Learner Guide For Cambridge Igcse History 0470 PDF

Cambridge Secondary 2
Learner Guide
Cambridge IGCSE®
History 0470
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Contents
About this guide .............................................................................................................................................. 4
Section 1: Getting started ............................................................................................................................... 5
Reflect on your learning ....................................................................................................................5
Methods to help you learn ................................................................................................................7
Getting organised ...........................................................................................................................10
Taking notes ...................................................................................................................................11
Reflective journal ...........................................................................................................................14
My plan ..........................................................................................................................................17
Section 2: Syllabus content – what you need to know about ................................................................... 18
Section 3: How you will be assessed .......................................................................................................... 20
Components at a glance ............................................................................................................. 20
About the components ....................................................................................................................21
Section 4: What skills will be assessed ...................................................................................................... 29
Section 5: Example candidate response ..................................................................................................... 31
Section 6: Revision........................................................................................................................................ 40
Plannin g your revis io n . ............................................................................................................... 40
General revision advice ..................................................................................................................43
Top tips for revision of Cambridge IGCSE History .........................................................................44
Revision checklists for Cambridge IGCSE History .........................................................................50
Section 7: Answers........................................................................................................................................ 79
About this guide
About this guide

®
This guide introduces you to your Cambridge IGCSE History (0470) course and how you will be assessed.
You should use this guide alongside the support of your teacher. We suggest you print off this document or if
you prefer to work electronically, save it as a pdf document so that you can keep a record of your progress.
By the end of this guide, you should:

 understand how to reflect on your own learning
 have an overview of the course and what you will learn about
 understand the structure of the assessment that you will be taking
 be able to plan your revision
 know how to show your skills to the best of your ability.
Section 1: Section 2:
Getting started Syllabus content
Find out how to: Find out what topics you will be learning
 reflect on your own learning about. Your teacher can give you more
 improve your learning detail.
 be more organised
 take notes successfully.
How you will be assessed What skills will be
Find out:
assessed
 how many examinations you will take Find out what areas of knowledge,
 how long each examination lasts understanding and skills you will need to
 what different question types the demonstrate throughout the course and in
examination will contain your examinations.
 how to tackle each examination.
Example candidate Revision
response Discover:
 ways to help you plan your revision
Take a look at a learner’s response taken
 example revision planners
from a real examination. Find out:
 some basic revision skills
 how to interpret the question
 some ‘top revision tips’
 how to avoid common mistakes
 revision checklist for each topic.
 how to improve your exam technique.
Section 7: Answers
Check your answers to the ‘Test yourself’ questions in this guide.
4
Section 1: Getting started
Your teacher will help you to get the best out of your course, however, you also need to take responsibility
for your own learning.
reflection responsibility
innovative
engage confidence
Reflect on your learning

The methods you use to remember and understand new knowledge are how you learn. Your methods
might include making lists of information, asking questions or drawing diagrams.
In order to actively engage in your learning, you need to think deeply about the ways you learn, and
whether you can improve your learning by using different methods. This process of thinking deeply
about your approach and changing it when you need to is known as reflection.
Reflecting on your learning in this way will help you to develop into an effective learner with
confidence in your skills and knowledge, which in turn can lead to innovative thinking.
Use the Getting started section of this guide to help you reflect on your learning, and to find ways that you
can improve your methods of learning, your organisation and your note-taking skills. Print this document to
keep a record of your progress. If you prefer to work electronically, you can type in text and tick boxes
directly in this pdf file, just don’t forget to save it to your device each time you make changes.
Do you think about how you learn?
A, B, C and D in the list below represent different ways of reflecting on your learning. Tick the statement that
best describes the way you reflect on your learning.
A: I do not think about how I learn, I just accept if I know something or not.
B: I am aware of some of the ways I learn, but I do not plan my learning.
C: I know which methods I use to learn and I actively apply them.
D: I know which methods I use to learn and I actively apply them. I also change them if I need to.
Don’t forget to save this file to keep a record of your progress.
D describes a reflective process that is considered to be the

most effective way to learn. Use the diagram on the next page to
help you develop how you reflect on your learning.
5
A B C D
Start thinking about how you Use the tables of methods Use the tables of methods You already have a good
learn. Use the tables of on pages 7–9 to list the on pages 7–9 to list the understanding of how you
methods on pages 7–9 to methods you use. methods you use. learn and you actively work
help you. to improve your learning
Select some new methods Think about which ones strategies.
When you are in the to try. work well and not so well.
classroom, think actively Use the tables of methods
Write a plan to actively For those that don’t work so
about how you learn. Keep a on pages 7–9 to see if there
apply your learning well, think about how you
note of your methods. are some new strategies
strategies using ‘My plan' could improve them, or you could try.
If you to do this routinely, you on page 17. consider some new
will develop a type B way of methods to try instead. Use ‘My plan’ on page 17 to
If you do this regularly, you
reflecting on your learning. write a plan for any new
will develop a type C way of Use ‘My plan’ on page 17 to methods you want to try.
reflecting on your learning. write a plan.
If you do this regularly, you

will develop a type D way of
reflecting on your learning.
Make sure you:
 organise your time

 use a Reflective journal to record and check
your learning (see page 14).
6
Methods to help you learn

The way you remember new information is unique to you. Some common ways to learn (known as
learning styles) are:
 SEEING the new information

 SPEAKING AND LISTENING (to) the new information
 READING AND WRITING the new information
 DOING something with the new information
You might learn using just one style, or you might learn using a combination of different styles. You and
your friends will probably have different styles. There is no right way, just the way that works best for you.
Which learning style(s) do you use?
The tables on the next pages list some of the methods that work well for each learning style. Some methods
work for more than one style and are repeated in the different tables.
I already know which learning style(s) work best for me: go to the appropriate table to pick some new
methods to try in order to improve.
I am unsure how I learn best: try different methods from different tables to see which ones work for you.
You can try as many or as few methods as you like and they don’t all need to be in the same table. You
might find that different styles work better for different things you are learning. Repeat this process as many
times as you need to in order to feel confident in your learning. You might even develop your own methods.
Click in the empty boxes of each table to add a tick electronically. Don’t forget to save this file so you can
reflect on your methods later.
SEEING METHODS
Did not
Worked
Methods of learning I will try work
well
well
Draw information in my notebook, and replace words with pictures or
symbols
Highlight important details (in my notes or handouts) by colour-coding,
circling, highlighting or underlining
Make lists
Write detailed notes
Watch videos on the topics I am studying
Use mind maps, systems diagrams or other organisations of

information
Think in pictures and/or form a picture in my mind to imagine the new
information
7
SPEAKING AND LISTENING METHODS

Did not
Worked
well
well
Ask if I can record my lessons so I can play them back at my own
speed
Watch videos on the topics I am studying
Record myself reading my notes and play them back to myself
Repeat facts and information out loud
Read notes out loud, trying to include rhyming or other techniques to

make them dramatic and varied
Use word association, poems, rhymes, phrases or word puzzles to help
me remember facts, lists or important information
Discuss topics with my teacher and classmates
Ask and answer questions in the classroom
Talk about new information
READING AND WRITING METHODS

Did not
Worked
well
well
Copy down information from the board
Write summaries of what I have learned
Use quizzes
Write notes
Write key information in lists
Read my notes and rewrite them
Write the information from books and other resources in my own words
Write information from my teacher in my own words
8
DOING METHODS
Did not
Worked
well
well
Ask and answer questions in the classroom
Start and contribute to discussions
Use large sheets of paper and large marker pens to feel more active
when writing and drawing
Use physical objects as much as possible; for example flashcards that I
can hold and move around
Use visualisation techniques to imagine the sensations I would expect in
different scenarios (what would I see, hear, smell, feel?)
Use short definitions when writing notes
Try to apply the information to real life
All the methods from one learning style might work best for you, or a combination of methods from different
learning styles. You can summarise which methods you plan to use in the box below.
Click in the box to type in text if you are working electronically. Don’t forget to save this file so you can reflect
on your methods later.
For example:
September: I think I learn by seeing and sometimes by actively doing. So I will try: making lists, writing notes using mind maps,
highlighting important details and asking and answering questions in the classroom.
October: I didn’t find making lists during lessons helpful, so I will try replacing words with pictures in my notes instead.
9
Getting organised
Being organised has many benefits.
How organised are you?

Tick the statements that apply to you.
B I get overwhelmed by
how much work I have
A I always know where and I avoid starting
A I get my homework
everything I need is, such large tasks
done on time
as my notes, books, pens, B
highlighter pens, paper I leave homework to
the last minute B I often
and a ruler forget what
B I hand in A I write down homework A I do my homework I
have
my and the deadlines in one homework
homework place, such as a planner the day I B I always rush
late get it my work
B I never know where
A everything I need is, such A
I never I break down large
need to as my notes, books, pens, tasks into smaller tasks
rush my highlighter pens, paper and and tick these off when
work a ruler I complete them
Count the number of A statements you ticked and the number of B statements you ticked. Read the
appropriate advice below. If you ticked an equal number of each, read both sets of advice.
Mostly A: You are a well-organised person who has developed strategies that work for you.
Be careful if you agreed with ‘I do my homework the day I get it’ as this might not be the most efficient
strategy; you need to prioritise homework according to deadline and how long it will take, and also make
sure you allow time for fun and relaxation. See the table on page 11 for more ideas of how to be organised.
Mostly B: You could use some support in being more organised in order to make life easier for yourself. Try
some of the suggested methods for being organised in the table on page 11, then return to the activity above
at a later date to see if you score differently.
If you do some work each day, rather than leaving it all to the last minute, you will feel more in
control.
10
Tick the empty boxes in the table to reflect on how you already work and what you will try in order to
improve. Aim to try at least some of these methods. Click in the boxes if working electronically.
I
Methods for being organised I will
already
try this
do this
Keep all my pens, paper and other equipment together in one place so I always
know where everything is
Keep my notes together and ordered by date as I go along; I will file them as soon
as they are completed
Use one place such as a planner to record each homework or assignment deadline
as soon as I get it
Include all activities in my planner so that I know what time I have available to work
Estimate how long a given task will take me, then work backwards from the deadline
and include some extra time to give me the date that I should start the work
Be realistic about what I have time for
Keep my planner up to date and check it every day

Have a set time each day or week for completing homework or study so that it
becomes part of my routine
Prioritise homework or study according to which needs to be done first and not just
which I like doing best
Rank my homework as 1 (do it now), 2 (do it tomorrow), 3 (do it later in the week)
and update the rank each day
Break down any large assignments into smaller, more manageable tasks; each task
will have its own deadline
Tick off each homework or task once I have completed it
Don’t forget to save this file so you can reflect on your methods later.
Taking notes
The process of writing and reviewing your classroom or lesson notes helps you to remember the
information. Making notes as you go along, little and often, will make it easier when you come to revise
later (see Section 6: Revision on page 40).
It is also really important to ask your teacher or classmates questions if you are unsure about anything,
or if you have missed something. Do this during the lesson or at the end of the lesson.
Tips for good note-taking Formatting your notes

Note-taking is a skill that can be developedAand If you are unsure how best to format your notes,
improved. Look at the tips for good note-taking on try some of the suggested methods on page 13.
page 12.
You might find that
different methods
work better for
different types of
task.
11
Be prepared During (or after) the lesson,

Focus
ask your teacher about
 Bring different coloured pens and
anything you don’t  Don’t write down everything, focus on the
highlighter pens to your lesson.
understand, don’t just write it important points, such as:
Colour-coding makes your notes more
down. Ask your teacher to
interesting and can help with memory.
repeat something if you – keywords and concepts
 Read your notes from the previous missed it. For example, details, facts, definitions,
lesson. people’s names, places, theories,
explanations, arguments and examples.
Reading what you learned in the previous
lesson helps you better understand what
you are being told in the current lesson, – new information
and helps you to make better notes. Don’t write down things you already know!
– what has been written on the board.

