AS Grade: A2 ALPS target: Personal target:

Name:

AS Grade: A2 ALPS target: Personal target: Based on your AS performance: what is your most important skills and study targets for studying this essay based topic next year. SKILL TARGET: STUDY TARGET: Russia Skills Strongly Agree Agree Neither Agree nor disagree AO1a: I can use a wide range of accurate and relevant evidence. AO1a: I can accurately and confidently use appropriate historical terminology. AO1a: I can create clearly structured and coherent answers to questions. AO2b: I can focus on the question set. AO1b: I understand how to analyse key concepts (continuity/ change/ causation/ significance) within their historical context. AO2b: I can analyse and evaluate an appropriate range of interpretations focusing on the question set. AO2b: I can produce excellent synthesis (drawing links between different interpretations and own knowledge) AO2b: I can produce a thorough synoptic assessment (of the interpretations together and separately). Study skills: I can take responsibility for my own learning, seek information and clarification independently and know when to ask for help. Study skills: I can keep up to date with deadlines and stay organised. Disagree Strongly disagree

The Interpretation The Investigation Your Checklist Interpretations Planned your interpretation Drafted your interpretation Had it checked Improved interpretation Formatted interpretation correctly according to instructions Produced a cumulative word count on each page. Produced a final word count. Had your interpretation proof-read (by someone who is not you or Ana) for spelling, punctuation and grammar and to ensure it made sense. Corrected any spelling, punctuation or grammar or nonsense that came up from your proofread. Backed up your interpretation. Printed your interpretation and ensured that it has your name on. Submitted to Ana Investigation Chosen an area to investigate. Researched the area you have chosen. Developed your question. Had the question approved. Planned your investigation. Drafted. Had it checked. Improved it. Formatted it correctly (with word counts, footnotes and references etc.) Produced a bibliography. Had your investigation proof read. Corrected it. Backed it up. Printed your investigation and ensured that it has your name on. Submitted to Ana

Complete the following table if you are struggling to decide what investigation question to choose or devise. (The exam board investigations are on the next page) What is my interpretations on (because it cannot clash) What areas do I definitely not want to work on? Which investigation questions/ topic areas can t you do. Which areas of Thatcher s Britain do I find most interesting? Which investigation questions/ topic areas can I do? How many sources (and what range of sources) can I find to answer these questions? Which investigation questions/ topic areas does that rule out? Top 3 Investigation questions 1. 2. My investigation question is... 3.

167 Britain under Margaret Thatcher 1979-90 Investigation Titles Investigation Titles 22.1 How far did Thatcher reduce the power of the Trade Unions? 22.2 Assess the view that Thatcher achieved a social revolution. 22.3 Assess the view that the Thatcher government deliberately provoked the Miners Strike. strike. 22.4 Assess the view that Thatcher s electoral success in the period from 1979 to 1989 was the result of Labour weakness, rather than Conservative strengths. 22.5 How successful was Thatcher s handling of the Falklands crisis? 22.6 To what extent was Thatcher s policy towards the USSR militaristic and hostile? 22.7 Assess the view that Thatcher s policy towards Europe did more to damage than improve Britain s interests. 22.8 Assess the view that Thatcher reformulated Conservative ideology. 22.9 Assess the view that the events of 1990 were the main reason for the fall of Thatcher. Cannot be answered in combination with the following Interpretation questions:. 22a. 22a. 22a. 22b. 22c. 22c. 22c. 22a. 22c. 22.10 How far was New Labour influenced by Thatcher? OCR 2014 F965/01 Jun14

Source Record You will need to reference your sources. Whether they are from a website, a textbook, a fiction book, a television programme, a film, a song, a cereal box- you need to record your sources and reference them appropriately. Use this page to keep a note of your sources. It is worth doing so here, in case you lose the source or can t find it again. (not enough space? Use some lined paper and tag it in). Books Author Title Publisher Date of publication Location of publication. Chapters/ pages used.

