The 16 Mark "How Far do you Agree" Question: Asia (Q4) (AQA GCSE History)

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Natasha Smith

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Summary of Question Four 

  • Question Four requires you to evaluate the statement in the question 

  • You need to evaluate the importance of the statement given in the question against other reasons

    • These other reasons will not be mentioned in the question 

  • The question can be based on cause, consequence, change and/or continuity 

Amount of marks 

16 + 4 SPaG

The time that you should spend on the question 

No more than 25 minutes

Spend 5 minutes planning 

Spend 20 minutes writing 

  • An example of the type of question you may encounter can be seen below:

Question Four for Asia, 1950-1975
An example of Question Four in Paper 1B
  • In previous years, this question has focused on the following topics: 

Year of Exam 

Question Topic 

2018

The main reason why the Vietnam War ended was because of the Anti- War movement in America

2019

The main cause of the Korean War was the division of Korea 

2020

Domino Theory was the main reason why American forces stayed in Vietnam for so long 

2021

American actions were the main reason for the development of the Korean War 

2022

The main reason for the escalation of the Vietnam War was the Gulf Tonkin incident 

Sample 1

The support of the Vietnamese people was the main reason for the Vietcong’s success

Sample 2

The removal of Communist forces in South Korea was the main result of the Korean War

Making judgements in History

  • The 16-mark question relies on your ability to weigh all the evidence and state your opinion. Students often find this part the hardest to do 

  • There are some common mistakes students make when making a judgement, they include: 

    • Not giving a clear judgement. Students do this by: 

      • Explaining that all of the reasons are the most important 

      • Failing to decide which factor is the most important 

      • Using language in their answer which is not decisive e.g. “kind of” or “maybe” 

  • Contradicting your judgements

    • Students sometimes haven’t planned their answers properly. They start to write their answer with one judgement and then change their opinion halfway through 

    • Doing this means that there is not a sustained judgement and you can not access Level 4 (10- 12 marks) 

Good judgements will:

  • Explain which reason is the most important 

    • There is no 'right' or 'wrong' answer in History

    • If you are unsure of your opinion, pick the side of the argument that you have better or more evidence to support

  • Consider other reasons

    • Even if you fully believe a reason is the most important, you still need to present evidence for other reasons

  • Be sustained throughout your answer 

    • They should be used to structure your answer and help you explain 

    • This is why planning your answer is important

  • Try to explore the relationships between causes/ changes/ factors/ consequences that you have presented in your argument 

    • This will help you to evaluate your argument 

      • For the example question, when evaluating why the conflict in Vietnam escalated in the 1960s, one could argue that the Gulf of Tonkin Incident was the main reason. In your answer, you could highlight the policy of containment and the actions of Ngo Dinh Diem

What Makes a Great Conclusion in GCSE History? 

  • Conclusions are usually where most of your judgement marks will be awarded

  • Students often rush their conclusions so they are not as developed as they could be

  • All great conclusions have these three elements:

    • Judgement – Start with your opinion. Try to include the words from the question. Consider second-order concepts like short- and long-term consequences, change and continuity and significance

    • Counter – Give an example from the other side of the argument to show your awareness of this

    • Support – Explain why, after considering all the evidence, you have reached your judgement. Use your best piece of evidence to show your opinion

How to get SPaG Marks

  • In Paper 1B, students have access to an additional four marks for answering Question 4

  • This is awarded for SPaG (Spelling, Punctuation and Grammar)

  • SPaG marks are allocated in the following categories:

SPaG mark

Reason for this mark

0

  • The student does not attempt the question

  • The student writes something irrelevant to the question

  • The spelling, punctuation and grammar mean that the answer is too hard to understand

1

  • The spelling, punctuation and grammar have a lot of mistakes but the answer can be understood

  • The student has used a small range of specific historical terms

2-3

  • The spelling, punctuation and grammar are good with some mistakes

  • The student has used a good range of specific historical terms

4

  • The spelling, punctuation and grammar are perfect with no mistakes

  • The student has used a wide range of specific historical terms

  • You can boost your SPaG marks by:

    • Ensuring key terms mentioned in the question are spelt correctly in your answer

    • Making sure that you use paragraphs in your answer

    • Allowing yourself an appropriate amount of time to re-read your answer to check for mistakes

    • Reading the answer in your head as if you were speaking it. Where you would take a breath, make sure there is a comma or full stop

How to Answer a “How Far do you Agree” Question 

  • The "How far do you agree" question will present you with a statement which you have to create a substantiated judgement around 

  • For the example question, this is:

    • "The Gulf of Tonkin incident was the main reason why the conflict in Vietnam escalated in the 1960s." How far do you agree with this statement? 