Make sure your notes are neat,
organised and easy to read.
 Highlight and annotate handouts.
Tips for good
Listen actively note-taking
Concentrate on listening carefully.
In your own way
This seems obvious but it is easy to get distracted.
If you listen actively, you can pick out the important
information instead of writing down everything. Your notes need to be meaningful to you, so
If you take notes from a develop your own approach.
Review textbook, read the content first
before you write anything down. Here are some ideas to try:
 As soon as you can, spend 15–20 minutes reading Then go back to the start and
through your notes. note down any keywords,  Develop your own shorthand, e.g. w/ for ‘with’.
dates, facts, concepts or
 Make sure your notes are clear. quotes. Often these are already  Keep your notes simple and short.
highlighted in bold in the
 If there are gaps, ask your teacher for help to fill them. textbook. Now write notes using  Use abbreviations, symbols and diagrams.
the information you pulled out.
 Summarise the information. Don’t copy full sentences; write  Start on a fresh page for each new lesson.
the content in your own words.
 Compare your notes with a friend or classmate.  Date the start of your notes for each lesson.
This might lead to a discussion on what each of you think are the important points to know.
12
Here are some useful ways to format your notes:
FREESTYLE METHOD WRITE ON HANDOUTS

Just write down what you Write notes at key points directly on handouts that
hear as the teacher says it. contain notes or important information.
CHARTING METHOD 1 2
Use when learning about different or contrasting factors or approaches.

 Make a chart with a different column for each factor or approach.
 Write details in each column, placing the details so that you can easily
compare items between columns.
FLOW METHOD CORNELL METHOD

Learn while you listen. Create your own Divide your page into three sections.
representation of the new information by:  Use the ‘notes’ section to make notes
 putting what the teacher says into your during the lesson.
own words  After the lesson, review your notes.
 using quick drawings to break down the Reduce sections of the notes into
content into simple ideas keywords and write them in the
 using arrows to link ‘keywords’ column.
ideas together and  Write a summary to consolidate what you
to add supporting learned.
points Keywords
 circling or boxing Notes
different points
using different lines,
shapes or coloured
pens.
Summary
MIND MAP METHOD

Write the lesson topic in the centre of your page.
 Add a new branch for each new sub-topic.
 Add extra smaller and smaller branches for more detail; these
show the connections between facts or ideas.
 Add notes using words and diagrams; use arrows to show links.
 Keep your notes short and put key words along branches.
 Use coloured pens and highlighter pens to emphasise key points.
(Find out more about mind maps in Section 6: Revision on page 45.)
OUTLINE METHOD  Top level

Use bullet points.
 Top level bullets are the key issues in
o Sub-level This method is helpful
the lesson.  Sub-sub-level if you already know the
 Sub-level bullets are details about the structure of the lesson
 Top level
and the structure of the
top-level points.
o Sub-level learning points.
 Sub-sub-level bullets provide more
separation if needed.  Sub-sub-level
13
Reflective journal
Keeping a reflective journal is a useful way to record, analyse and reflect on how you learn.
Here are some questions to get you thinking.
Write in the orange boxes below, or create your own journal somewhere else.
I am studying IGCSE History because: (Think about what you want to achieve by taking this course.)
I like History because: (What did you like about this subject when you have taken it in the past?)
This is a good subject to learn because: (What skills will it help you develop? Are there any uses in the
real world?)
14
Useful skills for studying this subject are: (What skills are useful to this course? For example,
‘remembering dates’, ‘constructing arguments’. Ask your teacher for help creating this list.)
These skills are also useful for: (Think of the other subjects you are studying.)
I am good at: (Think about the skills relevant to this course.)
15
I need to improve: (What skills do you need to work on?)
I learn best in: (Think about the kind of environment you work best in, for example quiet, noisy, alone,
with friends. You might like working with friends in a café, but do you learn best in this environment?)
Other thoughts:
16
My plan
Based on the work you have done in this section, write a summary plan for your learning. Include what
skills you want to develop and how you hope to do this. You could include your thoughts on your
approach to learning and a plan of which learning and organisation strategies you will try.
Write your plan in the box below, or you could create your plan somewhere else. Make sure you date
your entries and include a date for review.
For example
October 1:
I have a type B approach to reflecting on my learning. I will try to develop a type C approach by actively applying the learning
strategies I know work for me: making detailed notes; visualising the information I am being told; using rhymes; answering
questions in the classroom; and copying down information from the board. I also want to try the speaking and listening technique
where I discuss topics with classmates after some lessons. I need to ensure I write all homework down and split large tasks into
smaller ones, and tick each one off as I complete it. I will try using more mind maps and the charting method when I’m taking
notes in class. Check progress on November 1.
17
Section 2: Syllabus content – what you need to know about
The Cambridge IGCSE History syllabus is made up of Key Questions, Focus Points and Specified Content.
Only the Key Questions have been included here. The focus points and specified content is given in the revision
checklists (see page 50) but ask your teacher for more detail.
You will study the Core Content in Option A or Option B. Your teacher will tell you which Option you are taking.
You will also study at least one of the Depth Studies. Your teacher will tell you which one(s) you will learn about.
Tick the boxes to record which Option and Depth Studies you are studying. Don’t forget to save this file to keep a record.
Core Content
Option A Option B
The 19th century: The Development of Modern The 20th century: International Relations since
Nation States, 1848–1914 1919
Key Questions: Key Questions:
1. Were the Revolutions of 1848 important? 1. Were the peace treaties of 1919–23 fair?
Core Content
2. How was Italy unified? 2. To what extent was the League of Nations a
3. How was Germany unified? success?
4. Why was there a civil war in the United States and 3. Why had international peace collapsed by 1939?
what were its results? 4. Who was to blame for the Cold War?
5. Why, and with what effects, did Europeans expand 5. How effectively did the USA contain the spread of
their overseas empires in the 19th century? Communism?
6. What caused the First World War? 6. How secure was the USSR’s control over Eastern
Europe, 1948–c.1989?
7. Why did events in the Gulf matter, c.1970–2000?
Depth Studies
A: The First
B: Germany, C: Russia, D: The USA,
World War,
1918–45 1905–41 1919–41
1914–18
E: China, G: Israelis and

F: South Africa,
c.1930–c.1990 Palestinians
c.1940–c.1994
since 1945
18
Depth Study A: The First Depth Study B: Germany,

World War, 1914–18 1918–45
1. Why was the war not over 1. Was the Weimar Republic
by December 1914? doomed from the start?
2. Why was there stalemate 2. Why was Hitler able to
on the Western Front? dominate Germany by
3. How important were other 1934?
fronts? 3. The Nazi regime.
4. Why did Germany ask for
an armistice in 1918?
Depth Study C: Russia, Depth Study D: The USA, Depth Study E: China,
1905–41 1919–41 c.1930–c.1990
Key Questions: Key Questions: Key Questions:
1. Why did the Tsarist 1. How far did the US 1. Why did China become a
regime collapse in economy boom in the Communist State in 1949?
1917? 1920s? 2. How far had Communist
2. How did the Bolsheviks 2. How far did US society rule changed China by the
gain power, and how did change in the 1920s? mid-1960s?
they consolidate their 3. What were the causes 3. What was the impact of
rule? and consequences of Communist rule on China’s
3. How did Stalin gain and the Wall Street Crash? relations with other
hold on to power? 4. How successful was the countries?
4. What was the impact of New Deal? 4. Has Communism produced
Stalin’s economic a cruel dictatorship in
policies? China?
Depth Study F: South Africa, Depth Study G: Israelis and

c.1940–c.1994 Palestinians since 1945
1. What were the 1. How was the Jewish

foundations of the state of Israel
apartheid state? established?
2. How successfully was 2. How was Israel able to
apartheid established survive despite the
between 1948 and 1966? hostility of its Arab
3. To what extent did South neighbours?
Africa change between 3. What was the impact of
1966 and 1980? the Palestinian refugee
4. Why did white minority issue?
rule come to an end? 4. Why has it proved
impossible to resolve the
Arab–Israeli issue?
19
Section 3: How you will be assessed
You will be assessed using three components:

 Paper 1 (Written paper)
 and either Paper 3 (Coursework) or Paper 4 (Alternative to Coursework).
Your teacher will tell you if you are doing coursework or not.
Coursework No coursework
You will: You will:
Complete one assignment during the Take three examinations at the end of
course (Paper 3 – Coursework). the course:
Take two examinations at the end of  Paper 1 (Written paper)

the course:  Paper 2 (Written paper)
 Paper 1 (Written paper)  Paper 4 (Alternative to Coursework)
Components at a glance
The table summarises the key information about each component. You can find details and advice on how
to approach each component on the following pages.
How
long and Percentage
Component how Skills assessed Details of the
many qualification
marks
You answer three questions:
Paper 1  two questions from Section A
2 hours Knowledge and
(Written (Core Content) 40%
60 marks understanding
paper)  one question from Section B
(Depth Study)
Paper 2 Ability to interpret,
2 hours You answer six questions on one topic
(Written analyse and evaluate 33%
50 marks taken from the Core Content
paper) historical sources
Knowledge and
You produce one piece of extended
understanding, and
Paper 3 writing (up to 2000 words) based on a
40 marks the ability to explain 27%
(Coursework) Depth Study from the syllabus or a
and justify arguments
Depth Study devised by the Centre
and conclusions
Knowledge and
Paper 4
understanding, and
(Alternative 1 hour You answer one question on a chosen
the ability to explain 27%
to 40 marks Depth Study
and justify arguments
Coursework)
and conclusions
20
About the components

It is important that you understand the different types of question in each component and how you should
approach them.
Paper 1 (Written paper)
This paper tests your knowledge and understanding.
You need to answer three questions:
Two questions from Section A

(Core Content)
There are four questions to choose

from for each Option; your teacher
will tell you which Option you
are doing:
 Questions 1–4 are on Option A.

 Questions 5–8 are on Option B.
One question from Section B

(Depth Study)
There are two questions for each of

the Depth Studies; your teacher
will tell you which Depth Study
you are doing.
21
Question types and advice

All the questions in Paper 1 are in the form of structured essays split into three parts: (a), (b) and (c).
Part (a) questions Part (b) questions Part (c) questions
 worth 4 marks  worth 6 marks  worth 10 marks
 ask you to describe  ask you to explain why a  ask you to provide a
historical events, themes specific event or factor balanced argument and
or aspects of history using happened or why it was conclusion about historical
details and knowledge in important events or factors
context
Give precise and

accurate details. Explain why, don’t just describe. Explain your judgements
For example, if you were asked: by comparing the factor in
Give examples. the question against other
‘Why was the Treaty of Versailles factors from your own
Avoid generalised disliked by so many in Germany?’ knowledge to give a
statements. balanced explanation.
you would need to describe the
Treaty and make it clear why this These questions typically
would lead to Germans disliking it. ask for your judgements
using questions like ‘How
far do you agree?’, ‘How
significant?’, ‘How
successful?’ or ‘How
effective?’
You have to answer three questions in

two hours. Try to keep to these timings:
 about 5 minutes on each part (a)

 about 10 minutes on each part (b)
 about 20 minutes on each part (c)
 You must answer all three parts of the questions you choose.
 Each question relates to a Key Question from the syllabus. Make sure you pick the
questions that you can answer most easily.
 Make sure you include your own knowledge, facts, dates and relevant examples in all of
your answers.
 You could answer the questions in the order you are most confident, but be careful of the
number of marks each question is worth. Try to base your choice of questions on how well
you can answer the high mark parts (i.e., (b) and (c)) rather than low mark parts.
 If you finish early, re-read and check your answers, adding more relevant facts and ideas if
you can remember them.
22
Paper 2 (Written paper)

Paper 2 tests your ability to interpret, analyse and evaluate historical sources.
You need to answer all six questions on the prescribed topic from the Core Content Option you have
studied:
Option A: 19th Century topic
Option B: 20th Century topic
The prescribed topic and Key

Question is different for each
year of the examination and is
given in the course syllabus.
Your teacher will tell you

which topic of the Core
Content applies to you for
this paper.
Each Option includes background

information to set the context.
Each Option includes historical

sources that relate to the
prescribed topic. The six
questions are based on the
source material.
The sources might be text,

photographs, posters or cartoons.
23
You have two hours to answer six

The six questions are not split into parts
questions.
like Paper 1.
Try to spend at about 10–15 minutes
reading through the Background
Each question requires an essay-style Information, all of the sources and your
response and is typically worth 7 or 8 six questions before you attempt to
marks, except for Question 6, which is answer the questions.
always worth more (typically 12). Make sure you have at least 30 minutes
saved to answer Question 6. This will
leave you about an hour to complete the
Some questions will relate to just one
other five source questions.
source while others will ask you to examine
and compare two or more sources.
Questions 1–5 will vary in what they are

