GCSE History podcasts - Exam Skills

Announcer: BBC Sounds, music, radio, podcasts.

Datshiane: I'm Datshiane Navanayagam, a history graduate and BBC presenter.

Katie: And I'm Katie Charlwood, a history podcaster.

Datshiane: And this is Bitesize GCSE History.

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Katie: This is the first in a four-part series on History GCSE exam skills. Throughout this series we'll be helping you with hints and tips in order to revise for GCSE History.

Datshiane: And in this episode, we'll be opening up the exam skills toolbox to look at how to answer 'knowledge questions'.

Katie: We'll be defining concepts such as causes, consequences, change and continuity.

Datshiane: And significance and similarity.

Katie: We'll also be looking closer at the differences between exam keywords, such as describe and explain, and thinking about what the examiner is really asking for. And at the end of each episode, we'll have a quick 30-second summary of all the main takeaways.

Datshiane: We'll always be here, so feel free to press pause along the way if you want to stop and make notes.

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Datshiane: So Katie, history is about events that have happened in the past.

Katie: Obviously.

Datshiane: So, this is the very first step to revising history. We have to remember the basic facts surrounding those events: what happened, where did it happen, when did it happen and who was involved?

Katie: All very conveniently beginning with a W: who, what, where and when?

Datshiane: 'Who' relates to the names, so that might be things like people or countries involved; 'where' is the place or places the events happened; 'when' are the dates that it happened; and 'what' is any other information about the event, so what was it or what happened?

Katie: We can also add some 'how' evidence relating to the event, so information such as 'how much?', 'how long?', 'how many?' These are the basic statistics of the event. On their own, these 'who', 'what', 'where', 'when' and 'how' (factual evidence) are only the beginning. Next step is to think about concepts such as the cause, consequence, change and continuity.

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Datshiane: Okay, let's look at the first two of those: cause and consequences. Cause first, or even causes, because often there are so many causes that help us to identify why an event happened in the first place, and these causes are frequently interlinked.

Katie: Causes help to explain the driving forces behind what happened, and they can be political decisions, economic crises, or even the decisions of a single individual, for example. And as you've said, most of the time, many events have multiple complex causes, and these might have been short-term or even long-term ones. Remember, nothing ever happens for just one reason.

Datshiane: Let's take the example of the Cold War, the post-Second World War period of political tension between the United States and the Soviet Union and their respective allies. So what were the main causes of the Cold War?

Katie: So we are after the 'why'. Some of the causes of the Cold War lies in the ideological differences between the capitalist West, led by the USA and the communist East, led by the Soviet Union. Other causes include two post-war conferences in Yalta and Potsdam, where tensions arose over the future of post-war Europe, as well as the USSR's expansion into Eastern Europe.

Datshiane: Perfect Katie. So causes are the 'why' factor, why things happened, and there's usually many of them, and they're often interlinked. Our next word is consequence. What were the effects or the outcome of the event? Like, how did the event affect politics, the economy, or society? And like causes, there often are many consequences. Some are immediate and others only become clear over a long period of time. Again, if we take our Cold War example, what are some of the consequences of the Cold War, Katie?

Katie: Okay, so some of the immediate consequences was that the world was divided into two ideological blocks or superpowers: the capitalist West, which was led by the USA and the communist East that was led by the USSR. Although there were no direct wars between these two nations, there were proxy wars such as wars in Vietnam and Korea, where the superpowers backed opposing sides. And then other consequences include the nuclear arms race, the space race and the decolonization of European empires. Now, I find it really useful to draw a spider diagram of the causes of an event and the consequences, highlighting which ones are short term and which are long term. Have a go after the podcast yourselves with an event that you are studying.

Datshiane: So that's cause, the many reasons why an event happened; and consequence, the effects or outcomes of that event. Next up are change and continuity.

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Katie: So change focuses on how the event transformed societies or political systems or economies over time; and continuity focuses on what remained the same, despite the changes.

Datshiane: Can you give us an example, Katie?

