GCSE History B
Unit 3: Historical Enquiry (Controlled Assessment)
‘What students should know about Unit 3 (91453): Controlled
Assessment ’
A guide for teachers
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GCSE HISTORY B 91453 WHAT STUDENTS SHOULD KNOW
Contents
Introduction
3
The sources
3
How should the order in which to examine the sources be planned?
5
How much knowledge should be put in an answer?
5
What is the difference between Level 2 analysis and Level 3 analysis?
6
What is the difference between Level 2 evaluation and Level 3 evaluation?
8
Summary
12
Further support
12
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GCSE HISTORY B 91453 WHAT STUDENTS SHOULD KNOW
Introduction
The purpose of this paper is to provide practical advice to teachers on:
•
the selection of sources (where appropriate)
•
the application of the mark schemes.
Teachers may wish to share this information with their students by printing off all or part of this
guidance.
The sources
Sources for the tasks are now provided by AQA and it is expected that schools/colleges will use
them in their entirety. This will provide consistency of sources across the whole entry. If
schools/colleges are using the AQA sources, the next section would not be relevant. However,
schools/colleges may replace one source in each of the tasks with their own selection. This should
be done in exceptional circumstances and for a definite reason, for example to provide a local
dimension to the subject content and study. The information below is intended to assist those
schools/colleges who wish to follow this course.
There are two aspects to think about in selecting the sources.
1 Range and balance of different types of source
To preserve the balance of source types across the selection of sources, an AQA source should be
replaced by one of a similar type.
• A written primary source/oral evidence should be replaced by a different written primary
source.
• A visual source by a different visual source. The visual source need not replicate the source
provided – for example, a poster could be replaced by a cartoon or film.
• For Task 2 (Question 2), the secondary source must be replaced by a different secondary
source.
The source content must be the same as the AQA source to maintain the same coverage of the
subject content of the task. Any changes considered by a centre must be done in consultation with
and with the approval of the school’s Controlled Assessment Adviser. If approved, a formal
acceptance will be provided to the school. This, along with the replacement source, must be sent
to the moderator.
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GCSE HISTORY B 91453 WHAT STUDENTS SHOULD KNOW
2 Information contained in the sources
The sources chosen should have enough depth to allow an answer to reach Level 3 by showing a
developed, detailed understanding. If a source lacks this depth of information, it might be difficult
for a student to write anything other than simple statements of analysis or evaluation – that is,
Level 2.
Look at this source.
Unemployment figures for Great Britain for 1937
Northern Ireland
26.2%
Wales
24.3%
North East England
19.1%
Scotland
15.2%
Lancashire
Yorkshire
12.9%
9.2%
London
8.2%
South East
6.1%
Midlands
6.0%
This source has its merits. Some good Level 3 analysis can be provided in examining the source
by use of knowledge to explain the reasons for the differing rates of unemployment in the various
areas. However, a Level 3 evaluation statement is much more difficult because the provenance of
the source – who drew up the figures and why – is not given. At best a student could probably only
write that the source is from a History textbook and so will be accurate – a simple Level 2
statement. So a source that also provides a provenance statement from which evaluation can be
developed should be selected. In this case, if the data in the source came from ‘Official
government statistics provided by the Ministry of Labour and published in 1938’, there would be
much more to go on in order to evaluate the source. What was the purpose in producing the data?
How was the data obtained by the Ministry of Labour? From returns only of those claiming benefit?
So is the source reliable? Is it useful?
A photograph is a similar kind of source – without a provenance statement there is likely to be in
difficulty in making a good source evaluation comment.
A short source of one or two sentences with provenance given might allow the student to provide a
Level 3 evaluation statement. However, a Level 3 analysis statement could be more difficult
because there is little evidence to explain its meaning other than by general background
knowledge.
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GCSE HISTORY B 91453 WHAT STUDENTS SHOULD KNOW
How should the order in which to examine the sources be planned?