  • To answer this question successfully you should

    • Read the answer carefully and multiple times (if you have the time)

    • Annotate the question to find the key demands of the question 

    • Plan your answer 

      • In your plan include what key knowledge you wish to use and an outline of your argument 

      • This will help you to create a sustained judgement 

  • To achieve Levels 3 and 4 (9-16 marks) you must discuss the stated reason in the question 

    • If the question was on the Domino Theory you must discuss this theory in one of your paragraphs 

A flowchart and a table planning reasons for the end of the Vietnam War linked to Nixon's relations with China and the USSR vs. the fall of Saigon and opposition to the war.
A table and spider diagram displaying an example of how to plan a 16-marker ‘How far do you agree’ question for the Conflict & Tension in Asia, 1950 - 1975 course

“How Far do you Agree” Question Structure 

  • Your answer should consist of: 

    • Specific knowledge 

    • Relevant evidence 

    • Substantiated judgement 

    • A conclusion 

  • If you want to include an introduction you can, but it is not necessary 

  • Your answers should be written in PEEL paragraphs: 

    • P - Make a point about the question

      • This should include your judgement 

    • E - Use evidence that supports the point that you have made

      • Evidence needs to be relevant and specific 

    • E - Explain why this evidence supports your point

    • L - Link your explanation back to the question by stating how it or is not the most important reason

  • To achieve Level 4 (13-16 marks) you should aim to write three paragraphs and a conclusion

Worked Example of a “How Far do you Agree” Question 

Worked Example

'The Gulf of Tonkin incident was the main reason why the conflict in Vietnam escalated in the 1960s.'

How far do you agree with this statement? 

[16 marks + 4 SPaG]

Answer:

A reason why the conflict escalated was due to the Gulf of Tonkin incident, but it was not the main reason. On August 4th 1964, a US destroyer ship called "Maddox" detected a North Vietnamese attack. The captain who raised the alarm had doubts and saw his men may have read the sonar wrong. In response to these reports on 7th August 1964 the US government passed the Gulf of Tonkin Resolution giving President Johnson the power to take any military action if necessary to stop the spread of communism and the power of the North Vietnamese in Vietnam. This Gulf Tonkin incident officially started the war allowing combat troops to be sent. This is not the main reason the conflict escalated because, without US policies like containment, the US would not have been alarmed by the sonar readings in the Gulf of Tonkin. 

The main reason why the conflict escalated was due to international American politics in the 1960s. President Johnson maintained an ant-communist stance set by his predecessors and supported President Eisenhower in his idea of the Domino Theory. This was the idea that if one country fell to communism, every country around it would become communist affecting US trade. America's hatred for communism was strong, Johnson had to appear tough on communism to maintain public support. Johnson also had to appear tough on communism because weapons companies funded his presidential campaigns in the hope they would be primary weapons providers in war. Thus, the theory of the Military Industrial Complex stakes that Johnson may have felt pressured to be involved in the war to make a profit for these companies, appeasing big businesses. These internal American politics were the most important reason why the war escalated because President Johnson's drive to maintain public support by upholding anti-communist attitudes and policies, such as containment, was an important driving force behind many of the American actions in Vietnam. A tough stance on anti-communist foreign policy was essential for any US President in this period as anti-communist sentiment in America was so high, that it had to be a priority to maintain this public office. 

A final reason why the conflict also escalated was due to the Viet Cong’s tactics, however, this was not the main reason. The Viet Cong was a guerrilla force and their tactics against the US were effective in disorientating the US as they went against traditional fighting tactics. The Viet Cong had no uniform, no known headquarters, and hid in jungles and tunnels they constructed. Their guerrilla tactics resulted in 51% of US deaths, through the use of ambushes, and 11% of US casualties were due to booby traps like punji traps (sharpened bamboo in the ground covered with leaves). These tactics created widespread paranoia in the US soldiers resulting in low morale. The American army found it difficult to progress against the Viet Cong and soldiers grew angry. This anger led to events like the My Lai Massacre, the use of Agent Orange which burnt acres of jungles, and Operation Rolling Thunder to drop over a million tonnes of bombs on Vietnam. This caused an escalation in this war because the Viet Cong’s tactics caused the Americans to act in desperation. The killing of civilians and destroying the country’s environment, resulted in the conflict escalating as more Vietnamese civilians turned to the Viet Cong for support, and became more resilient to American attempts to win the war. However, it is not the main reason because, without American politics of the 1960s, the Viet Cong would not have had to use these tactics.

To conclude, the Gulf of Tonkin incident was an important reason for conflict amplification, however it was not the main reason. The Gulf of Tonkin Resolution, which allowed for the original conflict to begin, would not have been passed if it was not for internal American politics and the US policy of containment. This caused the US  to have destroyer ships in the Gulf in the first place as a threat to the communist north. Although the Viet Cong’s tactics led to increased conflict in Vietnam, they mainly prolonged the war as the Viet Cong did not give up as easily as the US had hoped. America's tactics would not have been so harsh if America's attitudes towards communism weren’t so important, as politicians needed to show that they would be harsh against communism to maintain public support at home. 

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Natasha Smith

Author: Natasha Smith

After graduating with a degree in history, Natasha gained her PGCE at Keele University. With more than 10 years of teaching experience, Natasha taught history at both GCSE and A Level. Natasha's specialism is modern world history. As an educator, Natasha channels this passion into her work, aiming to instil in students the same love for history that has fuelled her own curiosity.