a level history coursework examples cold war

The Cold War, 1950-1975

The Origins and Development of the Cold War, 1950-1975

• From 1950 to 1953, the Korean War took place, marking the first major conflict of the Cold War. This conflict expanded the Cold War beyond Europe and set the precedent for future US intervention in other regional conflicts.
• 1953 saw the death of Joseph Stalin , leading to a transformation of the Soviet leadership and introducing the possibility of ‘peaceful co-existence’.
• During the mid-1950s, there was a thaw in East-West relations known as The Thaw period and ‘Peaceful Coexistence’ . This was highlighted by major political events such as the Hungarian Uprising and the Suez Crisis.
• In 1961, the Berlin Wall was constructed, creating a physical barrier between East and West Berlin and becoming a powerful symbol of the political and ideological division between East and West.
• In 1962, the Cuban Missile Crisis brought the world to the brink of nuclear war. This event highlighted the dangerous escalation of Cold War tensions and led to a reassessment of Cold War strategies.
• The 1960s and early 1970s were also marked by the US-led Vietnam War , which not only exacerbated East-West tensions but also led to domestic unrest in the US and global anti-war movements.

Key Figures of the Cold War, 1950-1975

• Dwight D. Eisenhower (US President, 1953-61) implemented the policy of ‘massive retaliation’ to deter Soviet aggression.
• Nikita Khrushchev (Soviet leader, 1956-64) introduced the policy of ‘peaceful coexistence’, though also involved the USSR in crises such as the Cuban Missile Crisis.
• John F. Kennedy (US President, 1961-63) faced the Bay of Pigs Invasion and Cuban Missile Crisis, leading to a shift towards more flexible response options in US Cold War strategy.
• Lyndon B. Johnson (US President, 1963-69) escalated US involvement in Vietnam, contributing to domestic and international opposition to the war.
• Leonid Brezhnev (Soviet leader, 1964-82) initiated a period of détente with the West, although he also suppressed political dissent in Eastern Europe (notably during the 1968 Prague Spring).

Major Themes of the Cold War, 1950-1975

• Arms race and space race : Continued competition between the US and USSR in the development of nuclear and conventional weapons, as well as in space exploration.
• Nuclear brinkmanship : The strategy of taking disputes to the verge of armed conflict, with the hope that the opposing side would back down.
• Proxy wars : The US and USSR indirectly confronting each other through smaller conflicts in other nations, notably in Asia, Africa, and Latin America.
• Détente : A period of relative peace and improved diplomatic relations between the US and USSR, which began in the late 1960s and lasted throughout the 1970s.
• Ideological competition : Continued rivalry between the capitalist West and communist East, which was reflected not only in military and economic competition but also in areas such as propaganda and sports.

A Level History Coursework Edexcel – A Guide

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• Post date November 16, 2023
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This guide shows you how to plan, research and write A Level History coursework for Edexcel using ideas, resources, examples and structure. This coursework is weighted towards Assessment Objective Three (AO3) 15% and Assessment Objective One (AO1) 5%. This makes it substantially different from coursework assessed under AQA or OCR. For Edexcel coursework, the focus is on differing interpretations of the past and analysis of them, alongside your own view of the events.

A Level History Coursework Edexcel – Ideas, Examples and Resources

Question Format – The question that you decide to answer for the Edexcel Coursework will always use the following template.

• Historians have disagreed about [ the chosen question, problem or issue ].
• What is your view about [ the chosen question, problem or issue ]?

Thus, we can see that there are two parts to this coursework:

• Part 1 – dealing with the historian’s viewpoints which is (AO3) and worth 15%
• Part 2 – your own viewpoint which is (A01) and worth 5%  

Question Ideas, Example and Selection

There are two key points to consider when selecting a question, problem or issue for your coursework.

• Is there enough debate around this question? – 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.
• Can you access the appropriate resources? – You must use a minimum of three different key works as well as two supplementary works. Your three key works should hold opposing views about the question or issue. Let’s look at an example question to make this clear:

Historians have disagreed about the extent to which by 1924 the Russian people had exchanged one authoritarian regime for another. What is your view about the extent to which by 1924 the Russian people had exchanged one authoritarian regime for another?

• View 1 – Tsarist Rule was more authoritarian. (C. Hill argues this)
• View 2 – Bolshevik rule was more authoritarian. (R. Service argues this)
• View 3 – The regimes were equally authoritarian. (R. Pipes argues this)

This is the ideal example of having three viewpoints that would be spread across the historiographical spectrum. This helps us to engage with the historical debate and hit the following criteria for the coursework:

• analyse ways in which interpretations of the question or issue differ.
• explain the differences you have identified.
• evaluate the arguments, indicating which you found most persuasive and why.

