Paper 3: The British experience of warfare, c1790-1918

Overview:

Paper 3: The British experience of warfare, c1790-1918, compromises of two parts: aspects of breath which focus on long term changes and contextualise the aspects of depth which focus in detail on key events. Together, the breadth and depth topics explore the British experience of war in different aspects of major overseas conflicts including the Napoleonic wars, the Crimean War, the second Boer War and the First World War. Although it primarily focuses on warfare, this unit also explores the political, social and economic elements that generated pressure for change at home in Britain.

Paper 3 is a written examination, lasting 2 hours and 15 minutes. Marks available: 60. Students answer three questions. One from Section A, one from Section B and one from Section C. Section A is a compulsory question that assesses your ability to analyse and evaluate source material (AO2). Section B assesses your understanding of the period in depth (A01). Section C assesses your understanding of the period in breadth (A01). Questions in Section C will target change over periods of at least 100 years.

The Britain course is broken down into five key topics of depth:

Key Topic 1: Britain and the French Wars, 1793-1815

Key Topic 2: The Crimean War, 1854-56

Key Topic 3: The second Boer War, 1899-1902

Key Topic 4: Trench warfare on the Western Front, 1914-18

Key Topic 5: The war in the air, 1914-18

It is also broken down into aspects of breadth

Theme 1: Changes in organising the military

Theme 2: Changes in the role of the people

Section A: Consists of one compulsory source question which requires you to assess the value of one source which is targets content from one of the key topics.

Step 1: Identify the two enquiries in the question. (Highlight them now in two different colours).

Step 2: Identify all the evidence in the source that supports the first enquiry in one colour and all the evidence that supports the second enquiry in another colour.

Step 3: Identify how many different points relating to each enquiry are mentioned in the source and try to gather at least two quotes to support each point (where possible).

Step 4: Make at least one developed inference from the quotes selected. Write the inference in the same box as the selected quotes. Determine whether the content and topics covered makes the source more or less credible.

Step 5: Where possible develop each inference made with relevant, specific factual knowledge.

Step 6: Study the provenance of the source and identify any important points using DAMMIT. Write them down below. Try to make additional inferences using DAMMIT. Determine whether the provenance makes the source more or less credible for a particular enquiry. Choose the most suitable features of DAMMIT to assess the value of the source as evidence for the enquiry.

DAMMIT = Date, Author, Medium of Communication, Message, Intended Audience, Tone

Step 7: In the introduction, set out the main uses of the source for each enquiry. What is the main point that the source makes about each enquiry? Set out which enquiry the source is more valuable for understanding and the criteria you used to make this decision. The criteria will either be based on DAMMIT or the CAT test, maybe both.

C – coverage of the source. How much information does it give you relating to the enquiry? Any obvious information missing?

A – Is the information provided accurate and match up with what you know?

T – Is the information typical of the time period or is it unusual and therefore perhaps not as useful if a historian was trying to understand the main ideas circulating at this time?

Example introduction structure

The source is valuable for understanding both how ___________________________and how ____________________________________________. The author provides a number of details about…

Likewise the source outlines…

In sum, it can be argued that the source has more value for understanding… because… (outline the criteria you think best helps you make this decision eg. use of DAMMIT and or CAT test).

Step 8: In the conclusion decide if the source is more useful for understanding enquiry 1 or enquiry 2. Explain your reasoning.

Two paragraphs are then needed for each enquiry and need to consist of the following:

P - Point - What the source reveals about enquiry 1

I - Quote and inference - Detail? Opinions? Challenge our view?

K - Knowledge - Use the CAT test to provide supporting knowledge

Section B: Consists of a choice of two essay questions that target specified content from the key topics. Questions may cross the key topics. Any A01 concepts may be targeted: causation, change, continuity, similarity, difference, significance.

Introduction: CUTS

Context

Explain what the key issues relating to the question are in one sentence!

Unpack the question

Define key terms and valid criteria for judgement

Thesis statement

Clearly state your argument (be nuanced – measurement language

Structure

Explain your three paragraphs and why you will focus on these factors

Paragraph structure - PEAEL (3 factors ideally, but 2 if you’re short on time)

POINT

Clearly state the factor and its importance to the question

EVIDENCE (x2-4)

(Try to inter-weave your specific evidence and analysis together, rather than writing in blocks). Give a fact, explain it, give another, explain it – and so on

ANALYSIS (x2-4)

EVALUATION

You must always devote the bottom third of your paragraph to evaluating your answer – this means considering any counters to your POINT, and comparing/connecting to your other factors

Sentence starters:

Although……… Nevertheless…….

Without….

Ultimately….

Despite….

LINK

Clearly and decisively state the importance of the factor to your answer

Conclusion

Restate

Restate your argument clearly

Weigh up

Explain each key factor and weigh up their importance

Killer Evidence

Use a piece of ‘killer evidence’ to back up your argument to finish

Section C: Consists of a choice of two essay questions that target content specified in the Themes. Questions may cross the Themes. Questions will target change over periods of at least 100 years, focusing on: the process of change (factors bringing it about), the extent of change, the impact of change, patterns of change (turning points).