higher history essay example

How to answer a “to what degree/extent” essay question

One of the most popular question types to appear on History assessment tasks is one that starts with the phrase, “To what extent/degree...”.

Despite the fact that it appears so frequently, particularly on exam papers , some teachers and students are not sure how to correctly write a response to it.

Thankfully, "to what degree/extent" questions are relatively easy to understand and to write a sophisticated response to, as long as you know what they are specifically asking you to do.

In this blog post, I will explain what such questions are asking you to do and give you some practical tips on how to write an essay response to a “To what extent/degree” question so that you feel confident in your assessment pieces.

Watch a video explanation:

Watch on YouTube

Understanding the question

First of all, it is crucial to understand the purpose of the word “degree” or “extent” in this kind of question. Regardless of which of the two words are used, they mean exactly the same thing: they are asking you to assign a degree of importance to how influential or important a particular factor is regarding the topic at hand.

A useful way of conceptualising the degree of importance , is to think of a simple scale that you could measure it against:

Most of the time, a "to what degree/extent” question is ultimately asking you to decide a single factor’s importance in comparison to another, potentially equally important factor. In other words, you need to argue which of two things is the most important.

Therefore, you will say that one of the two factors was “ to a greater degree ” important, while the other is “ to a lesser extent ” important.

It is rare that this kind of question will require you to say that only one factor was the only important element in regards to a topic. Any event in history is a complex combination of multiple factors, and it is too simplistic to assign only one factor to any topic.

That is why this kind of question is so popular with essays about historical causation , consequences or significance in History exams. These topics acknowledge that there are multiple factors which contributed to a historical event or idea. 

Example essay questions

Sometimes, the question itself will provide you with the two elements that it wants you to compare. For example:

“To what degree was political ideology more important in Hitler’s rise to power than the economic conditions in Germany in the early 1930s?” 

As you can see in this “to what degree” question, it is asking you to decide whether “political ideology” was “more important” than “the economic conditions in Germany in the early 1930s”. Therefore, in your answer to this question, you need to clearly state which you think was “more important”.

Here is another example: 

“To what extent did the Black Death in 14th century Europe decrease the papacy’s cultural influence in comparison to the political scandals within the curia?” 

Once more, it is easy to identify what you are being asked to decide between: whether “the Black Death in 14th century Europe” or “the political scandals within the curia” was more important in causing the decline of “the papacy’s cultural influence”.

However, sometimes an essay question will only give you one factor, in which case you will need to choose the second factor to compare it against.

For example 

“To what degree was Julius Caesar’s assassination the result of his own hubris?” 

In this example, the question only gives you “his own hubris” as one important element. Therefore, you will need to decide, based upon your own historical knowledge and the sources supplied, something else to compare it against.

It is still important, though, that you still come to a conclusion about which of the two elements was the most important.

How to structure your answer to the question (the hypothesis)

Once you have identified the two elements you are going to compare in your answer, you need to decide which of the two you are going to assign most importance to.

When you write your answer to the essay question (which will become your hypothesis ), you have to ensure that you clearly state which of the two options you have decided is the most important. You can use the following cues to identify the greater and lesser factors:

“[Factor 1] was, to a greater degree , more important in [the Topic] than [Factor 2] because...” 

“[Factor 1] was the main cause of [the Topic] despite the role of [Factor 2] because...” 

“While [Factor 2] did play a role in [the Topic], [Factor 1] was by far the most significant element because...”

As you can see in these example structures, you need to:

• clearly state the two topics you’re comparing
• mention the topic to which they relate
• have a clear decision about which of the two factors are most important to the topic

Also, don't forget to provide clear reasons for your decision after the “because” in your hypothesis.

How to structure your essay

 Once you have decided which of the two factors was the most important and which was the least important, then you can start planning your essay paragraphs .

Since essays typically require you to follow the standard five-paragraph structure ( introduction paragraph , three body paragraphs , and a conclusion paragraph ), you know that you will have three body paragraphs available for arguing your decision.

