Cambridge International Examinations Cambridge ...6 UCLES 2018 0470/11/O/N/18 [Turn over DEPTH STUDY C: RUSSIA, 1905–41 13 The Provisional Government was replaced by the Bolsheviks

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Cambridge International ExaminationsCambridge International General Certificate of Secondary Education

*5377645544*

HISTORY 0470/11Paper 1 October/November 2018 2 hoursNo Additional Materials are required.

READ THESE INSTRUCTIONS FIRST

An answer booklet is provided inside this question paper. You should follow the instructions on the front cover of the answer booklet. If you need additional answer paper ask the invigilator for a continuation booklet.

Answer three questions.Section A (Core Content)Answer any two questions.Section B (Depth Studies)Answer any one question.

The number of marks is given in brackets [ ] at the end of each question or part question.

This syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.

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SECTION A: CORE CONTENT

Answer any two questions from this Section.

1 The 1848–49 revolutions were widespread.

(a) Describe what happened in Vienna during March 1848. [4]

(b) Why were many countries across Europe facing revolutionary threats in 1848? [6]

(c) ‘The revolutionaries of 1848–49 had different aims from each other.’ How far do you agree with this statement? Explain your answer. [10]

2 Movement towards Italian unification gathered pace after 1858.

(a) Describe the part played by Austria in the abdication of Charles Albert in 1849. [4]

(b) Why did the friendship between France and Piedmont develop from 1856? [6]

(c) ‘Cavour’s contribution to the unification of Italy was more important than the contribution of any other person.’ How far do you agree with this statement? Explain your answer. [10]

3 Bismarck worked hard to achieve what he wanted for Germany.

(a) What was the Schleswig-Holstein question? [4]

(b) Why did Bismarck’s attitude towards Schleswig-Holstein alarm many Prussians? [6]

(c) ‘The Ems telegram was the most important reason for war in 1870.’ How far do you agree with this statement? Explain your answer. [10]

4 Increasing tension between the Great Powers threatened European peace in the early years of the twentieth century.

(a) Describe events in Sarajevo on 28 June 1914. [4]

(b) Why did Germany declare war on Russia on 1 August 1914? [6]

(c) ‘It was the Anglo-German naval race rather than the Alliance System that was responsible for raising international tension before 1914.’ How far do you agree with this statement? Explain your answer. [10]

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5 Reaching a settlement at the Paris Peace Conference was difficult.

(a) What were the terms of the Treaty of Neuilly? [4]

(b) Why did Lloyd George not want a harsh treaty to be imposed on Germany? [6]

(c) How far do you agree with the view that the peace settlements of 1919–20 left the important issues facing Europe unresolved? Explain your answer. [10]

6 The organisation of the League of Nations made it weak.

(a) What made it difficult for the League of Nations to act quickly? [4]

(b) Why did the League fail to deal with Japanese aggression following the invasion of Manchuria? [6]

(c) ‘It was the Great Depression that brought about the failure of the League.’ How far do you agree with this statement? Explain your answer. [10]

7 The lack of trust between the USSR and the USA increased from 1947.

(a) What was NATO as set up in 1949? [4]

(b) Why was the Warsaw Pact formed? [6]

(c) ‘Stalin was right to view the Marshall Plan with suspicion.’ How far do you agree with this statement? Explain your answer. [10]

8 The Gulf region was volatile in the 1970s and 1980s.

(a) What actions were taken by the Shah of Iran against the mullahs to suppress opposition? [4]

(b) Why did the people of Iran want the Shah to abdicate in 1979? [6]

(c) ‘Saddam Hussein was able to hold on to power because he improved the lives of the people of Iraq.’ How far do you agree with this statement? Explain your answer. [10]

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SECTION B: DEPTH STUDIES

Answer one question from this Section.

DEPTH STUDY A: THE FIRST WORLD WAR, 1914–18

9 The prediction that war would be over by the end of 1914 was inaccurate.

(a) Describe the part played by the British Expeditionary Force in the first three months of the First World War. [4]

(b) Why was the reaction of Belgium important in the failure of the Schlieffen Plan? [6]

(c) ‘The race to the sea was the main reason for the introduction of trenches on the Western Front.’ How far do you agree with this statement? Explain your answer. [10]

10 By 1918 Germany was struggling to stay in the war.

(a) What happened at Kiel and Wilhelmshaven in October 1918? [4]

(b) Why did the policies of Germany push the USA closer to the Entente powers? [6]

(c) ‘The superiority of Allied resources was the main reason for the failure of the German Offensive of March 1918.’ How far do you agree with this statement? Explain your answer. [10]

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DEPTH STUDY B: GERMANY, 1918–45

11 Hitler dominated Germany by 1934.

(a) Describe events following the November 1932 election which resulted in Hitler becoming Chancellor. [4]

(b) Why was the Munich Putsch not a total failure for Hitler and the Nazis? [6]

(c) ‘Control over the Reichstag was the most important reason Hitler was able to establish a dictatorship.’ How far do you agree with this statement? Explain your answer. [10]

12 The Nazis claimed they had changed Germany for the better.

(a) In what ways did large businesses benefit from Nazi rule? [4]

(b) Why were the lives of most Germans changed by the war? [6]

(c) ‘The Nazis were popular with Germany’s industrial workers.’ How far do you agree with this statement? Explain your answer. [10]

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DEPTH STUDY C: RUSSIA, 1905–41

13 The Provisional Government was replaced by the Bolsheviks.

(a) Describe Kornilov’s attempt to impose order in Petrograd in September 1917. [4]

(b) Why was the decision to continue the war a disaster for the Provisional Government? [6]

(c) ‘Lenin, and not Trotsky, was the key to the Bolshevik success in November 1917.’ How far do you agree with this statement? Explain your answer. [10]

14 Stalin thought Soviet industry needed modernising.

(a) What were ‘Stakhanovites’? [4]

(b) Why did Stalin’s first Five-Year Plan have ambitious targets? [6]

(c) ‘Stalin’s first Five-Year Plan was successful.’ How far do you agree with this statement? Explain your answer. [10]

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DEPTH STUDY D: THE USA, 1919–41

15 American society in the 1920s came under different influences.

(a) What developments were there in popular music during the 1920s? [4]

(b) Why did the cinema become increasingly influential in American life during the 1920s? [6]

(c) ‘Prohibition was repealed because of the Depression.’ How far do you agree with this statement? Explain your answer. [10]

16 The Wall Street Crash affected Americans in different ways.

(a) In what ways did the Wall Street Crash affect the American economy? [4]

(b) Why were speculators blamed for the Wall Street Crash? [6]

(c) ‘Hoover did much to help the American people during the Depression.’ How far do you agree with this statement? Explain your answer. [10]

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DEPTH STUDY E: CHINA, c.1930–c.1990

17 On coming to power the Chinese Communists introduced important changes.

(a) What actions were the peasants encouraged to take in relation to land ownership? [4]

(b) Why was agricultural reform a priority for the Communists? [6]

(c) How far did the Chinese people benefit from the introduction of communes? Explain your answer. [10]

18 Following the death of Mao, Deng Xiaoping eventually came to power.

(a) Describe what happened to the Beijing Democracy Wall between November 1978 and December 1979.

[4]

(b) Why did Deng Xiaoping emerge as a powerful figure after the Cultural Revolution? [6]

(c) ‘An open-door policy was the most important aspect of Deng Xiaoping’s aims for China.’ How far do you agree with this statement? Explain your answer. [10]

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DEPTH STUDY F: SOUTH AFRICA, c.1940–c.1994

19 The foundations for apartheid existed by 1948.

(a) In what ways, by 1940, did the non-white population of South Africa suffer discrimination? [4]

(b) Why was it difficult for non-whites to move around the country by 1940? [6]

(c) ‘The most important reason the Nationalists came to power in 1948 was because they supported the Sauer Report.’ How far do you agree with this statement? Explain your answer.