Question 6 requires you to use all of the asking you to do. Some questions might
sources in an essay-style response. ask you to:
 compare details in sources to analyse

their similarities and differences, or
how far they agree or disagree with
each other
Question 6 is a ‘How far...?’ type question.  interpret the message of the
Look through all of the sources and decide cartoonist
which ones support or don't support the  evaluate why the source was made
statement in the question (some will do  evaluate why the source is useful to
historians
both). You need to use source details to give
 explain why the source surprises you.
a balanced explanation and judgement.
Make sure you only answer the
questions set and do not waste time just
describing details in the sources as this
will not gain you any additional marks.
 Make sure you know which Option you are doing.
 Read the background information first, as this

sets the context for the sources and the
questions.
 All questions will ask you to use details from the

sources to explain your answer, so make sure
you describe the details or quote from a source
as evidence in your answer.
 Most questions will also ask you to use your own

knowledge to explain your answer and to put the
sources into context. Make sure you can give
relevant facts or examples that relate to the
source(s) you are asked to study. Carefully read the provenance (where
the source comes from) for each source
 Make sure you refer to the source details when to help you put it into context. Consider
answering source questions so you provide the creator, date and any other relevant
evidence for your analysis and evaluations. information that might help you. The
provenance is always at the bottom right
 If you finish with time to spare, re-read and check of each source in italics.
your answers, adding more facts and ideas if you
can remember them.
24
Paper 3 (Coursework)
Coursework tests your knowledge and understanding, and your ability to explain and justify your arguments
and conclusions. Coursework must be focused on the issue of significance.
You need to produce a piece of extended writing of up to 2000 words based on content from one of the
Depth Studies or a Depth Study devised by your teacher and approved by Cambridge. Any words over the
limit of 2000 will not get marked.
You will normally be taught a set scheme of work first and then given an approved title, which is the question
to be answered.
It will probably take you 8–10 hours to fully complete the writing up of the Coursework.
Coursework should be based on one question It has to be all your own work.
and not broken into sub-questions.
Make sure you reference and
acknowledge quotes or copied
The question should be about the significance of materials.
an individual, group, organisation,
Your teacher can guide you
development, place or event. through the process but they will
not be able to influence your
decisions on what you decide to
It will be assessed holistically (as a whole) and write.
a generic mark scheme will be applied.
You should develop and support

It will be marked by your teacher first and your own arguments and
judgements.
then submitted to the exam board.
Paper 4 (Alternative to Coursework)

This is a written paper examination. It requires you to demonstrate a balanced response that addresses the
importance or significance of a given factor in the question in relation to other factors.
You need to answer one question from your chosen Depth Study.
There are two questions to choose

from for each Depth Study A–G.
25
You will answer one essay-style question Your answer needs to be a bit like an
worth 40 marks. The examination lasts extended part (c) question from Paper
1: a balanced argument and
for one hour. conclusion about a historical event or
factor.
The two questions for each Depth Study Make sure you examine the
importance or significance of the
will ask you either ‘How important..?’’ or
factor given in the question.
‘How significant..?’ an aspect of history
Then balance the argument using
was and will be based on the Key counter-arguments that assess the
Questions from your chosen Depth Study. relative importance or significance of
other factors that relate to the
question.
Your teacher will tell you which Depth
Support your judgements and
Study you are doing. conclusions with evidence.
Choose the question you are going to

answer carefully and make sure you only
pick one of the two questions in the
chosen Depth Study.
 Explain your answers and provide relevant and contextual factual knowledge (examples,
dates, names, etc.) to support and develop your argument.
 Answers need a clear structure and argument.
 If you finish with time to spare, re-read and check your answer, adding more relevant
facts and ideas if you can remember them.
26
Test yourself
Use the following questions to see how well you understand how you will be assessed. You can check
your answers in Section 7 Answers. Don’t forget to save this file to keep a record.
1. Match the information below (AG) to the components (Papers 14) by writing the correct letters into the
table. (You can type directly into each box if working electronically.) The same letter can be used more
than once.
How long and how
Component Assesses
many marks
Paper 1
Paper 2
Paper 3
Paper 4
A: 2 hours and with 60 marks

B: 1 hour and with 40 marks
C: 2 hours and with 50 marks
D: No specific time but must be up to 2000 words and with 40 marks
E: The ability to interpret, analyse and evaluate sources
F: Knowledge and understanding, as well as the ability to explain and justify arguments and conclusions
G: Knowledge and understanding
2. (a) Which paper contains Section A and Section B? ________________

(You can type directly on the line if working electronically.)
(b) I have to answer: (Tick the correct statement.)

all questions from Section A only
all questions from Section B only
all questions from Section A or Section B
all questions from Section A and Section B
two questions from Section A and one question from Section B.
3. Match the question type (A–D) to the component (Paper 1–4) by writing the correct letter into the table.
(You can type directly into each box if working electronically.) The same letter can be used more than
once.
Component Question type
A: six source-based questions with no parts
Paper 1
B: one essay-style question
Paper 2 C: structured essay questions that are split

into three parts, (a), (b) and (c)
Paper 3
D: multiple-choice
Paper 4
27
4. Fill in the gaps using the words given. (You can type text directly on the line if working electronically.)
explain describe argue
In Paper 1, part (a) questions ask me to _____________.

In Paper 1, part (b) questions ask me to _____________.
In Paper 1, part (c) questions ask me to _____________.
5. Which component requires the use of your own knowledge, facts, dates and relevant examples?
(Tick the correct statement).
Paper 1 only
Paper 2 only
Paper 3 only
Paper 4 only
Paper 1 and Paper 2 only
Paper 2 and Paper 3 or 4 only
All components
6. In Paper 2, I need to answer: (Tick the correct statement).
all questions on the paper

six questions from one topic
three questions from Option A and three from Option B
7. In Paper 4, I need to answer: (Tick the correct statement).
two questions from one Depth Study

one question from each Depth Study
one question from one Depth Study
two questions from two Depth Studies
28
Section 4: What skills will be assessed
The areas of knowledge, understanding and skills that you will be assessed on are called assessment
objectives (AO).
AO1 AO2 AO3

Demonstrate historical Demonstrate historical Demonstrate interpretation
knowledge explanations and evaluation of sources
The tables explain what each assessment objective means and what percentage of the whole qualification is
assessed using that objective. Your teacher will be able to give you more information about how each of the
assessment objectives are tested in each component.
AO1 What this means Where

An ability to recall, Demonstrating historical knowledge All three
select, organise components:
You need to show that you can use historical facts to
and deploy
support your answers. You can do this by including the Paper 1 (20 marks)
knowledge of the
relevant:
syllabus content. Paper 2 (10 marks)
 key dates
Paper 3/4 (15 marks)
 key events
 key historical characters and groups Percentage of
 key historical concepts and ideas IGCSE: 30%
 important statistical data and examples.

An ability to Demonstrating historical explanations Two out of three
construct historical components:
You need to show that you understand the causes, reasons
explanations using
or factors that you examine in your answers by making Paper 1 (40 marks)
an understanding
supported conclusions and judgements, prioritising factors
of: Paper 3/4 (25 marks)
and assessing their relative importance and significance.
• cause and Percentage of
Make sure you address the following in your answers:
consequence, IGCSE: 43%
change and  causes and consequences (the reasons why events
AO2 is not tested in
continuity, similarity happened and their impact)
Paper 2.
and difference  change and continuity (how they changed or how
they stayed the same)
• the motives,
 similarities and differences
emotions,
intentions and  motives and purpose
beliefs of people in  importance and significance
the past.  successes and failures
 effectiveness.
29

An ability to Demonstrating interpretation and evaluation of sources One out of three
understand, components:
You need to show that you can interpret a source. This
interpret, evaluate
means demonstrating that you understand the meaning of Paper 2 (40 marks)
and use a range of
the source.
sources as Percentage of
evidence, in their You also need to show that you can evaluate a source. This IGCSE: 27%
historical context. means, for example, determining how useful it is, how
AO3 is not tested in
reliable it is, what its limitations are, what type of source it
Paper 1, Paper 3 and
is, the significance of the creator and so on.
Paper 4.
You will need to demonstrate that you can:
 make inferences – indicate what the content and
details of the source suggest
 interpret the message of posters and cartoon
sources – indicate what you think the creator of the
source intended to try to tell or show the audience
 evaluate the usefulness and reliability of source
evidence, for example by
– assessing the value of the content of the
source against your own knowledge
– assessing the language and tone of the
source content
– assessing the motive of the creator of the
source by examining the provenance.
 explain the purpose of the source – evaluate why a
source was made or published by the creator
 compare similarities and differences between
sources to identify different interpretations of the
past.
30
Section 5: Example candidate response
This section takes you through an example question and learner response from a Cambridge IGCSE History
(0470) past paper. It will help you to see how to identify words within questions and to understand what is
required in your response. Understanding the questions will help you to know what you need to do with your
knowledge, for example, you might need to describe something, explain something, argue a point of view,
apply the knowledge in a different way, or list what you know.
All information and advice in this section is specific to the example question and response being
demonstrated. It should give you an idea of how your responses might be viewed by an examiner but
it is not a list of what to do in all questions. In your own examination, you will need to pay careful
attention to what each question is asking you to do.
This section is structured as follows.
A. Question
Words in the question have been highlighted and their
meaning explained. This should help you to understand
clearly what is required by the question.
B. Mark scheme
This tells you as clearly as possible what an examiner
expects from an answer in order to award marks.
C. Example candidate response

This is an answer by a real candidate in exam
conditions. Good points and problems have been
highlighted.
D. How the answer could have been

improved
This summarises what could be done to gain more marks.
E. Common mistakes
This will help you to avoid common mistakes made by
candidates. So often candidates lose marks in their
exams because they misread or misinterpret the
questions.
31
A. Question
The question used in this example has been taken from Paper 4, Depth Study D: The USA, 1919–1941.
8 How important were the Alphabet Agencies? Explain your answer. [40]
Test yourself
Test how well you understand what is required of a question in the Paper 4 examination.
You can check your answers in Section 7: Answers.
1. How long will you have for Paper 4? (Tick the correct answer.)
5 minutes 10–15 minutes 20–25 minutes 30 minutes 1 hour
2. How many questions will you have to choose from for a given Depth Study? (Tick the correct answer.)
1 2 6 12 14 22
3. What is the main purpose of a Paper 4 question? Tick the correct answer.
To assess:
recall of knowledge
knowledge and ability to interpret, analyse and evaluate sources
knowledge and ability to present a balanced argument
Now let’s look more closely at the question.
Explain… this means that the examiner

