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Focus_Exam Practice Book_COVER_History_Gr10.indd 2 2011/09/02 3:21 PM

Grade 10 HISTORY

PRACTICE TEST ONE Marks: 80

QUESTION 1 1.1 SOURCE-BASED QUESTIONS

Examine the sources carefully and then answer the questions that follow. The mark allocation will tell you how much to write (usually one mark for one point or fact). Use your OWN words unless asked to quote from a source. Study Sources 1A–1E before answering the questions that follow.

SOURCE 1A: An extract from Aldus Encyclopedia (1971).

“The first Spaniards who came to the Americas were conquerors. They knew with great exactness what they wanted: they wanted gold and they sought it ruthlessly. In Mexico and Peru they knew they could win only through desperate measures … All had those qualities that in the circumstances made for their short-term success – an overpowering lust for gold, [and] a religious fanaticism …”

SOURCE 1B: An extract from Columbus’s logbook during his journey of 1492.

“In that same month of January, your highness commanded me to go … to those parts of India and instruct those people in the holy faith … In return you granted me favours, giving me the title of High Admiral of the Ocean and making me … governor of such islands and mainland as I should discover and conquer.”

SOURCE 1C: Ovideo was the royal historian of the kings and queens of Spain. In 1547 he wrote about why he thought that Columbus sailed on his first voyage to America:

“King Ferdinand and Queen Isabella decided to send an expedition in search of this new world and spread the Christian faith there, for they devoted every hour to the service of God. It was under their command that Columbus’ great adventure began, and without their Christian zeal and support the [expedition] would not have succeeded.”

History Tests.pdf 1 7/4/2011 3:41:22 PM

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SOURCE 1D: Moctezuma welcomed Cortés with generous gifts, as this illustration by a Spanish artist shows.

SOURCE 1E: An Aztec drawing of the massacre of Aztec nobles by the Spanish at Tenochtitlan.

1.1.1 Which European is widely credited with discovering the Americas? (1)


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1.1.2 Which country was he hoping to reach by sailing west? On which new theory was he relying by doing this? (2)

1.1.3 How do we know that this explorer was under the impression that he had landed in the

East when he first arrived in the New World? (2) 1.1.4 According to the sources, what were the main motives for the Spanish conquest of the

Americas? (2x2) (4) 1.1.5 Is Source 1A biased? Give evidence from the source to support your answer. (1+3) (4) 1.1.6 Which do you consider to be more reliable, Source 1B or 1C? Give reasons for your

answer. (1+2+2) (5) 1.1.7 According to Source 1D, how would you describe the initial meeting between the

Spanish and the Aztecs? (2) 1.1.8 Suggest two possible explanations for the Aztecs’ response to the Spanish as depicted

in Source 1D. (2x2) (4) 1.1.9 How does the artist portray the true intentions of the Spanish in Source 1D? (2) 1.1.10 What does the artist in Source 1E suggest about the attitude of the Spanish to the

Aztecs? Provide evidence from the source to support your answer. (2x2) (4) [30] 1.2 EXTENDED WRITING QUESTION

Using all the sources in this section and your own knowledge, respond to the topic below.

“King Ferdinand and Queen Isabella decided to send an expedition in search of this new world and spread the Christian faith there, for they devoted every hour to the service of God.” (from Source 1C). Write an essay in support of this statement, making sure to outline clearly the reasons motivating exploration of the New World, but also the impact it had on this area of the world. (50)

[50]

[TOTAL: 80 marks]


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Grade 10 HISTORY PRACTICE TEST TWO Marks: 80


Examine the sources carefully and then answer the questions that follow. The mark allocation will tell you how much to write (usually one mark for one point or fact). Use your OWN words unless asked to quote from a source. Study Sources 1A–1D carefully before answering the questions that follow.

SOURCE 1A: This cartoon from the late eighteenth century was called The Burden of the Peasant.


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SOURCE 1B: The storming of the Bastille in 1789.

