aqa history coursework

A Level History Coursework AQA – A Guide

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This guide shows you how to plan, research and write A Level History Coursework for AQA using ideas, resources, examples and structure. This coursework is weighted in the following format. Assessment Objective One (AO1) 10% (20 marks), Assessment Objective Two (AO2) 5% (10 marks) and Assessment Objective Three (AO3) 5% (10 marks). For AQA coursework this gives a total of 20% (40 marks) divided as shown above across all three of the A Level History Assessment Objectives.

A Level History Coursework AQA – Ideas, Examples and Resources

Choosing an Issue and Question – You are required to identify an issue or topic that you wish to study and develop a question from this. This gives a broad scope for potential questions. There are however two specific requirements of the question.

• The question must not duplicate any of the content that you are studying for examination assessment in components 1 and 2.
• The question must place the issue or topic in the context of approximately 100 years of history.

Question Ideas, Example and Selection

There are two potential ways to ensure that you cover the 100 year requirement for this coursework. You could identify an issue and related question which traces development over approximately 100 years. Alternatively, you could focus on a narrower issue but place it in the context of a 100 year period. Lets look at a couple of examples below to make this clear.

• Q1. Q. ‘Despite a period of unprecedented economic and social change, British women remained marginalised and downtrodden’. During the period 1760-1867, assess the validity of this view. – This is the perfect example of a broad issue and question from which you could analyse development over the time period.
• Q2. In the context of the period 1905 to 2003, to what extent was the Cuban missile crisis the biggest turning point in the relationship between Russia and the USA? – This question highlights a more specific issue (the Cuban missile crisis) and places it in context of the relationship between the two countries over the c100 year period.

There are some key points to consider when selecting a question for your coursework.

• Question formulation – Students are advised to use the type of question formulations seen in AQA examinations and shown in the examples above.
• Historiographical debate – There needs to be a scholarly debate around the question or issue. This means differing views on the question from different historians. This makes it easier to select appropriate works to analyse and compare.
• Primary sources – Is there a range of primary sources and primary material available to support the coursework? These primary resources need to be accessible to the student.

Coursework Resources

• Library – school, local, college, university – you should be able to borrow appropriate works.
• Teacher – your teacher should be able to provide you with copies of appropriate resources to use.
• JSTOR – www.jstor.org – contains a large collection of journal articles from historical publications covering numerous topics. These will often engage in the historical debate by replying to opposing views.
• Purchase Books – many second-hand books are available to purchase at very cheap prices through Amazon or similar sites.

A Level History Coursework AQA – Structure and Planning

First section – introduction to the question (c. 350 words).

Introduction to the overall topic. You need to put the question into context by providing relevant information regarding what was happening at the time. You then need to define any key terms in the question. For the British women example question above you would need to define ‘remained marginalised and downtrodden’ .

This we could do by defining;

• remained as showing continuity rather than change
• marginalised as a group treated as insignificant and peripheral. 
• downtrodden as a group oppressed or treated badly by those in power.

You would then need to set-out valid criteria by which the question can be judged in order to provide an accurate answer. These criteria will go on to become your factors as you can see in the plan below.

For the British women example question, we could potentially use the following criteria to judge whether they remained marginalised and downtrodden. Did women’s lives change for the better, during the period, in the following different areas?

• Socially and Culturally
• Legally and Politically
• Education and Work

Second Section – Historians Viewpoints (c. 800 words – 400 each)

In this section we look at the viewpoints of two different academic historians. In order to achieve the highest marks, Level 5 (9-10 Marks) we need to do the following:

• Show a very good understanding of the differing historical interpretations raised in the question.
• Convincingly evaluate the interpretations with reference to time, context and/or limitations placed on the historians.

Using the example Cold War question shown above, you could analyse the views of a US historian writing after the Cold War has ended, with a Soviet historian writing during the period. This would enable you to contrast the content of both works and evaluate the interpretations given. This would also show how the time period affected the works, how limitations affected the works, how purpose affected the works, amongst many other issues that help to explain the authors differing viewpoints.

Third Section – Factor 1 and Source 1 (c. 650 words Factor 1 and 350 words Source 1)

In this section you cover the first factor that you have identified from your criteria in the introduction, as well as one of your primary sources that matches with this theme. So for the British women example question this section would concentrate on the Socially and Culturally factor that we are using as criteria to answer the question. Crucially you have to cover the time period and show your understanding of change and continuity as illustrated by the mark scheme detailed below.