How important… this means that you
will be expecting you to use your own
need to assess the importance of the
knowledge to give detailed reasons for
Alphabet Agencies by explaining their
the relative importance of the Agencies
relative success.
(successful and not successful).
32
B. Mark scheme
The mark scheme lists some examples of the knowledge that the examiner would expect to see in the
response as evidence (details such as dates, names, statistics, etc.). If a candidate includes points not in the
mark scheme but which are accurate and relevant, the examiner will award marks for these points. The mark
scheme does not include all possible answers.
Look at the mark scheme for Question 8 below.
The candidate needs to assess the importance by explaining the successes and failures of the
Alphabet Agencies, supporting their argument with reference to specific events, such as:
Successes:
 Provision of jobs increased spending power and confidence, multiplier effects on all
unemployment.
 Unemployment fell from 14m in 1933 to 8m by 1937.
 CWA, PWA and WPA had become the country’s largest employer by 1938.
 CCC and NRA gave jobs to young people.
 TVA effects across a wide spectrum of work.
 Some had wider aims – FERA for emergency relief.
 PWA and WPA improved infrastructure and gave some aid for Black and Native Americans.
 AAA allowed for higher wages and new farming techniques.
Failures:
 Many agencies were not intended as more than relief measures.
 Cutbacks in finance from 1937 saw unemployment rise again.
 Still 9m unemployed in 1939.
 Rural unemployment because of mechanisation not solved.
 Limited effect upon migrant labour and black unemployment.
 Many agencies opposed by business and Republican interests.
 Challenges to parts of Agencies’ work challenged as far as the Supreme Court where some
aspects were found to be unconstitutional or illegal.
 From 1939 war production and exports to Europe more successful as was US entry to the war
in 1941.
 Radical critics – Huey Long, Townsend, Coughlin.
 Emergency Banking Act.
 Wagner Act.
 Social Security Act.
 ‘Fireside chats’.
The examiner uses a mark scheme, a set of level criteria (see next page) and the assessment objectives to
mark the answer.
The Level criteria list what the candidate needs to do in order to demonstrate the assessment objectives at
that level. These criteria make reference to knowledge and examples, which are those listed in the mark
scheme. The assessment objectives are the areas of knowledge, understanding and skills you saw in
Section 4: What skills will be assessed (page 29). Remember that only AO1 and AO2 are assessed in Paper
4.
33
Level criteria for AO1 (historical knowledge) and AO2 (historical explanation)
The examiner uses the descriptions for the level criteria to determine what Level to award a candidate’s ‘Contextual knowledge’ for Question
response. Here, you are shown the descriptions for Levels 2, 3 and 4. 8 refers to examples, statistics and
detailed evidence such as the number
of unemployed helped by the WPA and
Level 2 Level 3 Level 4 the date range when this happened.
Demonstrate some contextual Demonstrate and select some Deploy mostly relevant and accurate Use of this detail helps demonstrate an
knowledge but it is limited. relevant contextual knowledge contextual knowledge to support in-depth knowledge of the topic.
and use it appropriately to support parts of their answers.
parts of their answers.
‘Broad context’ for Question 8 means
Select and organise some Select and organise mostly Select a range of relevant information linking the material to the bigger
relevant information. This is only relevant information, much of it which is generally well-organised and picture. For example, stating that the
used correctly on a few used appropriately with a used appropriately. New Deal Agencies were set up to deal
occasions.
structured approach, either in with the worst effects of the
order of occurrence or according Depression, such as poverty and
to different themes. unemployment, demonstrates wider
knowledge of the topic that is the focus
Identify and describe key Demonstrate some understanding Demonstrate a reasonable
of the question.
features, reasons, results and of the key features, reasons, understanding of the significance of
changes of the societies, events, results and changes of the the key features, reasons, results
people and situations relevant to societies, events, people and and changes of societies, events,
the question, but little awareness situations relevant to the question people and situations relevant to the ‘Developed’ for Question 8 means
of the broad context. There is with some awareness of the question with awareness of the
some structure in the broad context. broad context. They have some including key evidence to add detail to
descriptions. understanding of interrelationships of your explanations in order to support
the issues in the question. any judgements you make about
Attempt conclusions but these Support is provided for their Can produce developed, reasoned importance. This helps to demonstrate
are stated, undeveloped and conclusions but they are not and supported conclusions. a clear understanding.
unsupported. always well-proven.
Present work that lacks precision Write with some precision and Write with precision and ‘Well-proven’ for Question 8 means
and succinctness. succinctness. succinctness, showing structure, that your explanation has to be
balance and focus. detailed enough to get the point
Present a recognisable essay Produce structured descriptions across, or to support the argument
structure, but the question is only and explanations. being made well. Your comments
partially addressed. should be detailed and not brief.
34
A strong answer for Question 8 should include:
 clear structure and argument

 description of what the Alphabet Agencies achieved and what they failed to achieve
 explanation of the importance/significance of the Alphabet Agencies supported by evidence such as
relevant:
– key dates
– key names
– key characters and groups
– key ideas and concepts
– data and statistics
 balanced argument – examples of successes and failures of the Alphabet Agencies as well as other
aspects of the New Deal that were also important
 the consequences of the successes and failures of the Alphabet Agencies and other aspects of the New
Deal
 the motives, purposes and effectiveness of the Alphabet Agencies and other aspects of the New Deal
 valid conclusions and supported judgements about the importance of the Alphabet Agencies.
Now let’s look at the example candidate response to Question 8 and the examiner’s comments on this
response.
C. Example candidate response and examiner comments
The real candidate answer is presented on the left-hand side. The response has been typed and white
spaces introduced between sections to make it easier to read. The examiner comments are included inside
the orange boxes.
The examiner marks the answer as a whole, taking into consideration the overall Level. However, for the
purpose of this example, the examiner has made specific comments about paragraphs to help you see what
standard they each demonstrate. The candidate was graded as Level 3 overall for their answer.
35
In my opinion the alphabet agencies were the most The question is directly addressed and the candidate gives some
important regulations in the New Deal because it changed a judgement. However, this paragraph is undeveloped because it
lot and they helped America to recover. Roosvelt set up lacks explanation and factual support such as examples (e.g. the
many different alphabet agencies and all of them covered CCC employed 2.5 million young men to help reduce the
problems which had to be solved. unemployment problem) and does not provide balance. This
paragraph demonstrates Level 2 skill because the question is only
partially addressed.
The work progress administration and the public work

administration provided thousands of jobs, which was The candidate examines the importance of the WPA and provides
really important because of the influence of the Great some brief examples of the different ways the agency helped ease
Depression and the Wall Street crash. Furthermore they the unemployment problem.
builded schools, bridges, streets, airports etc which made The description is structured but it lacks explicit explanation of its
americans economy much stronger and, again, provided work. importance, such as it helped solve the unemployment problem
that had reached nearly 14 million by 1933. This paragraph
demonstrates Level 3 skill.
The alphabet agencies also helped farmers, who were hit
hard by the depression to recover. The agricultural
adjustment administration for example paied farmers for
producing less food which made the prices rise again and The AAA is also briefly explained. The candidate focusses on the
provided higher wages. Another really important fact that the AAA helped increase income for farmers. This
paragraph demonstrates Level 3 skill rather than Level 4 skill
alphabet/agency was the Tennessee valley authority, which because it lacks specific examples, such as statistics to support
helped the whole zone of seven states to get out of their their response. For example, they didn’t state how many farmers
dust. The problem was that the Tennessee river was were helped or by how much the wages or income increased.
flooding in wet season and it was too dry in dry seasons.
It had a really high influence on the agriculture and the
sail around the river got dry which made it impossible to
plant important resources.
36
The Tennessee valley authority helped the area by building The TVA is examined in more detail here. The candidate
dams, which controlled the problem of the river and mad demonstrates, indirectly, a clear understanding of its importance
work at the same time. in helping many different aspects of the USA during the
Depression such as the lack of communication between
individual states, the poor economic development of the
The Tennessee valley was also a really underdeveloped zone Tennessee Valley area and the problems caused by lack of
without electricity. The alphabet agency helped by electrification. The candidate needs to address why this was
building electricity networks. The Tennessee valley was a important. For example, it helped to bring power to the region
big problem area because it was devided into 7 zones and which allowed businesses to grow and create new job
opportunities in the area.
every zone had their own government, which made it
impossible for them to control and solve the problems in This paragraph demonstrates Level 3 skills because the
all regions. The Tennessee valley authority made it explanation is structured but the explanations are not well-
possible and was a great success. But even though the proven. If they had also included some example figures or
statistics to support their answer, they might have developed it to
alphabet agencies were a really important factor there demonstrate Level 4 skills.
were other which made the New Deal work out.
The economic and especially the confidence of america was

weekend a lot by the depression and Roosevelts aim was to The candidate then provides an analytical balance to their
recover from it. He introduced ‘bank holidays’ which response by examining other aspects of the New Deal as
opposed to the Alphabet Agencies. The focus here is the
closed all banks for 4 days and reopened over 5000 healthy Emergency Banking Act (though not mentioned by name).
banks again after the holidays. They were even supported
by the government if necessary. People started to get The explanation of its importance is well-supported and
trust into the banks again and confidence started growing. developed, as the candidate links this to the renewed confidence
in the banking system and includes in-depth factual examples to
Roosevelt made the americans feel that something good was support their comments on how people regained confidence.
happening, which was significant, because the americans
had the feeling that they can trust Roosevelts actions. This paragraph demonstrates Level 4 skill because it is
supported by some relevant examples, such as ‘… introduced
‘bank holidays’ which closed all banks for 4 days and reopened
over 5000 healthy banks again after the holidays’ that help
develop this part of the answer further.
37
Furthermore Roosevelt introduced the Wagner Pact which

forced all companies to allow trade unions. Employees were The Wagner Act is examined here as a further example of non-agency
help as part of the New Deal. This section is brief and not precise about
allowed to negotiate in trade unions for e.g. higher
importance but is clearly focussed. The response here demonstrates
wages. This pact created more cooperation in companies and
Level 3 skill because it indirectly addresses the question of importance
made the employees feel fair treated and worth.
by making a valid comment about the Wagner Act but it does not score
higher because it is not obvious in the way the paragraph is worded and
it lacks factual examples to make it developed.
Another really important factor was the regulations
Roosevelt introduced in his second New Deal. He developed
a scheme that allowed pension for elderly over 65 and
widows.
The candidate then gives details about the Social Security Act without
mentioning it by name. Good knowledge and understanding is
Furthermore it made companies put small amount of money demonstrated about the workings of the legislation and it is linked
into funds, which was given to people who lost their jobs directly to importance as part of the Second New Deal.
to be able to pay their houses and food until they found
work again. He also provided money and help for people This description is structured but as the candidate only partially explains
were not able to work because of accident or a disability. the importance they demonstrate Level 3 skill. This could have been
developed further into a Level 4 response by comparing the relative
The scheme made many americans feel safe and get trust in
importance of the Social Security Act to the Alphabet Agencies by
the government.
comparing their impact and success.
All in all I can say that the alphabet agencies were

probably the most important factor to make the New Deal The conclusion is brief and acts as a summary rather than providing a
work out because all of them strenghtend the economy very final analysis. There is not enough explanation and evidence to make a
much and helped farmers and americans in general to get supported judgement about the relative importance of the Alphabet
out of the depression. The best thing about the alphabet Agencies against other factors. So, the conclusion demonstrates Level 3
agencies was probably that it reduced the unemployment skill.
rate really much, but however, their were also other To demonstrate Level 4 skill here, the candidate has to make well-
factors that helped america to recover like the wagner reasoned and supported judgements in the conclusion using precise and
pact and security act. accurate evidence that proves their argument.
Mark awarded = 21 out of 40 Level 3
38
D. How the answer could have been improved
This is a solid Level 3 response that shows balanced but partial explanations that address the question.
The response could be improved to achieve Level 4 by directly comparing the relative importance of the
Alphabet Agencies against the other aspects of the New Deal in terms of their impact and success in solving
the problems caused by the Depression, such as unemployment, poverty and stimulating the economy.
The response could have also examined the lack of success of many of the Alphabet Agencies in the long
term as many aspects of the Depression were only solved by the onset of the Second World War.
Opposition to the New Deal could also have been included in the response, particularly radical opponents
such as Huey Long, Supreme Court opposition and Republican criticisms of the Alphabet Agencies.
In summary, this answer needed more direct

comparisons, some deeper examination of
some key aspects and more supporting
examples and facts.
E. Common mistakes
The most common error for this question was the mistake made by some candidates in defining what
constitutes an Alphabet Agency. Many responses incorrectly described all legislation passed by the
Roosevelt administration as an example of an Alphabet Agency. It was also common for candidates to
mistakenly include the Emergency Banking Act, the Wagner Act and the Social Security Act as examples of
the agencies, which is incorrect and led many candidates to write large sections of inaccurate material in
their responses.
In summary, a common mistake was incorrect

factual knowledge used as evidence.
General advice
In order to do your best when answering a question, make sure you:

 actually address the question being asked; stay focussed
 think carefully about how to define a given term or event, ensuring that you use the correct facts in
your description, not just all the facts you can think of
 relate any facts, definitions or knowledge you’ve given to the question being asked, i.e. consider the
context of the information you are giving
 are clear and direct in any judgement, statements or conclusions you are making; the examiner
cannot make assumptions about what you mean – you need to make it very clear
 support any judgements, statements or conclusions with accurate and relevant evidence, examples
and statistics
 write a conclusion that is analytical and developed in terms of explanation and evidence when
making your final judgement.
39
Section 6: Revision
Section 6: Revision
It is important that you plan your revision in plenty of time for the examinations and that you develop a
revision technique that works for you.
Planning your revision