SOURCE 1C: Samuel Boddington, an Englishman, was visiting Paris in 1789 and witnessed the storming of the Bastille.

“Hearing a great shouting, we ran out of our hotel. There I first set eyes on the horrid effects of war. The heads of the Governor and Commandant of the Bastille, just cut off from their bodies, were being carried in triumph. In the space of about twenty minutes, the fortress was taken by a handful of brave fellows inspired by the love of liberty.”

SOURCE 1D: The Declaration of the Rights of Man had two key statements:

“Men are born equal and remain free and equal in rights which are liberty, property, security and resistance to oppression. Liberty is being able to do whatever does not harm others. The law should express the will of the people. All citizens have a right to take part personally, or through their representatives, in the making of the law. Every citizen can talk, write and publish freely, unless this liberty is abused in a way which breaks the law.”


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1.1.1 Identify the three people in the cartoon in Source 1A. (3) 1.1.2 Why does the cartoonist portray them in this way? (2x2) (4) 1.1.3 What form of government did France have and how was French society structured

before the Revolution? (4x1) (4) 1.1.4 Study Sources 1B and 1C carefully. What was the Bastille? (1) 1.1.5 Why was the Bastille attacked and what was the significance of its capture? (2x2) (4) 1.1.6 Read Source 1C. Was Samuel Boddington biased in his views? Quote from the source

to support your answer. (2) 1.1.7 Compare Source 1B and 1C. How are their accounts different and how are they similar?

(4x2) (8) 1.1.8 Study Source 1D carefully. Identify the new concepts that the Declaration of the Rights

of Man introduced into French society. (4x1) (4) [30] 1.2 EXTENDED WRITING QUESTIONS

Use the sources above and your own knowledge to answer ONE of the following questions:

1.2.1 Pretend you are the magistrate who has been tasked with deciding whether or not Louis XVI should be executed or not. Write a two-page judgement in which you indicate your decision and the reasons for it. Make sure you cover aspects of how society was structured in France, the nature of Louis XVI’s rule and its effect on France. (50)

OR

1.2.2 “If this country [France] ceases to be a monarchy it will be entirely the fault of Louis XVI.

Blunder upon blunder … have been the destruction of his reign.” (Lord Gower, the British Ambassador to France) Do you agree with this statement? Write an essay in support of your choice. (50)

[50]

[TOTAL: 80 marks]


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Grade 10 HISTORY PRACTICE TEST THREE Marks: 80


Examine the sources carefully and then answer the questions that follow. The mark allocation will tell you how much to write (usually one mark for one point or fact). Use your OWN words unless asked to quote from a source. Study Sources 1A–1C before answering the questions that follow.

SOURCE 1A: Southern Africa 1750–1800. The Dutch East India Company is shown by its shading.


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SOURCE 1B: Southern Africa 1800–1850.

SOURCE 1C: Working the land. An example of a settled community in southern Africa.

1.1.1 Early inhabitants of southern Africa could be divided into three types of communities. Name the three types and give one example of each. (3x2) (6)


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1.1.2 Describe each community’s view of land ownership. (3x2) (6) 1.1.3 How would these differing concepts of land lead to conflict? (2x2) (4) 1.1.4 What type of community does Source 1C illustrate? (1) 1.1.5 Describe some of the activities this type of community engages in. (3x1) (3) 1.1.6 Study Source 1A carefully. Why did the Dutch East India Company establish a colony at

the Cape? (2) 1.1.7 Why was it necessary for the Dutch colony to cover so vast an area if all they needed

was a refreshment station? (2x2) (4) 1.1.8 Study Source 1B carefully. What caused the Voortrekker republics to be formed? (2) 1.1.9 What impact did the establishment of the republics have on the surrounding

communities? (2) [30] 1.2 EXTENDED WRITING QUESTIONS

Use all the sources in this section and your own knowledge to respond to ONE of the topics below.