Katie: Of course, let's look at some of the changes and continuity during the civil rights movement in the United States in the 20th century, and there'll be more on this in that particular series.

Datshiane: Note the changes relates to how civil rights was campaigned for during the century, from early efforts that focused on legal challenges…

Katie: …to later changes that included the rise of black power and groups that emphasised self defence, economic independence and cultural pride, as well as focus on more broader issues such as economic inequality, housing discrimination and police brutality.

Datshiane: But throughout this period, there was continuity of the fundamental goal to end racism, discrimination and injustice, which remained an unbroken thread throughout the century.

Katie: Identifying both the changes and the continuity helps us to see the evolution and stability of history over time. Again, when you write down your revision notes, it can be really useful to add change or continuity headings to each event and list them underneath.

Datshiane: So that's cause, consequence, change and continuity; but what about significance and similarity? Why not write these down in your notes if you find them useful?

Katie: So, significance allows us to judge the importance of which events or people or developments were turning points or had the greatest impacts. The significance of an event can change depending on the perspective of historians or groups affected. For example, the significance of the Hundred Years' War will be viewed differently by English and French historians and by people then and now.

Datshiane: Katie, I think we need another example.

Katie: See, I knew you were gonna ask for one, so here's one I prepared earlier. Why is Mahatma Gandhi seen as a significant figure during the period of British rule in India?

Datshiane: Okay. Well, we can make a list of all of Gandhi's key actions and related events. These include his principle of non-violent resistance; his mobilising of millions from different social, religious and economic backgrounds; and his call for boycotts of British goods and institutions. And then we can explain how each is significant within the context of Indian independence. We would also add that Gandhi wasn't only seen as significant then, but also that he is still seen as a significant figure in Indian history.

Katie: That’s significance then, evaluating how important those key events or people were. So what about similarity?

Datshiane: Okay, so similarity allows us to compare different events or periods to try and identify patterns or shared characteristics, so that we can see if these might reveal a common cause. But equally, it's important to recognise differences. So, we have cause and consequence, change and continuity, and significance and similarity. These are all concepts we'll be coming back to, to give us a much more analytical perspective on history.

Katie: And even more importantly, to get higher marks in your exams.

Datshiane: Exactly.

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Katie: Talking of which, to get on the road to a good mark, it's important to understand exam keywords. What exactly does the examiner want from us when a question asks us to describe or explain or give features? So, Datshiane, can you begin by explaining 'describe'?

Datshiane: I can indeed. So, if you see a question that asks you to 'describe', then this type of question is looking for detailed information about what happened, and you need to give a clear description of an event, focusing on key facts without necessarily explaining why it happened. So keep in mind those who, what, when and where words, and it might be useful to do this in chronological order or a logical sequence. So, Katie, for example, can you describe the events of the Cuban missile crisis?

Katie: But of course! Who, what, where and when. Okay, so in October 1962, the Soviet Union placed nuclear missiles in Cuba. The USA discovered the missiles and responded by imposing a naval blockade. After intense negotiations, the USSR agreed to remove the missiles in exchange for an American pledge not to invade Cuba.

Datshiane: Can I just say, that was a lovely answer. Nice and concise, just the main facts. But what about if you see the word 'explain' in a question?

Katie: This type of question requires you to give reasons or causes for an event. It focuses on the why, and a good way to answer those explain questions is to offer reasoning for each point made. So Datshiane, how about you explain why the Berlin Wall was built?

Datshiane: Okay, so if I want to explain why the Berlin Wall was built, I need to think about the causes or the why. The Berlin Wall was built in 1961 by East Germany to stop the mass migration of people from East Berlin to West Berlin, which was damaging East Germany's economy and undermining the communist regime.

Katie: Okay, okay, we're off to a good start. But if you can give two reasons why something happened, do so. What about how questions? These can seem to be a bit like the explain questions, but they focus more on the process or method by which something happened or was achieved. You need to identify the steps, developments or mechanisms involved, showing the progression behind the event. So here's one for you. How did the Cold War affect global politics?