You would then add to this a minimum of two supplementary works, (more is better) that would assist in helping you form your view and add weight to your analysis and arguments. Critically, you must be able to access all these resources to use them effectively in completing the coursework.  

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 Edexcel – How to Research and Write

Researching the Coursework – When researching our coursework we use the resource record form, which acts as a bibliography to the books, articles and online resources we are using. As we go through these resources we want to make notes that help us to identify the overall argument of the historian. Key quotes or passages should be noted down, alongside a reference. If we then use this material in our write up, we can add the appropriate footnote.

Writing the Coursework – When writing our coursework we need to be aware of the total word count as well as making sure that we hit all the assessment criteria. This means dividing up the 4000 words (maximum word count) effectively between the assessment criteria. An example structure to implement this is shown in the next section.

A Level History Coursework Edexcel – Structure and Planning

First section – introduction to the overall question and key works (c. 1000 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.

Example from our question above – authoritarian regime would be defined as ‘a regime in which power is highly centralised and maintained regardless of popular support, with the use of repression and violence’.

Finally, you need to set out valid criteria by which the question can be judged.

Example from our question and definition above – we need to compare the Tsarist regime to the Bolshevik regime in terms of:

• Centralisation of power .
• Power maintained despite lacking popular support.
• Power maintained through repression and violence.

You should now have a complete introduction to the topic (1 paragraph)

Introduction to the debate by placing each of the key works in the historiographical debate. You can also place your supplementary works on the historiographical line here. (1 paragraph)

Set out the arguments in extended detail from the three key works. What are the historians’ views on this question? (1 paragraph)

Show how the arguments from each of the key works differ or are like one another. (1 paragraph)

Summary of the views of the key works. (1 paragraph)

Second Section – Explaining why the key works differ from one another (c. 1000 words)

Introduction – You need to set out three valid criteria to explain why the key works differ. Why is it that the historians’ arguments differ? There are several different potential criteria that could be used here: When was the work written? What sources and evidence did they use? Have they defined the key terms of the question differently? Have they defined the criteria to answer the question differently? Do they have different scopes of enquiry? What is the purpose of the work? What is the historians background and view?

Example from our question – The historians have defined the key term to answer the question differently – C. Hill has focused on authoritarian being defined as lacking popular support. R. Service is more focused on authoritarian being defined through repression. R. Pipes is mostly focused on authoritarian being defined as a centralisation of power.  

The historians have defined the key term ‘authoritarian’ differently. (1 paragraph)    

Paragraphs – This is where you use the criteria set out from the introduction to this section. You want one paragraph per item of criteria that we are judging the key works on.

Example from our question – one paragraph regarding how the historians have defined the key term ‘authoritarian’ differently.

Then you need to consider the three works in terms of the criteria set out for that paragraph. Show why there are differences in the key works regarding that criteria and how that leads the historian to arrive at their interpretation. Use evidence to support your points. (3 paragraphs – 1 for each criterion)

Conclusion – Brief conclusion that offers a summary of why the key works are different. (1 paragraph)

Third Section – Your own viewpoint on the question (c. 1000 words)

Brief introduction of your own viewpoint and line of argument that will be taken, remembering to re-instate the criteria by which the question can be judged . (1 paragraph)

Paragraphs that set out your own view on the question. This is where you should be using the criteria set out in your introductions. You want one paragraph per item of criteria.

Example from our question – one paragraph regarding ‘centralisation of power’.

Then you need to bring evidence and analysis to assess the criteria being judged. You can also use the key works and the supplementary works in this section to help you. (3 paragraphs – 1 for each criterion)

Conclusion that reaches a judgement on the question and follows your line of argument that has flowed throughout. (1 paragraph)

Fourth Section – Evaluation and Judgement of the key works and of the question (c. 1000 words)

Go through each of the key works and make a judgement on how convincing and valid the arguments from the historians are compared to the criteria. (3 paragraphs – 1 for each key work)

Form an overall judgement on the question and an overall judgement on which of the key works is most convincing. These should broadly align together. (1 paragraph)   

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Welcome to Seneca Revision Notes

Short and effective seneca revision notes for a-level & gcse.