This is entirely up to the student. If the sources are examined one by one in the numbered order,
this is acceptable and there will be no penalty. It is the quality of the analysis and evaluation that is
important in deciding the mark for the answer.
However, the grouping of sources can help to develop an answer into the higher levels (Level 3
and Level 4).
• In Question 1 (Task 1) a grouping by source type might be considered. If there are, for
example, two visual sources, these could be considered next to each other. In this way, a
judgement can be made within the main body of the answer as to which visual source is more
useful and why.
• In Question 2 (Task 2) the answer will develop better and will be stronger if those sources
that either support or reject the interpretation are considered first and then those sources that
do the opposite. This will help the answer to achieve the balanced judgement that is essential
for Level 3 and Level 4.
How much knowledge should be put in an answer?
The Assessment Objectives and their weightings make this clear. For Question 1, out of a total of
16 marks, the use of knowledge is given 8 marks. For Question 2, out of 24 marks, the use of
knowledge is also given 8 marks. So, for Unit 3 as a whole, knowledge (AO1 and AO2) has
16 marks compared to the 24 marks for the source skills of analysis and evaluation (AO3).
So, while the knowledge Assessment Objectives have the minority weighting (40%), this is not an
insignificant weighting.
Knowledge might be used to give a brief overview of the subject area – perhaps in an introduction
– but even here it should be linked to the sources.
More usefully, knowledge should be used primarily to support the analysis of each source in
providing the historical context of the source. Knowledge can also be used to support the
evaluation of a source when appropriate – the provenance of a source does not always make this
possible.
Look at the following source and how knowledge has been applied to address it.
Letter from Lance Corporal Matthews to his wife, written in April 1917. Matthews was killed in
action in May 1917.
Times are cruel and hard and even the weather has no mercy for us. It has snowed,
hailed and rained in torrents daily. For the past two months I have had soaked feet and
clothes. I have never had my clothes off – everything has to dry on us. I have absolutely
no feeling in my feet and hands. We stand, lie and sit in mud and water.
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GCSE HISTORY B 91453 WHAT STUDENTS SHOULD KNOW
Answer 1
Conditions in the trenches were terrible. Heavy rain brought standing water which turned to mud.
This resulted in trench foot where the whole foot swelled up. Men found washing difficult so they
became infested with lice. This also brought rats into the trenches. The food was limited in supply
and boring – usually tinned meat and biscuits. What made all this worse was that men spent long
periods of time in the trenches waiting for an attack to be ordered. The source supports this and
mentions the effects of rain on the conditions in the trenches.
Comment
The focus of this answer is very much on knowledge – the source is used to support the
knowledge. The answer also contains knowledge that is relevant to conditions in the trenches but
does not form part of the source. The answer could be read without any awareness of the source –
there is no link to support analysis of the source If this approach was adopted over the rest of the
sources used, the full answer would be heavily weighted towards knowledge to the exclusion of the
skills.
Answer 2
The source accurately describes conditions in the trenches. It explains how bad weather, mainly
heavy rain, can make conditions almost unbearable. It was unfortunate that periods of heavy rain
were frequent in the battle grounds of the Western Front. Living in such conditions led to all kinds
of problems, including trench foot, a bruising and swelling of the foot that made active service
impossible. This is referred to when the source says that ‘I have absolutely no feeling in my feet’.
Problems in washing caused by ‘never having my clothes off’ brought lice and this in turn brought
rats into the trenches. Disease followed from this which spread quickly in the cramped conditions
of the trenches. The source also explains how boring life in the trenches was as soldiers waited for
the next attack – ‘We stand, lie and sit in mud and water’.
Comment
The same sort of information is provided as in the first answer. However, here it is based around
the source and is drawn from the source. So knowledge is used to explain what the source is
about, what it means – this is Level 3 analysis.
What is the difference between Level 2 analysis and Level 3 analysis?