Datshiane: Okay, so for this, let's think about some of the steps involved in the progression of the Cold War. The Cold War affected global politics through the creation of military alliances such as NATO and the Warsaw Pact. It also increased arms races and proxy wars in regions like Korea and Vietnam.

Katie: Perfect. Finally, what if a question asks us to give features?

Datshiane: Well, that type of question is asking for characteristics of a certain event, and here you should identify and briefly describe the key facts or features without going into too much detail. So Katie, give me two features of the Cuban missile crisis.

Katie: All right, so that is just the key facts and brief description. Firstly, that there were secretly installed nuclear Soviet missiles in Cuba, which the United States discovered just 90 miles from the American coast. This heightened Cold War tensions. And two, the American naval blockade around Cuba to prevent further Soviet shipments of military equipment. This was a major action in the standoff, bringing the world to the brink of nuclear war. So, how about a quick episode summary, Datshiane?

Datshiane: Let's do it.

Katie: When you're answering a knowledge question, remember the evidence: who, what, where and when.

Datshiane: Before moving on to the cause or why something happened; and then the consequence, the effects of the event; the changes made by the event and the continuity or what remained unchanged.

Katie: Not forgetting the significance of the events and similarity with other events.

Datshiane: And remember what the examiner is looking for if you see these keywords: describe.

Katie: Focus on what happened.

Datshiane: Explain.

Katie: Why it happened.

Datshiane: How.

Katie: The step-by-step process behind an event.

Datshiane: And 'give features'.

Katie: Brief description of the characteristics or key points.

Datshiane: You can find loads more information on the Bitesize webpage and in the other episodes in this series.

Katie: And in the next episode, we were looking at how to write an answer to an essay question. See ya!

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Announcer: BBC Sounds, music, radio, podcasts.

Datshiane: I'm Datshiane Navanayagam.

Katie: And I'm Katie Charlwood.

Datshiane: And this is Bitesize GCSE History.

Katie: This is the second episode in a four-part series on exam skills.

Datshiane: And in this episode, we'll be looking at the different types of essays that you might be asked to write in an exam. We'll have some hints and tips and examples on how to write them that gets you those all-important exam marks.

Katie: And we'll use the mnemonic PEEL, P-E-E-L, to help you remember how to structure your essay.

Datshiane: Remember, if you find it useful to make notes along the way, then just press pause and rewind. We're always here, and at the end we'll have a short, snappy summary so that all those key facts stick.

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Datshiane: So, you've opened up your exam paper and there's a question inviting you to write a beautifully crafted essay. We know you can do it, but how do you begin? First, take a deep breath, relax, and then, most importantly, read the question. It can be so easy to miss a word, or misread it, and write something that might be factually correct and really well argued, but it's not what the examiner has asked for.

Katie: Now, I find it useful to draw a vertical pen line to separate every word in the question. This helps me to slow my brain down and then to underline every important or keyword. This makes sure I've completely understood the question and what the examiner is after.

Datshiane: A great idea. So, let's look at the types of essay questions you might be asked to write. These might be a factor essay, or a statement essay, or a 'how far do you agree?' question, but whatever type they are, the essay is expecting you to give more than one argument or factor, and here's where you can earn those lovely exam marks.

Katie: See, a factor essay question is asking you to discuss the significance of multiple factors or causes behind a particular historical event, and the key goal for you here is to analyse how important the various factors are and how they contributed to the outcome.

Datshiane: So, for example, Katie how far have governments been the main factor in the development of the British Empire?

Katie: Okay, so this is where you pause, you take your time, read the question and underline the keywords, in this case, governments, main factor, and development of the British Empire. We know that there were multiple factors that led to the development, including governments, economic motivations, and ideas like exploration and colonisation.

Datshiane: Great. And now you should explain how each factor contributed to the event, starting with the factor in the question. Identify the significance of that one and then other factors, and then compare them for their importance. Finally, make a clear argument about whether governments were the main factor, as that is what the question is asking. And if not, say which factor you think was most important.