[10]

20 By the 1980s the structure of apartheid was beginning to crumble.

(a) What was Umkhonto we Sizwe? [4]

(b) Why was de Klerk awarded the Nobel Prize for Peace? [6]

(c) ‘The declaration of a state of emergency in 1985 was the main cause of an upsurge in violence.’ How far do you agree with this statement? Explain your answer. [10]

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DEPTH STUDY G: ISRAELIS AND PALESTINIANS SINCE 1945

21 There has been long-term tension between states in the Middle East.

(a) Describe the territorial gains made by Israel in the Six-Day War of 1967. [4]

(b) Why was the USA more determined to find a peace settlement in the Middle East from 1973? [6]

(c) ‘Problems which existed between Israel and its Arab neighbours had not been solved by 1995.’ How far do you agree with this statement? Explain your answer. [10]

22 Promoting the Palestinian cause was not always effective.

(a) What were the main features of the Palestinian refugee problem up to 1949? [4]

(b) Why had many Palestinians become refugees by 1967? [6]

(c) ‘Arafat and the Palestine Liberation Organisation were a hindrance in the search for a solution to the Arab-Israeli dispute.’ How far do you agree with this statement? Explain your answer. [10]

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Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity.

To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge International Examinations Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at www.cie.org.uk after the live examination series.

Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.

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This document consists of 11 printed pages, 1 blank page and 1 Insert.

DC (ST/FC) 147944/3© UCLES 2018 [Turn over


HISTORY 0470/21Paper 2 October/November 2018 2 hoursNo Additional Materials are required.


An answer booklet is provided inside this question paper. You should follow the instructions on the front cover of the answer booklet. If you need additional answer paper ask the invigilator for a continuation booklet.

This paper has two options.Choose one option, and answer all of the questions on that topic.Option A: 19th Century topic [p2–p6]Option B: 20th Century topic [p8–p12]



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Option A: 19th Century topic

HOW JUSTIFIED WAS THE FOREIGN RESPONSE TO THE BOXER RISING?

Study the Background Information and the sources carefully, and then answer all the questions.

Background Information

The Boxer Rebellion lasted from 1899 to 1901 and involved attacks on foreigners, especially Christian missionaries. The Boxers were reacting to increasing European and American interference in China. This came in several forms including foreign missionaries trying to convert the Chinese to Christianity and attempts by countries like Britain, France, Germany, Japan and Russia to partition the country between them. Foreign countries claimed that China was backward and its people were barbarians. They also claimed that closer contact with foreigners would benefit China. For them, the actions of the Boxers seemed to confirm this and justify their interference in China.

When attacks on foreigners began, the position of the Empress was unclear, although imperial troops did later fight alongside the Boxers. The Chinese government’s failure to stop the Boxers, and the siege of foreigners in the Legation Quarter of Beijing, led to further foreign intervention with an international force arriving in August 1900. It defeated the Boxers and set about exacting revenge. Was this foreign intervention justified?

SOURCE A

The Boxers were a peasant secret society of the traditional superstitious type. In 1898, in Shandong province, this society became a focus of resentment against the Germans, who were turning the province into their colony in a brutal manner – not only exploiting it economically but also burning villages to punish them for ‘unfriendliness’. Also people throughout China were becoming more and more enraged by the missionaries, who were behaving quite openly as advance agents for their governments who were picking off parts of China. These abuses at a time when China was being openly surveyed for inter-imperialist partition made the peasant rebels anti-foreign and anti-missionary. It is a cruel imperialist libel to call the movement ‘reactionary’. On the contrary, it was a heroic, spontaneous effort of the common people of China to defend its national existence against the robbers who wanted to cut it up.

The tragedy of the Boxers was that they lacked clear policies and lacked understanding of the relationship of forces either at home or internationally. This made them an easy prey to deception and doomed them to defeat. The feudal rulers at Beijing, seeing the movement was spreading like lightning, pretended to put themselves at its head. But even as fighting was going on they begged the foreign governments not to be taken in by appearances and make the mistake of suspecting the dynasty of ‘favouring the common folk’. The dynasty was waiting to turn its troops against the patriotic ‘rebels’ and in almost every area of China royal officials took no part in the rebellion. Taking advantage of the situation, the foreigners mobilised a strong force and stormed into Beijing delivering slaughter and looting. The Boxer rising had been betrayed and smashed.

From a book about the history of China entitled ‘From Opium War to Liberation’, published in China in 1956.

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SOURCE B

The foreigners had a lot to put up with. They came to trade, which was natural and legitimate. When the Chinese refused to let them trade for reasons that were self-centred and obsolete, and expressed in an offensive manner, the foreigners could hardly be expected to sympathise. In China, female children were often killed at birth or offered for sale. The missionaries opened orphanages for these children but this led to stories that they were mutilating the bodies while practising magic. In nine cases out of ten the Boxer was a Chinese peasant in fancy dress. The superstitious nonsense with which the Boxers surrounded themselves appealed strongly to the peasantry and brightened their drab lives. Their first riots had their origins in their hatred of foreigners and their conflicts with Christians.

It was the Empress’s decision that the Boxers were encouraged instead of being suppressed, and it was her decision that the foreign envoys should be massacred. It is difficult to understand why she took an opportunity in the Boxer Rising. It is true that she could draw on no other help in her unequal struggle with the foreign powers but it was her decision to rely on a rabble of uncontrollable fanatics who were bound to unite the squabbling foreign powers. She had always been superstitious, and now the Boxers’ magic powers established some sort of hold on her mind. She was playing her last card. She would call in the dark forces of the spirit world. The purpose of the siege of the Legation Quarter, to which the Empress devoted her energies for two months, was to wipe out the entire foreign community in Beijing and was pursued with diligence in the face of protests from the foreign powers and her own officials.

From a history book published in Britain in 1959.

SOURCE C

A cartoon about the Boxer Rebellion published in a French magazine, July 1899. ‘Barbarie’ means ‘Barbarism’.

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SOURCE D

The German Empire has the obligation to assist its citizens if they are being attacked in foreign lands. What makes this possible is our army. You are to revenge the injustice that has been done. The Chinese have overturned the law of nations; they have mocked the sacredness of the ambassador. Show the old Prussian virtue. Present yourselves as Christians in the cheerful endurance of suffering. Give the whole world an example of manliness and discipline. You know that you are to fight a well-armed and cruel enemy. When you encounter the enemy, he will be defeated! Prisoners will not be taken! May the name ‘German’ be proclaimed by you in such a way that no Chinese will ever dare to look cross-eyed at a German. Open the way to civilisation!

Kaiser William II speaking to German troops before they left for China, 27 July 1900.

SOURCE E

The Europeans fought with calm courage to the end against overwhelming hordes of fanatical barbarians thirsting for their blood. While their ammunition lasted they defied Chinese rifle fire and beat back wave after wave of their assailants. When their last cartridge had gone their hour had come. They met it like men. Standing to their battered defences they stopped the onrush of the Chinese until, borne down by sheer weight of numbers, they died at their posts. They have died as we would want them to die, fighting to the last for the helpless women and children who were to be butchered over their dead bodies. Of the Ladies, it is enough to say that in this awful hour they showed themselves worthy of their husbands. Their agony was long and cruel, but they have borne it nobly. All that remains for us is to mourn them and to avenge them.

From an article in an English newspaper, 17 July 1900. This article claimed to describe a massacre of British diplomats and their families in Beijing. A few days later it was shown to be completely false.

A memorial service in London for the victims planned for 23 July had to be cancelled.

SOURCE F

A cartoon published in a French magazine, July 1900.

Its title is ‘The expedition of the European powers against the Boxers’.

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SOURCE G

An illustration published in an American magazine in 1900.

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Now answer all the following questions. You may use any of the sources to help you answer the questions, in addition to those sources which you are told to use. In answering the questions you should use your knowledge of the topic to help you interpret and evaluate the sources.