Source analysis is where there is an examination of what the source is saying and an explanation
of what its meaning is, what is the historical context. This is much more than describing the source.
The mark scheme shows that for Level 2 analysis – simple understanding – there should be an
attempt to make a simple comment on the source or a simple inference from it based on the
source’s context and some relevant knowledge. In other words, there should be more than just
source description.
For Level 3 analysis – developed understanding – the mark scheme shows that the answer is
expected to explain the meaning of the source in greater depth by examining what message or
information it is trying to put over and placing the source in its historical context. This explanation
must be supported by reference to knowledge – as in Answer 2 above.
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GCSE HISTORY B 91453 WHAT STUDENTS SHOULD KNOW
To show the difference between a Level 2 and a Level 3 analysis, look at the example which
follows.
A poster issued by the government in the Second World War
Answer 1
The source is a poster issued by the government and agrees with the interpretation that women’s
role in the two World Wars was important. It can be seen that Britain is at war by the tanks and
planes in the poster. Women are needed to come into the factories to produce these weapons. It
shows how important women were to the war effort and that the role they have will be vital to
Britain winning the war now that men are away fighting. This poster encourages women to ‘do their
bit’ for the war effort.
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GCSE HISTORY B 91453 WHAT STUDENTS SHOULD KNOW
Comment
The answer lacks depth. Even so, it does more than describe the source and makes a number of
points.
• Britain is at war and evidence of that
• Women’s role is important to the war effort
• Absence of men for work in the factories
• Women are encouraged to do their bit.
However, all of these comments and inferences show a ‘simple understanding’ – none is
developed. This answer would be credited as Level 2 source analysis.
Answer 2
The source supports the interpretation that the role of women in the two World Wars was
important. It is a government propaganda poster. It clearly shows the importance of women
working in the factories, especially as men had been conscripted into the armed forces. The
woman is active and dominant, giving the idea that factory work means a new importance for
women. The clothing she is wearing, although a skirt, is practical like an army uniform. It is narrow
reflecting the fashion and the need to ‘make do and mend’. It is clear in the source that women are
directly contributing to the war effort. This reflects the vital need that the manufacture of planes
was essential to Britain’s survival from German bombing. The poster inspires women to patriotism
and the desire to be directly helping the war effort.
Comment
The difference in quality between the two answers will be obvious. This answer explains the
meaning of the source in depth: by explaining the importance of women’s role in working in the
factories; by linking the role of women to the war effort in general and to the idea of total war.
There is good supporting knowledge in linking the poster to why there is a need for women to work
in the factories and, in particular, to the manufacture of planes. This is a strong Level 3 analysis of
the source.
What is the difference between Level 2 evaluation and Level 3 evaluation?
Source evaluation is where there is an examination a source to decide if it is useful, reliable or
accurate. The key to source evaluation is usually the provenance of the source:
• When was it produced?
• Who produced it?
• Why was it produced?
You can also evaluate a source by looking at its content. Is what it says accurate? If not, why not?
Then you can link your decision to the provenance.
The mark scheme shows that for Level 2 – simple understanding – there should be an attempt to
make some comment in evaluating the source.
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GCSE HISTORY B 91453 WHAT STUDENTS SHOULD KNOW
Eg ‘Carrie’s War is not a reliable source because Nina Bawden did not write it until 1973, 40 years
after the war’.
The comment may be generic – that is, the comment might apply to any source of that type.
Eg ‘the photograph of the Blitz is likely to be accurate because photographs are taken at the time
and difficult to alter’.
Eg ‘the source is accurate because it is from a History textbook written in 2003 and the writer will
have researched the topic thoroughly’.
The mark scheme for Level 3 evaluation requires a more detailed development than this. It
expects a student to consider the specific source – not just the source type – in greater detail.
The provenance and purpose of the source should be examined so as to test whether it is reliable
or useful.
To show the difference between a Level 2 and a Level 3 evaluation, look at the example which
follows.