• In two out of your three body paragraphs, provide two separate reasons for why one factor was the most important  
• In the third of your body paragraphs, talk about the lesser contributing factor  

This helps us to use a simple structure to respond to a “to what degree/extent” essay question:

Here is a visual representation of the structure to help you:

By dividing your three body paragraphs in this way, you devote two-thirds of your essay to the most important of the two factors, and then one-third to the lesser of the two factors.

At the start of each body paragraph, then, you need a clear topic sentence that provides a reason why this factor was important. Ensure that you have two separate reasons to support the factor you’ve chosen as the most important, and one for the lesser of the two factors.

For example: 

Topic sentence for body paragraph 1: 

“[Factor 1] was the most important element in [the Topic] because...” 

Topic sentence for body paragraph 2: 

“Another reason that [Factor 1] was the most important element in [the Topic] is because...” 

Topic sentence for body paragraph 3:  

“To a lesser degree, [Factor 2] was important to [the Topic] because...”

Some rare exceptions

The advice provided above will serve you well in replying to almost all “to what degree/extent” essay questions. However, here are some rare exceptions which you might need to watch out for, along with some quick advice for how to deal with them.

Some questions may ask you to compare three separate factors. On these occasions, the question is probably guiding you to argue that all three factors were of equal importance. Typically, you can assign each factor to a body paragraph and provide one reason why each element was a contributing factor.

Some questions may ask you to only assign a degree of importance to only one factor, without expecting you to provide a second alternative. In short, if this happens, it is probably a poorly written question.

Essay questions that require the analysis and explanation of only one factor should probably be a “how” or “why” question, rather than a “to what degree/extent” question. Firstly, check with your teacher about if they really do only want one factor considered and ask how they intend for you to answer the question.

Additional resources

For additional resources on how to write all the elements in a History essay, please check out the following scaffolding guide , which has examples of full paragraphs to help you out. 

For advice on other kinds of exam questions, read over the exam question advice section .

Write a comment

Kim Brett ( Tuesday, 01 September 2020 23:32 )

As always, you've got your finger on the pulse, Michael. My students at Our Lady's College Annerley really appreciate your posts. Best wishes

History Skills ( Wednesday, 02 September 2020 02:13 )

My absolute pleasure, Kim. So good to hear that your students are finding the information helpful. Please say 'hello' to them for me and tell them I wish them all the best for their upcoming assessment.

Jeffery ( Friday, 18 December 2020 16:41 )

Hello, I am unsure how to formulate a thesis to this question, can you help me. "To what extent were the American colonists justified in revolting against England?"

Mutsawashe (Tuesday 15 June) ( Tuesday, 15 June 2021 15:29 )

please help me answer this question,"how far did the Germans benefit from the social policy ".My answer should start with ,the Germans benefited from the social policy to a lesser extent. So what comes next.

sharon odawa ( Thursday, 02 September 2021 01:12 )

my question is."to what extent does common and equity law a source of kenya"please help

maddison ( Sunday, 07 November 2021 03:06 )

this has literally saved me so much time on my assessments.

Karina Doherty ( Wednesday, 10 November 2021 17:26 )

It is possible to ask a well written 'to what extent' question that does not require a comparison, but only asks students to provide a judgement about a degree of success. There will naturally be a discussion about factors that limited the success or impact of a particular event or policy, but this is not really a comparison. The question could still be a perfectly valid and well-written.

Christina ( Monday, 13 June 2022 02:19 )

Great advice! Would be great if you correct the reference to a hypothesis. The correct word hers is "thesis".

Queenest ( Wednesday, 12 October 2022 17:41 )

Thank God I came across this article. It has been a blessing to me. Thank you so much

Ishmael ogechi ( Wednesday, 28 June 2023 10:59 )

Can an extent be used in questionnaire construction to elicit responds from respondents? Please may I know the firs scholar that used this term or introduced it in research work and when? Thank you.

Joy ( Wednesday, 18 October 2023 08:32 )

Can a ''to what extent'' question be used for the prevalence of the disease in two different parts of the world?

What do you need help with?

Download ready-to-use digital learning resources.

Copyright © History Skills 2014-2024.

