSIGNMENTS
AO1a: Recall, select and deploy historical knowledge and communicate that
knowledge in a clear and effective manner
Level 1
Level 2
Level 3
Level 4
1-2 marks
3-5 marks
6-8 marks
9-10 marks
The candidate provides limited historical accuracy about ………….
………………………………………………………………………
………………………………………………………………………
The account is descriptive and / or vague. Quality of written
communication is weak with little connection between sections of
the work.
The candidate provides mainly general knowledge about…………..
………………………………………………………………………
………………………………………………………………………
Aspects of the account are generally relevant with reasonable
quality of written communication, leading to general coherence.
The candidate provides accurate knowledge about …………...........
………………………………………………………………………
………………………………………………………………………
The account is relevant and shows good quality of written
communication with well-constructed sentences and paragraphs.
The candidate provides detailed and accurate knowledge about
………………………………………………………………………
………………………………………………………………………
The account is coherent, lucid and well-constructed.

GCE AS and A HISTORY UNIT 3 Teachers' Guide 39
AO1b: Demonstrate understanding of the past through explanation, analysis
and making substantiated judgements
Level 1
Level 2
Level 3
Level 4
1-2 marks
3-5 marks
6-8 marks
9-10 marks
The candidate comprehends the basic idea regarding………………
………………………………………………………………………
Any attempt at explanation offered about …………………………..
………………………………………………………………………
is unbalanced and poorly focussed
The candidate is able to explain and show understanding of ………
………………………………………………………………………
There is an attempt to reach a judgement about ……………………
………….…………………………………………………………
but it is not firmly supported or balanced.
The candidate is able to discuss ……………….................................
………………………………………………………………………
There is a consistent attempt to explain……………………………..
………………………………………………………………………
A judgement emerges which is supported and considers a counterargument
to that presented in the question.
The candidate provides a focussed explanation of …………………
………………………………………………………………………
A clear judgement is seen which is balanced, substantiated and
sustained throughout the account

GCE AS and A HISTORY UNIT 3 Teachers' Guide 40
AO2a: In relation to the set historical enquiry, analyse and evaluate a range of
appropriate source material
Level 1
Level 2
Level 3
Level 4
1-7 marks
8-14 marks
15-21 marks
22-28 marks
The candidate uses sources such as ………………………………..
……………………………………………………………………
for their content only. There is no evidence of the use of any
additional sources
The candidate demonstrates an ability to use the sources
provided to develop a response which attempts to agree or
disagree with the
view that
………………………………………………..……………………
……………………………………………………………………
Evaluation of the sources is largely mechanical. Some additional
sources are used in the account.
The candidate demonstrates an ability to evaluate a selection of
sources from the provided pack and from a range of additional
sources. The candidate shows awareness of the wider historical
context and shows the ability to deploy the sources appropriately
to support the judgement reached about
…………........................................................................................
……………………………………………………………………
The candidate shows a clear understanding of the strengths and
limitations of the sources in both the provided pack and the
section of additional sources. The sources will clearly be
analysed and evaluated in the context of the set enquiry about
…………………………………………………………………….
…………………………………………………………………….
…………………………………………………………………….

GCE AS and A HISTORY UNIT 3 Teachers' Guide 41
AO2b: Analyse and evaluate how aspects of the past have been interpreted
and represented in different ways
Level 1
Level 2
Level 3
Level 4
1-8 marks
9-16 marks
17-24 marks
25-32 marks
GCE History Unit 3 - Teachers' Guide
9-3-10
The candidate attempts to discuss the interpretation by tending to
agree or disagree that
…………………………………………………………………….
…………………………………………………………………….
The candidate demonstrates an ability to discuss the
interpretation offered that
……………………………………………………….......................
………………………………………………..…………………….
Discussion of the interpretation is valid, and there is reference to
alternate interpretations. However these are not properly
evaluated or explained.
The candidate is able to discuss the interpretation offered in the
context of one or more alternative interpretations such as
…………………………………………………………………………….
…………………………………………………………………………….
The candidate begins to consider the interpretation in terms of the
development of the historical debate that has taken place. There
is some attempt to explain why the interpretations have been
formed.
The candidate is able to discuss the interpretation offered in the
context of alternative interpretations, in particular the work of
historians such as ………………………………………………………
…………………………………………………………………………….
The candidate is able to consider the validity of the interpretations
in terms of the development of the historiographical context, and
is able to demonstrate an understanding of how and why this
subject has been interpreted in different ways

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