1 Origins of the Cold War, 1945-9

1.1 Events of 1945

1.1.1 The Grand Alliance

1.1.2 Yalta Conference

1.1.3 Potsdam Conference

1.2 The Collapse of the Grand Alliance

1.2.1 Communism in the 20th Century

1.2.2 Relations between Roosevelt, Stalin & Attlee

1.2.3 A-A* (AO3/4) - Origins of the Cold War

1.3 Developing Tensions

1.3.1 USSR Actions

1.3.2 Long Telegram & Iron Curtain Speech

1.3.3 Cominform

1.3.4 Greek Civil War & the Truman Doctrine

1.3.5 A-A* (AO3/4) - Developing Tensions

1.4 US Involvement in Europe

1.4.1 US Policy Towards Britain & Europe

1.4.2 US Attitudes Towards Germany & Berlin

1.4.3 The Marshall Plan

1.5 Conflict over Germany

1.5.1 Sectors & Bizonia

1.5.2 The Berlin Blockade

1.5.3 The Formation of NATO, April 1949

1.5.4 A-A* (AO3/4) - US Involvement in Europe

2 Widening of the Cold War

2.1 US Containment in Asia

2.1.1 Japan

2.1.2 China & Taiwan

2.2 The Korean War

2.2.1 Causes & Military Action in Korean War

2.2.2 Attitudes of the USSR, China & the USA

2.2.3 Panmunjon Armistice & Impact of the Korean War

2.2.4 A-A* (AO3/4) - Widening of the Cold War

2.3 Increasing Cold War Tensions, 1949 -1953

2.3.1 McCarthyism & The 'Red Scare'

2.3.2 USA Dominance in the United Nations

2.4 Global Alliances

2.4.1 Global Alliances in Europe & Asia

2.4.2 Eisenhower, Brinkmanship & Domino Theory

2.4.3 A-A* (AO3/4) - Tensions & Alliances

3 The Global War

3.1 Khrushchev

3.1.1 Polish & Hungarian Uprisings 1956

3.1.2 East-West Relations

3.2 Cold War Rivalries

3.2.1 Arms Race & Space Race

3.2.2 Berlin Crisis & The Berlin Wall

3.2.3 A-A* (AO3/4) - Khrushchev

3.3 Conflict in Asia

3.3.1 Indo-China

3.4 Confrontation Between Superpowers

3.4.1 Relations Between the USA & Cuba

3.4.2 The Cuban Missile Crisis & its Significance

4 Confrontation & Cooperation

4.1 Vietnam

4.1.1 Johnson

4.1.2 Nixon

4.1.3 Paris Peace Talks

4.2 Cooperation

4.2.1 Khrushchev & Kennedy

4.3 Pressures on the USSR

4.3.1 Czechoslovakia

4.3.2 A-A* (AO3/4) - Confrontation & Cooperation

5 Brezhnev Era

5.1 Detente

5.1.1 Settlements

5.1.2 Detente up to 1979

5.2 Second Cold War

5.2.1 Renewed Hostilities

5.3 Developments in Africa & Americas

5.3.1 Angola, Ethiopia, Chila, Nicaragua, Grenada

5.3.2 A-A* (AO3/4) - Brezhnev Era

6 Ending of the Cold War

6.1 Gorbachev

6.1.1 Gorbachev & Reforms

6.2 Cooperation between US & USSR

6.2.1 Key Figures & Summits

6.3 Collapse of Communism in Eastern Europe

6.3.1 Significance of 1989

6.4 End of Tensions Across the World

6.4.1 Africa, Afghanistan & the Americas

6.4.2 Malta Summit & the Aftermath

6.4.3 A-A* (AO3/4) - Ending of the Cold War

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Edexcel Cold War A-Level Coursework

Subject: History

Age range: 16+

Resource type: Other

Last updated

11 October 2021

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Historians have disagreed about the origins of the Cold War. What is your view about the extent to which the USA was responsible for the start of the Cold War?

A-Level history coursework Origins of cold war 38/40 (A*)

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AS and A-level History

• Specification
• Planning resources
• Teaching resources
• Assessment resources

Introduction

• Specification at a glance
• 1A The Age of the Crusades, c1071–1204
• 1B Spain in the Age of Discovery, 1469–1598 (A-level only)
• 1C The Tudors: England, 1485–1603
• 1D Stuart Britain and the Crisis of Monarchy, 1603–1702
• 1E Russia in the Age of Absolutism and Enlightenment, 1682–1796 (A-level only)
• 1F Industrialisation and the people: Britain, c1783–1885
• 1G Challenge and transformation: Britain, c1851–1964
• 1H Tsarist and Communist Russia, 1855–1964
• 1J The British Empire, c1857–1967
• 1K The making of a Superpower: USA, 1865–1975
• 1L The quest for political stability: Germany, 1871–1991
• 2A Royal Authority and the Angevin Kings, 1154–1216
• 2B The Wars of the Roses, 1450–1499
• 2C The Reformation in Europe, c1500–1564 (A-level only)
• 2D Religious conflict and the Church in England, c1529–c1570
• 2E The English Revolution, 1625–1660
• 2F The Sun King: Louis XIV, France and Europe, 1643–1715 (A-level only)
• 2G The Birth of the USA, 1760–1801
• 2H France in Revolution, 1774–1815 (A-level only)
• 2J America: A Nation Divided, c1845–1877
• 2K International Relations and Global Conflict, c1890–1941 (A-level only)
• 2L Italy and Fascism, c1900–1945
• 2M Wars and Welfare: Britain in Transition, 1906–1957
• 2N Revolution and dictatorship: Russia, 1917–1953
• 2O Democracy and Nazism: Germany, 1918–1945
• 2P The Transformation of China, 1936–1997
• 2Q The American Dream: reality and illusion, 1945–1980
• 2R The Cold War, c1945–1991
• 2S The Making of Modern Britain, 1951–2007
• 2T The Crisis of Communism: The USSR and the Soviet Empire, 1953–2000 (A-level only)