Websites Website URL Author (any information you can find/ may be an organisation) Date last updated

Journal/ Newspaper/ Magazine Title Title of article Author Date published. Location of article (website URL)

Interpretation Coursework- How to Present It, and Tips Presenting WORDS: Remember, it should be strictly no more than 2000 words. It should also be at least 1500. You need a word count on each page (cumulative e.g. 300, 600, 900) and a final word count should be provided at the end. The title does not count. FONT: size 12 Arial, Calibri or Times New Roman. Double line spacing and a normal margin. PRINT: Black ink please. ON EACH PAGE: Your name, page number and the cumulative word count. TITLE: At the top of your first page and it should be done like this Unit F965: Historical Interpretations and Investigations Part (a) Interpretations Insert your chosen interpretation title here. Writing Focus on the question: keep referring to the language of the question in your answer. Don t paraphrase the question- use the same words the exam board do. Proof read carefully: for spelling, punctuation, grammar and clear meaning. Ask somebody else to read it for you, e.g. friend, colleague, parent, brother, sister to make sure that it all makes sense. Check you have used and evaluated each interpretation: a good way of doing this is to use a different colour highlighter for each interpretation and highlight where you mention each one. It will help you to see that you have mentioned each one properly. You can use the same technique to see how much of your own essay is actually evaluation and analysis. Look for synthesis: draw arrows on your work where you have made connections between the interpretations and connections between the interpretations and your own knowledge. Check you have said how convincing each one is individually and as a set. Mark your own work: Use the mark scheme, decide what band you are in and give yourself a mark. Make a bet with yourself whether it is the same mark that I will give you!

Investigation Coursework- How to Present It, and Tips Presenting WORDS: Remember, it should be strictly no more than 2000 words. It should also be at least 1500. You need a word count on each page (cumulative e.g. 300, 600, 900) and a final word count should be provided at the end. The title does not count. FONT: size 12 Arial, Calibri or Times New Roman. Double line spacing and a normal margin. PRINT: Black ink please. ON EACH PAGE: Your name, page number and the cumulative word count. TITLE: At the top of your first page and it should be done like this Unit F965: Historical Interpretations and Investigations Part (b) Investigations Insert your chosen question here. Writing Focus on the question: keep referring to the language of the question in your answer. Don t paraphrase the question- use the same words the exam board do. Proof read carefully: for spelling, punctuation, grammar and clear meaning. Ask somebody else to read it for you, e.g. friend, colleague, parent, brother, sister to make sure that it all makes sense. Check you have evaluated each interpretation you have selected: a good way of doing this is to use a different colour highlighter for each interpretation and highlight where you mention each one. It will help you to see that you have mentioned each one properly. You can use the same technique to see how much of your own essay is actually evaluation and analysis. Look for synthesis: draw arrows on your work where you have made connections between the interpretations and connections between the interpretations and your own knowledge. Check you have said how convincing each interpretation is individually and as a set. References, Footnotes and a Bibliography are all necessary (see below guide) Mark your own work: Use the mark scheme, decide what band you are in and give yourself a mark. Make a bet with yourself whether it is the same mark that I will give you!

How to do references and footnotes You will notice that in your investigation mark scheme you need to produce references and footnotes. Use this guide to do this. How do I reference a source properly within my essay? To insert a footnote using Microsoft Word (note, there are a number of ways in which to reference a source. This way is perfectly acceptable, but if there is another you like better feel free to use it. Just do it in the same way throughout the dissertation) 1. Go to the references tab at the top of your toolbar. Click insert footnote. 2. Type your footnotes using the following format: BOOKS: Author Surname, Author Initials. (Year of publication). Name of book in italics, Publisher, Place of publication, Chapter number, page number(s). JOURNALS, MAGAZINES, NEWSPAPERS: Author Surname, Author Initials. (Year of publication). Title of article, Name of journal in italics, volume or issue number in bold (if appropriate), page number(s). WEBSITES: Author or editor (Year). Title [online]. Available from: URL [date of access] NOTE: with websites, it may be as much information as you can find. Remember to use easywhois at www.easywhois.com to help you. Key skill: Creating your bibliography Use the same format for your references as above. Easiest way to do it is to: Write out the reference for each source cited as above (but omit the page numbers). Arrange them alphabetically by author s surname. E.g. Ansell-Pearson, K. (2005), The Nietzsche Reader, Blackwell, Oxford. Evans, E. (1997), The Birth of Modern Britain 1780-1914, Longman, London. McMurty, J. (2010), Philosophy of History Online, Available from http://www.philohis.org/127.98 [27.02.2011]