1 Study Sources A and B.

How far do these two sources agree? Explain your answer using details of the sources. [7]

2 Study Source C.

What is the cartoonist’s message? Explain your answer using details of the source and your knowledge. [8]

3 Study Source D.

Are you surprised by this source? Explain your answer using details of the source and your knowledge. [7]

4 Study Source E.

Why was this source published in England in July 1900? Explain your answer using details of the source and your knowledge. [8]

5 Study Sources F and G.

Would the artists of these two sources have agreed about events in China in 1900? Explain your answer using details of the sources and your knowledge. [8]

6 Study all the sources.

How far do these sources provide convincing evidence that the foreign response to the Boxer Rising was justified? Use the sources to explain your answer. [12]

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Option B: 20th Century topic

HOW FAR DID ITALY BENEFIT FROM ITS RELATIONSHIP WITH GERMANY?

Study the Background Information and the sources carefully, and then answer all the questions.

Background Information

To many at the time, and to many since, it seemed inevitable that because of their ideological similarities, Nazi Germany and Mussolini’s Italy would be allies. However, their relationship was not quite this straightforward. Despite early differences over Austria, in October 1936 Germany and Italy signed a treaty forming the Rome-Berlin Axis. This did not stop other countries such as Britain, France and the USSR trying to win the friendship of one or the other of them. Some suspected that the interests of Germany and Italy were not always the same. However, in May 1939 they signed the Pact of Steel, a political and military alliance which stated that if one country was at war, the other would come to its support.

Did Italy benefit from its relationship with Germany?

SOURCE A

By the end of 1937 Mussolini had rarely been so happy. Alongside Germany and Japan, he felt at the centre of the ‘most formidable military combination that has ever existed’. To introduce a further element of ‘Prussianisation’ his soldiers were ordered to adopt the German goose step march. Mussolini privately accepted that the Nazification of Austria was inescapable, though he mistakenly assumed that Hitler would warn him in time to prepare the Italian public for his change of policy.

In March 1938, Hitler marched into Austria after notifying Rome only at the very last moment. Italy thus lost the immense advantage of having only a weak buffer state on her northern frontier. Having often promised that he would fight to defend Austrian independence, now in March Mussolini protested he had never said anything so foolish. Hitler had been careful not to tell Mussolini of his plans to extend Germany’s living space and calculated that, as Italy had its hands full in Spain, he could meanwhile take Austria and Czechoslovakia, possibly without offering his partner anything in return. He had gradually been displacing Italy in the commerce of south-eastern Europe. Mussolini was seriously worried and occasionally he spoke of changing sides in Europe. He still hoped to ride several horses at once but such behaviour was irresponsible, unrealistic and hardly that of a potential ally.

From a history book published in 1981.

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SOURCE B

A British cartoon published in May 1935. The figures on the right are Goebbels, Hitler and Göring.

SOURCE C

Germany is swayed towards Italy not so much because of its defiance of the League of Nations but because of its success. While sanctions were still in operation there was little sign of any rapprochement between the two dictators. It was only when sanctions were lifted that Germany, which only respects force, found something in Italy worth cultivating. Any appearance now of over-keenness by us to improve relations with Italy will only increase its charms in the eyes of Hitler. It is doubtful how far any gesture of friendliness by us would make Italy change its policy of re-constituting the Roman Empire, no matter how fantastic and unreal this may be.

However, unless we reply to Mussolini’s advances, he will return to increasing collaboration and understanding with Germany, which will work to our eventual danger. A generous response might help produce a detente. If our rearmament continues it will be worthwhile for Italy to maintain relations of friendship with Britain.

Written by Sir Anthony Eden for his colleagues in the British government, November 1936. Eden was in charge of British foreign policy.

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SOURCE D

A British cartoon published in June 1934. An oracle is a person who gives wise advice.

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SOURCE E

A British cartoon published in February 1938.

SOURCE F

The meeting in Berlin resulted in an agreement between our two countries over certain problems which have been particularly difficult. This agreement makes this Berlin-Rome relationship into an axis around which can revolve all those European states with a wish for collaboration and peace. With this agreement there disappears any element of dispute between Berlin and Rome.

From a speech by Mussolini in Milan, November 1936.

SOURCE G

If Germany attacks Poland and the conflict is localised, Italy will give Germany every form of political and economic aid which may be required. If Germany attacks Poland and the allies of the latter counter-attack Germany, I must emphasise to you that I cannot join any warlike operations, given the actual conditions of Italian military preparations which have been repeatedly pointed out to you.

From a letter from Mussolini to Hitler, August 1939.

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Now answer all the following questions. You may use any of the sources to help you answer the questions, in addition to those sources which you are told to use. In answering the questions you should use your knowledge of the topic to help you interpret and evaluate the sources.

1 Study Source A.

What impressions does Source A give of the relationship between Hitler and Mussolini? Explain your answer using details of the source. [6]

2 Study Source B.

What is the cartoonist’s message? Explain your answer using details of the source and your knowledge. [8]

3 Study Source C.

How far are you surprised by this source? Explain your answer using details of the source and your knowledge. [8]

4 Study Sources D and E.

How far do these two cartoons agree? Explain your answer using details of the sources and your knowledge. [8]

5 Study Sources F and G.

Does Source G prove that Mussolini was lying in Source F? Explain your answer using details of the sources and your knowledge. [8]

6 Study all the sources.

How far do these sources provide convincing evidence that Italy benefited from its relationship with Germany? Use the sources to explain your answer. [12]

Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity.

To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge International Examinations Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at www.cie.org.uk after the live examination series.

Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.


0470/41October/November 2018

1 hour

HISTORYPaper 4 Alternative to Coursework

Additional Materials: Answer Booklet/Paper


An answer booklet is provided inside this question paper. You should follow the instructions on the front coverof the answer booklet. If you need additional answer paper ask the invigilator for a continuation booklet.

Answer one question from your chosen Depth Study.


The syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.

This document consists of 3 printed pages and 1 blank page.

[Turn over11_0470_41_2018_1.16© UCLES 2018

*7260676194*

Answer one question from your chosen Depth Study.

DEPTH STUDY A: THE FIRST WORLD WAR, 1914–1918

How important was military defeat in causing Russia to leave the war in 1918? Explain your answer.[40]

1

How significant was the collapse of the Home Front in bringing about Germany’s decision in 1918to ask for an armistice? Explain your answer. [40]

2

DEPTH STUDY B: GERMANY, 1918–1945

How important were Hitler’s election promises as a reason for the growth in support for the NaziParty by 1933? Explain your answer. [40]

3

How significant were Nazi policies towards the churches in the development of a totalitarian stateafter 1933? Explain your answer. [40]

4

DEPTH STUDY C: RUSSIA, 1905–1941

How important was the October Manifesto in weakening Tsarist rule? Explain your answer. [40]5

How significant was the removal of political rivals in allowing Stalin to create a totalitarian state?Explain your answer. [40]

6

DEPTH STUDY D: THE USA, 1919–1941

How important was the availability of new consumer goods in changing people’s lives in the USAin the 1920s? Explain your answer. [40]

7

How significant were the temperance movements in causing the introduction of Prohibition? Explainyour answer. [40]

8

DEPTH STUDY E: CHINA, c.1930–c.1990

How important were the actions of the Nationalist government as a reason for Mao’s victory in1949? Explain your answer. [40]

9

How significant was spreading Maoist ideology in shaping China’s foreign policy after 1949? Explainyour answer. [40]

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DEPTH STUDY F: SOUTH AFRICA, c.1940–c.1994

How important was agriculture to the development of the economy in South Africa before 1948?Explain your answer. [40]

11

How significant was civil unrest in bringing about the end of white minority rule? Explain your answer.[40]

12

DEPTH STUDY G: ISRAELIS AND PALESTINIANS SINCE 1945

How important was the role of Britain as a cause of conflict in Palestine before 1948? Explain youranswer. [40]

13

How significant was Israel in causing the Suez War, 1956? Explain your answer. [40]14

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Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every reasonableeffort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher willbe pleased to make amends at the earliest possible opportunity.

To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge InternationalExaminations Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at www.cie.org.uk afterthe live examination series.

Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge LocalExaminations Syndicate (UCLES), which is itself a department of the University of Cambridge.

11_0470_41_2018_1.16© UCLES 2018

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This document consists of 74 printed pages.