Component 3: Historical investigation (non-exam assessment) (A-level only)

• Scheme of assessment
• Non-exam assessment administration
• General administration

Purpose of the Historical investigation

The purpose of the Historical Investigation is to enable students to develop the skills, knowledge and historical understanding acquired through the study of the examined components of the specification.

Through undertaking the Historical Investigation students will develop an enhanced understanding of the nature and purpose of history as a discipline and how historians work.

• ask relevant and significant questions about the past and undertake research
• develop as independent learners and critical and reflective thinkers
• acquire an understanding of the nature of historical study
• organise and communicate their knowledge and understanding in a piece of sustained writing

Students will be required to submit a Historical Investigation based on a development or issue which has been subject to different historical interpretations. The Historical Investigation must:

• be independently researched and written by the student
• be presented in the form of a piece of extended writing of between 3500 and 4500 words in length, with a limit of 4500 words
• draw upon the student's investigation of sources (both primary and secondary) which relate to the development or issue chosen and the differing interpretations that have been placed on this
• place the issue to be investigated within a context of approximately 100 years
• be an issue which does not duplicate the content of Components 1 and 2.

The Historical Investigation must be supervised in accordance with the requirements of Section 5.1 of this specification.

The centre must complete a non-examined assessment (NEA) title approval form no later than 20 October in the year before the intended completion of the A-level course. The form must detail the title and date range of the proposed historical investigation for each student. The teacher must state which examined components will be studied. This form must be submitted to AQA for review. AQA will check that the proposed historical investigation title, when combined with the examined components, meets the following requirements:

• the proposed title is set in the context of approximately 100 years
• there is no overlap with the content of the options studied for the examined components
• all three components together cover a chronological range of at least 200 years

AQA will inform the centre if any historical investigation title does not meet the requirements and the focus for the non-examined assessment will need to be changed.

Failure to comply with these requirements will invalidate the student’s entry and no A-level result will be issued.

It is therefore vital that the teacher ensures that all requirements are met. If a student changes their historical investigation title, a new form should be completed.

On completion of the NEA, each student must also complete a Candidate Record Form (CRF) detailing the options studied for the examined components. The student must sign this form. The teacher must counter sign the CRF and this declaration will confirm that the historical investigation complies with the NEA title approval form and has adhered to all requirements.

The CRF must be sent to the moderator at the same time as marks for the NEA are submitted. The moderator will check that all course requirements have been met.

If the requirements have not been met, then the entry will be invalid and no result issued.

Copies of all the documentation, including the NEA proposal form and guidance on submission procedures are available from the AQA website at www.aqa.org.uk/history

Further guidance is available from the History subject team: [email protected]

Choice of issue and question to be studied

Students will be required to identify an issue or topic they wish to study and develop a question from this issue or topic as the focus of the Historical Investigation. The issue or topic to be studied and the question which stems from it must place the issue or topic in the context of approximately 100 years of history. The question could be based on British history or non-British history or could be a multi-country issue. However, it must not duplicate content studied in Components 1 and 2.

The Historical Investigation could identify an issue and a related question which traces a development over approximately 100 years. Alternatively, it could focus on a narrower issue, but place it the context of approximately 100 years.

• A broad issue and related question which analyses its development over approximately 100 years, for example: assessing how Puritanism changed during the Seventeenth Century; or assessing the extent to which the condition of the Russian peasant improved over the period 1850–1950
• A more specific issue in the context of approximately 100 years, for example: assessing the extent to which the Glorious Revolution successfully settled relations between Crown and Parliament in the context of the Stuart period; or assessing the extent to which Tsar Nicholas I changed the nature of Tsarist rule set against the period of Catherine the Great, Alexander and Nicholas I.

Issues which relate to international, national or local developments are appropriate, as are investigations which adopt specific historical perspectives such as cultural, social or technological.

However, in choosing the issue, students need to take the following into account:

• Is there a range of primary sources and primary material available to support individual investigation?
• Is the issue and related question one which has promoted debate and differences of interpretation amongst historians?

When framing the question to be answered, students must ensure that it enables them to demonstrate skills of historical analysis, evaluation and judgement, to appraise the views of historians and to evaluate primary sources.

Students are advised to use the type of question formulations seen in examinations such as the use of questions which begin ‘To what extent’ or a quotation in the form of a judgement followed by ‘Assess the validity of this view’.