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Katie: So that's a factor essay. What about, say, a statement essay?

Datshiane: Okay, well, a statement essay is one where you are given a statement about a historical event and then you are asked to agree or disagree. You have to present a balanced argument based on the evidence.

Katie: So, in this case, the essay question might be something like 'The Great Depression was the main reason for the rise of the Nazis. How far do you agree with this statement?' Your turn, Datshiane.

Datshiane: Okay. So, using your tips, Katie, I'd underline 'The Great Depression', 'main reason', 'rise of the Nazis' and 'agree'. Now we need to focus on the factor that's given in the question, the Great Depression and we need to either agree or disagree with the statement that this event was the main reason. And to do this, we have to compare it with other factors and provide evidence for both sides of the argument.

Katie: That's right. For example, we might write that one of the other factors was German resentment for the Treaty of Versailles, and that although the Depression worsened Germany's economic situation, resentment over the Treaty of Versailles was a persistent factor that contributed to the Nazi Party's popularity, especially amongst nationalists and war veterans.

Datshiane: And you can continue to do this with those other factors, but make sure you end with a conclusion with your clear judgement on the statement as to whether you think it's true or false or perhaps somewhere in between.

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Datshiane: Okay, let's look at how to structure an exam essay with an example. So, if the question was 'Explain why the Weimar Republic was weak', you might start by underlining the words Weimar Republic and weak.

Katie: Absolutely correct. Now, I know I have to write about the various factors contributing to the weakness of the Weimar Republic, but before I start writing the actual essay, I like to create a brief outline of the main points.

Katie: For example, the Weimar Republic's weaknesses; I might consider political instability, economic problems and social unrest. Each of these will eventually form a paragraph in my essay.

Datshiane: Pen, paper or laptop and keyboard ready, and first paragraph.

Katie: So, I start my essay with a very brief introduction with the key facts relating to the question - in this case, by defining the Weimar Republic.

Datshiane: So that's who, what, where, and when.

Katie: Right, so the Weimar Republic was the name given to the given to the German government that was established in 1919 after Germany's defeat in World War I. And then I outline the key factors and state my argument clearly. So, in this case, something like, "The Weimar Republic was weak due to a combination of political instability, economic crises, and societal opposition." And now I write a paragraph on each of those factors.

Datshiane: Katie, you've also brought in a bunch of bananas to help us with this, but I'm not sure I get the connection.

Katie: Well see, that's because in order to eat a banana, you have to peel it first, and PEEL, P-E-E-L, is a great way of remembering how to structure each of those argument paragraphs. P is for point, E is for evidence, E explain and L link.

Datshiane: I like that. That's smart, PEEL.

Katie: So, let's take a look at these one by one. P, point. Begin each paragraph with a point you want to make that supports your argument. In this case, my first point is about political instability, so I'd write: "The Weimar Republic was politically weak due to its fragmented party system."

Datshiane: E for evidence. So, provide the historical evidence to support this.

Katie: So, I'd put something like, "The Weimar Republic's proportional representation system meant that no party could gain a majority, leading to coalition governments that were often unstable."

Datshiane: E, explain how this evidence proves the point.

Katie: Right, so this would be: "This lack of strong leadership meant frequent elections and constant government changes, making it difficult for the Republic to effectively address Germany’s problems."

Datshiane: And finally, L, link this back to the question.

Katie: Thank you, and I will. "This political instability made the Weimar Republic appear weak and incapable of governing effectively."

Datshiane: Nicely done.

Katie: Thank you. In fact, for a really good essay, I want to write three PEEL paragraphs, each centred on a different factor. I've written about the political factors, and so in my next two paragraphs I'd write about economic problems and social unrest.