© UCLES 2018 [Turn over

Cambridge Assessment International Education Cambridge International General Certificate of Secondary Education

HISTORY 0470/11 Paper 1 October/November 2018

MARK SCHEME

Maximum Mark: 60

Published

This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the details of the discussions that took place at an Examiners’ meeting before marking began, which would have considered the acceptability of alternative answers. Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for Teachers. Cambridge International will not enter into discussions about these mark schemes. Cambridge International is publishing the mark schemes for the October/November 2018 series for most Cambridge IGCSE™, Cambridge International A and AS Level components and some Cambridge O Level components.

0470/11 Cambridge IGCSE – Mark Scheme PUBLISHED

October/November 2018

© UCLES 2018 Page 2 of 74

Generic Marking Principles

These general marking principles must be applied by all examiners when marking candidate answers. They should be applied alongside the specific content of the mark scheme or generic level descriptors for a question. Each question paper and mark scheme will also comply with these marking principles.

GENERIC MARKING PRINCIPLE 1: Marks must be awarded in line with: • the specific content of the mark scheme or the generic level descriptors for the question • the specific skills defined in the mark scheme or in the generic level descriptors for the question • the standard of response required by a candidate as exemplified by the standardisation scripts.

GENERIC MARKING PRINCIPLE 2: Marks awarded are always whole marks (not half marks, or other fractions).

GENERIC MARKING PRINCIPLE 3: Marks must be awarded positively: • marks are awarded for correct/valid answers, as defined in the mark scheme. However, credit is given for valid answers which go beyond the

scope of the syllabus and mark scheme, referring to your Team Leader as appropriate • marks are awarded when candidates clearly demonstrate what they know and can do • marks are not deducted for errors • marks are not deducted for omissions • answers should only be judged on the quality of spelling, punctuation and grammar when these features are specifically assessed by the

question as indicated by the mark scheme. The meaning, however, should be unambiguous.

GENERIC MARKING PRINCIPLE 4: Rules must be applied consistently e.g. in situations where candidates have not followed instructions or in the application of generic level descriptors.




GENERIC MARKING PRINCIPLE 5: Marks should be awarded using the full range of marks defined in the mark scheme for the question (however; the use of the full mark range may be limited according to the quality of the candidate responses seen).

GENERIC MARKING PRINCIPLE 6: Marks awarded are based solely on the requirements as defined in the mark scheme. Marks should not be awarded with grade thresholds or grade descriptors in mind.




GENERAL INSTRUCTIONS Applying the Mark Scheme • When marking a response the overall criterion to be considered should be – ‘How good is this response to this question?’ • The level descriptor should be used to decide the level into which the quality of the answer fits. • Exhaustive lists of possible facts are not given in the mark scheme, as there is often a choice of factual knowledge that candidates may use. • WHERE EXAMPLES OF RESPONSES ARE GIVEN, THESE ARE NOT PRESCRIPTIVE, BUT ARE INTENDED AS A GUIDE. It is not

possible to cover every possible type of response within a levels of response mark scheme and examiners are expected to use their professional judgement at all times in ensuring that responses are placed in the correct level and given an appropriate mark within that level.

• Marking must be positive. Marks must not be deducted for inaccurate or irrelevant parts of answers. In itself, poor use of historical terminology, spelling, grammar or handwriting does not affect the mark. The overall quality of the answer to the question should be judged.

• If a candidate reaches a particular level, s/he must be rewarded with a mark within that level. It is not necessary to work through the levels. • The full range of marks should be used. Do not be afraid to award full marks or no marks. Failure to do this will seriously affect the distribution

of marks. Be prepared to reward candidates who show any level of understanding. The mark scheme starts from basic acceptable response. Where a band of marks is indicated for a level, these marks should be used with reference to the development of the answer within that level.

Assessment Objectives (a) recall, description (b) recall, explanation (c) recall, explanation and analysis




Question Answer Marks

1(a) Describe what happened in Vienna during March 1848. Level 1 One mark for each relevant point; additional mark for supporting detail [1–4]e.g. ‘In March 1848, there was rioting by students in Vienna.’ ‘This had been encouraged by the successes of demonstrations in Paris.’ ‘The students and liberals wanted basic freedoms and a liberalisation of the regime.’ ‘A petition was handed to the Emperor demanding a constitution and freedom of the press.’ ‘Troops were called out to quell the crowds and shots were fired.’ ‘The Diet of Lower Austria demanded the resignation of Metternich.’ ‘Metternich was the Chancellor and Foreign Minister.’ ‘He was considered the symbol of repression.’ ‘Austrian armies could not crush the rioting because they were thinly spread around the Empire.’ ‘Metternich resigned and fled to London.’ ‘Ferdinand I appointed a liberal government under Count Kolowrat.’ ‘There was royal agreement to a constitution.’ Level 0 No evidence submitted or response does not address the question [0]

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1(b) Why were many countries across Europe facing revolutionary threats in 1848? Level 4 Explains TWO reasons [6] Level 3 Explains ONE reason [4–5] (Four marks for one explanation, five marks for full explanation) e.g. ‘In France, Louis-Philippe was chosen as the “citizen king” in 1830 in the hope that he would tackle the privilege and poverty reflected in the reigns of Louis XVIII and Charles X. Louis-Philippe failed to tackle poverty, hoping wealth would trickle down to all in society. His friends became very rich while significant numbers of ordinary people lived in extreme poverty. This lack of action led to a bloodless coup.’ Level 2 Identifies AND/OR describes reasons [2–3] (One mark for each identification/description) e.g. ‘The demand for constitutional government.’ ‘The demand for self-government.’ ‘The pressures caused by poor harvests.’ ‘The failure to address privilege and poverty.’ ‘The election of a liberal pope in 1846.’ ‘The failure of government to implement liberal reforms.’ ‘Revolution was encouraged by the actions in France.’ ‘It was a reaction to reactionary governments.’ Level 1 General answer lacking specific contextual knowledge [1]e.g. ‘It started in France.’ Level 0 No evidence submitted or response does not address the question [0]

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1(c) ‘The revolutionaries of 1848–49 had different aims from each other.’ How far do you agree with this statement? Explain your answer. Level 5 Explains with evaluation of ‘how far' [10]As Level 4 plus evaluation. Level 4 Explanation of both sides [7–9]A L4 answer will have a minimum of three explanations (2 on one side; 1 on the other). This will be worth a mark of 7. Fuller explanation of one issue to be given two marks. An answer which only has one explanation on one side of the argument cannot be awarded more than 8. Level 3 One-sided explanation OR one explanation of both sides 5-6 marks [4–6]More detailed explanation of one issue to be given two marks. e.g. ‘A series of economic downturns and crop failures, particularly those in 1846, produced starvation among peasants and the working urban poor. This added to the effect of technological change. These features highlighted the gap between rich and poor and led to revolutionary activity.’ OR e.g. ‘Nationalism was a significant cause of revolutions in 1848–49. In Hungary, national groups were seeking independence from the control of the Austro-Hungarian Empire, while in Italy, individual Italian states wanted to throw off the powers of Austria and form the nation state of Italy.’ Level 2 Identifies AND/OR describes [2–3]One mark for each point. e.g. ‘To gain freedom from foreign domination.’ ‘To form nation states.’ ‘To gain freedom of speech and the press.’ ‘To have a more equal society.’ ‘To have the wealth spread more evenly.’ ‘To remove absolutism.’ ‘To remove unpopular monarchs and ministers.’ ‘To have a more liberal political regime.’