• Level 5 (17-20) marks – Very good understanding of change and continuity within the context of approximately 100 years.

You then add to this section your evaluation of your first primary source that matches with this theme. So for the British women example question you would have a primary source that related to the Socially and Culturally factor being covered here.

Fourth Section – Factor 2 and Source 2 (c. 650 words Factor 2 and 350 words Source 2 )

In this section you cover the second factor that you have identified from your criteria in the introduction, as well as one of your primary sources that matches with this theme. So for the British women example question this section would concentrate on the Legally and Politically factor that we are using as criteria to answer the question. Crucially you have to cover the time period and show your understanding of change and continuity as illustrated by the mark scheme detailed below.

You then add to this section your evaluation of your first primary source that matches with this theme. So for the British women example question you would have a primary source that related to the Legally and Politically factor being covered here.

Fifth Section – Factor 3 and Source 3 (c. 650 words Factor 3 and 350 words Source 3 )

In this section you cover the second factor that you have identified from your criteria in the introduction, as well as one of your primary sources that matches with this theme. So for the British women example question this section would concentrate on the Education and Work factor that we are using as criteria to answer the question. Crucially you have to cover the time period and show your understanding of change and continuity as illustrated by the mark scheme detailed below.

You then add to this section your evaluation of your first primary source that matches with this theme. So for the British women example question you would have a primary source that related to the Education and Work factor being covered here.

Sixth Section – Overall Conclusion (c. 350 words)

In the final section you need to produce an overall conclusion that fully answers the coursework question. So for the British women question you would be answering ‘did they remain marginalised and downtrodden during this period?’. This will take into account everything you have considered throughout the piece of work including your criteria, the viewpoints of the academic historians, the primary sources and the factors that you have covered from your criteria. In reaching a final judgement and conclusion, you need to take into account the entire period considering continuity and change across it, as you should have done throughout the rest of the coursework.

A Level History Coursework AQA – Primary Source Analysis

Looking at the primary source mark scheme table from the AQA website can help you to understand the requirements. Firstly, you must ensure that three sources are used and that there are a minimum of two different types (can be two different types of written source). To achieve the highest marks you must then ensure that a range of relevant and well supported comments are made on the value of the sources. Finally, you must provide a balanced and convincing judgement on the merits of each source in relation to our question.

Assessing Your Primary Sources

• Provenance – The five W’s of Who, Why, What, When, Where; can help you to identify the provenance of a primary source and assess its value or limitations.
• Tone and Emphasis – How does the tone and emphasis impact the value of the source. Is it impartial, critical, formal, aggressive, empathetic, mocking, candid etc?
• Content – What is the actual content of the source saying? How true is this in terms of your contextual knowledge? Is there value in the inaccuracies of the content?
• Value/Limitations and Judgement – The above three points ( Provenance, Tone and Emphasis and Content ) can be used to assess how much we can learn from the source, by weighing up value and limitations, as well as giving judgement on the merit of the source.

How To Improve Further at A Level History

Pass A Level History – is our sister site, which shows you step by step, how to most effectively answer any A Level History extract, source or essay question. Please click the following link to visit the site and get access to your free preview lesson. www.passalevelhistory.co.uk

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A-level History 7042

• World History
• Slavery & Emancipation

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AQA A-level History Coursework Workbook: Component 3 Historical investigation (non-exam assessment) Paperback – 27 April 2018

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Exam board: AQA Level: A-level Subject: History First teaching: September 2015 First exams: Summer 2017 Maximise your chance of coursework success; this AQA A-level History Workbook breaks the non-examined assessment down into manageable steps, builds the required skills and tracks students' progress at every stage. Based on analysis of real students' submissions and the challenges they faced, this coursework companion will: - Guide you step by step through the process, from choosing a topic to conducting research, constructing an argument and submitting the final work - Improve critical thinking, reading and writing skills with activities that involve finding, analysing and evaluating sources and interpretations, plus activities that help students answer the question effectively - Enable students to work independently, using the Workbook to structure their thinking, record their progress and review their coursework against model paragraphs and a self-assessment checklist - Ensure that you understand the demands of the specification, providing a simplified mark scheme and targeted advice from authors with first-hand experience of marking AQA A-level coursework - Boost confidence and performance not only in coursework but also exams, as students can apply the skills developed throughout the project to examination questions

