20 marks question: Interpretation 3 (d) How far do you agree with Interpretation 2 about the reasons why the Nazis and Hitler were able to come to power in 1933? Explain your answer, using both interpretations and your knowledge of the historical context. Target: Analysis and evaluation of interpretations.AO4: 16 marks. Spelling, punctuation, grammar and the use of specialist terminology(SPaG): up to 4 additional marks.

This revision guide gives you an insight into Sample Answers for GCSE History, Edexcel, that will earn you the highest marks. It will also teach you how to break down questions so you fully understand how to answer them and check for yourself if you have fully comprehended and addressed all the demands of the question. It covers different Edexcel History papers and attempts to cover all papers. There are also lesson plans for teachers and revision guides/ questions and answers for students to practise on their own. In addition, it will explore what examiners will be looking for in each question and it addresses many different past papers and mark schemes and what those mark schemes mean. The first booklet/guide will consist of Past Papers and Mark Schemes only. These are accessible to any teacher or student on the Edexcel website but I have put them here for easy accessibility in one place. The second booklet will then be a follow up to the question papers and this will explain the chosen questions, how to answer them as well as explain the mark schemes and show possible sample answers.

Using a text book, sources and a worksheet, this work can be done by students as classwork or cover work, independently to analyse sources for their Nature, Origin, Purpose and offer evidence based explanations and conclusions using PEEL.

This GCSE resource compares the roles of Emmett Till, Rosa Parks, Malcolm X and Martin Luther King in the development of Civil Rights in the USA. The objectives of the lesson are: • To be able to know the role played by key individuals in the Civil Rights Movement. • To be able explain why each individual was important in the Civil Rights Movement. • To be able to make a judgement on the most important individual in the Civil Rights Movement. The Learning and Thinking Skills will focus on: • Analysis • Evaluation • Synthesis • Exam style writing

In this resource (including the differentiated one) pupils read information and plot it on a graph to determine if the Tudors were really Protestant or Catholic.They will be able to decide how much the Church changed from Catholic to Protestant during Tudor times, using a graph and then interpreting that graph to reach a decision.

This is an interpretation/judgement lesson based on sources and pupils need to reach a fair final judgements by comparing different interpretations and sources. There is a writing frame for this Resource and its suitable for GCSE History. Field Marshal Haig has been nicknamed the “Butcher of the Somme.” Is this interpretation fair?