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1(c) Level 1 General answer lacking specific contextual knowledge [1]e.g. ‘Many people wanted more freedom.’ Level 0 No evidence submitted or response does not address the question [0]


2(a) Describe the part played by Austria in the abdication of Charles Albert in 1849. Level 1 One mark for each relevant point; additional mark for supporting detail [1–4]e.g. ‘In March 1848, Piedmont declared war on Austria.’ ‘Charles Albert invaded Lombardy to remove the Austrians.’ ‘Despite lacking numbers, Charles Albert had some early successes.’ ‘The Piedmontese army moved slowly allowing the Austrians to regroup.’ ‘Charles Albert was overwhelmingly defeated at the Battle of Custoza.’ ‘Charles Albert was persuaded to try again.’ ‘His army was crushed by Radetsky at Novara.’ ‘The Austrians had more infantry, more cavalry and more heavy guns.’ ‘Radetsky had more skill and experience than any of the Piedmontese generals.’ ‘As a result of his failures against the Austrians, Charles Albert decided to abdicate.’ Level 0 No evidence submitted or response does not address the question [0]

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2(b) Why did the friendship between France and Piedmont develop from 1856? Level 4 Explains TWO reasons [6] Level 3 Explains ONE reason [4–5] (Four marks for one explanation, five marks for full explanation) e.g. ‘Napoleon had been a member of the Carbonari when young. The Orsini Bomb Plot and the letter from Orsini before his execution re-awakened Napoleon’s interest in the Italian cause. Napoleon realised that Piedmont was the state to work with as it was already independent, having a sizeable army and having been an ally in the Crimean War. As a result, Cavour and Napoleon held a secret meeting at Plombieres.’ Level 2 Identifies AND/OR describes reasons [2–3] (One mark for each identification/description) e.g. ‘Both were on the victorious side in the Crimean War.’ ‘Both were involved in the Paris Peace Conference of 1856.’ ‘In 1857 the Orsini Bomb Plot attempted to assassinate Napoleon III.’ ‘A letter from Orsini to Napoleon urged him to take up the Italian cause.’ ‘This led to a secret meeting at Plombieres between Cavour and Napoleon.’ ‘Napoleon needed Cavour to provoke Austria so that war could be declared.’ ‘Napoleon agreed to take military action for the transfer of Savoy and Nice to France.’ ‘Napoleon preferred to have a weak Italian state on his border than a strong Austria.’ Level 1 General answer lacking specific contextual knowledge [1]e.g. ‘They had mutual interests.’ Level 0 No evidence submitted or response does not address the question [0]

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2(c) ‘Cavour’s contribution to the unification of Italy was more important than the contribution of any other person.’ How far do you agree with this statement? Explain your answer. Level 5 Explains with evaluation of ‘how far’ [10]As Level 4 plus evaluation. Level 4 Explanation of both sides [7–9]A L4 answer will have a minimum of three explanations (2 on one side; 1 on the other). This will be worth a mark of 7. Fuller explanation of one issue to be given two marks. An answer which only has one explanation on one side of the argument cannot be awarded more than 8. Level 3 One-sided explanation OR one explanation of both sides 5-6 marks [4–6]More detailed explanation of one issue to be given two marks. e.g. ‘It was Cavour’s diplomatic skills which ensured Piedmont dominated Italian politics. He committed Piedmont to fight in the Crimean War so that at the peace conference he gained the ear and support of Napoleon III. With French agreement, Cavour provoked a war with Austria, which removed Austria from Lombardy resulting in a union of states in north-west Italy.’ OR e.g. ‘Garibaldi led an expedition to Sicily and he liberated the whole of southern Italy. Garibaldi was an inspiring and romantic figure who created an interest in the future of Italy. In 1860, Garibaldi recognised Victor Emmanuel II as King of Italy when he willingly surrendered his conquests.’ Level 2 Identifies AND/OR describes [2–3]One mark for each point. e.g. ‘Mazzini set up the “Young Italy” movement.’ ‘Mazzini shaped thoughts on a united Italy.’ ‘Cavour worked with France in secret.’ ‘Cavour persuaded the French to remove the Austrians from Lombardy.’ ‘Napoleon III spilt much French blood for the Italian cause.’ ‘Cavour persuaded central states to unify with Piedmont.’ ‘Garibaldi inspired patriots with his 1000 Redshirts.’ ‘Garibaldi liberated Sicily and Naples.’ ‘Garibaldi recognised Victor Emmanuel II as King of Italy.’

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2(c) Level 1 General answer lacking specific contextual knowledge [1]e.g. ‘Cavour, Mazzini, Garibaldi and Napoleon all made a contribution.’ Level 0 No evidence submitted or response does not address the question [0]


3(a) What was the Schleswig-Holstein question? Level 1 One mark for each relevant point; additional mark for supporting detail [1–4]e.g. ‘It has been described as the most difficult diplomatic situation of the 19th century.’ ‘Schleswig was Danish in its northern portion and German in the south.’ ‘The population of Holstein was almost entirely German.’ ‘Traditionally, the two duchies had been under Danish rule.’ ‘Danish nationalists wanted Schleswig to be incorporated into Denmark.’ ‘German nationalists wanted to confirm Schleswig’s association with Holstein.’ ‘The differences led to an uprising of Germans in the duchies supported by Prussia.’ ‘Prussia drove Danish troops out of Schleswig-Holstein.’ ‘The Great Powers pressurised Prussia into accepting the London Protocol.’ ‘Schleswig-Holstein was returned to Denmark, but the Danes undertook not to tie Schleswig more closely to Denmark than Holstein.’ ‘In 1863, the Danish government attempted to sign a new joint constitution with Schleswig.’ ‘Prussia and Austria intervened and were ceded the two duchies in 1864.’ ‘Holstein was ruled by Austria and Schleswig was ruled by Prussia.’ ‘A dispute over the administration of the duchies partly caused the Austro-Prussian War.’ ‘The two duchies were incorporated into the North German Confederation.’ Level 0 No evidence submitted or response does not address the question [0]

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3(b) Why did Bismarck’s attitude towards Schleswig-Holstein alarm many Prussians? Level 4 Explains TWO reasons [6] Level 3 Explains ONE reason [4–5] (Four marks for one explanation, five marks for full explanation) e.g. ‘The liberals in the Progressive Party had a long-running argument with Bismarck concerning the budget for the military reforms introduced by von Roon and von Moltke. Bismarck had ignored liberal protests. The liberals feared that Bismarck would allow the Prussian army to use force over the Schleswig-Holstein issue with Austria. They feared that Prussia might lose a war with Austria.’ Level 2 Identifies AND/OR describes reasons [2–3] (One mark for each identification/description) e.g. ‘The fear was that Prussia would go to war with Austria.’ ‘Many Prussians were not confident of victory.’ ‘Liberals wanted to avoid conflict.’ ‘Liberals felt Bismarck was using the Schleswig-Holstein issue as practice for the army.’ ‘Many felt Bismarck was being aggressive.’ Level 1 General answer lacking specific contextual knowledge [1]e.g. ‘Prussia could be left in turmoil.’ Level 0 No evidence submitted or response does not address the question [0]

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3(c) ‘The Ems telegram was the most important reason for war in 1870.’ How far do you agree with this statement? Explain your answer. Level 5 Explains with evaluation of ‘how far’ [10]As Level 4 plus evaluation. Level 4 Explanation of both sides [7–9]A L4 answer will have a minimum of three explanations (2 on one side; 1 on the other). This will be worth a mark of 7. Fuller explanation of one issue to be given two marks. An answer which only has one explanation on one side of the argument cannot be awarded more than 8. Level 3 One-sided explanation OR one explanation of both sides 5-6 marks [4–6]More detailed explanation of one issue to be given two marks. e.g. ‘In a meeting between the King of Prussia and the French ambassador, a demand was made by the French that Prussia would not in the future put a candidate forward for the Spanish throne. Bismarck released an edited account of the event which made Wilhelm seem abrupt and insulting to the ambassador. The Ems Dispatch was published in the French press and there was a demand for war with Prussia.’ OR e.g. ‘After the Austro-Prussian War, France was opposed to the annexation of the Southern German States which would have created too powerful a country next to its border. In Prussia, a war against France was deemed necessary to arouse German nationalism in those states that would allow the unification of a great German empire.’ Level 2 Identifies AND/OR describes [2–3]One mark for each point. e.g. ‘Prussia wanted the Southern German states to unite with the North German Confederation.’ ‘France resisted the formation of this large and strong empire on its border.’ ‘France feared a Prussian prince on the throne of Spain.’ ‘France feared encirclement by an alliance between Prussia and Spain.’ ‘France demanded that the Prussians did not put forward in the future a candidate for the Spanish throne.’ ‘Bismarck’s editing of the Ems Telegram annoyed the French.’ ‘Prime Minister, Emile Ollivier, was eager to distract from French internal political problems.’ ‘Success for Napoleon III would suppress lingering republican or revolutionary sentiment.’ ‘Bismarck wanted to exert his military superiority.’ ‘Bismarck wanted to be the superior power in Europe.’