A well-structured revision plan can give you the best chance of success in your examinations. As early as
possible (at least six weeks before the examinations for each subject) identify the time you will spend
revising and schedule slots for revision of this subject alongside your other subjects.
To create a revision schedule, you could use an overall planner for the weeks leading up to the
examinations. You could then create weekly revision plans at the start of each week, which include the
detail of which subjects you will revise and when. There are some example planners on the next page but
there are lots of other ways you can do this. Planning takes time but will help you be more productive.
Use the following as a checklist to help you create your schedule.
Write down the dates and times of each of the examinations you are taking, in a calendar, diary or
planner.
Work out how much time you have before each examination, so you can leave yourself plenty of
time to revise each subject.
For each subject make sure you:

know how long each examination paper is
know what each examination paper is going to assess
work out how much time you can spend on each topic so that you revise all topics.
It is important to have breaks in order to stay alert and productive, so make sure you:
include one rest day per week, or break this up into shorter rest breaks across a week
include at least two hours of rest before bed time; working too late is unlikely to be productive
take regular breaks during revision; revising for hours without a break will overload you
have short revision sessions and short breaks between each session
know ways to relax during your breaks; for example, physical exercise can be good during breaks.
It is important to be flexible and realistic, so make sure you:

include most days leading up to the exams and include any days or times when you are not able
to revise (for example due to attending school, eating meals, participating in sports and hobbies)
are honest with yourself about how much time you can really spend on each subject and topic
don’t get upset about plans that did not work – think of new plans that are easier to achieve.
It might help to:

include a mixture of subjects each day
break up the material in your subjects into manageable chunks.
Plan to return to topics and review them; revisiting a topic means that you can check that you still
remember the material and it should help you to recall more of the topic.
Include doing past paper examinations in your plan.
40
Section 6: Revision
Revision planners
There are many different planners, calendars and timetables you could use to plan your revision. The ones
provided in this section are just examples. They range from an overview of all the weeks leading up to the
first examination, to the detail of what you will be revising each day.
Use colour-coding for different subjects, time off, examinations and so on. Plan which subjects you are going
to revise in which slots. You could then add more detail such as topics to be covered. The planner can be as
detailed, large and colourful as you like. Remember to tick off sections as you complete them and to review
your plans if needed.
Overview planner
In the example below, imagine that the first examination is on 1 June. Here, the box has just been
highlighted but you should write down the paper number, the subject and the time of the examination. You
should do this for all the examinations you have. This helps you to visualise how much time you have
before each examination. You can use this to block out whole or half days when you can’t revise. You can
also include as much or as little detail about your daily or weekly revision plan as you like.
Monday Tuesday Wednesday Thursday Friday Saturday Sunday

17 18 19 20 21 22 23
24 25 26 27 28 29 30
1 2 3 4 5 6 7
8 9 10 11 12 13 14
15 16 17 18 19 20 21
22 23 24 25 26 27 28
29 30 31 1 2 3 4
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Section 6: Revision
Weekly planner
This allows you to input greater detail about what you will revise each week. In the example below, each day
is split into three.
Morning
Afternoon
Evening
In the example below, each day has been split into 1-hour slots so you can include even more detail.
08:00 –
09:00
09:00 –
10:00
10:00 –
11:00
11:00 –
12:00
12:00 –
13:00
13:00 –
14:00
14:00 –
15:00
15:00 –
16:00
16:00 –
17:00
17:00 –
18:00
18:00 –
19:00
19:00 –
20:00
20:00 –
21:00
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Section 6: Revision
General revision advice

Here are some useful tips to help you with your revision. Use this as a checklist.
Make accurate notes during the course.
Look at the revision checklists on page 50 and be really clear what topics you need to know.
Check that your notes are complete and make sense.
If you need to improve your notes, you could:
ask your teacher for help, especially if you don’t understand some of your notes
ask a friend if you can copy missed work, but make sure you understand it
find more information on topics using your teacher, textbook, the library or the internet; your
teacher will have a full copy of the syllabus
use different note-taking methods such as colour-coded notes, tables, spider-diagrams and mind
maps; Venn diagrams can be very useful when you need to compare and contrast things.
Make lots of new notes: they don’t have to be neat, you can use scrap paper or a digital
notepad. Remember that the process of writing and reviewing your notes helps you to remember
information.
Be organised: keep your notes, textbooks, exercise books and websites to hand.
Find a revision method that works for you; this might be working alone, with friends, with
parents, online, at school, at home or a mixture of many different methods.
Have a clear revision plan, schedule or timetable for each subject you are studying.
Vary your revision activities: your revision programme should do more than remind you what you
can and cannot do – it should help you to improve.
Use revision checklists to analyse how confident you feel in each topic.
Try doing some past examination papers; use the mark schemes to assess yourself.
Use plenty of pens, colours, paper and card of different sizes to make your notes more fun.
Test yourself in different ways, for example by:
playing ‘Teach the topic’ (see page 46)
using Question and answer cards (see page 46)
answering real exam questions
Buy a good revision guide.
43
Section 6: Revision
You might also find it helpful to:
Target single issues such as correcting those little things you always get wrong, or reminding
yourself about any facts/issues/skills that you have never been too sure of.
Spend most of your time on specific skills, knowledge or issues that you have found more difficult
when practising them, either during revision or earlier in the course during tests or mock exams.
Spend some time focussing on your strengths as well, so that you can improve.
Top tips for revision of Cambridge IGCSE History
1. Living timelines
Living timelines are not just normal timelines. They allow you to analyse information, study causes
and consequences and get your brain working beyond just putting dates in order.
The basics of a living timeline are as follows:

i) Use a horizontal line for the dates, just like a normal timeline.
ii) Use a vertical line to label the success and failure, importance, significance, impact, continuity
and change over a set period of time.
The example below measures the success and failures of the Weimar Republic 1918–23 from
Depth Study B: Germany 1918–45.
44
Section 6: Revision
2. Mind maps
Mind maps are a great way to revise the links between different factors or to explore a larger
topic. They can also be used to brainstorm your ideas.
i) Use a blank sheet of paper and turn it on its side (landscape).
ii) Put the topic title in the middle of the page and build the mind map outwards using lines called
‘branches’.
 The first branches are from the central topic to sub-topics; draw these as thick lines.
 Add new branches from the sub-topics to include more detail; draw these as thinner lines.
 Add even more detail to a point by adding more branches.
This creates a hierarchy of information from ‘overview’ (the thick branches) to ‘fine detail’ (thinnest
branches).
iii) Write single key words or phrases along a branch and add drawings for visual impact.
iv) Use different colours, highlighter pens, symbols and arrows to highlight key facts or issues.
It is a good idea to use a large piece of plain A3 (or larger) paper and lots of coloured pens.
45
Section 6: Revision
3. Teach the topic

This is a very simple but effective technique that focusses on knowledge recall. It tests the brain
and rehearses the information you need to know for a certain topic and so will help your revision.
i) Create some topic cards with key bullet points of information on. Leave space for ticks.
ii) Give these to your parents, family, friend or whoever you want.
iii) Give yourself 10 minutes maximum to teach your audience the main points of the topic. You
could use a mini-whiteboard or flipchart to help.
iv) Your audience tick off all the points you mention in your presentation and give you a final score.
The brain loves competition, so if you do not score full marks, you can try again the next day, or
compete against friends. This system of repeat and rehearsal is very effective, especially with
more complex topics, and doesn't take much preparation.
4. Question and answer (Q & A) cards

This is very similar to ‘Teach the topic’ but less formal and less public for those who dislike
performing in front of others. It tests knowledge recall and rehearses the information you
need to know for a certain topic.
i) Pick a topic and create two sets of cards: question cards and answer cards. You might find
it helpful to make the question cards a different size or use different coloured card for
answers.
ii) Make sure you have the topic, or something appropriate depending on what you are
focussing on, as a heading on each card. The questions should test your knowledge and
understanding of key areas of the course.
iii) A friend or family member uses the cards to test you in short 5 or 10 minute periods at any
time during the day.
iv) You could also do this alone by reading the questions to yourself, giving the answer and
then checking the correct answer card.
v) This game can be adapted by using the cards to find matching pairs: turn all cards face
down across the space in front of you. Turn over two cards, leaving them where they are.
If they match (one is a question card and the other is the corresponding answer card) pick
up the pair and put them to one side. If they don’t match, try to remember where they are
and what is on each card, then turn them back over. Turn over two other cards. Continue
until you have matched all pairs.
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Section 6: Revision
5. Question paper and mark schemes

Looking at past question papers and the mark scheme helps you to familiarise yourself with
what to expect and what the standard is.
i) Ask your teacher for past paper questions with mark schemes for the course – ask your
teacher for help to make sure you are answering the correct questions and to simplify the
mark scheme.
ii) Look at the revision checklist and identify which topic a given question relates to – you
might need to ask your teacher to help you do this.
iii) Once you have finishing revising a topic or unit, time yourself answering some appropriate
exam questions. Check the mark schemes to see how well you would have scored, or give
the answers to your teacher to check.
iv) Add details or notes to the mark scheme where you missed out on marks in your original
answers using a different coloured pen. Use these notes when you revise and try the
question again later.
You can find plenty of past exam papers and mark schemes on the Cambridge website
www.cie.org.uk/programmes-and-qualifications/cambridge-igcse-history-0470/past-papers/
Don’t forget …
…the advice given earlier in this Learner Guide about how to improve your learning approach, organisation
skills and note-taking. Methods that you tried to help you learn during the course can also be applied to your
revision.
For example, if you find the listening learning style useful, you could record yourself reading your revision
notes out loud. You could read out particular topics that you find difficult, or specific information such as
definitions, dates, facts or formulas. Play the recording back again and again. You can pause the recording
and repeat certain parts, or try to guess what comes next. You could even make up songs, poems, phrases
or rhymes and record these to help you remember.
Other useful revision advice for Cambridge IGCSE History

Although there is a choice of questions on Paper 1 and Paper 4, not every Key Question will be examined,
so make sure you don't have gaps in your notes, just in case those topics come up.
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Section 6: Revision
You can plan to revise in a number of different ways, such as:

 Revise by topic – revise the Key Questions in your Core Content option and then your Depth Study.
 Revise by exam paper – revise the topics as they are tested in the examination Papers 1–4.
 Mixed approach – revise the topics in the Core Content option and the Depth Study option but practise
relevant exam paper questions as you go along.
There is no correct way of revising so you need to choose the system that works for you.
Mixed approach revision timetable

The example below shows a simple table that applies the mixed approach to revision timetabling.
This example shows only a small e of the content.
Column 1 – contains the topic focus or Key Question
Column 2 – lists the planned amount of time to spend revising based on the difficulty and amount of
information to be learned
Column 3 – includes a reference to past paper questions that test the topic
Column 4 – ‘RAG’ stands for ‘Red’, ‘Amber’ and ‘Green’. Fill in this column according to your
confidence in the topic focus or Key Question: R = Red (I do not understand or am not
confident); A = Amber (I partially understand and have some confidence); G = Green (I
fully understand and am completely confident)
Column 5 – write notes to yourself on what to focus on, or activities to help you revise or practise the
topics and any notes that support your revision.
Core Content Option B – example of the ‘mixed approach’

Time Past
Topic/ Key Question RAG Notes
needed paper
The 20th century: International Relations since
1919
Core B1
Were the peace treaties of 1919–23 fair?
• The peace treaties of 1919–23: 4 hours
– the roles of individuals such as Wilson,
Clemenceau and Lloyd George in the
peacemaking process
–…
.
Test yourself
Before you start your revision, answer the questions below to see how well you understand the ways
in which you will be assessed. You can check your answers in Section 7: Answers.
1. There are four components in the Cambridge IGCSE History syllabus.