Datshiane: And remember, each time you write a paragraph, make the point supporting the argument, provide evidence, and explain how this proves the point and link it back to the question. P-E-E-L, PEEL. But we're not done with the essay yet as we need a conclusion paragraph which summarises the main points, restates the argument, and explains why the reasons discussed are the most significant in answering the question.

Katie: In the conclusion you have to make sure your opinions are clear and that they link back to the question that was asked.

Datshiane: You're on a roll Katie, so tell us your conclusion.

Katie: Okay, so how about: "In conclusion, the Weimar Republic was weak primarily due to the political instability of its coalition government, the economic crisis that devastated public confidence, and the lack of support from significant portion of society. These factors combined to create a fragile state that was unable to withstand the growing pressures of the 1920s and early 1930s."

Datshiane: That's a great start to getting those marks, and to get even higher ones, here's a few more tips which you might want to write down. Make sure your evidence is specific. Is the date correct? Have you used the correct names of people, places or laws? And even, is there a good quote that you've remembered that you can add? Go on, show off your knowledge. This is your time to shine.

Katie: And remember, some marks can be gained for spelling, punctuation and grammar - our friend SPAG. It will say so on the page, so take some time to review your answers for better use of punctuation and connectives.

Datshiane: Talking of which, historians love making connections. So, point out relationships, how one thing connects to another. This is your chance to impress.

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Datshiane: Right, Katie, how about a quick summary of how to write a good essay.

Katie: Of course. Read the question carefully, make a brief outline before you start writing.

Datshiane: Ask yourself, is it a factor essay asking you to state and compare different factors?

Katie: Or is it a statement essay asking you to agree or disagree with a statement?

Datshiane: You may want to start with an introduction or get stuck straight into your PEEL paragraphs. If you do write an introduction, be brief and state your argument.

Katie: You want three PEEL paragraphs; point, evidence, explain, and link back to the question.

Datshiane: And don't forget a final conclusion paragraph.

Katie: Remember that there's loads more hints and tips on the Bitesize website, and more history revision in the other episodes in this series.

Datshiane: In the next episode, we'll be looking at source questions and how to answer them. Thanks for listening.

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Announcer: BBC Sounds, music, radio, podcasts.

Datshiane: I'm Datshiane Navanayagam.

Katie: And I'm Katie Charlwood.

Datshiane: And this is Bitesize GCSE History.

Katie: This is the third episode in a four-part series on exam skills.

Datshiane: And in this episode we'll be looking at sources.

Katie: Like ketchup and brown sauce.

Datshiane: No, Katie. Not that kind of sauce. Historical sources.

Katie: Of course, I'm just messing. We'll be revising different types of sources - how useful they are and how to tackle an exam question that includes a source.

Datshiane: We'll be looking at the idea of the provenance of a source. Who produced it; in what context; and why?

Katie: And how to decide whether the source is trustworthy and balanced, or a piece of political propaganda.

Datshiane: And, along the way, make your notes if it helps you to revise.

Katie: Do press pause and rewind. But we'll trust you to press play again when you want to continue. So, let's get right in there then. You turn over your exam paper and there staring you in the face is a question asking you to examine a historical source which might be a document, poster, photograph, speech, cartoon, advert or even a painting.

Datshiane: You may be asked, 'How useful is this source?' Or 'How far do you trust this source?' Or 'What can we learn from this source?' Or, even to compare two sources.

Katie: However the question is worded, the skills needed to ace these questions are to be able to analyse the content for provenance and reliability of the source; and make a judgement as to how useful the source is. So, Datshiane where do we start?

Datshiane: Okay. Well, as always, before you do anything make sure you understand the question. It's really handy to underline the key words to focus in on what the examiner is asking you to write about. And once you're happy, here are four useful steps to follow.

Katie: First up, analyse the content. What is the source saying? That might be literally, if it's a written source like a diary entry, or figuratively, if it's a cartoon or a painting. Two, consider the provenance of the source. Who created it, when and why? Three, cross reference with your knowledge. Does the source match what you know? And four, make a judgement on its usefulness by balancing the strengths and limitations of the source.