Contact  via email

IB History EE examples

Filter exemplars, to what extent was the british government responsible for the collapse of the sunningdale agreement of 1973, to what extent were the nuremberg trials defendants afforded a fair due process, want to get full marks for your ee allow us to review it for you 🎯, to what extent were queer people liberated in weimar germany, 1919-1933, to what extent was the popular violence of the cultural revolution driven by mao’s need to eliminate opposition, to what extent were legal measures responsible for the exclusion of jews from german society from 1933-1938, fast track your coursework with mark schemes moderated by ib examiners. upgrade now 🚀, to what extent did logistical and environmental implications hinder napoleon’s victory in the russian campaign of 1812, to what extent was german defeat in the battle of stalingrad a result of german failures, to what extent did catherine the great change russian society up to 1796, to what extent were klebelsberg kunó’s policies aimed at improving education in hungary successful in achieving the goals of cultural superiority, to what extent did singapore’s utility as a maritime trade centre influence its vulnerability to imperialist powers such as the british and japanese empires in the period from 1819 to 1942, how significant were racial attitudes in the formation and policies of the congo free state between 1885 and 1908, how significant was the influence of catholicism during the 1960 presidential election in the usa, of all foreign intervention during the spanish civil war, to what extent was german support crucial for the victory of francisco franco’s nationalists, how did the black death bring about social, economic, and religious change in britain during the 14th century, to what extended did mao zedong and adolf hitler establish similar policies that led to international conflict, to what extent were the bombings of hiroshima and nagasaki justified, to what extent did women in covert operations contribute to the allied victory in western europe during wwii from 1940 to 1945, to what extent can general douglas macarthur be blamed for the fall of the philippines to the japanese in the events prior to the battle of bataan (1942), to what extent was the battle at leyte gulf (october 23-26, 1944) a turning point in the second world war in comparison to the battle of midway (june 4-7, 1942), to what extent was political intrigue a reason for hitler’s appointment as chancellor of germany in january 1933, to what extent were nazi and soviet religious policies towards catholics similar between 1933-1939, to what extent was nationalism the most significant cause of the dissolution of yugoslavia, what was the role of i̇smet i̇nönü's personal efforts in the transition to the multi-party political system in turkey 1945-50, how accurate is erich eyck in claiming that the great depression was the most significant reason for hitler’s rise to power in january 1933, to what extent was josef mengele’s experimentation on ethnical minorities in the auschwitz-birkenau extermination camp in the years 1943-1945 based on nazi ideology over actual scientific investigation, to what extent were the foreign parties involved insrebrenica, bosnia & herzegovina responsible for the collapse andsubsequent genocide of srebrenica, how did the tactics used in the fight for racial equality, in the united states, change in the 20th century, ¿hasta qué punto el franquismo utilizó el deporte español como herramienta de adoctrinamiento nacionalista, to what extent can the failure of the comprehensive agrarian reforms programme (carp) during corazon aquino’s administration be attributed to her leadership from 1986-1992, 第42および45議会下での憲政会の普通選挙法に対する姿勢の変化は、どの程度1919〜22年の一般民衆による普選運動が要因だったか (29/34), to what extent was the 1948 arab-israeli war a result of whitehall intervention, to what extent were german reinforcements responsible for the victory of the finnish whites in the finnish civil war of 1918, to what extent was ‘ambitio’ a major factor in bringing about the end of the roman republic, how did the lavender scare impact united states domestic policy (1947-1959), to what extent did the guomindang fight less effectively than the chinese communist party during the second sino-japanese war, how significant was the aftermath of the black death in the transition from gothic architecture to renaissance architecture in early 15th century florence, to what extent did the french revolution change the role of women in society between 1789 and 1815, why was the post war trial in japan (1946-48) treated in a less significant manner than the one in germany (1945-46), to what extent did britsh west africa contribute to britain's success in the second world war, ee checklist.

History Essay Examples

Top History Essay Examples To Get Inspired By

Published on: May 4, 2023

Last updated on: Jan 31, 2024

Share this article

History essays are a crucial component of many academic programs, helping students to develop their critical thinking, research, and writing skills. 

However, writing a great history essay is not always easy, especially when you are struggling to find the right approach. This is where history essay examples come in handy. 

By reading and examining samples of successful history essays, you can gain inspiration, learn new ways to approach your topic. Moreover, you can develop a better understanding of what makes a great history essay.