1.2.1 “The differing concepts of land ownership determined the patterns of settlement in southern Africa.” Write an essay in which you explain this statement. (50)

OR

1.2.2 Due to the nature of settlement patterns in southern Africa, no single group can claim

South Africa as exclusively theirs.” Discuss this statement critically. (50) [50]

[TOTAL: 80 marks]


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Grade 10 HISTORY PRACTICE TEST FOUR Marks: 50

QUESTION 1

1.1 What is another name for the South African War? (1) 1.2 In what year was gold discovered in the Transvaal? (1) 1.3 Name a major propagator of British Expansionist Ideas. (1) 1.4 Who led the Jameson Raid? (1) 1.5 How many phases were there in the South African War? (1)

[5] QUESTION 2 2.1 The war was fought between the British Empire and which two independent republics? (2) 2.2 Explain the events leading up to the South African War. (8) 2.3 Explain the phases of the war. (10) 2.4 What was the Jameson Raid? (6) 2.5 Give two consequences of the Jameson Raid. (4)

[30]

QUESTION 3

Examine the sources carefully and then answer the questions that follow. The mark allocation will tell you how much to write (usually one mark for one point or fact). Use your OWN words unless asked to quote from a source. The strategy of destroying the food supply of the civilian population in an area of conflict has been banned under Article 54 of Protocol I of the 1977 Geneva Conventions. The relevant passage says: It is prohibited to attack, destroy, remove, or render useless objects indispensable to the survival of the civilian population, such as foodstuffs, agricultural areas for the production of foodstuffs, crops, livestock, drinking water installations and supplies, and irrigation works, for the specific purpose of denying them for their sustenance value to the civilian population or to the adverse Party, whatever the motive, whether in order to starve out civilians, to cause them to move away, or for any other motive. This protocol was not in place during the South African War. 3.1 What policy during the South African War would have been in direct violation of this? (1) 3.2 What did the abovementioned policy entail? (6) 3.3 What were the conditions in the camps? (8)

[15]

[TOTAL: 50 marks]


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HISTORY PRACTICE TEST ONE MEMORANDUM

QUESTION 1

1.1 Source-based questions 1.1.1 Christopher Columbus. (1)

1.1.2 India. That the world was round and not flat. (2)

1.1.3 He named the inhabitants of the Americas Indians. (2)

1.1.4 Lust for gold and religious conviction. (4)

1.1.5 Yes. The author uses highly emotive words which present the Spanish in a negative light, e.g. “ruthless”; “overpowering lust for gold”. (4)

1.1.6 Neither. Source 1B – even though it is Columbus’ thoughts, it is written in his logbook which he knew would be read by others so he would be careful of what he put in these records. Source 1C – the historian is employed by the monarchy and therefore would record aspects of history that placed the monarchs in a good light. (5)

1.1.7 The Aztecs welcomed the Spaniards as friends. (2)

1.1.8 Arrival of the white-faced Europeans seemed to be the fulfilment of ancient prophecies. The Aztecs viewed them as possible allies as they had done nothing to have caused enmity between the two nations. (4)

1.1.9 He presents them in full armour and with weapons. (2)

1.1.10 They are presented as callous and indifferent. Soldiers are presented doing gruesome deeds yet seem completely unaffected by them, almost nonchalant. They did not only kill warriors but also religious leaders. (4)

[30]


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1.2 Extended writing Synopsis

The candidate must offer an argument in support of the statement. The candidate’s line of argument should indicate the reasons Spain embarked on the Voyages of Exploration as well as the final outcome of these initiatives.

NB: The main aspects (bullets) must be used to address the requirements of the question and to develop a relevant line of argument. A mere stating of “facts” is inadequate.

Main aspects

• Introduction – candidates need to support the statement and use content to support the chosen line of argument. (Any other relevant introduction.)

Elaboration

• Religious context of the time: strong influence of the Roman Catholic Church throughout Europe. Spain had gone through the period of the Spanish Inquisitions, indicative of the religious zeal of the time. Priests were sent to establish churches and preach the gospel to the heathen. Methods to deal with those who would not convert were often brutal.

