Practice Exam Questions
Paper 1 is the source-based paper in which students study two case studies: Japanese Expansion in East Asia, 1931-41; & German and Italian Expansion, 1933-40. The exam paper could be set on any one of the two case studies, it is therefore important that students revise both case studies thoroughly. The exam paper itself is one hour long and is comprised of four questions with a maximum mark of 24 to be gained from the paper. Try to familiarise yourself with the different types of questions from the paper to understand what is expected:
Nov 2018 |
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May 2018 |
Using the sources and your own knowledge, discuss the view that Japanese aggressive furthered political instability in China between 1931 and 1941. |
Nov 2017 |
Using the sources and your own knowledge, to what extent do you agree with the suggestion that Japanese foreign policy aims up to 1937 were to be achieved through "gradual and peaceful ways"? |
May 2017 |
"Mutual fear led to increasing tensions between the US and Japan." Using the sources and your own knowledge, to what extent do you agree with this statement? |
Spec Paper |
Using the sources and your own knowledge, evaluate the consequences of the Three Power Pact for Japan, China and the US up to the end of 1941. |
WARNING! The Move to Global War is a new unit that was first assessed in May 2017. Prior to 2017, the specification was different. The questions below are from the old specification unit which was called "Peacemaking, Peacekeeping - International Relations 1918-1936". The questions from this unit have been listed below because some questions related to Germany after 1933, Italy after 1923, and Japan after 1931 are relevant to the current unit and serve as examples of possible questions that might arise in future:
Nov 2016 |
Using the sources and your own knowledge, examine the significance of the Italian invasion of Abyssinia for the League of Nations and international relations (up to December 1936). |
May 2016 |
Using the sources and your own knowledge, examine the view that the settlement achieved at the Paris Peace Treaties (1919–1920) was the best that could have been reached. |
Nov 2015 |
Using the sources and your own knowledge, to what extent were the Germans justified in claiming that the terms of the Treaty of Versailles were unfair? |
May 2015 |
“Locarno resulted from a desire for peace on the part of the nations involved.” Using the sources and your own knowledge, to what extent do you agree with this statement? |
Nov 2014 |
Using the sources and your own knowledge, analyse how successfully the peacemakers dealt with the challenges facing them upon negotiating the treaties of St Germain, Trianon and Neuilly. |
May 2014 |
“President Wilson thought he could bring peace to Europe but he succeeded in bringing confusion.” Using these sources and your own knowledge, evaluate the validity of this claim. |
Nov 2013 |
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May 2013 |
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Nov 2012 |
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May 2012 |
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Nov 2011 |
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May 2011 |
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Nov 2010 |
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May 2010 |
Exam Structure Help
What, according to the source, was...?
Question 1, Part A - will test your understanding and comprehension of one of the sources:
- To get full marks, always make three distinct points and express each point separately, using separate sentences and paragraphs.
- Provide supporting evidence from the source by quoting a few words from it, or paraphrase i.e. 'One of the aims/reasons given is'
- Work only with the source specified in the question. Your own knowledge of the source is not needed in this question although it can help you to understand the context of the source.
What is the message conveyed by the source?
Question 1, Part B - Will test your understanding and comprehension of one of the visual source:
- This question will always be related to a visual source such as a map, table, chart, cartoon, painting or photograph.
- The attribution of the source will often contain key details that will help you understand the details in the source. Don't forget to consult it.
- Understanding the characters and details in the source will better help you to understand the message of the source - always try to consider what message the author of the source is trying to convey.
- Avoid describing details in the source - instead, use the details you see to support the messages you have identified from the source i.e. 'one of the messages of the source is that... this can be seen from the source in...'
With reference to its origin, purpose, and content, analyse the value and limitations of the source for the historian studying...
Question 2 - Asks you to analyse the values and limitations of one of the sources. You should refer to the origin, purpose and content of the source in your evaluation:
- Origin - Examining this means questioning who produced the source, and where and when it was written. The author of the source can affect its value e.g. if the person was in a position to know or not. The location and time is important considering the distance from the event, in time and space. You also need to consider the prevailing political and social conditions at the time it was created - would that affects its validity or usefulness?
- Purpose - This means considered why the source was produced. Thinking about the type of source will help you to consider to whom the source was created for - what is the audience? Different aims and purposes can either increase or decrease the value of the source.
- Content - Evaluating a source's content entails asking what the source is saying exactly. What is the tone of the source? Is the information particularly enlightening? New? Interesting? Or maybe the source is more interesting for what it isn't saying. The validity of the content depends largely upon what question the source is being used for - look again at the question.
- Try creating a simple table in your notes when reviewing the source before answering the actual question:
Value |
Limitations |
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Origin |
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Purpose |
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Content |
Compare and contrast what Sources A and B reveal about...
Question 3 - Will expect you to compare and contrast two sources in order to consider what they reveal to a historian studying a particular topic mentioned in the question:
- For this question, focus entirely on the content of the source, not the origins or purpose of the source which isn't relevant.
- Use a pen to highlight the similarities and differences between the two sources - try to find three of each or six arguments in total.
- When making comparisons and contrasts, use clearly language and separate each point.
- Explicitly refer to the sources by either quoting directly or paraphrasing the source.
Using the sources and your own knowledge, evaluate...
Question 4 - This is the 'mini-essay' question which asks you to draw on all of the sources and your own knowledge to answer an evaluation question:
- Begin by analysing each source to work out how it can support your thesis for this question. Do certain sources focus on certain factors? Perhaps they support one side of an argument over another? Work out how you will use the sources.
- Then consider how you can develop upon the message of the sources with your own knowledge to either support or refute the source.
- Arguments in each paragraph can either being with your own knowledge, then supported by evidence from the sources; or begin with the sources and supported with your own knowledge as evidence.
- 'To what extent ' questions require you to provide arguments both for and against the statement.
- When using sources, make specific references to them by mentioning them by name, or quoting directly from the source.
- Always remember to include a final conclusion that ties together all your arguments and arrives at a judgement that is focused on the question.
It is a good idea to plan out how you will use the sources and your own knowledge before you answer the question. Consider using a table like in the following example:
Question 4 Planning |
Agrees with the Statement |
Disagrees with the Statement |
Agrees and Disagrees |
Sources |
A, C |
B |
D |
Own Knowledge |
Events/Facts/Perspectives |
Events/Facts/Perspectives |
Events/Facts/Perspectives |
Marks |
Level Descriptor |
zero |
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1-3 |
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4-6 |
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7-9 |
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