In this blog, you will find a range of history essay examples that showcase the best practices in history essay writing. 

Read on to find useful examples.

On This Page On This Page -->

Sample History Essays

Explore our collection of excellent history paper examples about various topics. Download the pdf examples for free and read to get inspiration for your own essay.

History Essay Samples for Middle School

The Impact of Ancient Civilizations on Modern Society

The Rise and Fall of the Roman Empire

The Causes and Consequences of the American Revolution

History Writing Samples for High School Students

The Impact of the Industrial Revolution on Society

Grade 10 History Essay Example: World War 1 Causes and Effects

Grade 12 History Essay Example: The Impact of Technology on World War II

Ancient History Essay Examples

The Societal and Political Structures of the Maya Civilization

The Role of Phoenicians in the Development of Ancient Mediterranean World

The Contributions of the Indus Civilization

Medieval History Essay Examples

The Crusades Motivations and Consequences

The Beginning of Islamic Golden Age

The Black Death

Modern History Essay Examples

The Suez Crisis and the End of British Dominance

The Rise of China as an Economic Powerhouse

World History Essay Examples

The Role of the Silk Road in Shaping Global Trade and Culture

The Rise and Fall of the Ottoman Empire

The Legacy of Ancient Greek Philosophy and Thought

Paper Due? Why Suffer? That's our Job!

American History Essay Examples

The Civil Rights Movement and its Impact on American Society

The American Civil War and its Aftermath

The Role of Women in American Society Throughout History

African History Essay Examples

The Impact of Colonialism on African Societies

The Rise and Fall of the Mali Empire

European History Essay Examples

The Protestant Reformation and the Rise of Protestantism in Europe

The French Revolution and its Impact on European Politics and Society

The Cold War and the Division of Europe

Argumentative History Essay Examples

Was the US Civil War Primarily About Slavery or States

The Effects of British Colonization on Colonies

Art History Essay Examples 

The Influence of Greek and Roman Art on Neoclassicism

The Depiction of Women in Art Throughout History

The Role of Art in the Propaganda of Fascist Regimes

How to Use History Essay Examples

History essay examples are a valuable tool for students looking for inspiration and guidance on how to approach their own essays. 

By analyzing successful essays, you can learn effective writing techniques that can be expected in a high-quality history essay. 

Here are some tips that will help you take full advantage of the samples above.

Tips for Effectively Using History Essay Examples

• Analyze the Structure:

Pay close attention to how the essay is organized, including the introduction, body paragraphs, and conclusion. Look for how the author transitions between paragraphs and the use of evidence to support their argument.

• Study the Thesis Statement:

The thesis statement is the backbone of any successful history essay. Analyze how the author crafted their thesis statement, and consider how you can apply this to your own writing.

• Take Note of the Evidence: 

Effective history essays rely on using strong evidence to support their arguments. Take note of the sources and types of evidence used in the essay. Consider how you can apply similar evidence to support your own arguments.

• Pay Attention to the Formatting and Other Academic Formalities:

The sample essays also demonstrate how you can incorporate academic formalities and standards while keeping the essay engaging. See how these essays fulfill academic standards and try to follow them in your own writing.

• Practice Writing:

While analyzing history essay examples can be helpful, it is important to also practice writing your own essays. Use the examples as inspiration, but try to craft your own unique approach to your topic. 

History essays are an essential aspect of learning and understanding the past. By using history essay examples, students can gain inspiration on how to develop their history essays effectively. 

Furthermore, following the tips outlined in this blog, students can effectively analyze these essay samples and learn from them. 

However, writing a history essay can still be challenging. 

Looking for an online essay writing service that specializes in history essays? Look no further!

Our history essay writing service is your go-to source for well-researched and expertly crafted papers.

And for an extra edge in your academic journey, explore our AI essay writing tool . Make history with your grades by choosing our online essay writing service and harnessing the potential of our AI essay writing tool.

Get started today!

Cathy A. (Law, Marketing)

For more than five years now, Cathy has been one of our most hardworking authors on the platform. With a Masters degree in mass communication, she knows the ins and outs of professional writing. Clients often leave her glowing reviews for being an amazing writer who takes her work very seriously.