The A-level subject content for history requires that students carry out a Historical Investigation that is independently researched. It is acceptable that students within a centre base their Historical Investigations around the same topic. However, the essential pre-requisite of non-exam assessment and the principal purpose of the Historical Investigation both require that the Historical Investigation is the work of individual students each developing a question to investigate and each evaluating individually, primary sources and historical interpretations. Where students in a centre are studying a similar topic or topics, there may be only a limited number of primary sources and, more so, a limited number of historical interpretations. However, the centre must ensure that students assess and evaluate sources individually, even where sources used are similar. It is not permitted for centres to direct students to the same sources as this fundamentally undermines the need for the Historical Investigation to be the work of an individual student.

Further guidance and exemplar material are available via the AQA website.

The skills and qualities to be demonstrated and assessed

The skills and qualities of all three Assessment Objectives must be demonstrated in the Historical Investigation. These are:

AO1: demonstrate, organise and communicate knowledge and understanding to analyse and evaluate the key features related to the periods studied, making substantiated judgements and exploring concepts, as relevant, of cause, consequence, change, continuity, similarity, difference and significance.

AO2: analyse and evaluate appropriate source material, primary and/or contemporary to the period, within the historical context.

AO3: analyse and evaluate, in relation to the historical context, different ways in which aspects of the past have been interpreted.

The task required of students in responding to AO3 will be different from that in the examined components in that students will be expected to:

• show an understanding of the limitations placed on historians
• show an understanding of the significance of the time and/or context in which an historian writes
• compare and evaluate differing historical interpretations.

Students must base their analysis and evaluation of historical interpretations on the work of academic historians. It is not acceptable that the analysis and evaluation is based on textbook historians or course books.

Students are expected to use short quotations, paraphrase and/or footnotes to show the source of their interpretations. Lengthy extracts are not required.

In developing their response to a chosen issue to investigate, students are expected to consult a range of resources, which may include textbooks, course books and work of academic historians. Within the Historical Investigation, however, there must be explicit analysis and evaluation of two differing interpretations by academic historians where students analyse and evaluate the differences between the interpretations, show an awareness of the time and/or context of the interpretations and demonstrate an understanding of the limitations placed on historians.

The Historical Investigation must be written with the qualities of all three objectives integrated within the body of the work. For example, students will analyse, evaluate and reach judgements about the question chosen (AO1) and within this analysis and evaluation, appraise the views of historians (AO3) and analyse and evaluate primary source material and the extent to which it is useful in supporting arguments or conclusions (AO2).

Completion of the Historical investigation

The Investigation should be completed in approximately 3500-4500 words, excluding bibliography, footnotes, and appendices, with a limit of 4500 words. Work that exceeds this word limit will incur a five mark penalty. This penalty will be applied by AQA, and should not be applied by the teacher. A word count must be included on the Candidate Record Form.

The Investigation must contain an evaluation of three primary sources. At least two different types of primary source should be evaluated. These may be different types of written primary sources, for example: official publications; reports; diaries; speeches; letters; chronicles; observations of elite or ‘ordinary’ people (from the inside or from the outside). Other appropriate sources may include artefacts, archaeological or visual sources.

The Investigation must also demonstrate an understanding of differing interpretations presented by two academic historians about the issue.

Students are advised to avoid extensive, verbatim copying from sources and to ensure that the Investigation is written in their own words. Extensive verbatim copying can lead to malpractice.

The use of footnotes is strongly advised in order to demonstrate the range of evidence consulted and validate the bibliography. Additionally, footnotes alleviate concerns about plagiarism, as the source of comments, views, detail or others' judgements is acknowledged. Skill in the use of footnotes is also highly valued by Higher Education. A bibliography should be provided, listing the sources that have been consulted.

The role of the teacher

Teachers have a number of significant roles:

• to explain the requirements of the Historical Investigation to students
• to ensure that students do not duplicate content already covered in Components 1 and 2 and to ensure that the NEA title which forms the focus of the Historical Investigation is placed in the context of approximately 100 years
• to provide appropriate supervision of students, offering general guidance about the issue and question chosen for investigation
• to monitor the progress of the Investigation
• to submit to AQA, by 20 October in the year before intended A-level certification, an NEA title approval form. This form will require that options from Components 1 and 2 are identified, along with the title of Component 3 and its chronological range for each student
• to sign a declaration that the Investigation is the work of the individual working independently
• to inform AQA where there are concerns about malpractice, such as plagiarism or the submission of work that is not that of the student

Assessment and moderation

The Historical Investigation will be marked by centres and moderated by AQA. It is most important that centres establish rigorous internal standardisation to ensure that the rank order of the students is fair, accurate and appropriate. This is particularly important in larger centres where more than one teacher has prepared and assessed students.