• ISBN-10 1510423524
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• Publisher Hodder Education
• Publication date 27 April 2018
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• Dimensions ‏ : ‎ 20.6 x 0.4 x 29.6 cm
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My coursework planner, section 1 introduction, 5 1 how to use this book, 6 1 key questions answered, 8 1 the assessment criteria: demystifying the mark scheme, section 2 making a start, 12 2 choosing a topic, 14 2 choosing a title, part 1, 16 2 choosing a title, part 2, 18 2 choosing a title, part 3, 20 2 unpacking your question, section 3 interpretations, 22 3 interpretations: an introduction, 24 3 identifying and summarising interpretations, 26 3 choosing which interpretations to use, 28 3 applying knowledge and using argument to support, or challenge interpretations, 30 3 evaluating the time/context and limitations of the interpretation, section 4 primary sources, 32 4 finding primary sources, 34 4 using primary sources to reinforce your answer, 36 4 evaluation of the value of primary sources using provenance, 38 4 evaluation of the value of primary sources using content, 40 4 using the skills you have developed to produce a clear argument, section 5 writing up your coursework, 42 5 introduction to writing up, 44 5 developing a detailed plan, 46 5 writing the introduction, 48 5 avoiding narrative and description, 50 5 discussion not just explanation, 52 5 keeping focus on the set question, 54 5 integrating primary sources and interpretations, 56 5 evaluation of factors, 58 5 judgement, 60 5 example coursework paragraphs, 62 5 writing a conclusion, copyright: sample material, 20 aqa a-level history coursework workbook, 2 unpacking your question, now you have decided upon your question, you need, to make sure that you can establish a clear structure, in response and that you can begin the process of, acquiring the sources and the interpretations that you, will need. however, before you do this you need to read, up on the period. the best basis for this is to acquire a, general introduction to the period as a whole. try to, start with the general and then narrow down to the, more specific., the aim of this stage of your nea is to acquire enough, information to have a clear idea of what you will be, arguing. you are not yet at the stage of acquiring the, interpretations and the primary material., clearly, you need to decide what the answer to your, question is before you begin to acquire the sources and, interpretations that will support your answer., for example, consider the question:, in the context of the years 1685–1789, how far, was the weakness of the individual monarchs, the main cause of the french revolution, you may have read the introduction to a general book, on the period, or you may have done a search online., perhaps you have found the following:, the long-term problems for the french monarchy had, been obvious for some time – france was spending much, more money than it had coming in. this, combined with a, taxation system that failed to tax the rich effectively, meant, that by 1789 france was bankrupt and needed radical, change. however, we should not forget that france had, been struggling with money for some time and, as huskins, argues, this is not enough to explain why in 1789 there was a, revolution. huskins suggests that it was louis xvi’s inability, to support his reforming ministers that was the real problem,, and that marie antoinette was the driving force behind the, instability of the monarchy. on the other hand, williams argues, that it was the ministers that were in fact the problem – it was, their ambition that destroyed any hope for reform that might, help france. however, williams does not consider the most, obvious culprits in this regard – the parlementaires. what is, clear is that the idea that the revolution was a social revolution,, driven by the hungry and discontented poor, is far too simplistic, to provide the sole reason for the events of 1789., this is a good indication that the question will work, as there is plainly debate as demanded by ao1, and, historians have expressed differing views that can be, evaluated, as demanded for ao3. the extract also, provides some potential pointers about the paragraphs, that might be used., the extract indicates a good range of potential factors:, ● the role of finance, both long term and short term, ● the role of louis xvi and his failure to support, ● the personal ambition of the ministers, ● the ambitions of the parlementaires, ● the revolution as a social revolution., the question will plainly work. you may now wish to, consider what knowledge you need to acquire in order, to analyse the role of each factor. it is also time to go, on to acquiring the interpretations and sources that will, be used, as soon as the decision is made about what, you believe the main factor to be., aqa a-level history 21, unpacking the question, let’s look at your question that you have chosen. write it below., how have you started unpacking this have you used knowledge gained from previous study have you, done an internet search have you looked at the introduction to any specialist books on the topic have, you looked at a textbook or something like an access to history book and just glanced at the introduction or, chapter headings to get an idea of a possible range of arguments write your thoughts below., summarise briefly what the range of arguments are:, now state briefly what you think the answer to your question is. a one sentence answer is best., indicate how you intend to cover the full date range set in the question – for example, which of your factors, are relevant for the whole period, now indicate what evidence you think you will need in order to prove your answer. for example, will