Paper Due? Why Suffer? That’s our Job!

Legal & Policies

• Privacy Policy
• Cookies Policy
• Terms of Use
• Refunds & Cancellations
• Our Writers
• Success Stories
• Our Guarantees
• Affiliate Program
• Referral Program
• AI Essay Writer

Disclaimer: All client orders are completed by our team of highly qualified human writers. The essays and papers provided by us are not to be used for submission but rather as learning models only.

Mr Marr History

Get help with nationals, higher and advanced higher history, how to write each essay section.

This page details all of the various steps you have to take to get top marks in your Higher History exam essays.

* Writing an Introduction

* Getting Knowledge marks

* Getting Analysis marks

* Getting Evaluation marks

* Writing a Conclusion

Share this:

• Copy shortlink
• Report this content
• Manage subscriptions

Download app

English Lang.

All Subjects

Ratio, proportion and rates of exchange

Maths mechanics

Ratio, proportion & rates of change

Probability

Geometry & measures

Geometry and measure

Show all topics

Infection and response

Organisation

Cell biology

Biological molecules

Homeostasis and response

Responding to change (a2 only)

Energy transfers (a2 only)

The control of gene expression (a-level only)

Substance exchange

Bioenergetics

Genetic information & variation

Inheritance, variation and evolution

Genetics & ecosystems (a2 only)

Inorganic chemistry

Working scientifically

The earth & atmosphere

The reactivity series

How science works

Physical chemistry

Organic chemistry

Periodic table

Acids & alkalis

The particle model of matter

Pure & impure substances

Chemical reactions

Atoms, elements & compounds

Language diversity & change

Analysing non-fiction

Comparing texts

Language levels, the individual & society

Analysing fiction

Language levels

Spoken language

Spelling, punctuation and grammar

1f industrialisation and the people: britain, c1783-1885

1c the tudors: england, 1485-1603

Britain & the wider world: 1745 -1901

Inter-war germany

World war one

2n revolution and dictatorship: russia, 1917-1953

World war two & the holocaust

1l the quest for political stability: germany, 1871-1991

The cold war

2j america: a nation divided, c1845-1877

Medieval period: 1066 -1509

The fight for female suffrage

2m wars and welfare: britain in transition, 1906-1957

2d religious conflict and the church in england, c1529-c1570

Britain: 1509 -1745

Part one: society in crisis, 1906-1929

The impact of war, 1914-1922

Higher History women and the vote full essay

Sign up to get unlimited access to thousands of study materials. It's free!

Access to all documents

Join milions of students

Improve your grades

By signing up you accept Terms of Service and Privacy Policy

TO WHAT EXTENT WAS FACTOR X THE MAIN REASON SOME WOMEN GOT THE VOTE BY 1918? It may be argued that factor x was the main reason women were given the vote by 1918, however/this is not/is the case. In Victorian Britain women were considered to be second class citizens with less rights than men, women could have respectable jobs that were powerful such as nurse, teacher, mayor and doctor and still not have the vote while men could be criminals yet have the vote. Furthermore, it was believed that if women were involved in politics, it would neglect their responsibilities at gone. Although factor x was important in getting women the vote there were other contributing factors such as the suffragists, suffragettes, changes to social attitudes and examples of other countries. Overall factor x was/was not the most important factor in women gaining the vote, factor y was in fact the most important reason. Firstly, changing attitudes was not the main reason for some women gaining the vote by 1918, however it did help contribute. The 1880 education act ordered all girls of 5-10 years had to attend school, in addition, the 1902 education act caused an explosion in girls grammar schools, in 1904 England there were 99 secondary girl schools and by 1914 it had...

Can't find what you're looking for? Explore other subjects.

Knowunity is the #1 education app in five european countries, knowunity has been named a featured story on apple and has regularly topped the app store charts in the education category in germany, italy, poland, switzerland, and the united kingdom. join knowunity today and help millions of students around the world..

Download in

Google Play

Average app rating

Pupils love Knowunity

In education app charts in 11 countries

Students have uploaded notes

Still not convinced? See what other students are saying...

I love this app so much, i also use it daily. i recommend knowunity to everyone i went from a d to an a with it :d.