Datshiane: Katie, you know I always love an example so please tell us you have one.

Katie: It just so happens that I brought this along to the Bitesize studio. Datshiane, do you want to describe it?

Datshiane: Oh, okay. So, that is a Soviet poster from 1948 showing a dove of peace flying over Eastern Europe. And, there's a caption which, if you translate it into English, says, "We defend the peace for the people while the West stirs war." Don't worry if this isn't something you're studying as the tips will still work for any other historical events and periods.

Katie: Okay. So, back to the poster. So, let's say, in an exam we have a question that says, 'How useful is this source in explaining the causes of the Berlin Blockade?' Datshiane, do you want to have a go?

Datshiane: Okay. Well, the important phrases in the question are 'how useful' 'explaining the causes' and 'Berlin Blockade'. So, I would start by underlining those because that helps me to focus in on what the examiner is asking and to think about what I know about the Berlin Blockade.

Katie: Great. Now, so let's go down our four steps to help us answer. First, what is the content of the source? What is it saying?

Datshiane: Okay. So, this is a Soviet poster. And it's saying that the USSR is a defender of peace whilst portraying the USA and its Western allies as instigators of war.

Katie: Next, it's provenance. A nice way to think about provenance is to use your wit. W-I-T, where W stands for those W questions - Who, what and where. I is the intention. What was the purpose of this source? And T is the time. When was it written, drawn or said? This helps us understand the context of the source. If it was produced during the event in history or even many years later.

Datshiane: WIT. Okay. So, in this case W is for who, what and where. So, this is a poster. It's produced by the Soviet Government in Eastern Europe.

Katie: I is the intention. It was intended to influence public opinion to persuade Soviet citizens and the global community that the USSR's actions were peaceful while portraying the West as aggressive.

Datshiane: And finally, T for time. So, the poster was produced in 1948 during the Berlin Blockade when tensions were high between the USSR and the West.

Katie: Great. So, we're on to the next step. Three. Cross reference with your knowledge. Does the source match what you know about the history? This is a great chance to show your knowledge and gain those lovely, lovely exam marks.

Datshiane: Okay. So, in this case, I would start by defining what the Berlin Blockade was and the causes of the blockade. And then write something like 'The Berlin Blockade was a Soviet attempt to force the Western powers to abandon their control of West Berlin by cutting off access to supplies to Berlin. It was caused by tensions between the Western allies and the USSR over how Germany should be governed after World War II. And this source is useful in showing how the USSR presented its actions. But, it doesn't acknowledge the broader context of Soviet aggression or the Western response such as the Berlin Airlift.

Katie: That's brilliant. In step four, make a judgement on how useful the source is by balancing the strengths and limitations of the source.

Datshiane: Okay. So, if we look at it from that point of view, there are clearly problems with this source. It's one-sided. It only gives the Soviet interpretation of events. It doesn't show a Western perspective. And it claims that the USSR is defending peace, but ignores the fact that the Soviets blockaded West Berlin to pressure the Allies into leaving the city. So, as an accurate, historical record it's not useful. But it is useful in showing how the Soviets wanted to be perceived during the Berlin Blockade. So, it serves more as a tool of propaganda than as an accurate historical account.

Katie: Super. We'll have loads more of these source question examples throughout the other series.

Datshiane: Remember sometimes you might be asked to look at two sources. In which case just follow the same steps again. Then in your conclusion say which you think is more useful and why.

Katie: And make sure you don't miss marks on source questions because you don't comment on the provenance. You might not know exactly who the author is, but the date might be the important thing. Or the intended audience is worth commenting on.

Datshiane: Another good tip is don't just simply say that a source is biased. Because if you think about it, all sources could be biased. So, it doesn't really help you gain marks in an exam. But you can get marks by explaining the problems with the source. That's the meaty part of source analysis.

Katie: All right. How about a source question summary, Datshiane?

Datshiane: Good idea. I'm ready when you are, Katie.