The work of students is to be assessed by a levels of response mark scheme which addresses each of the following assessment objectives, with the weighting as indicated:

Mark Scheme to be used when assessing the Historical investigation

AO1: 20 marks

Demonstrate, organise and communicate knowledge and understanding to analyse and evaluate the key features related to the periods studied, making substantiated judgements and exploring concepts, as relevant, of cause, consequence, change, continuity, similarity and significance.

NOTE: An Historical investigation which fails to show an understanding of change and continuity within the context of approximately 100 years cannot be placed above Level 2 in AO1 (maximum 8 marks)

Level 5: 17–20 The response demonstrates a very good understanding of change and continuity within the context of approximately 100 years and meets the full demands of the chosen question. It is very well organised and effectively delivered. The supporting information is well-selected, specific and precise. It shows a very good understanding of key features, issues and concepts. The answer is fully analytical with a balanced argument and well-substantiated judgement.

Level 4: 13–16 The response demonstrates a good understanding of change and continuity within the context of approximately 100 years and meets the demands of the chosen question. It is well-organised and effectively communicated. There is a range of clear and specific supporting information, showing a good understanding of key features and issues, together with some conceptual awareness. The response is predominantly analytical in style with a range of direct comment relating to the question. The response is well-balanced with some judgement, which may, however, be only partially substantiated.

Level 3: 9–12 The response demonstrates an understanding of change and continuity within the context of approximately 100 years and shows an understanding of the chosen question. It provides a range of largely accurate information which shows an awareness of some of the key issues. This information may, however, be unspecific or lack precision of detail in parts. The response is effectively organised and shows adequate communication skills. There is a good deal of comment in relation to the chosen question, although some of this may be generalised. The response demonstrates some analytical qualities and balance of argument.

Level 2: 5–8 The response demonstrates some understanding of change and continuity but may have limitations in its coverage of a context of approximately 100 years. The response may be either descriptive or partial, showing some awareness of the chosen question but a failure to grasp its full demands. There is some attempt to convey material in an organised way although communication skills may be limited. The response contains some appropriate information and shows an understanding of some aspects of the investigation, but there may be some inaccuracy and irrelevance. There is some comment in relation to the question but comments may be unsupported and generalised.

Level 1: 1–4 The response demonstrates limited understanding of change and continuity and makes little reference to a context of approximately 100 years. The chosen question has been imperfectly understood and the response shows limited organisational and communication skills. The information conveyed is extremely limited in scope and parts may be irrelevant. There may be some unsupported, vague or generalised comment.

AO2: 10 marks

Analyse and evaluate appropriate source material, primary and/or contemporary to the period, within the historical context.

Level 5: 9–10 Provides a range of relevant and well-supported comments on the value of three sources of two or more different types used in the investigation to provide a balanced and convincing judgement on their merits in relation to the topic under investigation.

Level 4: 7–8 Provides relevant and well-supported comments on the value of three sources of two or more different types used in the investigation, to produce a balanced assessment on their merits in relation to the topic under investigation. Judgements may, however, be partial or limited in substantiation.

Level 3: 5–6 Provides some relevant comment on the value of three sources of at least two different types used in the Investigation. Some of the commentary is, however, of limited scope, not fully convincing or has only limited direction to the topic under investigation.

Level 2: 3–4 Either: provides some comment on the value of more than one source used in the investigation but may not address three sources in equal measure or refers to sources of the same 'type'. Or: provides some comment on the value of three sources of at least two types used in the investigation but the comment is excessively generalised and not well directed to the topic of the investigation.

Level 1: 1–2 Provides some comment on the value of at least one source used in the Investigation but the response is very limited and may be partially inaccurate. Comments are likely to be unsupported, vague or generalised.

In commenting and making judgements on the value of the sources, students will be expected to apply their own contextual knowledge and perspectives of time and place in order to assess the value and limitations of their sources as evidence. They will be expected to comment on, as appropriate to the investigation and chosen sources:

• the differing perspectives of the sources chosen
• the social, political, intellectual, religious and/or economic contexts in which the sources were written
• the credibility, authority, authenticity, consistency and comprehensiveness of the sources
• the bias, distortion or propagandist elements found in the sources

AO3: 10 marks

Analyse and evaluate, in relation to the historical context, different ways in which aspects of the past have been interpreted.

Level 5: 9–10 Shows a very good understanding of the differing historical interpretations raised by the question. There is a strong, well-substantiated and convincing evaluation of two interpretations with reference to the time, context and/or limitations placed on the historians.

Level 4: 7–8 Shows a good understanding of the differing historical interpretations raised by the question. There is some good evaluation of the two interpretations with reference to the time, context and/or limitations placed on historians, although not all comments are substantiated or convincing.

Level 3: 5–6 Shows an understanding of differing historical interpretations raised by the question. There is some supported comment on two interpretations with reference to the time, context and/or limitations placed on historians, but the comments are limited in depth and/or substantiation.