Date 20th January 27th January Coursework Timelines Deadlines Interpretations: 7th February Investigations: 21st March Lesson schedule: Use this lesson schedule to plan your success criteria for each lesson and your homework each week. This will help you plan your tasks so that you can make the best use of your time. What you want to achieve in the lesson? Homework task. Teacher Target 3rd February Deadline for interpretations coursework 10th February Begin investigations 17th February Half Term 24th February 3rd March 10th March 17th March Deadline for investigations coursework

Unit F965: Historical Interpretations and Investigations Part (a) Interpretations ASSESSMENT OBJECTIVES AO1a AO1b AO2b Total mark for each question = 40 Recall, select and deploy historical knowledge appropriately, and communicate knowledge and understanding of history in a clear and effective manner. Demonstrate understanding of the past through explanation, analysis and arriving at substantiated judgements of: key concepts such as causation, consequence, continuity, change and significance within an historical context; Analyse and evaluate, in relation to the historical context, how aspects of the past have been interpreted and represented in different ways. the relationships between key features and characteristics of the periods studied. Uses an appropriate range of accurate, detailed and relevant knowledge Very good level of understanding of key concepts in their historical context Answer is fully and consistently focused on the question set and provides a clear argument Level IA Answer is clearly structured and coherent; communicates accurately and legibly (6) Very good level of explanation / analysis, and provides valid judgements (6) Excellent synthesis and synoptic judgement of historical interpretations May make unexpected but supported judgements linked to the question (24 28) Uses an appropriate range of accurate, detailed and relevant knowledge Very good level of understanding of key concepts in their historical context. Answer is consistently focused on the question set and provides a clear argument Level IB Answer is clearly structured and coherent; communicates accurately and legibly (6) Very good level of explanation / analysis, and provides valid judgements. (6) Very good synthesis of historical interpretations (20 23) Level II Uses mostly accurate, detailed and relevant knowledge Answer is structured and mostly coherent; writing is legible and communication is generally clear (5) Good level of understanding of key concepts in their historical context Good attempt at explanation / analysis but overall judgements may be uneven (5) Answer focuses on the issues in the question set and provides a judgement of different historical interpretations Good analysis and evaluation of an appropriate range of interpretations (18 19) OCR 2013 111 GCE History A v3

Level III Level IV Level V Level VI Level VII Notes: (i) (ii) (iii) (iv) Uses appropriate and relevant knowledge but there may be some inaccuracy Most of the answer is structured and coherent; writing is legible and communication is generally clear (4) There is deployment of relevant knowledge but level/ accuracy of detail will vary Some unclear and/or underdeveloped and/or disorganised sections; mostly satisfactory level of communication (3) Deployment of basic and general historical knowledge but also some irrelevant and inaccurate material Often unclear and disorganised sections; adequate level of communication but some weak prose passages (2) Use of relevant knowledge will be limited; there will be much irrelevance and inaccuracy Answers may have little organisation or structure; weak use of English and poor organisation (1) No relevant or accurate knowledge Very poor use of English (0) Shows a sound understanding of key concepts in their historical context May be a mixture of analysis and explanation but also description and narrative coupled with some uneven overall judgements; OR arguments may provide more consistent analysis but the quality will be uneven and its support often general or thin (4) Satisfactory understanding of key concepts May be largely descriptive / narratives of events, and links between this and analytical comments will typically be weak or unexplained (3) General understanding of key concepts Attempts an explanation / argument but often general coupled with assertion, description/narrative (2) Very little understanding of key concepts Explanation will be very brief / fragmentary; the answer will be characterised by generalised assertion and / or description/ narratives, often brief (1) No understanding of key concepts No explanation (0) Most of the answer is focused on the question set and provides some judgement. There is some evidence of synthesis Answer provides a sound analysis and evaluation of historical interpretations (16 17) Satisfactory focus on the question and mostly satisfactory analysis / explanation Makes limited synoptic judgements about historical interpretations (14 15) Adequate focus on the question but provides only a basic analysis / explanation Makes no synoptic judgements about historical interpretations (12 13) Some understanding of the topic but not the question s requirements Weak explanations and judgements about historical interpretations (6 11) Weak understanding of the topic or of the question s requirements No explanation or judgements about historical interpretations Allocate marks to the most appropriate level for each AO If several marks are available in a box, work from the top mark down until the best fit has been found Many answers will not fall at the same level for each AO Candidates will demonstrate synopticity through the drawing together of knowledge and skills in order to demonstrate overall historical understanding. It involves the explicit assessment of understanding of the connections between the essential characteristics of historical study. (See section 4.5 of the specification.) (0 5) 112 OCR 2013 GCE History A v3