you, need statistics to back up your answer, aqa a-level history 27, 3 choosing which interpretations to use, deciding which interpretations to use, a table may be the best way of easily identifying which interpretations you might wish to use for your nea., you do not need to have an in-depth understanding of each extract, but this will give you the opportunity to, compare and contrast interpretations based on a quick overview before you then devote time to considering, a few in much more depth., complete the table below., interpretation/, interpretation, time/context in, which written, and possible, limitations, links to your, overall argument, how this extract, differs from, now, looking at your completed table, decide upon the two interpretations that you will evaluate in depth for, ao3. ideally you should choose the two that clearly help you to advance your overall argument, but which, also have a clear provenance that you can comment upon. if none of your interpretations seems to have, much to say about time/context and limitations then you need to look for other interpretations, or at the, worst change your title., the first interpretation i have chosen is:, the second interpretation i have chosen is:, 34 aqa a-level history coursework workbook, 4 using primary sources to reinforce your answer, it is important to remember that the purpose of using, primary sources is to support the answer that you, are advancing to your question. the primary sources, provide the evidence to support your judgement in, the same manner as the interpretations and also, your knowledge. you must therefore think hard about, what the source is saying and how you will use that, information in your overall judgement., for example, if you are considering the question, ‘martin luther king was the most significant, factor in the development of black civil rights, in the usa.’ how valid is this view of the years, you may have found the following three primary, source a: franklin d. roosevelt, executive order 9346, establishing a committee on fair employment practice,, (may 27, 1943), by virtue of the authority vested in me by the constitution,, and as president of the united states and commander in, chief of the army and navy, i do reaffirm the policy of the, united states that there shall be no discrimination in the, employment of any person in war industries or in government, by reason of race, creed, color, or national origin, and i do, hereby declare that it is the duty of all employers, including, the several federal departments and agencies, and all labor, organizations, in furtherance of this policy and of this order,, to eliminate discrimination in regard to hire, tenure, terms or, conditions of employment, or union membership because of, race, creed, color, or national origin., source b: martin luther king, jr., letter from a, birmingham jail (1963), in any nonviolent campaign there are four basic steps:, collection of the facts to determine whether injustices, exist; negotiation; self purification; and direct action. we, have gone through all these steps in birmingham. racial, injustice engulfs this community. birmingham is probably, the most thoroughly segregated city in the united states., its ugly record of brutality is widely known. negroes have, experienced grossly unjust treatment in the courts. there, have been more unsolved bombings of negro homes and, churches in birmingham than in any other city in the nation., these are the hard, brutal facts of the case. on the basis of, these conditions, negro leaders sought to negotiate with the, city fathers. but the latter consistently refused to engage in, good faith negotiation., source c: civil rights act (1866), all persons born in the united states are hereby declared to, be citizens of the united states; and such citizens, of every, race and color, without regard to any previous condition of, slavery shall have the same right, in every state and territory, in the united states, to make and enforce contracts, to sue,, and give evidence, to inherit, purchase, lease, sell, and hold, property, and to full and equal benefit of all laws as is enjoyed, by white citizens., each of these sources seems to indicate that different, factors are very important in the progression of black, civil rights. source a suggests that it was the american, president, source b that it was martin luther king, and, source c suggests that it was the us government. the, task here is not to describe each source in turn but to, integrate the sources into the nea argument. hence,, if the argument is that king was indeed the most, important factor, then source b can be used to provide, further evidence to reinforce this view. the message of, the other sources is not dismissed but simply used as, part of the argument explaining why the other factors, were not as important., 46 aqa a-level history coursework workbook, 5 writing the introduction, as for any essay, it is crucial that you write an effective, introduction. an introduction to the nea should be, more detailed than that for your examined essays but, essentially it does exactly the same job – it provides, your answer to the set question., in providing the answer, the introduction should give, an indication of the evidence – whether from your, knowledge, the sources, or both – and it should give, some sense of the themes or factors that you will be, examining. the introduction might also give a clear, indication that you are approaching the question with a, sufficiently wide timeframe., let’s take the following question on black civil rights in, the usa as an example., how far was martin luther king the most, important factor in the development of black, civil rights in the usa in the years 1865–1965, now consider this shortened version of a potential, introduction., there