Syllabus Edition

First teaching 2016

Last exams 2025

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The 8 Mark "Write a Narrative Account" Question (Edexcel GCSE History)

Revision Note

Test yourself

Summary of Question 2

  • Question 2 requires you to explain the sequence or connections of the event or period in the question

  • You also need to create an 'analytical narrative' which explains how one event caused another to occur

  • You must write about each stage of the narrative in chronological order

Amount of marks 

8

The time that you should spend on the question 

No more than 15 minutes

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

Exam question asking for a narrative analysis of key events in the destruction of the Plains Indians' way of life from 1876-1895, citing the Battle of Little Bighorn and the Dawes Act.
An example of Question 2 in Paper 2P
  • In previous years, this question has focused on the following topics from the American West: 

Year of Exam 

Question Topic 

2018

The conflict with the Indigenous peoples (Plains Indians) in the years 1862-1864

2019

The Mormon migration in the years 1846–1847

2020

Attempts to establish law and order in the years c1876–c1895

2021

The range wars between cattle ranchers and homesteaders

2022

The cattle industry changed in the years c1876–c1890

2023

The spread of the railroad network in the years c1862–1875

The importance of chronology

  • Chronology is the ability to place events in time order

  • For this question in the American West exam, chronology is important

    • You can only achieve a maximum of two marks if the events in your narrative account are not written in chronological order

    • Events that are not in the correct time order cannot be linked together to create a correct, analytical narrative

    • You will not be awarded any marks for using knowledge before or after the stated period of time in the question

  • To help, the exam provides you with two stimulus points

    • The stimulus points are sometimes given with dates

    • If not, the stimulus points are arranged in time order

    • You need to add an event either before, between or after the events in the stimulus box to access the full marks for the question

      • If you only use the two stimulus points, you can only achieve a maximum of four marks

How to Explain Sequencing and Linkage in GCSE History

Sequencing 

  • A sequence in history refers to a set of events, issues or developments that followed each other in a particular order

    • For the example question, the Battle of the Little Big Horn happened before the passing of the Dawes Act

  • A sequence of events could:

    • Happen over a short or long period of time 

    • Stretch over multiple events 

    • Have negative and positive impacts 

  • When explaining sequencing you need to be careful not to write a story  

Linkage  

  • A linkage in history refers to the connections between events or issues

    • For the example question, the extermination of the buffalo links to the Dawes Act

  • Linkage allows historians to: 

    • Demonstrate their understanding of events, issues and development within a historical period 

    • Compare historical events 

    • Explain the causes and consequences of an event 

    • Explain the wider developments of a period 

  • Linkages can be written at any point in your answer 

  • Planning your answer will make it easier to make linkages

An illustration showing Event One, Event Two and Event Three. Arrows labelled "Link" connects Event One to Event Two and  Event Two to Event Three.
An illustration of sequencing and linkage by using dominos

How to answer a "Write a narrative account" question

  • Your answer should consist of: 

    • An organisation of three events into chronological order

    • Specific and relevant knowledge of each event in the narrative account

    • An explanation of how each event connects to the next

  • Before you write the question ensure that you have the following:

    • Good knowledge of the three events that you are using in the narrative account

      • You can use the two stimulus points in your narrative account and select an additional event

      • If you do not know the stimulus points, you are allowed to use your own knowledge. You will not be limited in marks if you do not use the stimulus points

    • A clear understanding of how each event links together

      • This will allow you to achieve the analytical narrative that the examiner is looking for

  • To create successful linkages for American West, you should consider, where appropriate, if the event:

    • Increased or decreased migration to the West

    • Increased or decreased the settlement of the West

    • Improved or damaged relations with the Indigenous peoples (Plains Indians)

  • It is tempting in this question to write your answer like a story, do not do this 

    • The question is asking you to explain the sequence and linkages of events, not a story

"Write a narrative account" question structure

  • Your answers could be written using CHRONOLINK

    • CHRONO - Put the sequence of events in chronological order

    • LINK - Connect each section of the narrative to the next event that occurred. You should use linkage terms such as: 'as a consequence', 'this led to' or 'because.'

  • To achieve full marks, you should aim to write about three events in the narrative account

    • These events can be organised into a paragraph per event or one continuous paragraph

  • The question is out of 8 marks

    • 4 marks for knowledge (K) 

    • 4 marks for your analysis of the second-order concepts of causes, consequences and/or changes (SOC) 

Worked example of a "Write a narrative account" question

Worked Example

  1. Write a narrative account analysing the key events of the destruction of the traditional way of life of the Indigenous peoples (Plains Indians) in the years 1876-1895.

(8)

You may use the following in your answer:

  • the Battle of Little Bighorn (1876)

  • the Dawes Act (1887)

You must also use information of your own.

Answer:

The Battle of the Little Big Horn in June 1876 was initially a success for the Sioux. General Custer's army of 200 men were defeated by the 2,000 Sioux warriors (K). However, by the end of 1876, many Sioux were forced back to their reservations as they became short of ammunition and food. In 1877, the resistance ended with Black Horse's surrender and eventual murder. This showed that, despite military successes, the Indigenous tribes were unable to maintain their independence as white settlers used more of their land and their resources. This increased conflict over resources and limited their nomadic lifestyle (SOC).

The conflict over resources resulted in the extermination of the buffalo. By the 1870s, white settlers were over-hunting the buffalo as they could turn the buffalo hide into leather for machine belts. As a result, by the 1880s, the buffalo were hunted to near extermination (K). This had a significant impact on Indigenous peoples' way of life. As there was no buffalo to hunt, the Indigenous peoples became even more reliant on government supplies and support to survive. This caused the government to change their policy towards the Indigenous peoples so they did not have to continue to support them (SOC).

In 1887, the government passed the Dawes Act. The Dawes Act aimed to encourage Indigenous peoples to assimilate by offering each Indigenous family 160 acres of land to create a homestead and to become US citizens (K). The Dawes Act caused a complete loss of the Indigenous way of life. Many Indigenous tribes did not have farming skills. A lack of skill and poor-quality land meant crops often failed to grow. This resulted in poverty and lawlessness (SOC).

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Zoe Wade

Author: Zoe Wade

Expertise: History

Zoe has worked in education for 10 years as a teaching assistant and a teacher. This has given her an in-depth perspective on how to support all learners to achieve to the best of their ability. She has been the Lead of Key Stage 4 History, showing her expertise in the Edexcel GCSE syllabus and how best to revise. Ever since she was a child, Zoe has been passionate about history. She believes now, more than ever, the study of history is vital to explaining the ever-changing world around us. Zoe’s focus is to create accessible content that breaks down key historical concepts and themes to achieve GCSE success.

Bridgette Barrett

Author: Bridgette Barrett

Expertise: Geography Lead

After graduating with a degree in Geography, Bridgette completed a PGCE over 25 years ago. She later gained an MA Learning, Technology and Education from the University of Nottingham focussing on online learning. At a time when the study of geography has never been more important, Bridgette is passionate about creating content which supports students in achieving their potential in geography and builds their confidence.