• New discoveries and period of Enlightenment: many new discoveries made exploration possible. New scientific theories and discoveries fuelled the wanderlust of many to discover the far reaches of the world and explore uncharted territory.

• Results: the conquistadors who were sent were basically soldiers for hire. The main aim seemed to be domination and the extraction of wealth rather than religious conversion. Gold was stripped from the Aztecs and Incas. There was brutal warfare and decimation of the local people by both disease and warfare.

Conclusion Learner must draw the line of the argument together by concluding with an evaluation of the difference between intention and the actual practice of colonising the New World. (50)

[50]

[TOTAL: 80 marks]


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Grade 10 HISTORY PRACTICE TEST TWO MEMORANDUM

QUESTION 1

1.1 Source-based questions

1.1.1 Old man: peasants. First man on back: Nobility. Second man on back: Upper clergy. (3)

1.1.2 The peasants had to bear the burden of heavy taxation and tithing to the nobility and clergy. The peasants were exploited as labour on the farms of the nobility without receiving adequate compensation. (4)

1.1.3 Monarchy. It was divided into the First Estate comprised of the Upper and Lower Clergy. The Second Estate comprised the Nobility of the Sword and the Nobility of the Robe. The Third Estate comprised the Bourgeoisie, the Urban Workers and the Peasants. (4)

1.1.4 The King’s Prison. (1)

1.1.5 The Third Estate was unhappy with the escalation in the cost of living and the high taxation to which they were subjected. The Bastille was a symbol of the king’s power and authority so its capture signalled the end of this era for the attackers. (4)

1.1.6 He supported the attackers of the Bastille. He uses words sympathetic to their cause, such as “a handful of brave fellows inspired by the love of liberty”. (2)

1.1.7 DIFFERENCE: Source 1C speaks about a small group of attackers whereas Source 1B indicates a large group of men. Source 1C gives the impression that it was an unorganised group of ordinary people whereas Source 1B portrays them as an organised group of attackers.

SIMILARITIES: That the Bastille was attacked and that the attackers were victorious. (8)

1.1.8 All people are equal and have access to the same rights. All people are born free. The government should be elected by the people. Freedom of expression for all. (4)

[30]


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1.2 Extended writing 1.2.1 Synopsis

In order to answer this question the candidate needs to present the response in the appropriate format, taking care to reflect the legal nature of the document. The candidate should cover the history of Louis XVI’s reign as well as other factors contributing to the unhappiness of people in France. Possible connection with the American War of Independence in which some French soldiers fought, on the side of the colonists.


Main aspects

• Introduction – this has to provide the decision to execute or not and an overview of the events leading up to the judgement, specifically a reflection on Louis XVI’s reign and decisions that he had made.

Elaboration

• Louis XVI’s reign: Marie Antoinette (Austrian Princess); poor leader; extravagance of the royal court; meeting of the Estates General.

• Feudal system: exploitation of peasants by the nobility and clergy; poverty and hard life of peasants and the urban poor; frustration of the bourgeoisie since top jobs were reserved for nobility and clergy; high taxes.

• High price of bread: food staple of the poor; pushed up by drought and floods; urbanisation led to increased pressure on resources.

Conclusion Use information presented in the body of the argument to support decision to execute or not. (50)


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1.2.2 Synopsis Candidates have to decide to what degree Louis XVI’s rule led to the dissolution of the monarchy and was a direct cause of the French Revolution. Candidates must not only reflect on the nature of his rule, but also on other social and economic factors that contributed to the French Revolution.

NB: The main aspects (bullets) must be used to address the requirements of the question and to develop the given line of argument. A mere stating of “facts” is inadequate.

Main aspects

• Introduction – candidates must clearly indicate the level of agreement with the statement and how they will go about supporting this. (Any other relevant introduction.)