is a range of reasons for the development, of black civil rights in the years 1865–1965. at, the opening of the period slaves had just won, their freedom and were no doubt expecting to, enjoy their newfound equality and to embrace the, opportunities offered by post-bellum usa. yet by, 1965, the fact that a new civil rights act was, needed just proves how little had been achieved. in, fact, it is clear that blacks had to struggle for their, rights in this period and so black individuals such, as martin luther king must have had a role to play, in this. yet there were also other factors such as, the role of the us presidents and also the role of, the public and the media that must be considered., no factor alone is likely to explain why something, happened and so all factors together should be, considered. i shall firstly consider the role of, martin luther king as this was indeed the most, significant., the use of the personal pronoun and signalling what, the student will firstly consider is not helpful., there is material in the sample introduction that, is good. the introduction does attempt to offer, some awareness of breadth by referring to the start, and to the end of the period. however, this is not, convincingly linked to the set question. why, for, example, should the need for a civil rights act in, 1964 prove that black people alone had to struggle, for rights, and more importantly why does it mean, that black individuals must have had a role to play in, addition, the introduction uses this information just, to suggest that things had not greatly improved in the, period, not to give any indication as to what the most, important factor in the development of black civil, rights actually was. it might also have been useful to, refer to some of the evidence – and perhaps even the, sources – that might prove the answer that is being, advanced by the student., the introduction is therefore too assertive. this, assertion continues, as there is then a list of potential, other factors with no indication of why they might be, significant. as a positive aspect, the introduction does, clearly state the answer to the question at the end, but, fails to offer any reason at all why this might be the, so in summary a good nea introduction may include, the following:, ● a clear answer to the set question., ● evidence that the breadth element is being, considered right from the outset., ● an indication of some of the evidence that will be, used to support this answer., ● an indication of what other factors will be, considered, i. the balance, plus some indication of, why these factors are less significant than your main, aqa a-level history 47, writing the introduction, now that we have considered some key qualities of a good introduction, look at the shortened introduction, below and decide whether it is effective or not and why. make notes around the introduction using the, following questions: is there a clear answer to the set question is evidence identified to support the answer, is there evidence that a range of factors is going to be considered how would you improve this introduction, ‘there was more continuity than change in the style of russian government in the years 1855–1964.’, how far do you agree with this view, on the surface, there was a major change in the style of russian government across these years. the, tsarist regime was oppressive and based on the idea of divine right rule. there was little scope for the, expression of alternative views of government. the communist regime was, at least in theory, more, responsive to different approaches, perhaps best seen in the different approach to economic reform,, moving from war communism to the nep. however, the basics of the style of rule remained the same. it, was still one individual that seemed to control all aspects of government. stalin was little removed from, the type of rule seen under alexander iii. the secret police may have changed its name across the period,, but it did essentially the same job of oppression and control for central government. moreover there was, the same sort of dismissive attitude to the interests of local government across the whole date range., taken as a whole, therefore, this period sees more continuity than change in the period with the most, telling element of continuity being in the use of the secret police., my progress, using the advice on page 46 write an effective introduction to your own question and then indicate why, you think it will work for you., my introduction:, this achieves all of the objectives of a good introduction because, aqa a-level history 61, 5 example coursework paragraphs, here is a checklist to help evaluate the quality of your paragraphs., ● does the paragraph use primary source material or interpretations not every paragraph needs to., ● is the view of the sources or interpretations made clear if they are included, ● are there any judgements made about the evidence, ● is the judgement based on any evidence or simply asserted, ● is the paragraph relevant to the title, ● is there an interim judgement based on the discussion, write a paragraph from your essay that deals with primary sources or interpretations and then complete, the checklist., does the paragraph use source material if so where, are there primary and secondary sources what are they, is the view of the sources made clear give one example., are there any judgements made about the evidence give one example., is the judgement based on any evidence or simply asserted give one example., is the paragraph relevant to the title how can you be sure, is there an interim judgement based on the discussion what shows that.

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Module : What is History? (HIST401)

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