Philip, iOS User

The app is very simple and well designed. So far I have always found everything I was looking for :D

Lena, iOS user

I love this app ❤️ I actually use it every time I study.

Alternative transcript:.

risen to 349. This helped women to get the vote as it took women a step closer to equality and improved/developed their education and understanding of the world around them. This further helped prove that women due to education should be taken more seriously in voting. However changing attitudes may not be seen as an effective factor as girls in education and school were taught and focused on skills like cookery, needlework, and childcare, this shows they were not being taught skills that would prove them worthy of the vote. This strongly suggests that changing attitudes to women was a contributing factor to why some women won the vote by 1918 but was not the main reason. Secondly, suffragist campaign was not the main reason some women claimed the vote by 1918, but was a contributing factor. The suffragists legal and peaceful approach earned the respect of many MPs. This can be seen through parliamentary bills about giving women the vote was regularly introduced by sympathetic MPs before 1914. This helped women get the vote as the NUWSS were successful in winning over the support and respect from many important MPs and were credited for turning opinions in parliament towards woman suffrage. In addition, suffragists believed in moderate, peaceful tactics better known as peaceful persuasion such as organised petitions, distributed pamphlets, and published newspapers to convinced politicians to support their cause and put their message across. This helped woman get the vote because the suffragists impressed many British people including thousands of men and showed that they were intelligent, capable, and trustworthy women capable of organising a successful nationwide and in turn worthy of the vote. However, it may be argued that the suffragist campaign was not a successful factor for some women claiming the vote by 1918 as the campaign was tedious and slow moving, easily ignored by politicians and the suffragists were never able to achieve the publicity the suffragettes managed to claim. This emphasises that the suffragists were a contributing factor to some women winning the vote by 1918 but not the main reason. Thirdly, suffragette campaign was the most important reason to why some women got the vote by 1918. The suffragettes were prepared to break the law to support and promote their cause, they used direct action like smashing windows of important buildings (10 downing street) and pouring acid into letter boxes, soon turned arson attempting to burn down buildings such as Leuchars railway station. This helped women winning the vote as the suffragettes succeeded in their aim of publicity whilst the public did not approve of law breaking, they grew respect of their bravery therefore recognised the seriousness of the cause keeping the movement in the public eye. However, suffragettes may be deemed less effective as many historians have claimed that the suffragettes held back progress for women because they reinforced the idea that women were irrational, irresponsible, immature, and unable to cope with responsibility, this increased violence and pushed people away from suffragettes making them less effective. In addition, the suffragette campaign can be seen effective as they started hunger strikes in prisons, the government force fed the women in a painful and brutal way, this forced the government to pass the cat and mouse act of 1913. This helped some women get the vote by 1918 as it was set up to embarrass the government, force- feeding in prisons gained a lot of sympathy from the British public, many felt sorry for them and therefore recognised the seriousness of their cause which furthermore increased publicity which brought them closer to the vote. This strongly suggests that the suffragette campaign was the main reason for some women gaining the vote by 1918. Fourthly, examples of other countries were not the main reason for women gaining the vote by 1918 however contributed to bringing women closer to the vote. During the 19th century Britain saw itself as the cradle of democracy and one of the most politically advanced societies in the world: Britain empire included around 1/3 of the world - colonies such as Australia, Canada, New Zealand. This helped women get the vote because as the most developed nation in the world and a great power it was embarrassing for Britain that other countries appeared to be overtaking Britain in terms of democracy, this made them give women the vote. In addition, more democratic nations around the world had declared women suffrage much earlier on. New Zealand granted women's suffrage in 1893, Australia in 1902 and Norway in 1907. This helped women to get the vote because the fact that women had been enfranchised abroad particularly in colonies like New Zealand may have added pressure to politicians and given hope and renewed enthusiasm to the suffrage. However, examples of other countries can be seen as less effective as there is no evidence to say that forging influence played any part in the government's decision to extend the franchise in 1918 and no evidence to say it was even discussed by MPs in parliament. This highlights that example of other countries was not the most important factor in some women winning the vote by 1918 however was a contributing factor. Lastly, women war work was not the main reason for women gaining the vote by 1918, however contributed to bringing women closer to the vote. Women's war work was important to Britain's ability to fight and win and women stepped into the gaps where around 3 million men went to fight. This helped women get the vote because work that women did was of major national importance and everyone in Britain was thankful to the nation's women for the role, they played in winning the war, it was then believed Britain couldn't have won it without the women. In addition, Women worked as conductors on trams & trains, 20,000 women worked in government departments and there were 'The Nation thanks the women' billboards across the country. This helped women get the vote because this could be considered evidence that women were given the vote at the end of the war as a reward and thank you for their efforts.. However, it seemed like a 'strange' reward as women given the vote were 30+ whereas most women who war work were in their 20s so not actually rewarded with the vote. In summary all the factors played a part in some women getting the vote by 1918, although the Suffragettes were the most important. Whilst the Suffragists did let people become aware of their cause, that was all they did and they were too easily ignored. The Suffragettes, on the other hand, had violent tactics that forced the government to act. This clearly makes the Suffragists less important. Women's war work was also an important factor, although many women lost their jobs at the end of the war and those who had worked were not rewarded with the vote. This resulted in no further progress to political equality until 1928. This makes women's war work less important than the Suffragettes. The Suffragettes actions had an immediate response from the public which women's war work did not. Although the public was grateful they did not get more than a thank you. In addition, social change was also important to an extent as it showed that women were gaining trust. However there was little response from the government because they only made minor changes to women's rights in the 19th and 20th centuries. Therefore the Suffragettes must be considered the most important because they made real change, and not just gradual change, due to the violent nature of their tactics and not factor x.