Elaboration

• Louis XVI’s reign: Marie Antoinette (Austrian Princess); poor leader; extravagance of the royal court; meeting of the Estates General.

• Feudal system: exploitation of peasants by the nobility and clergy; poverty and hard life of peasants and the urban poor; high taxes.

• Bourgeoisie: ambitious, wealthy and highly educated. Frustrated by limits on their ambition.

• Nobility: frustrated by the king's absolute power.

• High price of bread: food staple of the poor; pushed up by drought and floods; urbanisation led to increased pressure on resources.

Conclusion The candidate must draw the line of argument to a close, indicating the degree of support for the statement and how the preceding content has endorsed the line of argument. (50)

[50]

[TOTAL: 80 marks]


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HISTORY PRACTICE TEST THREE MEMORANDUM

QUESTION 1

1.1 Source-based questions 1.1.1 Hunter-gatherers : San.

Pastoralists : Khoikhoi. Settled communities/farmers : Bantu. (6)

1.1.2 Hunter-gatherers: had no concept of the private ownership of land. Land provided food

for the San, so it was considered sacred and had to be cared for. Pastoralists: land provided grazing for cattle. Land was viewed as sacred and to be cared for as it sustained them. Farmers: had communal tenure of land where all people of the community had access to the land. However, the community did have ownership of the land and no other group could use the land without the permission of the chief. (6)

1.1.3 Pastoralists would need to move their cattle to gain access to better grazing, which

could antagonise settled communities on whose land they may graze. Hunter-gatherers would hunt cattle and stir up the anger of pastoralists and farmers when those cattle belong to them. (4)

1.1.4 Settled community/farmers. (1) 1.1.5 Any three of the following:

Collecting firewood () and roots () and fruit (). Cattle farming (). Making food, () clothing, () jewellery. () (3)

1.1.6 They needed a refreshment station to supply trading ships with fresh supplies. (2) 1.1.7 The Khoikhoi were cattle farmers so they could provide fresh meat, but often did not

keep enough cattle to satisfy the demands of the Dutch. Also, the San and the Khoikhoi could not provide fresh produce such as vegetables, wheat, etc. This forced the Dutch to establish their own farms to ensure a steady supply of fresh meat and produce. (4)

1.1.8 When the British wrested control of the Cape from the Dutch East India Company,

the Dutch settlers moved into the interior to escape British control. (2) 1.1.9 They brought European settlers into direct conflict with the more settled communities of

southern African kingdoms. This led to a clash over land because of the different concepts of private and communal ownership of land. Europeans took over the land by force. (2)

[30]


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1.2 Extended writing 1.2.1 Synopsis

The candidate must start with describing the different types of communities that settled in southern Africa and how their concepts of land ownership differed. The candidate must then explore how these differences led to possible conflict when it came to patterns of settlement and use of resources.

NB: The main aspects (bullets) must be used to address the requirements of the question and to develop a relevant line of argument. A mere stating of “facts” is inadequate. Main aspects

• Introduction – candidates must identify the different communities that were present in southern Africa when the Europeans arrived in the fifteenth century. (Any other relevant introduction.)

Elaboration

• Hunter-gatherers: nomadic people, who hunt animals and gather fruit and roots for sustenance. They lived in small family clans with non-permanent shelter built from material in the surrounding environment. They had no concept of the private ownership of land – it was given by the gods to sustain the people.

• Pastoralists: the Khoikhoi, also nomadic. They sought the best grazing for their cattle. Their living structures were more permanent, but also able to be dismantled quickly to be moved elsewhere. They had no concept of the private ownership of land – it was there for the good of all. Sometimes they had a sense of communal ownership.

• Farmers: Bantu tribes. They did some crop farming and were herders. The communities were more permanent, demonstrated by their living structures. The chief allocated land to members of the community for use. There was a concept of communal ownership of land.

• European settlers: came with a very strong sense of the personal ownership of land. Considered themselves superior to others and enforced their rule on those considered inferior.