Part of a speech made by Clement Attlee, the Deputy Prime Minister, in the House of Commons in
September, 1942
This work the women are performing in the munitions factories has to be seen to be
believed. Precision engineering jobs which a few years ago would have made a skilled
turner’s hair stand on end are performed with deadly accuracy by girls who had no
industrial experience.
Answer 1
This source is useful because it was said during the war by someone high up in the government,
the Deputy Prime Minister. It was said in the House of Commons. It is likely to be true as he would
have no reason to lie, especially to MPs.
Comment
This answer would be rewarded in Level 2 – a simple comment of evaluation on the source. It
recognises when the source was produced, where and by whom. What the answer doesn’t do is to
develop these themes any further. It does not address why the statement was made. What was
Attlee’s purpose in making it? If this line was followed there could then be some conclusion on
whether it is true rather than simply state that ‘he would have no reason to lie’.
Answer 2
The source is part of a speech by Clement Attlee, the Deputy Prime Minister, in 1942. As an
important member of the government, Attlee will want to raise morale and public support for the
war effort and to give a positive spin to all the work that women are doing. More than that, at this
stage of the war the manufacture of planes and artillery was particularly important. The
government would want to encourage as many women as possible to work in the munitions
factories. So this account of factory work may not be accurate. Positive things such as the skills
involved may be exaggerated and negative things like the repetitious nature of the work may be
omitted. This would make the work sound worthwhile and so be more attractive for recruitment. As
it is said in the House of Commons, this would ensure that it was widely reported.
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GCSE HISTORY B 91453 WHAT STUDENTS SHOULD KNOW
Comment
This is obviously a stronger answer and is a clear Level 3 evaluation statement. Why is it stronger?
The answer covers who produced the statement and when – just like Answer 1. However, it then
goes further and gives an explanation of why this particular statement was made and at that
particular time and supports this explanation with knowledge. As a result its accuracy and reliability
can be tested.
NB the examples above are extracts from answers taken to illustrate source analysis and
evaluation. They are not the full answers given in covering these sources.
All the sources selected should contain statements of analysis and evaluation.
What is the difference between a high Level 3 answer and a Level 4 answer?
There is an overlap between a high Level 3 answer and a Level 4 answer: both will have consistent
Level 3 analysis and Level 3 evaluation across all the sources selected and there will be good use
of knowledge to support or reject the content of the source.
To achieve Level 4 – complex understanding – a further step is needed: to make a judgement or
judgements on the sources as a whole.
For Question 1: How useful have the sources been in your enquiry? Were some sources more
useful than others? Why? Were some sources not so useful? Why?
For Question 2: Which sources were stronger in testing the interpretation? Is it those in support of
the interpretation or those against it? Why? Did both sets of sources have strengths and
weaknesses? So is a definite decision not possible?
This judgement is more than just a short summary conclusion.
For example, look at this conclusion in answer to the statement that ‘Aeroplanes in both World
Wars performed the same kind of function – their basic task was to destroy the enemy’.
I believe that destroying the enemy was the primary reason for the use of aeroplanes. However,
over time, mostly during the Second World War, technology has allowed room for other reasons
such as the carrying of supplies, spying and affecting morale. In the First World War planes were
used to spy and spot new positions, to engage in dog fights and to eventually destroy the enemy.
However in the Second World War planes were used to drop bombs on important sites. They were
used for supplies and communications, to defend England from attack, destroy morale and
parachute attacks. Considering all the evidence, I believe that the ultimate goal was to destroy the
enemy.
Comment
This statement only repeats the points made in the main body of the answer. There is no reference
to the sources – it could ‘stand alone’.
Level 4 judgement is more developed than this. It need not be left only to the final paragraph.
There could be elements of judgement throughout the answer: perhaps in an introduction; or in
developing themes in the order the sources are examined; or in comparing sources in the main
body of the answer. However, the final paragraph is important because it should bring together all
the source analysis and evaluation that has been developed throughout the answer and allow the
student to reach a reasoned, balanced judgement.