Level 2: 3–4 Shows some understanding of the differing historical interpretations raised by the question. They may refer to the time, context and/or limitations placed on the historians in an unconvincing way.

Level 1: 1–2 Shows limited understanding of the differing historical interpretations raised by the question. Comment on historical interpretations is generalised and vague.

In showing an understanding of historical interpretations and evaluating historical interpretations, students will be expected to apply their own contextual knowledge.

They will be expected, as appropriate to the investigation:

• to show an understanding of the limitations placed on historians
• to show an understanding of the significance of the time and/or context in which an historian writes
• to compare and evaluate differing historical interpretations.

NOTE: The Investigation has a limit of 4500 words. Work that exceeds this word limit will incur a 5 mark penalty. This deduction will be applied by AQA, and should not be applied by the teacher.

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General election latest: Latest poll has more bad news for the Tories - as Labour accused of 'humiliating' Abbott

The Conservative government has pledged £1bn a year in a bid to increase the number of GP appointments in the UK. And Labour has announced plans to reduce migration.

Sunday 2 June 2024 17:00, UK

• General Election 2024

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Election news

• Labour lead grows by six points in a week, poll suggests
• Tories pledge £1bn to increase GP appointments
• Starmer announces plans to lower legal migration
• SNP launches election campaign
• Labour: Abbott row 'resolved' | Treatment by Labour 'had element of cruelty'
• Conservative defectors had 'their own reasons for going'
• Be in the audience for our election leaders event
• Live reporting by Tim Baker and, earlier,  Faith Ridler

Expert analysis

• Adam Boulton: 'Starmtroopers' are purging Labour
• Ali Fortescue:  Images both parties want to present clash with reality
• Darren McCAffrey :  'Expectation' SNP will lose MPs in election

Election essentials

• Trackers: Who's leading polls? | Is PM keeping promises?
• Campaign Heritage: Memorable moments from elections past
• Follow Sky's politics podcasts: Electoral Dysfunction | Politics At Jack And Sam's
• Read more: Who is standing down? | Key seats to watch | How to register to vote | What counts as voter ID? | Check if your constituency is changing | Your essential guide to election lingo | Sky's election night plans

Earlier today, the SNP's leader in Westminster Stephen Flynn spoke to Sky News.

He was asked why Labour's flagship energy policy - the creation of GB Energy - would not work ( read about the plans here ).

Mr Flynn said: "GB Energy as it stands is a sham.

"It is not going to produce energy, it's not going to generate energy, it's not going to sell energy, and it's not going to own any energy infrastructure.

"Keir Starmer did a very revealing interview over the weekend - he finally outlined what GB Energy is.

"And all this is going to do is provide investment to the private sector to make even more money off of Scotland's renewables, just as has happened to Scotland's oil and gas sector, which has pushed £450bn south into the Treasury over decades.

"And on the back of that, 100,000 potential job losses in Scotland, thanks to Keir Starmer's energy proposals - this is not the way that Scotland's energy should be run.

"And it's why Scotland's energy should be in Scotland's hands, and this is a very clear point for this general election".

This attack shows again that the SNP is trying to fight against Labour, following polling suggesting Sir Keir will do well in Scotland at the SNP's expense.

With the general election campaign officially under way, what better time to keep a close eye on the latest polling?

The Sky News live poll tracker - collated and updated by our Data and Forensics team - aggregates various surveys to indicate how voters feel about the different political parties.

See the latest update below - and you can read more about the methodology behind the tracker  here .

Sky's  political correspondent Darren McCaffrey was in the room during the SNP's election launch.

He points out that, speaking to people behind the scenes, there is "an expectation that the SNP are going to lose MPs".

"It's just - frankly - how many they're going to lose."

At the last election, the SNP won 48 MPs of 59 in Scotland.

Darren points out it is clear the SNP think Labour are the party likely to take seats off them.

He says: "If you listen to John Swinney's speech, it was mostly aimed at the Labour Party. 

"Attack line after attack line on Labour - when it came to migration, when it came to Brexit, when it came to the NHS.

"And that is a sign the SNP are having to turn their guns on Labour."

But Darren caveats this by noting Mr Swinney is popular in many parts of Scotland, including some of those outside the SNP membership, and he is also an experienced campaigner.

"He's been here before, he's a good orator, he's very relaxed in these situations," Darren says, describing Mr Swinney as "formidable" - and that this could save some MPs for the party.

The SNP leader finishes his address, thanking the audience for respecting the Q&A with journalists.

He is then seen posing for pictures with the slate of Commons hopefuls behind him.

Asked about his relationship with Westminster, John Swinney says his engagements with the likes of Gordon Brown and Theresa May were "pretty constructive".

But things went downhill with the advent of Boris Johnson.