Conclusion Candidates must now show how the differing concepts of land ownership led to the farming communities and European settlers clashing, with one gaining dominance over the other. Those who had no concept of ownership of land were simply ousted from the land and they withdrew to areas further north. (50)


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1.2.2 Synopsis The candidate must agree or disagree with the statement, indicating the content that would be used to support the chosen line of argument. An overview must be given of all the communities present in southern Africa when the European settlers first arrived in the seventeenth century to settle here.


Main aspects

• Introduction – an overview of southern African communities and how their ideas of land ownership affected settlement patterns. (Any other relevant introduction.)

Elaboration

• Hunter-gatherers: nomadic people, who hunt animals and gather fruit and roots for sustenance. They lived in small family clans with non-permanent shelter built from material in the surrounding environment. They had no concept of the private ownership of land – it was given by the gods to sustain the people.

• Pastoralists: the Khoikhoi, also nomadic. They sought the best grazing for their cattle. Their living structures were more permanent, but also able to be dismantled quickly to be moved elsewhere. They had no concept of the private ownership of land – it was there for the good of all. Sometimes they had a sense of communal ownership.

• Farmers: Bantu tribes. They did some crop farming and were herders. The communities were more permanent, demonstrated by their living structures. The chief allocated land to members of the community for use. There was a concept of communal ownership of land.

• European settlers: came with a very strong sense of the personal ownership of land. Considered themselves superior to others and enforced their rule on those considered inferior.

• Complexity of determining first nation status: this concept is tied to a specific date or as far back as archaeological evidence can take us. This limits us to what we can know rather than what actually transpired.

Conclusion The learner must resolve the argument by carefully drawing together the different aspects of the line of argument, and reach clear conclusions relating to the statement. (50)

[50]

[TOTAL: 80 marks]


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HISTORY PRACTICE TEST FOUR MEMORANDUM

QUESTION 1

QUESTION 1

1.1 The Anglo Boer War (1) 1.2 1886 (1) 1.3 Cecil Rhodes (1) 1.4 Dr Leander Starr Jameson (1) 1.5 Three (1)

[5] QUESTION 2 2.1 The South African Republic (Transvaal Republic) and the Orange Free State. (2) 2.2 After the British acquired the Cape colony, they encouraged immigration by British settlers

who were, for the most part, at odds with the Dutch settlers. Over the following decades, many Boers were frustrated with aspects of the British administration and chose to migrate away from British rule in what became known as the Great Trek. Two independent Boer republics were established. As a result of a booming Gold rush the Transvaal reluctantly agreed to the immigration of foreigners, or uitlanders, mainly from Britain, who came to the Boer region in search of employment and fortune. The Boers recognised that granting full voting rights to the uitlanders would result in the loss of Boer control over the South African Republic. Negotiations failed when both sides rejected the others' ultimatums, and the Transvaal and Orange Free State governments declared war. (8)

2.3 The war had three distinct phases. In the first phase, the Boers mounted pre-emptive strikes into British-held territory in Natal and the Cape Colony, besieging three garrisons; Ladysmith, Mafeking and Kimberley. The Boers then won a series of tactical victories at Colenso, Magersfontein and Spionkop against a failed British counteroffensive to relieve the three sieges. In the second phase, Lord Roberts introduced greatly increased British troop numbers and the British launched a successful offensive in 1900 to relieve the sieges. After Natal and the Cape Colony were secure, the British were able to invade the Transvaal, and the republic's capital, Pretoria, was ultimately captured in June 1900. In the third and final phase, beginning in March 1900, the Boers launched a prolonged hard-fought guerrilla war against the British forces, lasting a further two years, during which the Boers raided targets such as British troop columns, telegraph sites, railways and storage depots. In an effort to cut off supplies to the raiders, the British, now under the leadership of Lord Kitchener, responded with a scorched earth policy of destroying Boer farms and moving civilians into concentration camps.

