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ASSESSMENT FOCUS 6.2 The reaction Assessment of the people focus: to British the Reformation depth study Aim of the question The key word here is ‘why’. Examiners are looking for an explanation of why the Church was wealthy. It would be easy to miss this point and simply describe how the Church was wealthy. How the depth study will be assessed The depth study on the Reformation will be examined in Paper 3, along with the historic environment study on castles. The depth study is worth 40 marks, which is 20 per cent of your total GCSE. You should spend about 45 minutes on this part of the paper. The questions could be on any part of the content so you need to revise it all. Uncorrected proof Question 1 will test the first two assessment objectives: AO1: knowledge and understanding • AO2: explanation and analysis. Question 2 will test AO1 and AO2, but will also test: • AO3: analyse, evaluate and make use of sources from the time. Above all, the questions are assessing your ability to think and work like a historian. In the introduction, you looked at how historians work (page 4). There we set out some steps that historians take: 1 focus 2 ask questions 3 select 4 organise 5 fine tune. The exam questions have already chosen a focus (stage 1) and they have asked questions (stage 2). What the examiner wants from you is stages 3, 4 and 5. Question 1 Question 1 will ask you to explain an important aspect of the period you have studied. This may involve explaining the range of reasons for an event or development, or explaining the scale of the impact of an event or development. For example: Explain why the Church was wealthy in the early 1530s. (10 marks) The Question 1 medal ceremony ● Bronze ● Silver (up to 25% of marks): You describe one or more examples of the role of the Church (e.g. the clergy prayed for the dead or helped the sick). (up to 60% of marks): You explain how the Church became wealthy (e.g. people leaving money in their wills). ● Gold (up to 100% of marks): You build on the Silver level to make it clear why the Church became wealthy (e.g. why people left money to the church in their wills). This will probably involve several reasons. Even a Gold answer can be improved by ensuring you have: a clear conclusion that rounds off your argument • a range of examples as supporting evidence and have included relevant and detailed knowledge in your supporting examples • a balanced answer that shows you understand that there might be more than one view about the question or explains how the different factors are connected. 185
Assessment focus: British depth study Assessment focus: British depth study Comments There is no need to improve this answer – it is a Gold response. It has a clear opening and it then sticks to the line that the opening suggests it will follow. The final sentence is not necessary, but it is a nice ending to the answer. There is a good analysis of two separate causes. In each case the answer explains how each factor made the Church wealthy. It would be an easy mistake to simply list wills, pilgrimages, etc. without explaining why they made the Church wealthy. Advice Select: Focus on the reasons why the Church became wealthy. Select at least two causes. Organise: The important thing is to organise your knowledge in a relevant way to answer the question. Have a clear sense of what you are trying to say. In this question, a good way to organise your answer might be: There were many reasons why the Church was so wealthy in the 1530s.The most important was that the church was the centre of people’s lives and so they gave the church money. Another reason was that the Church was very effective in making money. Fine tune: Do all the usual checking but make sure you say which of your reasons you think is more important. Example answer There were many reasons why the Church was so wealthy in the 1530s. The most important was that the Church was the centre of people’s lives and so they gave it money. Another reason was that the Church was very effective in making money. The Church was extremely important in people’s lives. Religion was central to everyone’s life. One of the main reasons for the wealth of the Church was bequests. Many people, especially wealthy nobles, gave land to the Church during their lifetimes or in their wills when they died, to show their faith and possibly to gain favour with God. Many ordinary people gave donations to the Church to pray for their souls, which would mean that they would go to Heaven more quickly when they died and not have to suffer as long in Purgatory. Many people also gave money to the Church because they were grateful. The Church took care of the old and the sick, for example. The Church was also very wealthy because it was good at making money. One source of wealth was the tithe. This was a tax that all people had to pay and was one-tenth of their annual income and this went to the Church . The Church also made money out of the sale of indulgences. The Church also made money from pilgrimages. People would travel many miles to shrines like Walsingham or holy places like Canterbury. The Church made money providing accommodation or selling religious artefacts like crosses. Factors like these made the Church so rich that by around 1530 the Church ’s income was around 10 times greater than the Crown’s. Practice There are plenty of practice questions at the end of every topic. Go back and try a couple of the 10-mark ‘Explain…’ questions. Then read over your answer and see which medal you might award yourself. Question 2 Question 2 is a challenging question that requires effective use of knowledge and evaluation of sources. There will always be three sources and the question will ask you to explain how far the sources support a particular view. For example: Study Sources A–C. ‘The dissolution of the monasteries was a popular measure.’ How far do Sources A–C convince you that this statement is correct? Use the sources and your knowledge to explain your answer. (20 marks) Note: this question carries an additional 5 marks for effective use of spelling, punctuation and grammar and the use of specialist terminology. Uncorrected proof Source A From a report on monastic houses published in 1535. The report was commissioned by King Henry VIII and supervised by the king’s chief minister, Thomas Cromwell. Lichfield: Two of the nuns were with child. Whitby: Abbot Hexham took a share of the proceeds from piracy. Bradley: The prior has six children. Abbotsbury: Abbot wrongfully selling timber. Pershore: Monks drunk at mass. Source B From the Act to Suppress the Lesser Houses (the smaller monasteries and convents), 1535. So much sin and disgusting living is seen daily in the small abbeys, priories, and other religious houses of monks, canons and nuns. This is upsetting to Almighty God and the king. Therefore these small houses will be utterly suppressed. The monks and nuns in them will be moved to the great and honourable monasteries in this realm, where they may be required to improve their lives. The possessions of these houses shall be put to better uses. They will be given to the king and his heirs to honour God and for the good of the realm. Question 2 specialist advice If you are not careful things could go badly wrong with this question. It asks: ‘How far do Sources A–C convince you …?’. It does not ask: ‘How far do you personally agree with …?’. So you must focus your answer on the sources and relate them to the viewpoint. Show you understand what each sources is saying. This means comprehension and inference. An example of comprehension would be: ‘Source A is saying that two nuns were pregnant.’ An example of inference would be: ‘Source A is saying the monasteries are immoral places.’ This is an inference because the source does not say this anywhere. The candidate has inferred what the source’s author is really trying to say – similar to working out the message of a propaganda poster or a cartoon. Relate what the sources say to the view in the question – for example, whether the source convinces you that the statement is right or not. Examiners often use the ‘so what?’ test when reading what candidates have written. If you only write ‘Source A is saying that two nuns were pregnant’ then the examiner will ask, ‘So what? What’s your point?’ You may have thought that it was obvious that the writer disapproves and that this shows how people supported the dissolution, so you did not need to spell it out for the examiner. But you do need to spell it out! For example: Source A suggests that the statement is right. The author clearly disapproves of what is happening in the monasteries and convents. That is why he mentions the nuns being pregnant and other bad things. This writer would want the dissolution. Remember – examiners cannot give marks for what you were probably thinking. They can only reward what you actually say. Evaluate the sources in terms of whether they provide convincing support for the statement. This is partly about judging the reliability of the sources (but remember sources can never be reliable or unreliable in themselves. They can only be reliable or unreliable about something.) but it is also much more. So in answering this question it is much better to use the words convincing and unconvincing and using a range of tools to help you. The table below outlines some reasons why a source might be convincing or unconvincing about whether the dissolution was popular. The Question 2 medal ceremony ● Bronze (up to 25% of marks) : You says ‘yes’ or ‘no’ and pick out a few details from the sources. ● Silver (up to 60% of marks): You put together a clear argument and support it using the content of the sources. ● Gold Source C From a letter by Robert Aske, one of the leaders of the Pilgrimage of Grace, 1536. The closing of the monasteries means that religious services will not be carried out, and the poor will not be looked after. The monasteries are much loved by the people. (up to 100% of marks): You put together a clear argument and support it using the content of the sources, but you also evaluate the sources in a way that is valid and relevant to your answer. 186 187
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OCR GCSE HISTORY EXPLAINING THE MOD
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Every effort has been made to trace
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Features of this book Focus Key que
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1.1 Anglo-Saxon kingship c1000-66 1
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1 Power in medieval Britain c1000-c
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