• Accessibility
• Main SQA Website
• Using the site
•  >  Subjects
•  >  History
•  > Higher

In this section

Select a subject Accounting Administration and IT Applications of Mathematics Apprenticeships Art and Design Baccalaureates Barista Skills Biology Business Management Care Chemistry Childcare & Development Classical Studies Computing Science Core Skills Dance Design and Manufacture Drama Economics Engineering Science English Environmental Science ESOL Fashion and Textiles French Gaelic Gaidhlig Geography German Graphic Communication Health and Food Technology History HN Human Biology Italian Latin Mandarin Mathematics Mathematics of Mechanics Media Modern Studies Music Music Technology National 1 & 2 NPA Philosophy Photography Physical Education Physics Politics Practical Cake Craft Practical Cookery Practical Electronics Practical Metalworking Practical Woodworking Psychology RMPS Scots Language Skills for Work Sociology Spanish Statistics SVQ Urdu

• Question paper
• Assignment Brief
• Advanced Higher
• Presentations
• Course Reports
• Additional resources for sessions 2020-22

Higher History

The Higher History Course allows learners to acquire breadth and depth in their knowledge and understanding of the past through the study of Scottish, British, European and world contexts in a variety of time periods. Options cover topics from the medieval, early modern and later modern periods, and include elements of political, social, economic and cultural history.

• Terms & Conditions
• Back To Top

This discussion is now closed.

• Higher history, rmps and modern studies (help please)
• Higher History 2019-2020
• Choosing SQA Highers in 5th year for LLB Law
• GCSE Photography or RE both AQA
• Missed GCSEs And FAILED MY PAPER 1s what do I do
• A level options
• S6 Subject Choices
• a level economics
• Crashing Higher History In S5 advice
• How can I achieve A-A* in a-levels!!!!!
• are my S5 higher choices good?
• Getting into University
• Higher History advice S5
• Did anyone get all As at higher?
• A-Level English
• Higher Philosophy advice
• I failed N5 biology PLEASE help
• University Admissions Advice
• How do I get an A in Higher History
• THB's 'How To Write a Killer History Essay'

example of a higher history essay

Related discussions

Last reply 5 days ago

Last reply 2 weeks ago

Last reply 3 weeks ago

Last reply 4 weeks ago

Last reply 1 month ago

Last reply 3 months ago

Articles for you

What degree, subject or course should I study at university?

Finding a university place in Ucas Clearing 2024: 10 top tips to help you get ready

Top 10 tips for Ucas Clearing 2024

Bringing business people into the classroom: what students learn from industry professionals

Try out the app

Continue on web