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3(c) Level 1 General answer lacking specific contextual knowledge [1]e.g. ‘The telegram was an excuse for war.’ Level 0 No evidence submitted or response does not address the question [0]


4(a) Describe events in Sarajevo on 28 June 1914. Level 1 One mark for each relevant point; additional mark for supporting detail [1–4]e.g. ‘Archduke Franz Ferdinand visited Sarajevo.’ ‘He went to review Austrian troops stationed in Bosnia.’ ‘There were only 120 policemen on duty.’ ‘Franz Ferdinand was in an open-topped car.’ ‘There were members of the Black Hand Gang waiting to assassinate Franz Ferdinand.’ ‘Cabrinovic threw a bomb, which bounced off Franz Ferdinand’s car and damaged the car behind.’ ‘Cabrinovic swallowed poison but it failed to work and he was arrested.’ ‘Franz’s car continued to the Town Hall, but Franz Ferdinand cancelled the rest of the tour.’ ‘When returning to the railway station, Franz Ferdinand’s chauffeur took the wrong route.’ ‘He stopped to reverse back onto the agreed route.’ ‘Gavrilo Princip shot the Archduke and his wife.’ ‘They both died within the hour.’ ‘Princip was arrested.’ Level 0 No evidence submitted or response does not address the question [0]

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4(b) Why did Germany declare war on Russia on 1 August 1914? Level 4 Explains TWO reasons [6] Level 3 Explains ONE reason [4–5] (Four marks for one explanation, five marks for full explanation) e.g. ‘When Austria declared war on Serbia for the murder of Franz Ferdinand, Russia mobilised its army to help defend its long-term ally, Serbia. On the 29th of July, Germany, which supported Austria’s action, warned Russia not to intervene and help the Serbs. The Russians ignored the warnings and decided to support Serbia against Austria. As a result, Germany declared war on Russia.’ Level 2 Identifies AND/OR describes reasons [2–3] (One mark for each identification/description) e.g. ‘History of bad feeling between Russia and Germany over the Balkans.’ ‘Russia was mobilising its army.’ ‘Russia was an ally of Serbia.’ ‘Austria declared war on Serbia.’ ‘Germany supported Austria’s actions.’ ‘Germany warned Russia not to help the Serbs.’ ‘Russia ignored the warning.’ ‘Germany moved its army towards France and Belgium on the same day.’ ‘It was putting into action the Schlieffen Plan.’ Level 1 General answer lacking specific contextual knowledge [1]e.g. ‘Relations were poor.’ Level 0 No evidence submitted or response does not address the question [0]

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4(c) ‘It was the Anglo-German naval race rather than the Alliance System that was responsible for raising international tension before 1914.’ How far do you agree with this statement? Explain your answer. Level 5 Explains with evaluation of ‘how far’ [10]As Level 4 plus evaluation. Level 4 Explanation of both sides [7–9]A L4 answer will have a minimum of three explanations (2 on one side; 1 on the other). This will be worth a mark of 7. Fuller explanation of one issue to be given two marks. An answer which only has one explanation on one side of the argument cannot be awarded more than 8. Level 3 One-sided explanation OR one explanation of both sides 5-6 marks [4–6]More detailed explanation of one issue to be given two marks. e.g. ‘Germany stimulated the arms race by building up a navy to challenge British supremacy. There was a race to see who could build the most Dreadnought-style battleships. Germany’s army was already powerful and Britain feared German world domination if it had the strongest navy.’ OR e.g. ‘The Alliance System was a major source of international tension because it created two heavily armed camps, the Triple Alliance and Triple Entente. The Alliance System meant that members of each camp would support each other in any dispute. A dispute between one of the members of each camp could finish up as a major war involving six countries.’ Level 2 Identifies AND/OR describes [2–3]One mark for each point. e.g. ‘The Alliance System created two armed camps.’ ‘Germany, Austria-Hungary and Italy formed the Triple Alliance.’ ‘Britain, France and Russia formed the Triple Entente.’ ‘A small incident could pull in six countries.’ ‘The most powerful military countries in Europe were lined up against each other.’ ‘The Germans considered they were surrounded by the Triple Entente.’ ‘Wilhelm wanted a fleet to rival the British navy.’ ‘Most of the German fleet would be concentrated in the North Sea.’ ‘A race developed to produce the most battleships.’ ‘It seemed inevitable these two navies would clash.’

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4(c) Level 1 General answer lacking specific contextual knowledge [1]e.g. ‘Both played their part.’ Level 0 No evidence submitted or response does not address the question [0]


5(a) What were the terms of the Treaty of Neuilly? Level 1 One mark for each relevant point; additional mark for supporting detail [1–4]e.g. ‘Bulgaria had to reduce its army to 20 000.’ ‘The army could not have conscripts.’ ‘No air force and no warships.’ ‘The Bulgarians could not possess any heavy artillery/armoured vehicles.’ ‘It had to pay reparations of £100 million.’ ‘Bulgaria lost land to Greece.’ ‘Bulgaria lost Western Thrace to Greece.’ ‘It lost land to Yugoslavia.’ ‘It recognised the Kingdom of Serbs, Croats and Slovenes/Yugoslavia.’ ‘It lost land to Romania.’ ‘It lost Dobruja to Romania.’ ‘It lost access to the Aegean Sea/Mediterranean Sea.’ ‘Bulgaria had to accept war guilt.’ ‘Bulgaria was not accepted in the League of Nations.’ Level 0 No evidence submitted or response does not address the question [0]

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5(b) Why did Lloyd George not want a harsh treaty to be imposed on Germany? Level 4 Explains TWO reasons [6] Level 3 Explains ONE reason [4–5] (Four marks for one explanation, five marks for full explanation) e.g. ‘Lloyd George realised that the future economic wellbeing of Britain depended largely upon the economic revival of Europe. This, in turn, depended upon the revival of the German economy. He did not want a harsh treaty which may have hindered Britain and Germany trading again. Before the war, Germany had been Britain’s second largest trading partner. Trade with Germany meant jobs for British workers.’ Level 2 Identifies AND/OR describes reasons [2–3] (One mark for each identification/description) e.g. ‘He did not want Germany seeking revenge in the future.’ ‘Excessive reparations would check Germany’s economic future.’ ‘Before the war, Britain and Germany were trading partners.’ ‘If Germany lost the Rhineland, German wealth would not be created to buy British goods.’ ‘He did not want France to become so dominant on mainland Europe.’ ‘He wanted to maintain a balance of power in Europe.’ ‘He wanted Germany to be strong enough to resist communism.’ Level 1 General answer lacking specific contextual knowledge [1]e.g. ‘Lloyd George was thinking of the British economy.’ Level 0 No evidence submitted or response does not address the question [0]

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5(c) How far do you agree with the view that the peace settlements of 1919–20 left the important issues facing Europe unresolved? Explain your answer. Level 5 Explains with evaluation of ‘how far’ [10]As Level 4 plus evaluation. Level 4 Explanation of both sides [7–9]A L4 answer will have a minimum of three explanations (2 on one side; 1 on the other). This will be worth a mark of 7. Fuller explanation of one issue to be given two marks. An answer which only has one explanation on one side of the argument cannot be awarded more than 8. Level 3 One-sided explanation OR one explanation of both sides 5-6 marks [4–6]More detailed explanation of one issue to be given two marks. e.g. ‘The break-up of the Turkish Empire under the Treaty of Sevres caused outrage among Turkish nationalists. In particular, losing Smyrna to long-time enemy Greece sparked a national movement under Mustapha Kemal. Kemal challenged the treaty for ignoring the principle of self-determination and as a result used force to drive the Greeks out of Smyrna, forcing the treaty to be re-negotiated.’ OR e.g. ‘The peace settlements did provide a decade of relative peace throughout Europe. With the help of the newly formed League of Nations, small border disputes were dealt with effectively in the majority of cases. There was no appetite during the 1920s for sustained major warfare as a result of the lasting horrors of the First World War.’ Level 2 Identifies AND/OR describes [2–3]One mark for each point. e.g. ‘Many Germans felt displaced.’ ‘Self-determination did not apply to all Germans.’ ‘Disarmament was not equally applied.’ ‘The harshness of the Treaty of Versailles meant retaliation was likely.’ ‘Splitting Germany made Poland vulnerable.’ ‘Giving Turkish land to Greece was provocative.’ ‘The League mandates in Iraq, Palestine and Syria brought long-term problems.’ ‘Czechoslovakia and Yugoslavia had many national groups.’

