The making of America, 1789-1900

    OCR
    GCSE

    This period study examines the transformation of the United States from a fragile Atlantic republic into a continental industrial superpower. Candidates must analyze the centrifugal forces of sectionalism and the centripetal forces of nationalism. Key dynamics include the aggressive pursuit of Manifest Destiny, the constitutional crises leading to the Civil War, the unfinished revolution of Reconstruction, and the rapid industrialization of the Gilded Age. Assessment focuses on the tension between federal authority and states' rights, the systematic displacement of Indigenous peoples, and the evolving status of African Americans.

    12
    Objectives
    8
    Exam Tips
    8
    Pitfalls
    6
    Key Terms
    8
    Mark Points

    Subtopics in this area

    The making of America, 1789-1900
    The making of America, 1789-1900

    Learning Objectives

    What you need to know and understand

    • The Louisiana Purchase (1803)
    • The Indian Removal Act (1830)
    • The Homestead Act (1862)
    • The 13th Amendment (1865)
    • The Battle of the Little Bighorn (1876)
    • The Wounded Knee Massacre (1890)
    • Indian Removal Act 1830
    • Homestead Act 1862
    • Pacific Railroad Act 1862
    • Battle of Little Bighorn 1876
    • Wounded Knee Massacre 1890
    • Eli Whitney's Cotton Gin 1793

    Example Examiner Feedback

    Real feedback patterns examiners use when marking

    • "You have described the event well, but you need to explain *why* it led to the outcome to access higher AO2 marks"
    • "Your summary identifies relevant features; ensure you explicitly link each one back to the question's focus (e.g., 'This demonstrates diversity because...')"
    • "In your essay, you provided evidence for both sides. To improve, weigh which factor was *most* significant and justify why"
    • "Specific dates and acts (e.g., Kansas-Nebraska Act) are missing. Add these to strengthen your AO1 credit"
    • "You have identified the factor, but you need to explain *why* it was significant to the specific question."
    • "Your summary lists events; ensure you explicitly link each point back to the second-order concept (e.g., 'This shows the diversity because...')."
    • "To reach the top level, your conclusion must do more than summarize; it must weigh the factors against each other."
    • "Include specific dates and names (e.g., 'The Dawes Act of 1887') rather than general phrases like 'The government laws'."

    Marking Points

    Key points examiners look for in your answers

    • Award marks for the identification of a valid second-order concept (e.g., causation, consequence) supported by precise factual detail
    • In the 9-mark summary, credit responses that identify three distinct aspects and link them explicitly to the question focus
    • For the 18-mark essay, candidates must demonstrate a balanced argument with a sustained line of reasoning and a clinching conclusion
    • Credit the use of specific terminology (e.g., 'Manifest Destiny', 'Total War', 'Assimilation') over generalised descriptions
    • For the Q1 Summary (9 marks), award marks for identifying three distinct aspects and explicitly linking them to the second-order concept (e.g., diversity, difficulty).
    • In the Q2 Explain question (10 marks), credit responses that move beyond narrative to explicitly explain causation or consequence using connective language.
    • For the Q3 Judgment question (18 marks), candidates must demonstrate a 'clinching argument' that weighs the relative importance of factors to access the top level.
    • Ensure precise factual detail (names, dates, acts) is deployed to support analysis, not merely listed.

    Examiner Tips

    Expert advice for maximising your marks

    • 💡For the Summary question (Q1), do not write a narrative. Identify a point, support it with evidence, and link it to the second-order concept
    • 💡In the 'Why' question (Q2), focus on two distinct reasons. Depth of explanation is rewarded higher than breadth of list-like factors
    • 💡Allocate 5 minutes to planning the 18-mark essay to ensure a balanced argument before writing
    • 💡Ensure you know the specific provisions of key legislation (e.g., Homestead Act, 13th Amendment) to secure high AO1 marks
    • 💡For Q1 (Summary), use the structure: Point, Evidence, Explanation (PEE) x3. Do not write an introduction.
    • 💡In Q2 (Why), use connective phrases like 'This led to...' or 'As a consequence...' to force analytical scoring.
    • 💡Allocate 25 minutes to the 18-mark question; it carries the most weight and requires a conclusion.
    • 💡Memorise specific dates for the Acts (e.g., Homestead Act 1862, Indian Removal Act 1830) to secure high AO1 marks.

    Common Mistakes

    Pitfalls to avoid in your exam answers

    • Confusing the chronology of the Plains Wars (e.g., placing Little Bighorn after Wounded Knee)
    • Describing the narrative of Civil War battles rather than analysing the political and social causes or consequences
    • Failing to distinguish between different groups of 'Indians' (e.g., treating Cherokee and Lakota Sioux experiences as identical)
    • Writing a narrative account for the Summary question instead of an analytical overview
    • Treating the Q1 Summary as a storytelling exercise rather than identifying three distinct analytical points.
    • Confusing the chronology of the Plains Wars (e.g., conflating Little Bighorn with Wounded Knee).
    • Failing to provide a valid counter-argument or alternative factor in the 18-mark judgment question.
    • Describing 'what' happened in the Q2 Explain question rather than 'why' it happened.

    Study Guide Available

    Comprehensive revision notes & examples

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    Key Terminology

    Essential terms to know

    Likely Command Words

    How questions on this topic are typically asked

    Write a summary
    Why did
    How far do you agree
    Explain
    Describe
    Evaluate
    Analyse

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