Unit F965: Historical Interpretations and Investigations Part (b) Investigations ASSESSMENT OBJECTIVES AO1a AO1b AO2a Total mark for each question = 40 Recall, select and deploy historical knowledge appropriately, and communicate knowledge and understanding of history in a clear and effective manner. Demonstrate understanding of the past through explanation, analysis and arriving at substantiated judgements of: key concepts such as causation, consequence, continuity, change and significance within an historical context; the relationships between key features and characteristics of the periods studied. As part of an historical enquiry, analyse and evaluate a range of appropriate source material with discrimination. Level IA Answer is clearly structured and coherent; communicates accurately and legibly Very good level of understanding of key concepts relevant to analysis and to the topic Excellent analysis of the problem in its historical context Selects an appropriate range of accurate, detailed and relevant evidence from personal research Includes accurate footnotes and a bibliography (6) Argument is relevant and analytical and provides supported judgements (6) Critical use of a range of research materials High level of discrimination ie judgement of relevance and relative significance of research materials in relation to the problem (24 28) Level IB Answer is clearly structured and coherent; communicates accurately and legibly Selects an appropriate range of accurate, detailed and relevant evidence from personal research Very good level of understanding of key concepts relevant to analysis and to the topic Argument is relevant and analytical and provides supported judgements Very good quality of analysis and evaluation of a range of research materials with a good level of discrimination (20 23) Includes accurate footnotes and a bibliography (6) (6) Level II Selects mostly accurate, detailed and relevant evidence from personal research Answer is structured and mostly coherent; writing is legible and communication is generally clear Good level of understanding of key concepts relevant to analysis and to the topic Argument develops explanations but overall judgements may be uneven Reasonable quality of analysis and critical evaluation of a range of sources with discrimination Good understanding of sources in context Includes accurate footnotes and a bibliography (5) (18 19) (5) OCR 2013 113 GCE History A v3

Level III Level IV Level V Level VI Level VII Notes: (i) (ii) (iii) Selects some relevant evidence from personal research Most of the answer is structured and coherent; writing is legible and communication is generally clear Includes accurate footnotes and a bibliography (4) There is deployment of relevant knowledge but level / accuracy of detail will vary Some unclear and/or underdeveloped and/or disorganised sections; mostly satisfactory level of communication There will be footnotes and a bibliography, but not always used appropriately (3) Deployment of basic and general historical knowledge but also some irrelevant and inaccurate material Often unclear and disorganised sections; adequate level of communication but some weak prose passages Some attempt to use footnotes and provide a bibliography (2) Use of relevant evidence will be limited; there will be much irrelevance and inaccuracy Answers may have little organisation or structure; weak use of English and poor organisation Footnotes should they appear may be poorly used. Bibliography may be inappropriate (1) No relevant or accurate knowledge Very poor use of English No footnotes or bibliography (0) Shows a sound understanding of key concepts relevant to analysis and to the topic Argument may be a mixture of analysis and explanation but also may include description and narrative coupled with some uneven overall judgements; OR the argument may provide more consistent analysis but the quality will be uneven and its support often general or thin (4) Satisfactory understanding of key concepts relevant to the topic Some argument but evidence not always linked to the question Assertion, description / narrative will characterise part of the answer (3) General understanding of key concepts Attempts an explanation / argument but often general coupled with assertion, description / narrative (2) Very little understanding of key concepts Limited explanation, mainly assertion, description / narrative (1) No understanding of key concepts No explanation Allocate marks to the most appropriate level for each AO If several marks are available in a box, work from the top mark down until the best fit has been found Many answers will not fall at the same level for each AO (0) 114 OCR 2013 GCE History A v3 Good quality of analysis and critical evaluation of a range of sources with discrimination Good understanding of sources in context but some judgements may be uneven (16 17) Mostly satisfactory application of sources to the question but little ability at discriminating between them Limited understanding of the importance of sources in their context of the topic (14 15) Adequate application of sources to the question without ability to discriminate between them Points made about the importance of sources in the context of the period will often be little more than assertions (12 13) Weak application of sources to the question Weak understanding of the importance of sources in their context (6 11) Poor ability at using the sources Poor awareness of sources in their context (0 5)