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F4 PreQ History CT T1 2024 - MS

The document provides instructions for a history common test for Form 4 students. It has three sections - knowledge and chronology with true/false and ordering questions, source analysis examining a cartoon, and a historical writing question about the causes of the failure of the Schlieffen Plan. The test is out of 25 marks and students are given 40 minutes to complete it.

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20 views6 pages

F4 PreQ History CT T1 2024 - MS

The document provides instructions for a history common test for Form 4 students. It has three sections - knowledge and chronology with true/false and ordering questions, source analysis examining a cartoon, and a historical writing question about the causes of the failure of the Schlieffen Plan. The test is out of 25 marks and students are given 40 minutes to complete it.

Uploaded by

lj091128k
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 6

HISTORY

FORM 4 PRE-Q
TERM 1 COMMON TEST 2024

TIME: 40 Minutes

TOTAL MARKS: 25

Name _________________________ Form________

Teacher________________________

INSTRUCTIONS TO STUDENTS
Write your name, Form and Teacher’s name in the spaces provided.

You should spend 40 minutes on this History Common Test.

Answer ALL questions from Section A, Section B and Section C.

The number of marks is given in brackets [ ] at the end of each question or part question.

Write your answers in the spaces provided below.

1
Section A: Knowledge and Chronology [14]

1. Choose whether the following statements are True or False. Place a ‘T’ or ‘F’ in the box next to each
of the statements. [9]

Making alliances means building up military capabilities. F

Most New Zealanders were supportive of New Zealand’s involvement in the First World T
War.

The British were happy to see the Germans building up their navy. F

The French developed the Schlieffen Plan. F

Russia was a rival of Austria-Hungary in the lead up to 1914. T

Trench foot was a major problem for soldiers during the First World War. T

The First World War saw the first use of aeroplanes for military purposes. T

Archduke Franz Ferdinand was assassinated in June 1914. T

The Western Front was characterised by fast moving warfare. F

2
2. Place the following events in the correct order in the table below. Use their start date to determine
order. [5]

a. The first use of tanks on a battlefield


b. Russia orders partial mobilisation
c. The launching of HMS Dreadnought
d. The German invasion of Belgium
e. The sinking of the Lusitania

Planning Space

Order (oldest to Letter


most recent)
1 c
2 b
3 d
4 e
5 a

Section B: Source Analysis [5]


Study the following source and answer the question which follows.

Source A

3
This cartoon was published in the Auckland Weekly News on 6 May 1915 (the Turkeys represent the Turks).
The caption reads: ‘News was received in New Zealand on April 29 that New Zealand troops were included
in the allied forces attacking the Turkish positions in the Dardanelles. Later cable messages state that they
had been constantly in touch with the enemy for several days, and were pushing on with “the utmost
boldness” and “with fine spirit and determination.”’ The lengthy casualty lists dating from the first stages of
the campaign were not made available in New Zealand until mid-June 1915. Image courtesy of Alexander
Turnbull Library.

1. What is the message of the cartoon in Source A? [5]

Generic mark scheme with suggested content:


Level 5 Answer accurately explains the source’s intended message 5 marks
4
e.g. The message of the source is that the New Zealand soldiers are wreaking havoc on the
Turkish troops at Gallipoli. This is shown by the kiwi, representing the New Zealand Troops
skewering the Turkeys which represent Turkey. This is a reference to the recently happened
Gallipoli landings on 25 April 115, and before the true nature of the chaos of the landing has been
made public.
Level 4 Answer partially explains the intended message of the source 4 marks
e.g. The Kiwi is killing the Turkeys.
Level 3 Answer accurately identifies one of the cartoon’s sub-messages 3 marks
e.g. The Kiwi is making feathers fly.
Level 2 Answer describes the cartoon 2 marks
Level 1 No relevant comment, or partially describes the cartoon 0-1 mark

Section C: Historical Writing [6]


1. What caused the Schlieffen Plan to fail? [6]

Suggested content:

- Russia mobilised faster than Germany expected


- The British entered the war
- The Belgium defence slowed the Germans
- von Moltke’s changes
- extended German lines and exhaustion

Historical Writing Generic Mark Scheme

Step 0 [0 – 1]

General assertions / attempts at providing some chronological order. Some assertions may be factually incorrect.

Step 1 [2]

Students identify events (more than one) relating to the question and write them in chronological order. Cause /
consequence is not explicitly mentioned.

Step 2 [3 – 4]

Students identify events and begin to write them as connections rather than just in chronological order. These
connections imply causes / consequences and are identified by the use of words such as the following:

Because, as a result of, thanks to, consequently, due to, owing to, as a consequence of, even before, etc.

At the top of Step 2, connections are more explicitly identified as causes / consequences, but still largely framed as
events.

Step 3 [5 – 6]

Students identify and explain one overarching cause / consequence relating to the question. This is the focus of the
answer, not just a list of connected events. Supporting evidence is included.

At the upper end, the explanations clearly outline the connections between cause / consequence and the question,
and they are supported with strong evidence.

5
6

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