📝 The two bullets
They are ideas to get you started, usually the factor in the statement plus one other. Use them, but do not stop there.
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Unlock This CoursePart (c) is worth 16 marks, over half of the 30 marks for the option. It is marked for AO1 (knowledge, 7 marks) and AO2 (explanation and judgement, 9 marks). It always follows the same pattern:
A statement in quotation marks, then "How far do you agree? Explain your answer." Then two bullet points ("You may use the following in your answer") and "You must also use information of your own."
You get a choice: answer either (c)(i) or (c)(ii), never both. Read both statements first and pick the one where you can give the most accurate detail on three different points. The Section B essay is a different kind of question, with a direct question instead of a statement. It is taught in Paper 2 Section B Question (c): The 16-Mark Breadth Essay.
Key terms:
Underline the key words before you plan. "The main reason" means you must compare reasons and decide which mattered most. "The worst effect" means you must compare effects. Check dates too, so that you stay inside the period asked about.
They are ideas to get you started, usually the factor in the statement plus one other. Use them, but do not stop there.
Add a third aspect from your own knowledge. An answer that only uses the bullets cannot reach the top level, and an answer with fewer than three aspects is capped.
Spend about two minutes on a plan. Write three headings: agree (the factor in the statement), disagree (the other bullet and your own point), judgement (your decision and your yardstick). Then write about five paragraphs:
Examiners mark by levels. Described in plain words: general comments with no real judgement score lowest; some explanation with a judgement that is only stated sits in the middle; analysis that stays on the question, precise knowledge and a judgement reached by applying a stated test reaches the top. Levels are explained in What Examiners Reward: Assessment Objectives and Levels.
"I partly agree" is not enough. Name the yardstick, apply it, and show why one factor wins. Example: "Using the test of which factor actually forced the change, X mattered most, because without it Y could not have worked."
The papers say about 45 minutes per option. Our guide is roughly 9 minutes for (a), 12 for (b) and 24 for (c): 2 minutes planning, 20 writing and 2 checking. This is our guide, not an official rule.
This is just an example. You do not need to study this period. Here is a fact file so anyone can follow the answer (in the exam you get none).
'The main reason the Montgomery Bus Boycott succeeded was the Supreme Court ruling.' How far do you agree? Explain your answer. You may use the following in your answer: the Supreme Court ruling; the bus company's loss of income. You must also use information of your own. [16 marks]
I largely agree. The ruling was the legal reason segregation ended, but it could not have come without the boycott and the people who organised it.
The ruling was decisive. On 13 November 1956 the Supreme Court upheld the decision that bus segregation was unconstitutional, so the city had no choice. Buses were desegregated on 21 December 1956, soon after. Until then Montgomery had refused to change, so only a court could force it.
However, the bus company's loss of income kept the pressure on. Many black residents chose to walk instead of riding, and over 381 days the company lost a great deal of money. This showed the city that the protest would not fade away, yet it did not change the rules, so on its own it was not enough.
A third aspect is organisation. The MIA, led by Martin Luther King Jr, arranged carpools, which let ordinary people keep the boycott going for over a year. Four women also brought a court case during the boycott, and the boycott kept public attention on it.
Using the yardstick of which factor actually forced the end of segregation, the Supreme Court ruling was the main reason, because only it ended the law. But the boycott and the MIA kept the issue in the news and supported the case. I therefore agree to a large extent, but not completely.
I agree. The Supreme Court said segregation on buses was not allowed and so the boycott worked. Rosa Parks was also important. That is why it succeeded.
What lifts it: the weaker answer asserts a judgement, uses no precise facts, and covers only the bullet. The strong answer uses three aspects, dates and figures, weighs both sides and names its yardstick.
New context, new fact file. Plan first, then write five paragraphs.
'The main reason the Great Fire of London spread so quickly was the wooden houses.' How far do you agree? Explain your answer. You may use the following in your answer: the wooden houses; the delay in making firebreaks. You must also use information of your own. [16 marks]
I largely agree, because the fire needed fuel, but other things decided how fast it spread.
The wooden houses were the fuel. Most were built of wood and covered in pitch, so they burned easily. The streets were narrow, so flames jumped from house to house and spread across about 13,200 houses.
The delay in making firebreaks also mattered. Pulling houses down creates a gap that flames cannot cross, but the order was given late, so the fire kept spreading. This made the fire much worse, but a firebreak could only slow a fire that the wooden houses had already made dangerous, so it was a second cause.
The weather was a third aspect. The summer had been dry, so the timber was dry, and a strong east wind drove the flames across the city. Fire-fighters with only buckets and hand pumps could not match this.
Using the yardstick of what made the spread so fast, I rate the wooden houses highest, since without them the wind and delay could not have mattered as much. Yet the wind and the late firebreaks turned a fire into a disaster, so I agree to a large extent, but not entirely.
Before you write, tick off three aspects on your plan: the statement's factor, the other bullet and one of your own. Then name your yardstick in the conclusion.