Which components do you take? (Tick the correct statement.)
Paper 1, Paper 2 and then either Paper 3 (Coursework) or Paper 4 (Alternative to Coursework)
Paper 1 or Paper 2, Paper 3 (Coursework) and Paper 4
Paper 1, Paper 2 or Paper 3, and Paper 4
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Section 6: Revision
2. Which topics will you study in the Cambridge IGCSE History syllabus?
(Tick the correct statement.)
Core Content Option A and B plus one Depth Study A–G

Core Content Option A or B plus one Depth Study A–G
Core Content Option A or B plus two Depth Studies A–G
3. Which of the following statements are correct? (Tick the correct statement(s).)
Paper 1 is in two Sections, A and B.

Paper 1 lasts 90 minutes.
In Paper 1, the questions are all divided into three parts: (a), (b) and (c).
In Paper 1, you will be tested on both the Core Content and the chosen Depth Study.
In Paper 1, you need to pick two questions from each Section.
Paper 2 lasts two hours and has a pre-set topic that can be found in the syllabus based on the
Core Content options.
In Paper 2, you choose only your Core Content option and answer all of the questions on that
topic.
Paper 2 is a source-based examination.
In Paper 2, Question 6 does not require you to use any of the sources.
In Paper 2, you do not need to use any of your own knowledge in the answers.
5. Which of the following are correct? (Tick the correct statement(s).)
Coursework should be up to 2000 words in length.

Coursework should be a single question based on your chosen Depth Study or one devised by
your school and approved by Cambridge.
It is only marked by your teacher.
The question can be in any form you want.
You must reference quotes that you use in your coursework.
Paper 4 is a one-hour examination.

Paper 4 is based on the Core Content options and not the Depth Studies.
Paper 4 is only based on your chosen Depth Study A-G.
In Paper 4, you answer both questions from your chosen Depth Study A-G.
Paper 4 requires an essay-style answer.
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Section 6: Revision
7. Which of the following statements are true when preparing for the Cambridge IGCSE History
examinations? (Tick the correct statement(s).)
Make sure you time yourself carefully in the examinations.

Make sure you answer the question being asked.
It is always good to give general knowledge about the topic in your answers.
You should always take large quotes from the sources in Paper 2.
Make sure you start writing straight away so as to not waste any time in the exams.
Now use the revision checklists on the next pages to help guide your revision.
Revision checklists for Cambridge IGCSE History

The tables below provide an outline of the syllabus that can be used as a revision checklist.
They don’t contain all the detailed knowledge you need to know, just an overview. For more
detail see the syllabus and talk to your teacher.
You can use the tick boxes in the checklists to show when you have revised a topic and are happy
that you do not need to return to it. Tick the ‘R’, ‘A’, and ‘G’ column to record your progress. The ‘R’,
‘A’ and ‘G’ represent different levels of confidence, as follows:
 R = RED: means you are really unsure and lack confidence in a topic; you might want to
focus your revision here and possibly talk to your teacher for help
 A = AMBER: means you are reasonably confident in a topic but need some extra practice
 G = GREEN: means you are very confident in a topic
As your revision progresses, you can concentrate on the RED and AMBER topics, in order to turn
them into GREEN topics. You might find it helpful to highlight each topic in red, orange or green to
help you prioritise.
You can use the ‘Comments’ column to:

 add more information about the details for each point
 include a reference to a useful resource
 add learning aids such as rhymes, poems or word play
 highlight areas of difficulty or things that you need to talk to your teacher about.
Click on the relevant link below to go directly to the appropriate checklist.
Core Content
Option A: The 19th century: The Development of Modern Nation States, 1848–1914
Option B: The 20th century: International Relations since 1919
Depth Study
A: The First World War, 1914–18

B: Germany, 1918–45
C: Russia, 1905–41
D: The USA, 1919–41
E: China, c.1930–c.1990
F: South Africa, c.1940–c.1994
G: Israelis and Palestinians since 1945
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Section 6: Revision
Core Content Option A – The 19th century: The Development of Modern Nation States, 1848–1914 Page 1 of 4
Key Comments/Key dates, events and

Focus points What key knowledge you need to know R A G
Question characters
• Why were there so many The nature of revolutions in 1848, and the influence
Core A1 revolutions in 1848? of liberalism and nationalism
Were the • Did the revolutions have
Revolutions Causes and events of revolutions in France, Italy,
anything in common?
of 1848 Germany and the Austrian Empire
important? • Why did most of the
revolutions fail? Reasons for the failure of the revolutions
• Did the revolutions change
anything?

Question characters
• Why was Italy not unified in Austrian influence over Italy
Core A2 1848–49?
How was • How important was Italian nationalism and the role of Mazzini
Italy unified?
Garibaldi’s contribution to
Events of 1848–49
unifying Italy?
• Did Cavour help or hinder Victor Emmanuel II and Cavour: Plombières, war with
the unification of Italy? Austria in 1859
• How important for other
European countries were Garibaldi and the invasion of Sicily and Naples
moves towards Italian
The creation of the Kingdom of Italy, completion of
unification?
unification by 1870
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Section 6: Revision

Question characters
• Why was Germany not German nationalism
Core A3 unified in 1848–50?
How was • How did Bismarck bring The Zollverein
Germany
about Austria’s defeat of
unified? The 1848 revolution in Prussia
1866?
• How did Bismarck bring The setting up and eventual failure of the Frankfurt
about France’s defeat of Parliament
1870?
• How far was Bismarck Re-establishment of Austrian influence in Germany by
responsible for the 1850
unification of Germany?
Bismarck as Prussian Minister-President
Bismarck’s foreign policy to 1871:
– Schleswig-Holstein
– the Austro-Prussian War and its

consequences
– relations with France
– the Spanish Succession and the Franco-

Prussian War
– the creation of the German empire
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Section 6: Revision

Question characters
Core A4 • How far did slavery cause Causes and consequences of the American Civil
Why was the Civil War? War, 1820–77:
there a civil • What was the significance of
war in the – differences between North and South
Lincoln’s election as
United
States and president? – slavery, slave states and free states
what were • Why was the North able to abolitionism
its results? win the war?
• Did the war change – the 1860 election and secession of the
anything? Southern states
– reasons for the North’s victory
– the role of Lincoln
– reconstruction
– how successful was reconstruction?
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Section 6: Revision

Question characters
Core A5 • What were the motives Reasons for imperialism: economic, military,
Why, and behind European geopolitical, religious and cultural motives
with what imperialism?
effects, did Europeans in Africa: case studies of French, British
• How varied were the impacts
Europeans and Belgian imperialism, and their impacts on
expand their of European imperialism on Africans:
overseas Africans?
empires in • Why, and with what effects, – the French model of assimilation and direct
the 19th did Indians resist British rule; Faidherbe and Senegal
century? rule?
• Why, and with what effects, – the British model of indirect rule; Lugard and
Nigeria
did the Chinese resist
European influence? – the Belgians and private imperialism;
Leopold II and the Congo
The British in India: the Mutiny, and changes it

brought to British rule
Europeans and China: the Opium Wars, the Boxer

Rising and their results

Question characters
Core A6 • Did the Alliance System The origins of the First World War, 1890–1914:
What caused make war more likely or less
the First likely? – the Alliance System
World War?
• How far did colonial
– the arms race
problems create tensions
between the Great Powers? – colonial rivalries
• Why were problems in the
Balkans so difficult for the – developments in the Balkans
Great Powers to solve?
• How did the assassination of – the crisis of June–July 1914 and the
outbreak of war
Franz Ferdinand lead to
war?
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Section 6: Revision
Core Content Option B – The 20th century: International Relations since 1919 Page 1 of 4

Question characters
Core B1 • What were the motives and The peace treaties of 1919–23:
Were the aims of the Big Three at
peace Versailles? – the roles of individuals such as Wilson,
treaties of Clemenceau and Lloyd George in the
• Why did all the victors not
1919–23 peacemaking process
fair? get everything they wanted?
• What was the impact of the – the impact of the treaties on the defeated
peace treaty on Germany up countries
to 1923?
• Could the treaties be justified – contemporary opinions about the treaties
at the time?

Question characters
Core B2 • How successful was the The League of Nations:
To what League in the 1920s?
extent was • How far did weaknesses in – strengths and weaknesses in its structure
the League and organisation: work of the League’s
the League’s organisation
of Nations a agencies/humanitarian work
success? make failure inevitable?
• How far did the Depression – successes and failures in peacekeeping
make the work of the League during the 1920s
more difficult?
• How successful was the – the impact of the World Depression on the
League in the 1930s? work of the League after 1929
– the failures of the League in the 1930s,

including Manchuria and Abyssinia
55
Section 6: Revision

Question characters
Core B3 • What were the long-term The collapse of international order in the 1930s
Why had consequences of the peace
international treaties of 1919–23? The increasing militarism of Germany, Italy and
peace Japan
• What were the
collapsed by
1939? consequences of the failures Hitler’s foreign policy to 1939:
of the League in the 1930s?
• How far was Hitler’s foreign – the Saar
policy to blame for the
outbreak of war in 1939? – remilitarisation of the Rhineland
• Was the policy of
– involvement in the Spanish Civil War
appeasement justified?
• How important was the Nazi– – Anschluss with Austria
Soviet Pact?
• Why did Britain and France – appeasement
declare war on Germany in
September 1939? – crises over Czechoslovakia and Poland
– the outbreak of war

Question characters
Core B4 • Why did the USA–USSR The origins of the Cold War:
Who was to alliance begin to break down
blame for the in 1945? – the 1945 summit conferences and the
Cold War? breakdown of the USA–USSR alliance in
• How had the USSR gained
1945–46
control of Eastern Europe by
1948? – Soviet expansion into Eastern Europe to
• How did the USA react to 1948, and American reactions to it
Soviet expansionism?
• What were the consequences – the occupation of Germany and the Berlin
of the Berlin Blockade? Blockade
• Who was the more to blame
– NATO and the Warsaw Pact
for starting the Cold War: the
USA or the USSR?
56
Section 6: Revision
Comments/Key dates, events and

Key Question Focus points What key knowledge you need to know R A G
characters
Core B5 • America and events in Events of the Cold War
How Korea, 1950–53
effectively did • America and events in Cuba, Case studies of:
the USA
1959–62
contain the – American reactions to the Cuban revolution,
spread of • American involvement in including the missile crisis and its aftermath
Communism? Vietnam.
– American involvement in the Vietnam War,
e.g. reasons for involvement,
tactics/strategy, reasons for withdrawal
– American reactions to North Korea’s

invasion of South Korea, involvement of the
UN, course of the war to 1953

characters
Core B6 • Why was there opposition to Soviet power in Eastern Europe:
How secure Soviet control in Hungary in
was the 1956 and Czechoslovakia in – resistance to Soviet power in Hungary
USSR’s (1956) and Czechoslovakia (1968)
1968, and how did the USSR
control over
Eastern react to this opposition? – the Berlin Wall
Europe, 1948– • How similar were events in
c.1989? Hungary in 1956 and in – ‘Solidarity’ in Poland
Czechoslovakia in 1968?
• Why was the Berlin Wall built – Gorbachev and the collapse of Soviet
in 1961? control over Eastern Europe
• What was the significance of
‘Solidarity’ in Poland for the
decline of Soviet influence in
Eastern Europe?
• How far was Gorbachev
personally responsible for
the collapse of Soviet control
over Eastern Europe?
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Section 6: Revision

characters
Core B7 • Why was Saddam Hussein The rise to power of Saddam Hussein in Iraq
Why did able to come to power in
events in the Iraq? The rule of Saddam Hussein up to 2000, and the
Gulf matter, consequences of his rule for different groups in Iraq
• What was the nature of
c.1970–2000?
Saddam Hussein’s rule in The nature of the Shah’s rule in Iran and the Iranian
Iraq? Revolution of 1979
• Why was there a revolution
in Iran in 1979? The causes and consequences of the Iran-Iraq
• What were the causes and War, 1980–88; Western involvement in the war
consequences of the Iran-
The causes, course and consequences of the Gulf
Iraq War, 1980–88?
War, 1990–91
• Why did the First Gulf War
take place?
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Section 6: Revision
Depth Study A: The First World War, 1914–18 Page 1 of 2

characters
Depth A1 • How was the Schlieffen Plan The Schlieffen Plan in operation
Why was the intended to work?
war not over • How important was The Battles of Mons, the Marne and Ypres:
by December
Belgium’s reaction to the
1914? – the reaction to the ‘stalemate’
Schlieffen Plan?
• How successful was the – the nature and problems of trench warfare
British Expeditionary Force
(BEF)?
• Why did both sides
introduce trenches?