This judgement could be based on the content of the sources.
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For example, look at this conclusion in answer to the statement that ‘The main aim of censorship
and propaganda in Britain in both World Wars was to increase hatred of the enemy’.
All these sources agree and disagree with the interpretation. However, some agree more than
others and some disagree more than others. Sources 1 and 8 agree most with the interpretation
because they are both designed to increase hatred of the enemy by the use of rumours or bad
news. Source 3 agrees with the interpretation to a certain extent. However it also shows that
hatred of the enemy dropped after 1943 so censorship and propaganda were focused on
something else. Sources 2, 4 and 7 all disagree the most with the interpretation because the main
aim of all these sources is to focus on other factors like the food supply. Sources 5 and 6 are
cartoon sources which disagree with the interpretation more than they agree because they are
both focusing on the different aims of hatred of the enemy. Source 5 is focused on the British
Empire and Source 6 is focused on careless talk giving away information. I disagree with the
interpretation because the majority of the sources tell me that propaganda and censorship were
used for a number of reasons and there was not a main aim they were used for.
Comment
This is a balanced judgement. Both sides of the interpretation are considered by reference to the
content of the sources and a final decision is reached – again by reference to the content of the
sources.
A stronger Level 4 judgement would be one based on the types of source as well as the content of
the sources.
For example, look at this conclusion to the same statement as above.
Overall I have come to the conclusion that the most important aim of censorship and propaganda
is not hatred of the enemy. It is to utilise the efforts of the people in any way that could be done to
overcome the threat of total war. This is clear in Source A – ‘Your country needs you’ through
Source C – ‘Join the WLA’- to Source I – ‘The Kitchen is the Key to Victory’. Hatred of the enemy
was a means to the end – that is to increase the public effort, like in Source F – ‘Red Cross or Iron
Cross’ or in Churchill’s speech in 1940 in Source M.
In my enquiry the range of sources I used was useful. The better sources were those that opposed
the interpretation especially the visual sources like posters and official painting even though they
all contained some bias. They gave a clear message of what the government thought was
important – and that was to encourage everyone to get involved in the war, not hatred of the
enemy. The most useful source was that of the Mass Observation Unit – a primary source that was
unbiased. The sources supporting the interpretation were not as strong. The two secondary
sources were general overviews while Churchill’s speech was from a particular time and event –
after Dunkirk.
Comment
This is an outstanding concluding judgement. The answer covers the content of the sources and
the source types to reach a clear judgement.
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Summary
In preparing answers and in writing them under controlled conditions:
• The sources should be selected with care, making sure that:
• there is a good balance of different types of source
• the sources have enough depth to allow a student to make good (Level 3) comments of
analysis and evaluation.
• Answers should be planned so that a sound, well argued piece of work can be developed.
• The main purpose of the questions is to examine students’ source study skills of analysis and
evaluation, with knowledge to support the content of the sources.
This is made clear in the weightings of the Assessment Objectives:
60% of the marks are awarded for evidence of study skills; 40% for supporting knowledge.
• Answers should contain analysis and evaluation of the sources selected in some depth.
General or simple comments on the sources should be avoided.
• Students should be encouraged to reach a judgement or judgements that link to the
questions by assessing the quality of the sources that have been selected.
Further support
AQA provides a range of supporting materials
• The tasks and sources are available from the Secure Key Materials section of e-AQA
• Controlled Assessment Guidance for 2015 examinations onwards
• Frequently Asked Questions
• Annotating the Controlled Assessment Tasks
• The exemplar Research Diary
• A Scheme of Work
• The Summary of the Mark Scheme
• Teacher Online Standardisation. This can be accessed through e-AQA
• A Controlled Assessment Adviser. They are available for ongoing support and advice. If you
don’t know who your adviser is, please email the subject team
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