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5(c) ‘There was peace in Europe during the 1920s.’ ‘The defeated powers were kept in check during the 1920s.’ ‘The League of Nations helped to solve disputes.’ Level 1 General answer lacking specific contextual knowledge [1]e.g. ‘Most problems would show themselves during the 1930s.’ Level 0 No evidence submitted or response does not address the question [0]


6(a) What made it difficult for the League of Nations to act quickly? Level 1 One mark for each relevant point; additional mark for supporting detail [1–4]e.g. ‘It took too long to make decisions.’ ‘The Assembly met once a year.’ ‘It was too large to react quickly to international crises.’ ‘Votes had to be unanimous in the Assembly.’ ‘Members were often slow to co-operate.’ ‘Votes in the Council had to be unanimous.’ ‘Members of the Council had a veto.’ ‘It was difficult to take decisive action against a country if there was only a majority vote.’ ‘The League did not have an army.’ ‘It took time to recruit troops from member nations.’ ‘The USA was not a member.’ ‘The League was slow to impose economic sanctions because the USA would continue to trade.’ ‘The great powers were exhausted from the First World War.’ ‘Some of the ‘offenders’ were powers which Britain and France wanted to remain as allies.’ ‘Britain and France had other priorities/self-interests.’ ‘Some conflicts were far away.’ Level 0 No evidence submitted or response does not address the question [0]

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6(b) Why did the League fail to deal with Japanese aggression following the invasion of Manchuria? Level 4 Explains TWO reasons [6] Level 3 Explains ONE reason [4–5] (Four marks for one explanation, five marks for full explanation) e.g. ‘The League did not apply military sanctions as it would have involved the sending of a naval task force to the other side of the world with little chance of success. If the USA and the USSR had been members of the League, their military forces would have been ideally placed to tackle the Japanese.’ Level 2 Identifies AND/OR describes reasons [2–3] (One mark for each identification/description) e.g. ‘It was a strong country.’ ‘It was a permanent member.’ ‘Members did not want to impose trade sanctions.’ ‘The League was Eurocentric in nature.’ ‘Britain and France did not want their colonies attacked if they applied sanctions.’ ‘Military sanctions were impractical/the League had no army.’ ‘The League thought China needed ‘sorting out’ because of its state of anarchy.’ ‘The League took too long to produce the Lytton Report.’ ‘The League regarded Manchuria as a Japanese sphere of influence.’ ‘Some members believed there was Chinese provocation.’ ‘Britain and France were more focused on their own countries because of the Depression.’ ‘There was a lack of will from the League.’ Level 1 General answer lacking specific contextual knowledge [1]e.g. ‘The League was weak.’ Level 0 No evidence submitted or response does not address the question [0]

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6(c) ‘It was the Great Depression that brought about the failure of the League.’ How far do you agree with this statement? Explain your answer. Level 5 Explains with evaluation of ‘how far’ [10]As Level 4 plus evaluation. Level 4 Explanation of both sides [7–9]A L4 answer will have a minimum of three explanations (2 on one side; 1 on the other). This will be worth a mark of 7. Fuller explanation of one issue to be given two marks. An answer which only has one explanation on one side of the argument cannot be awarded more than 8. Level 3 One-sided explanation OR one explanation of both sides 5-6 marks [4–6]More detailed explanation of one issue to be given two marks. e.g. ‘The Depression brought extremists to power who were often nationalist in nature. They did not believe in democracy and ignored the authority of the League. This extreme nationalism brought with it militarism which meant countries built up their armed forces and used aggression to achieve their aims. The League could not cope with this aggression.’ OR e.g. ‘The League lacked a standing army, but could impose military sanctions when member countries would be asked to contribute towards a fighting force. This created uncertainty as an appropriate army would be difficult to assemble since member states were reluctant to send their army to participate in a dispute in which they were not directly involved.’ Level 2 Identifies AND/OR describes [2–3]One mark for each point. e.g. ‘During the Depression, countries were reluctant to impose economic sanctions.’ ‘The Depression resulted in people losing their jobs and turning to extreme parties.’ ‘Extremists came to power and ignored the authority of the League.’ ‘Extreme nationalism brought with it militarism.’ ‘League members lacked the means to deal with aggression.’ ‘Countries were aggressively trying to find new markets and raw materials.’ ‘The absence of the USA reduced the League’s effectiveness.’ ‘Britain and France were reluctant leaders of the League.’ ‘Japan, Italy and Germany left the League.’ ‘The League did not have a standing army.’ ‘The Assembly and Council needed unanimous decisions.’

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6(c) Level 1 General answer lacking specific contextual knowledge [1]e.g. ‘The Depression highlighted the failures of the League.’ Level 0 No evidence submitted or response does not address the question [0]


7(a) What was NATO as set up in 1949? Level 1 One mark for each relevant point; additional mark for supporting detail [1–4]e.g. ‘North Atlantic Treaty Organisation.’ ‘It was a defensive alliance.’ ‘Member states agreed to mutual defence.’ ‘It was an alliance of countries from Western Europe and North America.’ ‘It included Britain, France, the USA and Canada.’ ‘It was a reaction to the Berlin Blockade.’ ‘It was seen as collective security against the USSR/to combat communism.’ ‘It was a capitalist organisation.’ ‘It was to enable member countries to consult and co-operate over defence and security.’ ‘It built on the Brussels Defence Treaty of 1948.’ ‘If there was an attack, member countries would place their defence forces under a joint NATO command organisation.’ Level 0 No evidence submitted or response does not address the question [0]

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7(b) Why was the Warsaw Pact formed? Level 4 Explains TWO reasons [6] Level 3 Explains ONE reason [4–5] (Four marks for one explanation, five marks for full explanation) e.g. ‘In May 1955, West Germany joined NATO and was allowed to rearm. Britain and the USA pledged to maintain forces in West Germany. Eastern European states, such as Poland, East Germany and Czechoslovakia, protested because of the re-militarisation of West Germany. The Warsaw Pact was primarily put in place as a consequence of the re-arming of West Germany inside NATO. The USSR and satellite countries feared Germany being once again a military power and a direct threat.’ Level 2 Identifies AND/OR describes reasons [2–3] (One mark for each identification/description) e.g. ‘The Warsaw Pact was formed because West Germany re-armed.’ ‘It was formed because West Germany joined NATO.’ ‘The organisation placed satellite states’ military forces under USSR’s control.’ ‘It was formed to pledge mutual defence of any member who would be attacked.’ ‘It was a balance to NATO.’ ‘The Pact meant the USSR could keep the eastern bloc countries in line.’ ‘It provided a system of collective security.’ ‘To provide a defensive alliance.’ Level 1 General answer lacking specific contextual knowledge [1]e.g. ‘Tension was rising in Europe.’ Level 0 No evidence submitted or response does not address the question [0]

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7(c) ‘Stalin was right to view the Marshall Plan with suspicion.’ How far do you agree with this statement? Explain your answer. Level 5 Explains with evaluation of ‘how far’ [10]As Level 4 plus evaluation. Level 4 Explanation of both sides [7–9]A L4 answer will have a minimum of three explanations (2 on one side; 1 on the other). This will be worth a mark of 7. Fuller explanation of one issue to be given two marks. An answer which only has one explanation on one side of the argument cannot be awarded more than 8. Level 3 One-sided explanation OR one explanation of both sides 5-6 marks [4–6]More detailed explanation of one issue to be given two marks. e.g. ‘Stalin regarded the Marshall Plan as a serious threat to Soviet interests. He recognised that the programme would require recipients to bring their economic policies into line with American interests. This would undermine his control over eastern Europe. He regarded it as an act of ideological warfare, through the creation of a US-dominated capitalist alliance directed against the USSR.’ OR e.g. ‘The aim of the Marshall Plan was to help the postwar recovery and stabilise the economies of Europe. The USA was trying to avoid further depression and allow countries to repair the war damage and invest in their industries. Sixteen countries took up the offer to regenerate their economies. Stalin need not have been suspicious of a recovery plan.’ Level 2 Identifies AND/OR describes [2–3]One mark for each point. e.g. ‘It was a plan to contain communism.’ ‘It was hoping to provide strong markets for US exports.’ ‘It was promoting the capitalist system.’ ‘It was an American bribe.’ ‘The Plan was helping economies to recover.’ ‘It was helping reconstruction after the war.’ ‘Stalin was able to set up COMINFORM to keep communist unity.’ ‘Communist countries were directed not to take part in the Plan.’ ‘Stalin did not trust Truman.’