characters
Depth A2 • Why did the war become The main battles of the war including the Somme
Why was bogged down in the and Verdun:
there trenches?
stalemate on – the leadership and tactics of Haig at the
• What was living and fighting
the Western Battle of the Somme
Front? in the trenches like?
• How important were new
– the nature and problems of trench warfare
developments such as
tanks, machine guns, aircraft
– the use and impact of new methods of
and gas? warfare
• What was the significance of
the battles of Verdun and
the Somme?
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Section 6: Revision
Depth Study A: The First World War, 1914–18 Page 2 of 2

characters
Depth A3 • Who won the war at sea? The war at sea:
How important • Why did the Gallipoli
were other campaign of 1915 fail? – the Battle of Jutland and its consequences
fronts?
• Why did Russia leave the
war in 1918? – the use of convoys and submarines and the
U-boat campaign
• What was the impact of war
on civilian populations? The reasons for, and results of, the Gallipoli
campaign
The impact of war on civilian populations
Events on the Eastern Front and the defeat of

Russia

characters
Depth A4 • What was the importance of The German offensive and the Allied advance:
Why did America’s entry into the
Germany ask war? – the impact of American entry into the war
for an
• Why was the German
armistice in Conditions in Germany towards the end of the war:
1918? offensive of 1918
unsuccessful? – the Kiel Mutiny and German Revolution
• Why did revolution break out
in Germany in October – the abdication of the Kaiser
1918?
• Why was the armistice The armistice
signed?
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Section 6: Revision
Depth Study B: Germany, 1918–45 Page 1 of 3

characters
Depth B1 • How did Germany emerge The Revolution of 1918 and the establishment of
Was the from defeat at the end of the the Republic
Weimar First World War?
Republic The Versailles Settlement and German reactions
• What was the impact of the
doomed from to it
the start? Treaty of Versailles on the
Republic? The Weimar Constitution, the main political
• To what extent did the divisions, the role of the army
Republic recover after
1923? Political disorder, 1919–23:
• What were the
achievements of the Weimar – economic crises and hyper-inflation
period?
– the occupation of the Ruhr
The Stresemann era
Cultural achievements of the Weimar period
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Section 6: Revision

characters
Depth B2 • What did the Nazi Party The early years of the Nazi Party:
Why was stand for in the 1920s?
Hitler able to • Why did the Nazis have little – Nazi ideas and methods
dominate
success before 1930?
Germany by – the Munich Putsch
1934? • Why was Hitler able to
become Chancellor by – the roles of Hitler and other Nazi leaders
1933?
• How did Hitler consolidate
his power in 1933–34? The impact of the Depression on Germany:
– political, economic and social crisis of

1930–33
– reasons for the Nazis’ rise to power
– Hitler takes power
– the Reichstag Fire and the election of

1933
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Section 6: Revision

characters
Depth B3 • How much opposition was Nazi rule in Germany:
The Nazi there to the Nazi regime?
regime • How effectively did the Nazis – the Enabling Act
deal with their political
(a) How – the Night of the Long Knives
effectively did opponents?
the Nazis • How did the Nazis use – the death of Hindenburg
control culture and the mass media
Germany, to control the people? – the removal of opposition
1933–45? • Why did the Nazis persecute
many groups in German – methods of control and repression
society?
– use of culture and the mass media
• Was Nazi Germany a
totalitarian state? Economic policy including re-armament

characters
Depth B3 • How did young people react Different experiences of Nazi rule:
The Nazi to the Nazi regime?
regime • How successful were Nazi – women and young people
policies towards women and
(b) What was – anti-Semitism
it like to live in the family?
Nazi • Did most people in Germany – persecution of minorities
Germany? benefit from Nazi rule?
• How did the coming of war – opposition to Nazi rule
change life in Nazi
Germany?
Impact of the Second World War on Germany:
– the conversion to war economy
– the Final Solution
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Section 6: Revision
Depth Study C: Russia, 1905–41 Page 1 of 2

characters
Depth C1 • How well did the Tsarist The main features of Tsarist rule and Russian
Why did the regime deal with the society before the First World War:
Tsarist regime difficulties of ruling Russia
collapse in – the 1905 Revolution and its aftermath
up to 1914?
1917?
• How did the Tsar survive the
– attempts at reform
1905 Revolution?
• How far was the Tsar The First World War and its impact on the Russian
weakened by the First World people
War?
• Why was the revolution of The March Revolution of 1917
March 1917 successful?

characters
Depth C2 • How effectively did the The Provisional Government and the Soviets, the
How did the Provisional Government rule growing power of revolutionary groups
Bolsheviks Russia in 1917?
gain power, Reasons for the failure of the Provisional
• Why were the Bolsheviks
and how did Government
they able to seize power in
consolidate November 1917? The Bolshevik seizure of power, the role of Lenin
their rule? • Why did the Bolsheviks win
the Civil War? The main features of Bolshevik rule, the Civil War
• How far was the New and War Communism, and reasons for the
Economic Policy a success? Bolshevik victory
The Kronstadt Rising and the establishment of the

New Economic Policy
64
Section 6: Revision
Depth Study C: Russia, 1905–41 Page 2 of 2

characters
Depth C3 • Why did Stalin, and not Lenin’s death and the struggle for power
How did Stalin Trotsky, emerge as Lenin’s
gain and hold successor? Reasons for Stalin’s emergence as leader by 1928
on to power?
• Why did Stalin launch the
Stalin’s dictatorship:
Purges?
• What methods did Stalin use – use of terror
to control the Soviet Union?
• How complete was Stalin’s – the Purges
control over the Soviet
Union by 1941? – propaganda and official culture

characters
Depth C4 • Why did Stalin introduce the Stalin’s economic policies and their impact:
What was the Five-Year Plans?
impact of • Why did Stalin introduce – the modernisation of Soviet industry
Stalin’s
collectivisation?
economic – the Five-Year Plans
policies? • How successful were
Stalin’s economic changes?
• How were the Soviet people – collectivisation in agriculture
affected by these changes?
Life in the Soviet Union:
– the differing experiences of social groups
– ethnic minorities and women
65
Section 6: Revision
Depth Study D: The USA, 1919–41 Page 1 of 3

characters
Depth D1 • On what factors was the The expansion of the US economy during the
How far did economic boom based? 1920s:
the US • Why did some industries
economy – mass production in industries for cars and
prosper while others did
boom in the consumer durables
1920s? not?
• Why did agriculture not
– the fortunes of older industries
share in the prosperity?
• Did all Americans benefit
– the development of credit and hire
from the boom?
purchase
– the decline of agriculture
Weaknesses in the economy by the late 1920s
66
Section 6: Revision

characters
Depth D2 • What were the ‘Roaring Society in the 1920s: 
How far did Twenties’?
US society • How widespread was – the ‘Roaring Twenties’
change in the
intolerance in US society?
1920s? – film and other media
• Why was Prohibition
introduced, and then later
repealed? – Prohibition and gangsterism
• How far did the roles of
women change during the – restrictions on immigration, the ‘Red Scare’,
1920s? religious intolerance
– discrimination against black Americans
– the Ku Klux Klan
– the changing roles of women
67
Section 6: Revision

characters
Depth D3 • How far was speculation The Wall Street Crash and its financial, economic
What were the responsible for the Wall and social effects
causes and Street Crash?
consequences The reaction of President Hoover to the crash
• What impact did the crash
of the Wall
Street Crash? have on the economy? The presidential election of 1932; Hoover’s and
• What were the social Roosevelt’s programmes
consequences of the crash?
• Why did Roosevelt win the
election of 1932?

characters
Depth D4 • What was the New Deal as Roosevelt’s inauguration and the ‘Hundred Days’ 
How introduced in 1933?
successful • How far did the character of The New Deal legislation, the ‘alphabet agencies’
was the New and their work, and the economic and social
the New Deal change after
Deal? changes they caused
1933?
• Why did the New Deal Opposition to the New Deal:
encounter opposition?
• Why did unemployment – the Republicans
persist despite the New
Deal? – the rich
• Did the fact that the New
– business interests
Deal did not solve
unemployment mean that it – the Supreme Court
was a failure?
– radical critics like Huey Long
The strengths and weaknesses of the New Deal

programme in dealing with unemployment and the
Depression
68
Section 6: Revision
Depth Study E: China, c.1930–c.1990 Page 1 of 4

characters
Depth E1 • Why did the Communists Kuomintang and Communist conflict: 
Why did China undertake the Long March in
become a 1934? – the Shanghai Massacre and the five
Communist extermination campaigns
• What was the importance of
State in 1949?
the Communist settlement at
Yenan? – the Long March
• How far did the Second
World War weaken the – life at Yenan
Nationalist government?
• Why was there a civil war – impact of Japanese incursions on the
and why did the Nationalist government and the
Communists win it? Communists
– Xian Incident, 1936
– causes and events of the civil war
69
Section 6: Revision

characters
Depth E2 • What changes in agriculture The nature of Chinese Communism 
How far had did Communist rule bring?
Communist • What was the impact of the Communist rule in the 1950s and 1960s:
rule changed
Communists’ social
China by the – Agrarian reform from 1950
mid-1960s? reforms?
• How successful were the
– people’s courts and the treatment of
Five-Year Plans in
landlords
increasing production?
• Did the Chinese people
– the establishment of collectives and
benefit from Communist communes
rule?
Industrial developments:
– the Five-Year Plans
– the Great Leap Forward
Social change:
– the role of women
– health
– education
– propaganda and the destruction of

traditional culture
70
Section 6: Revision

characters
Depth E3 • What have been China’s Chinese foreign policy:
What was the changing relationships with
impact of neighbouring states? – changing relations with the USSR
Communist
• Why did China try to
rule on – relations with other neighbouring countries,
China’s improve relations with the
USA after 1970? Tibet, India, Vietnam, Taiwan
relations with
other • How far was China
countries? established as a superpower Closer relations with the USA from 1970
by the time of Mao’s death?
• How far have China’s Hong Kong
relations with other powers
improved since Mao’s Impact of China’s relations with the rest of the world
on its economic liberalisation since Mao’s death
death?
71
Section 6: Revision
Key Question What key knowledge you need to know R A G Comments/Key dates, events and
Focus points
characters
Depth E4 • Why did Mao launch the The Communist Party dictatorship: 
Has Cultural Revolution?
Communism • What was the impact of the – repression of political opposition
produced a
Cultural Revolution in
cruel – the Hundred Flowers campaign
dictatorship in China?
China? • How was the power struggle
after the death of Mao – treatment of minority groups
resolved?
• How far did economic – the Cultural Revolution
development of the 1980s
produce social and political – the role and status of Mao
change?
– the power struggle after Mao’s death and
the re-emergence of Deng
– the social and political consequences of

economic change in the 1980s and 1990s
72
Section 6: Revision
Depth Study F: South Africa, c.1940–c.1994 Page 1 of 3

characters
Depth F1  How far had segregation Existing policies and social, economic and political 
What were the been established by 1940? effects of:
foundations of  What was the impact of
the apartheid – pass laws
state? government policies on the
non-white population by – black ‘locations’
1940?
 How successful was the – colour-bar on employment
economic development of
South Africa by 1945? – land acts
 Why did the National Party – restrictions on political rights
win the election of 1948?
Developments in mining, manufacturing and
agriculture; state involvement
Impact of the Second World War on South Africa
British and Afrikaaner regional differences and the