Katie: So, before you tackle a source question, make sure you understand the question. Underline any key words if it helps.

Datshiane: Then analyse the source. What is it saying?

Katie: And use your WIT to assess the provenance of the source. W: who, what and where. I: intention. And T: time.

Datshiane: Don't forget to cross reference with your knowledge.

Katie: And, of course, finally make a judgement as to how you saw the source is to understanding the event.

Datshiane: Head over to the Bitesize website for more hints and tips on how to answer source questions and for examples of sources. Or just listen to episodes in the other Bitesize GCSE History series.

Katie: In the final episode of this series, we'll be looking as to how to answer interpretation questions and asking why historians might say different things.

Datshiane: We'd never do that. See ya.

Katie: Bye.

Datshiane: Oh, we just did.

Announcer: BBC Sounds, music, radio, podcasts.

Katie: I'm Katie Charlwood

Datshiane: And I'm Datshiane Navanayagam

Katie: And this is Bitesize GCSE History

Datshiane: This is the final episode in a four-part series on exam skills.

Katie: Are you sure that's true? That might just be your interpretation.

Datshiane: Err… well, no, it definitely is the fourth episode. That is a fact. Why are you doubting me, Katie?

Katie: Because in this episode we'll be looking at interpretation and why historians might say different things about history.

Datshiane: Oh, very clever. I see what you did there. Well, on that note, we'll also look at how you can spot what historians are saying and how this fits in with what you know.

Katie: And by the end you'll have those all-important exam skills to deal with questions that are about interpretation.

Datshiane: I hope we can definitely both agree about that.

Katie: As always, you are most welcome to press pause and rewind to listen back so that those key hints and tips really stick. Or head over to the Bitesize website for more top advice. But for now, let's get right into it.

Datshiane: Okay, let's consider why it's important to think about interpretation when studying history.

Katie: Well, history is almost never straightforward. Two people might agree about the evidence or basic facts about the same historical event. But they might disagree on how those events are viewed because they have different perspectives. For example, Elizabethan theatre may be exciting and dynamic for some people. But, vulgar and trashy for others.

Datshiane: Right. And also looking at different interpretations encourages us to think about things critically and ask why historians disagree. It helps us evaluate evidence, consider their provenance and perspective about when the interpretation was written. And assess how reliable or balanced their different viewpoints are. Anything I've missed, Katie?

Katie: Well, we also see that as new evidence comes to light or as our values change, historical interpretations can evolve. Ah, for example, looking at the theme of colonisation, the views on the British Empire have shifted significantly over time. If we were making a history podcast, say, what, fifty years ago?

Datshiane: Hold up. There was no such thing as a podcast fifty years ago.

Katie: I know. I know. But our interpretation of issues around imperialism then may have been different. Whereas over time, changing attitudes and new evidence have led to a much more critical understanding of the British Empire.

Datshiane: And that does lead into another reason why we should explore different interpretations. Because studying history from the viewpoint of other cultures or marginalised groups allows us to develop a deeper sense of empathy and a more global understanding of the past.

Katie: And all that helps you become a better historian and get those all-important exam marks. So, let's dive in to how to answer questions of historical interpretation.

Datshiane: So, you're ploughing through your history exam, feeling good, and you come across a question that deals with interpretation of an event. Now, Katie, do you have an example up your sleeve?

Katie: I have a particularly good example up my sleeve. So, how about this one about the rise of Hitler in the 1930s.

Datshiane: Don't worry if this isn't something you're studying as the tips still work for any other historical event and period.

Katie: So, here's the example question. Two historians, Alice and Zara. Historian Alice argues that Hitler's popularity was largely due to his charismatic leadership and powerful speech making. So, explain why Alice and Zara might have different interpretations of Hitler's popularity.

Datshiane: With any exam question, first make sure you understand the question and underline any key words. So, this is all about explaining why two historians might have different interpretations of Hitler's popularity.