(10) 2.4 In 1895, a plan was hatched involving the Cape Prime Minister Cecil Rhodes, Johannesburg

gold magnate Alfred Beit, and Sir Alfred Milner to liberate Johannesburg from the control of the Transvaal government. A column of 600 armed men was led by Dr. Leander Starr Jameson over the border from Bechuanaland towards Johannesburg. The plan was to make a three-day dash to Johannesburg before the Boer commandos could mobilise, and once there, trigger an


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uprising by the mostly British expatriate workers (uitlanders) organised by the Reform Committee. The Transvaal authorities had advance warning of the Jameson Raid and tracked it from the moment it crossed the border. Four days later, the weary and dispirited column was surrounded near Krugersdorp within sight of Johannesburg and subsequently surrendered.

(6)

2.5 ANY TWO OF THE FOLLOWING:

In Rhodesia, the departure of so many policemen enabled the Matabele and Mashona tribes to rise up; and the rebellion, known as the Second Matabele War, was suppressed only at immense cost. After the raid, the German Kaiser sent President Kruger a telegram congratulating him and the government of the South African Republic on their victory, and when the text of this telegram was published in the British press, it generated a string of anti-German sentiment. In the baggage of the raiding column the Boers found telegrams from Cecil Rhodes and the other plotters in Johannesburg. Rhodes was severely censured at the Cape inquiry and the London parliamentary inquiry, and forced to resign as Prime Minister of the Cape and as Chairman of the Chartered Company.

(4)

[30] QUESTION 3 3.1 The Scorched Earth Policy (1) 3.2 Boer farms were destroyed; including the methodical destruction of crops and slaughtering of

livestock, the burning down of homesteads and farms, and the poisoning of wells and salting of fields. To prevent the Boers from resupplying from a home base, many tens of thousands of women and children were forced into concentration camps. (6)

3.3 The substandard shelter, poor diet, inadequate hygiene and overcrowding led to malnutrition and widespread contagious diseases such as measles, typhoid and dysentery to which the children were particularly susceptible. The supply of all items was unreliable. The food rations were meager and there was a two-tier allocation policy, whereby families of men who were still fighting were routinely given smaller rations than others. (8)

[15]

[TOTAL: 50 marks]


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Extended writing matrix: Total 20 marks

PRESENTATION CONTENT

LEVEL 7 Very well planned and structured. Good synthesis of information. Constructed an argument. Very good use of evidence to support the argument.

LEVEL 6 Well planned and structured. Synthesis of information. Constructed an argument. Evidence used to support the argument.

LEVEL 5 Writing structured. Constructed an argument. Evidence used to support argument.

LEVEL 4 Clear attempt to construct an argument. Evidence used to a large extent to support the argument.

LEVEL 3 Some attempt to organise the information into an argument. Evidence not well used in supporting the argument.

LEVEL 2 Largely descriptive/ with little/ some attempt to develop an argument.

LEVEL 1 Answer not at all well structured.

LEVEL 7 Question has been fully answered. Content selection fully relevant to line of argument.

47 - 50 43 – 46

LEVEL 6 Question has been answered. Content selection relevant to a line of argument.

43 – 46 40 - 42 38 - 39

LEVEL 5 Question answered to a great extent. Content adequately covered and relevant.

38 - 39 36 - 37 35 33 - 34

LEVEL 4 Question recognisable in answer. Some omissions/ irrelevant content selection.

33 - 34 31 - 32 28 - 29

LEVEL 3 Content selection does not always relate. Omissions in coverage.

30 26 - 27 23 - 24

LEVEL 2 Sparse content. Question inadequately addressed.

25 21 - 22 20

LEVEL 1 Question not answered. Inadequate content. Significant irrelevance/no relevance.

20 0 - 19


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First published in 2011

ISBN 978-0-636-12116-4

Focus_Exam Practice Book_COVER_History_Gr10.indd 1 2011/09/02 3:21 PM

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