1948 election
73
Section 6: Revision

characters
Depth F2 • What were the main features Legislation and methods of enforcement after 1948 
How of the apartheid system set
successfully up by the National Party Effects on employment, families, location,
was apartheid education, coloureds
after 1948?
established
between 1948 • What consequences did Response of white population
and 1966? apartheid have for the
people of South Africa? Development and effects in South Africa of:
• How did opposition to
apartheid develop between – ANC aims and campaigns
1948 and 1964?
• What were the effects of the – women’s resistance
government’s response to
opposition by 1966? – ANC and PAC split
– Umkhonto we Sizwe and Rivonia Trial
– Sharpeville and Langa
International effects; 1961 South African Republic
74
Section 6: Revision

characters
Depth F3 • How significant were the Changes in methods of suppression and effects 
To what extent policies of the National from 1966
did South governments from 1966 to
Africa change Divisions in ANC and PAC in exile; significance of
1980?
between 1966 Black Consciousness
and 1980? • To what extent did black
opposition change in this Differing effects of economic developments
period?
• How far did economic Organisation for African Unity and bases; UN
factors improve lives by sanctions; government response
1980?
• What was the impact of
external opposition to
apartheid?
Key Question Focus points What key knowledge you need to know R A G Comments/Key dates, events and
characters
Depth F4 • What were the effects of the ‘Total strategy’ and reforms; social and political 
Why did white policies of P W Botha? effects
minority rule
come to an • What was the significance of The role and motives of:
end? – President de Klerk
individual leaders in the
– ANC leaders
collapse of apartheid?
– Desmond Tutu
• Why did violence increase
– Chief Buthelezi
between 1980 and the early
1990s? School boycotts and township unrest
• To what extent was there a
smooth transition of power White extremism
between 1989 and 1994?
Economic and international factors
Power-sharing aims and responses
1994 general election
75
Section 6: Revision
Depth Study G: Israelis and Palestinians since 1945 Page 1 of 3

characters
Depth G1 • What was the significance The Arab and Jewish peoples of Palestine: 
How was the for Palestine of the end of
Jewish state the Second World War? – different cultures, races, languages
of Israel
• What were the causes of
established? The aftermath of the Second World War:
conflict between Jews and
Arabs in Palestine? – Jewish immigration
• Why did the Arabs reject
UNO plans to partition – Jewish nationalism and the ending of the
Palestine? British mandate
• Why was Israel able to win
the war of 1948–49? – the declaration of the state of Israel and the
war of 1948–49

characters
Depth G2 • Why was Israel able to win Israel and its Arab neighbours: 
How was the wars of 1956, 1967 and
Israel able to 1973? – the Suez War (1956)
survive
• How significant was
despite the – the Six-Day War (1967)
hostility of its superpower involvement in
Arab Arab–Israeli conflicts?
neighbours? • How important was oil in – the Yom Kippur War (1973) and Israeli
changing the nature of the incursions into Lebanon
Arab–Israeli conflict?
• By the 1990s, how far had – the oil weapon: changes in USA and
Western thinking
problems which existed
between Israel and her
neighbours been resolved?
76
Section 6: Revision

characters
Depth G3 • Why were there so many The Palestinians to c.1992: 
What was the Palestinian refugees?
impact of the • How effective was the PLO – the refugee problem
Palestinian
in promoting the Palestinian
refugee issue? – Palestinian nationalism and the formation
cause?
• Why did Arab states not of the PLO
always support the
Palestinian cause? – activities of the PLO, and international
• How did international acceptance
perceptions of the
Palestinian cause change – the role of Arafat
over time?
– relations between the PLO and Arab states
– relations with Israel and moves towards the

creation of a Palestinian state
77
Section 6: Revision

characters
Depth G4 • Why has the United Nations Moves towards peace: 
Why has it been unable to secure a
proved lasting peace? – United Nations: resolutions, aid and peace-
impossible to keeping duties
• How far have international
resolve the
Arab–Israeli diplomatic negotiations
improved Israel’s relations – Camp David meetings; the Oslo Accords
issue?
with Arab states and the
Palestinians? – the establishment of the Palestinian
• How have divisions within Authority, 1996
Israel affected the peace
process? Divisions that restricted progress towards peace:
• How have rivalries among
Palestinians affected – political parties: Likud, Labour
progress towards a
settlement? – how elections in Israel affected the peace
process
– religious issues
Rivalries among Palestinians:
– the nature of the PLO at its founding
– Intifada, and the rise of Hamas
– Hezbollah and Gaza
78
Section 7: Answers
Section 7: Answers

Where relevant, answers are given in bold.
1.
How long and how

Component Assesses
many marks
Paper 1 A G
Paper 2 C E
Paper 3 D F
Paper 4 B F
A: 2 hours and with 60 marks

B: 1 hour and with 40 marks
C: 2 hours and with 50 marks
D: No specific time but must be up to 2000 words and with 40 marks
E: The ability to interpret, analyse and evaluate sources
F: Knowledge and understanding, as well as the ability to explain and justify arguments and conclusions
G: Knowledge and understanding
2. (a) Paper 1 contains Section A and Section B.
Section A covers the Core Content, Section B covers the Depth Studies.
(b) I have to answer: Two questions from Section A and one question from Section B.
In Section A, there are four questions to choose from for each Option;
your teacher will tell you which Option you are studying. In section B,
there are two questions to choose from for each of the Depth Studies,
your teacher will tell you which Depth Study you are doing.
3.
Component Question type

A: six source-based questions with no parts
Paper 1 C
B: one essay-style question
Paper 2 A
C: structured essay questions that are split
into three parts, (a), (b) and (c)
Paper 3 B
D: multiple-choice
Paper 4 B
79
Section 7: Answers
4. In Paper 1, part (a) questions ask me to describe.

In Paper 1, part (a) questions ask you to
In Paper 1, part (b) questions ask me to explain. describe historical events, themes or
aspects of history using details and
In Paper 1, part (c) questions ask me to argue.
knowledge in context. Part (b) questions
ask you to explain why a specific event or
factor happened or why it was important,
and Part (c) questions ask you to provide a
balanced argument and conclusion about
historical events or factors.
5. All components
In all components, you need to use your own

knowledge, facts, dates and relevant examples.
6. Six questions from one topic In Paper 2, there are six

questions and you need to
answer them all. You need to
answer the questions on the
Option topic you have studied.
7. One question from one Depth Study

In Paper 4, you need to answer
one question from your chosen
Depth Study. There are two
questions to choose from for each
Depth Study.
1. 1 hour
There is 1 hour available for Paper 4. You need to use this time to choose the
question, read the question thoroughly and plan your answer, as well as writing
your answer.
2. 2
There are two questions per Depth Study, you choose one of them to answer.
3. knowledge and ability to present a balanced argument
For a Paper 4 question, you need to demonstrate a balanced response that

addresses the importance or significance of a given factor in the question in
relation to other factors, using examples and statistics to demonstrate your
knowledge.
80
Section 7: Answers
Section 6: Revision
1. Paper 1, Paper 2 and then either Paper 3 (Coursework) or Paper 4 (Alternative to Coursework).
You have to sit three components: Paper 1 and Paper 2 are compulsory
and then your teacher chooses either Paper 3 (Coursework) or Paper 4
(Alternative to Coursework).
2. Core Content Option A or B plus one Depth Study (A–G).
You have to choose from either Core Content Option A, The 19th century:
The Development of Modern Nation States, 1848–1914 OR Core Content
Option B, The 20th century: International Relations since 1919, plus one
Depth Study from A–G. Your teacher will discuss this with you.
3. Paper 1 is in two Sections, A and B; In Paper 1, the questions are all divided into three parts: (a), (b) and
(c); In Paper 1, you will be tested on both the Core Content and the chosen Depth Study.
Paper 1 lasts for two hours and is split into two Sections, A and B. Section
A requires you to pick two questions from your chosen Core Content
option and Section B requires you to pick one question from your chosen
Depth Study (A–G). The questions are all divided into three parts: (a), (b)
and (c). You will be tested on both the Core Content and the chosen Depth
Study.
4. Paper 2 lasts two hours and has a pre-set topic that can be found in the syllabus based on the Core
Content options; In Paper 2, you choose only your Core Content option and answer all of the questions
on that topic; Paper 2 is a source-based examination.
The topic for your chosen Core Content option can be found in the History 0470
syllabus. There are six questions in total for each topic and you must answer them all
for your topic. Some will require you to use a single source, others two sources and
Question 6 will require you to use all of the sources. Most questions will require you to
use your own knowledge as well.
5. Coursework should be up to 2000 words in length; Coursework should be a single question based on
your chosen Depth Study or one devised by your school and approved by Cambridge; You must
reference quotes that you use in your coursework.
Paper 3 (Coursework) should be a single question on ‘significance’, which is based on

either your chosen Depth Study or one chosen by your school and approved by
Cambridge. Your teacher will mark it first but then it will be submitted to Cambridge for
external moderation. All quotes and references you use in it must be properly
acknowledged.
81
Section 7: Answers
6. Paper 4 is a one-hour examination; Paper 4 is only based on your chosen Depth Study (A–G); Paper 4
requires an essay-style answer.
Paper 4 (Alternative to Coursework) is a one-hour examination based on your chosen

Depth Study A–G, not the Core Content options. You only answer one question out of
the choice of two for each Depth Study. The answer should be in the form of an essay
about ‘importance’ or ‘significance’ depending on the choice of question.
7. Make sure you time yourself carefully in the examinations; Make sure you answer the question being
asked.
Timing is really important as different questions are worth a different number of

marks. Remember that in Paper 1, you have 4-mark, 6-mark and 10-mark
questions, so spread your time out accordingly.
Answer the question given and don't fall into the trap of telling a story or trying to
impress the examiner with detail of everything you know about a given topic; your
answer needs to be relevant to the question being asked. So, including lots of
general knowledge about a topic that is not relevant to the question is a waste of
time; you will not score marks for irrelevant knowledge even if it is factually
correct.
Paper 2 requires you to use the source details, so quoting the whole source or
large chunks of it will not demonstrate understanding. You need to use relevant
quotes, only when they are appropriate and help to support your response.
Finally, always read all of the information on the front page of the examination
paper first before you start writing. There is always time given in Papers 1 and 4
to read through the questions first so you can choose the right one for you. For
Paper 2, there is sufficient time for you to read the Background Information and
all of the sources first, so don’t rush straight into answering the question.
82
Cambridge International Examinations
1 Hills Road, Cambridge, CB1 2EU, United Kingdom
t: +44 1223 553554 f: +44 1223 553558
e: info@cie.org.uk www.cie.org.uk
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© Cambridge International Examinations 2016
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Learner Guide For Cambridge Igcse History 0470 PDF

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What are the different components of the IGCSE History exam?

What are the different components of the IGCSE History exam?

How will the exam papers be structured and what will be tested?

How will the exam papers be structured and what will be tested?

Cambridge Secondary 2

About this guide .............................................................................................................................................. 4

Section 1: Getting started ............................................................................................................................... 5

Reflect on your learning ....................................................................................................................5

Methods to help you learn ................................................................................................................7

Getting organised ...........................................................................................................................10

Taking notes ...................................................................................................................................11

Reflective journal ...........................................................................................................................14

Section 2: Syllabus content – what you need to know about ................................................................... 18

Section 3: How you will be assessed .......................................................................................................... 20

Components at a glance ............................................................................................................. 20

About the components ....................................................................................................................21

Section 4: What skills will be assessed ...................................................................................................... 29

Section 5: Example candidate response ..................................................................................................... 31

Plannin g your revis io n . ............................................................................................................... 40

General revision advice ..................................................................................................................43

Top tips for revision of Cambridge IGCSE History .........................................................................44

Revision checklists for Cambridge IGCSE History .........................................................................50

About this guide

By the end of this guide, you should:

Section 1: Getting started

Reflect on your learning

Do you think about how you learn?

B: I am aware of some of the ways I learn, but I do not plan my learning.

C: I know which methods I use to learn and I actively apply them.

Don’t forget to save this file to keep a record of your progress.

D describes a reflective process that is considered to be the

If you do this regularly, you

Make sure you:

 organise your time

Methods to help you learn

 SEEING the new information

Which learning style(s) do you use?

Write detailed notes

Watch videos on the topics I am studying

Use mind maps, systems diagrams or other organisations of

SPEAKING AND LISTENING METHODS

Watch videos on the topics I am studying

Record myself reading my notes and play them back to myself

Repeat facts and information out loud

Read notes out loud, trying to include rhyming or other techniques to

Discuss topics with my teacher and classmates

Ask and answer questions in the classroom

Talk about new information

READING AND WRITING METHODS

Write summaries of what I have learned

Write key information in lists

Read my notes and rewrite them

Write information from my teacher in my own words

Start and contribute to discussions

Use short definitions when writing notes

Try to apply the information to real life

How organised are you?

Keep my planner up to date and check it every day

Tips for good note-taking Formatting your notes