Katie: First of all, you have to identify each interpretation and use your knowledge of the event to support or challenge their interpretations. There are marks to be gained here for showing your knowledge. Remember to reference key facts, events or perspectives that either back up or contradict what Alice and Zara are saying.

Datshiane: So, you said, Katie, "identify each interpretation". Alice is arguing that Hitler's popularity was due to his charismatic personality because…

Katie: Datshiane, use your knowledge -

Datshiane: …he was a powerful speaker, able to deliver speeches that resonated with the German people; and he promised to overturn the Treaty of Versailles. Zara, however, believes that Hitler's popularity was due to fear and propaganda…

Katie: Yes, knowledge, knowledge.

Datshiane: …because films, posters and radio broadcasts portrayed Hitler as a saviour of Germany which influenced public opinion. And let's not forget, censorship played an important role in controlling information. That's the propaganda bit. And the Nazis also created a terror state. So, groups like the SS and Gestapo intimidated and brutalised those who spoke out against Hitler. So, fear was a big part too.

Katie: That's right. You've identified each interpretation and used your own knowledge. And you would continue to write about other factors to support or challenge each interpretation. Next, explain why historians, in this case Alice and Zara, may disagree. This might be that they're using different evidence, or they have different biases or a change in perspective over time.

Datshiane: Okay. So different evidence. Alice is focussing on Hitler's speeches, whilst Zara is highlighting propaganda.

Katie: Great but what about bias? They might interpret Hitler differently due to their political views.

Datshiane: And let’s not forget changing perspectives over time. Alice and Zara might be writing during different time periods. And so they may be influenced by their own historical context. In this case, maybe Alice is writing during the 1930s as Hitler and the Nazis are coming to power. And maybe Zara is writing her interpretation after the war when she had access to more information which was not available to Alice or maybe not considered. Obviously, I'm saying 'maybe' because we are talking about a hypothetical set of interpretations. But in the exam, read the provenance of the interpretations you've been given. There will be something in there that gives you a clue about why the author has written what they have.

Katie: And finally, evaluate each interpretation as to which you find the most convincing and why. More marks to be gained here. And, if appropriate, mention that both interpretations may have valid points. But, emphasise which one you believe to be more persuasive; backed up with your knowledge, but also acknowledge if it leaves out certain aspects of the event.

Datshiane: Okay. Here I go. Both Alice and Zara's interpretations offer valuable insight into the popularity of Hitler. Whilst Hitler's charisma and promises of restoring national pride played a key role in his popularity, as Alice suggests, the use of propaganda and suppression of dissent, as outlined by Zara, were also crucial factors. Therefore, I agree with Alice to some extent. But, for a more complete understanding of Hitler's popularity I have to include the significant role of fear, censorship and manipulation that supported his image and, helped maintain public support.

Katie: Datshiane, that is a great answer.

Datshiane: Thank you.

Katie: A good tip to gain those marks is to ask yourself if an interpretation is underplaying something you think is important. And don't forget to say why. As you've just done in that example.

Datshiane: Absolutely. Another example might be an interpretation about Elizabeth the First written in the 1800s. Now that's going to be very different if it was written today because now we think differently about women rulers. Point out what content and evidence the interpretation is overlooking.

Katie: Okay, so I think it's about time for an interpretation summary don't you, Datshiane?

Datshiane: Yeah, why not!

Katie: Interpretation questions deal with analysing different historical views.

Datshiane: Use your own knowledge to support or challenge the interpretations.

Katie: Explain why historians might disagree. Which might be different evidence, perspective, or even the time periods they are writing in.

Datshiane: And evaluate each interpretation to form a well-supported conclusion.

Katie: And it's important to study different interpretations because history is a dynamic field of inquiry where different viewpoints need to be considered to gain a fuller understanding of the past.

Datshiane: As always, there's more hints and tips on the Bitesize GCSE History website; and of course, across the other episodes in this series.

Katie: Thanks for listening to this series. I've been Katie Charlwood.

Datshiane: And I've been Datshiane Navanayagam.

BOTH: Bye!