Develop skills of analysis, evaluation and communication relevant to the interpretation of history.

Historical Skills – IGCSE History 0470 (2027‑2028)

Why the skills matter

The Cambridge IGCSE History syllabus is built around three Assessment Objectives (AOs). Mastery of the associated skills enables students to answer every exam question effectively.

Core historical concepts (to embed in every skill)

• Cause and Consequence – always ask “what led to this event and what resulted from it?”
• Change and Continuity – identify what changed and what remained the same over time.
• Similarity and Difference – compare events, policies or perspectives across regions or periods.
• Source Hierarchy – primary → secondary → artefact → statistical data. Weight sources accordingly when forming arguments.

1. Coverage of required content

Option A – Six core questions (19th century Europe & the United States)

Option B – Six core questions (20th century Europe & the United States)

Depth Studies (A‑E)

2. Historical Skills

2.1 Analysis (AO2)

Breaking down a source or piece of information into its component parts and understanding the relationships between them.

• Identify the source type (primary, secondary, artefact, statistical data).
• Establish the 5 Ws + H – who, what, when, where, why, and how – to set context.
• Extract key facts, figures, arguments or viewpoints.
• Detect patterns, trends, similarities, differences, or contradictions.
• Link the evidence to the relevant historical concept (cause‑and‑consequence, change‑and‑continuity, etc.).

Illustrative analysis activities

• Annotate a political cartoon on German unification (1871) – identify symbolism, audience and purpose.
• Analyse a First‑World‑War soldier’s diary entry – note personal experience, date, location and sentiment.
• Break down the text of the Treaty of Versailles – highlight clauses on reparations, territorial changes and the League of Nations.

2.2 Evaluation (AO3)

Judging a source’s reliability, relevance and bias, and assessing the strength of arguments built from that source.

1. Assess the author’s perspective and possible agenda.
2. Consider the intended audience and purpose of the source.
3. Determine the source’s proximity to the event (temporal and geographical).
4. Compare multiple sources to identify corroboration or conflict.
5. Weigh strengths and limitations when forming a historical argument.

Illustrative evaluation activities

• Compare a British government propaganda poster (1915) with a contemporary German newspaper report on the same battle.
• Evaluate Count Cavour’s letter to Napoleon III versus a later Italian historian’s interpretation of the same diplomatic episode.
• Judge the relevance of a 1945 UN resolution on decolonisation against a 1960 US State Department briefing on the Congo crisis.

2.3 Communication (AO3)

Presenting a clear, logical and persuasive historical argument, using appropriate terminology and evidence.

• Structure: introduction (thesis & roadmap), body (analysis + evaluation), conclusion (direct answer to the question).
• Use evidence consistently; cite sources correctly (e.g., “(Treaty of Versailles, 1919)”).
• Employ accurate historical terminology (primary source, bias, chronology, etc.).
• Incorporate visual aids where relevant – timelines, tables, maps, annotated images.
• Maintain an academic tone; avoid unsupported statements.

Illustrative communication activities

• Write a 500‑word essay arguing whether the Treaty of Versailles was a cause of the Second World War, integrating the treaty text, a propaganda poster and a modern historian’s view.
• Prepare a 5‑minute oral presentation on “How did the Cold War influence decolonisation in Africa?” using a timeline and two contrasting primary sources.
• Design a comparative table that contrasts the causes of Italian unification with those of German unification.

3. Skill Summary

4. Practical Classroom Activities

1. Source Analysis Worksheet – In pairs, students analyse a set of primary sources (e.g., Cavour’s letter, a 1914 newspaper editorial, a UN resolution on decolonisation). They complete the analysis checklist and then share findings.
2. Debate Session – Groups evaluate the credibility of different accounts of a chosen event and debate a thesis such as “The Treaty of Versailles was the primary cause of the Second World War”. Points must be backed by evaluated evidence.
3. Essay Planning Workshop – Students produce a detailed plan that outlines how they will analyse, evaluate and communicate their argument, including a checklist for each skill.
4. Concept‑Mapping Exercise – Learners create a mind‑map linking cause‑and‑consequence, change‑and‑continuity, and similarity‑and‑difference to a case study (e.g., Italian unification).
5. Command‑Word Practice – Provide a list of common exam command words (analyse, evaluate, discuss, assess, compare, explain, to what extent) with a one‑sentence reminder of the skill each requires.

5. Assessment Tips for Candidates

• Read the question carefully; underline the command words.
• Plan before you write – decide which skill(s) the command word demands.
• Structure your answer with clear headings or paragraphs: introduction, body (analysis + evaluation), conclusion.
• Link every point back to specific evidence; never make unsupported statements.
• In the conclusion, summarise how your analysis and evaluation directly answer the question.
• Use accurate terminology and cite sources consistently.

Key Take‑aways

• Historical skills form a cycle: Analyse → Evaluate → Communicate → Reflect.
• Link every skill to the relevant AO and to the historical concepts of cause‑and‑consequence, change‑and‑continuity, and similarity‑and‑difference.
• Use a variety of sources (primary, secondary, artefacts, data) and always consider their hierarchy when weighing evidence.
• Clear structure, precise terminology and consistent citation are essential for high‑scoring answers.