Mr Swinney says that if Sir Keir Starmer becomes prime minister and acts in a "serious, mature and respectful" manner with regards to Scotland, then he will have "absolutely no issues" negotiating with the SNP.

Another journalist asks whether Mr Swinney would seek to negotiate for the powers to hold another independence referendum.

The SNP lost a court battle to try to take this power in recent years.

But Mr Swinney says of course he wants this power - and that he wants to "engage" in discussions to try and offer a choice to Scottish people on whether they want independence.

Sky's  political correspondent Darren McCaffrey asks John Swinney whether the SNP believes it needs to reduce migration and employ more Scots, and what victory looks like to the party.

Mr Swinney says Brexit removed tens of thousands of people from Scotland and the biggest economic threat to Scotland is the hostility to migration in the UK.

He adds that migration helps drive growth, and so implies he would want more people entering Scotland.

On what victory looks like to the SNP, Mr Swinney says he wants the SNP to be the "largest party in Scotland" after 4 July.

As part of the Q&A, the BBC asks a question about the logic in the SNP stating that leaving a 50-year-old union like the EU has caused damage to Scotland - but leaving a 300-year-old union like the UK would be advantageous.

At this, the crowd boos and jeers the journalist.

Mr Swinney calms the crowd, and tells them in the spirit of open debate not to cheer, boo, or applaud any questions or answers.

The same crowd then applauds their leader's position.

Moving to answer the question, Mr Swinney says the idea of independence from the UK is to take more decisions that benefit the nation, but Brexit has damaged Scotland due to the decisions made on areas like trade.

Moving onto independence - the raison d'etre for the SNP - the party's leader says his "passionately believes independence is the best opportunity" for Scotland.

But that is "not enough", he adds.

He says austerity from the Conservatives and Brexit shows being under Westminster is bad for the nation.

Mr Swinney adds that Sir Keir Starmer is "still willing to impose all that damage [of Brexit] on Scotland – whatever the cost - so he can win power".

He highlights nations like Denmark, Norway and Ireland as being independent European countries that are "fairer, with greater equality".

But despite laying out his ideological position, the SNP leader does not address how he would approach independence.

In 2022, the SNP's then-leader, Nicola Sturgeon, said the next general election would be a referendum on independence.

But this rhetoric has been wholly dropped.

The inability of Ms Sturgeon to lay out how she would achieve independence contributed to her downfall from the top of the party.

John Swinney, the leader of the SNP, is giving his party's keynote speech at their general election launch.

He is a member of Scottish parliament, and is not standing in Westminster.

Mr Swinney says it is the "loveliest of surprises" to be leading the party at this time. 

He only became first minister and party leader a few weeks ago after Humza Yousaf's leadership collapsed.

The leader quips that polling day is 4 July - the US independence day - and it would be "a really good day for Scotland to follow suit".

This election represents the "biggest challenge the SNP has had for years".

Mr Swinney claims people in Scotland "want rid of this disastrous, chaotic, Tory government".

He adds that the SNP has a "clear task" to "demonstrate why achieving independence is relevant and indeed vital to their core concerns".

The SNP leader says voters in England will send the Tories "packing" and vote them out.

As part of Sir Keir Starmer's Labour campaign, he is targeting as many seats as possible in Scotland.

Mr Swinney claims Labour is doing an "impression" of the Conservatives, and attacks shadow health secretary Wes Streeting for wanting to increase private-public partnerships in the NHS.

The SNP leader says he wants Scottish voters to "unite" on 4 July to "protect Scotland's National Health Service".

We're now hearing from the SNP's Westminster leader Stephen Flynn, who is participating in a campaign event in Glasgow this afternoon.

"We have much to be confident about," he says, pointing to the SNP's record on free childcare, free university tuition and bringing children out of poverty.

"That is both the past and the present, and this general election is very much about the future," Mr Flynn adds.

"What we have in Westminster is a status quo, it's a desire as Sir Keir Starmer says for stability. But I'll tell you what stability means.

"It means £18bn worth of cuts to our public services, it means no access to the European single market. It means watering down our net zero potential.

"It means denying the people of Scotland their right to democratically decide their future.

"Friends, we deserve so much more."

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Detente: Later Years of the Cold War, 1963-1992, A-Level History Teaching Resources & Student Activities

Detente: later years of the cold war, 1963-1992, a-level teaching resources (16-18 years). can be used across examination board specifications. perfect for classroom teaching or the homeschool environment., teach any detente: later years of the cold war, 1963-1992 topic, no prep needed.

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A Level Detente: Later Years of the Cold War, 1963-1992 Resources

At the end of the lesson, the students should be able to:

• Analyse the events leading to the d étente;
• Understand the significance of shifting foreign policies to end the Cold War;
• Assess how the Cold War ended in Asia and Europe; and
• Evaluate the impact of the collapse of the USSR on world affairs.

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