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7(c) Level 1 General answer lacking specific contextual knowledge [1]e.g. ‘It did not help existing communist countries.’ Level 0 No evidence submitted or response does not address the question [0]


8(a) What actions were taken by the Shah of Iran against the mullahs to suppress opposition? Level 1 One mark for each relevant point; additional mark for supporting detail [1–4]e.g. ‘The Shah’s government censored what mullahs were allowed to preach.’ ‘The mullahs were not allowed to be involved in political matters.’ ‘Some mullahs were banned from preaching.’ ‘Some mullahs were arrested and imprisoned for provoking opposition.’ ‘Radical mullahs were rooted out by the secret police, SAVAK.’ ‘SAVAK used brutal tactics and forced confessions.’ ‘Some mullahs were forced into exile.’ Level 0 No evidence submitted or response does not address the question [0]

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8(b) Why did the people of Iran want the Shah to abdicate in 1979? Level 4 Explains TWO reasons [6] Level 3 Explains ONE reason [4–5] (Four marks for one explanation, five marks for full explanation) e.g. ‘The Shah seemed to have done little to help the ordinary Iranian person. The richest 10% owned 40% of the country’s wealth while the poorest 10% owned 1% of the wealth. This inequality was most obvious in Tehran where the rich lived in luxurious palaces while the poor were housed in shanty town hovels without proper roads or basic services.’ Level 2 Identifies AND/OR describes reasons [2–3] (One mark for each identification/description) e.g. ‘The Shah was associated with Britain and the USA, which was disliked.’ ‘He tried to westernise the country.’ ‘Many wanted a society based on Islamic values.’ ‘He imported huge amounts of American foodstuffs, which undercut native tradesmen.’ ‘Most villages lacked piped water and electricity.’ ‘The country had high illiteracy and infant mortality rates.’ ‘The considerable wealth of the country went to a few.’ ‘Much of the country’s wealth was spent on the armed forces.’ ‘The Shah imposed a one-party state.’ ‘The people hated SAVAK, the secret police.’ Level 1 General answer lacking specific contextual knowledge [1]e.g. ‘A wealthy country, it still had much poverty.’ Level 0 No evidence submitted or response does not address the question [0]

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8(c) ‘Saddam Hussein was able to hold on to power because he improved the lives of the people of Iraq.’ How far do you agree with this statement? Explain your answer. Level 5 Explains with evaluation of ‘how far’ [10]As Level 4 plus evaluation. Level 4 Explanation of both sides [7–9]A L4 answer will have a minimum of three explanations (2 on one side; 1 on the other). This will be worth a mark of 7. Fuller explanation of one issue to be given two marks. An answer which only has one explanation on one side of the argument cannot be awarded more than 8. Level 3 One-sided explanation OR one explanation of both sides 5-6 marks [4–6]More detailed explanation of one issue to be given two marks. e.g. ‘Saddam was supported by many Iraqis because he used Iraq’s massive oil revenues to carry out an extensive modernisation programme. The modernisation included supplying electricity to even remote villages, having a building programme for schools, houses and hospitals, making hospital treatment free and having a campaign to end adult illiteracy.’ OR e.g. ‘Saddam closely followed many aspects of Stalin’s method of governing. He attempted to remove all opposition by using purges. Hundreds of party members and military officers were removed from their positions with many being executed. False accusations, arrests, torture and trials became a regular feature of Saddam’s rule by terror.’

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8(c) Level 2 Identifies AND/OR describes [2–3]One mark for each point. e.g. ‘Saddam gained support by his modernisation plans.’ ‘Saddam used oil revenues to provide schools and hospitals.’ ‘Saddam cut taxes so that wages rose.’ ‘He subsidised basic foodstuffs.’ ‘He established a new radio and television network.’ ‘Saddam cultivated an image of a father-style leader.’ ‘He glorified himself through articles in newspapers and on television.’ ‘He had portraits of himself hung on street corners and public buildings.’ ‘Saddam used purges to remove any potential rivals/opposition.’ ‘Saddam used a brutal campaign against the Kurds.’ ‘Saddam took action against the Shiites when they tried to oppose him.’ ‘Censorship ensured critical views of Saddam were never heard or read.’ ‘The law courts were under Saddam’s influence.’ ‘He built a power base, which included family members.’ Level 1 General answer lacking specific contextual knowledge [1]e.g. ‘Saddam used cruelty and kindness to keep control.’ Level 0 No evidence submitted or response does not address the question [0]





9(a) Describe the part played by the British Expeditionary Force in the first three months of the First World War. Level 1 One mark for each relevant point; additional mark for supporting detail [1–4]e.g. ‘The BEF engaged the German Army in the Battle of Mons.’ ‘This took place on 23rd August 1914.’ ‘The massed rifle fire inflicted heavy casualties on the Germans.’ ‘The British held up the German advance.’ ‘The BEF had to retreat because of the overwhelming German numbers.’ ‘The BEF engaged the Germans in the Battle of Elouges.’ ‘During the retreat, the BEF fought the Battle of Le Cateau.’ ‘The BEF retreated 400 km in 13 days.’ ‘The BEF supported the French forces at the Battle of the Marne.’ ‘This was fought between the 5th and the 10th of September.’ ‘This battle halted the Schlieffen Plan.’ ‘The Germans were driven back to the River Aisne.’ ‘The BEF marched north to protect the Channel ports.’ ‘The BEF fought in the first battle of Ypres.’ ‘This battle occurred in October and November 1914.’ ‘This battle saw the destruction of the remnants of the original BEF.’ Level 0 No evidence submitted or response does not address the question [0]

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9(b) Why was the reaction of Belgium important in the failure of the Schlieffen Plan? Level 4 Explains TWO reasons [6] Level 3 Explains ONE reason [4–5] (Four marks for one explanation, five marks for full explanation) e.g. ‘The essence of the Schlieffen Plan was to ensure a quick and decisive victory for Germany. It was based on the assumption that Belgium would allow the German Army through Belgium without resistance so that France could be defeated within six weeks. The Belgians put up fierce resistance which slowed the Plan down and allowed British forces to reinforce Belgian and French resistance so that Paris never fell to the Germans.’ Level 2 Identifies AND/OR describes reasons [2–3] (One mark for each identification/description) e.g. ‘Belgian resistance slowed down the Plan.’ ‘Belgian resistance allowed the BEF to meet the Germans at Mons.’ ‘The resistance allowed the British to bring in men and materials.’ ‘It took a week for the Germans to capture Liege.’ ‘Antwerp resisted until October.’ ‘This tied down German troops, weakening the fist of the Schlieffen Plan.’ ‘The resistance allowed the French to re-organise after the failure of Plan 17.’ ‘The resistance meant Germany was fighting a war on two fronts because of the delays caused by the Belgians.’ ‘The heroism of Belgians inspired others against the Germans.’ Level 1 General answer lacking specific contextual knowledge [1]e.g. ‘Belgium refused safe passage for the Plan.’ Level 0 No evidence submitted or response does not address the question [0]

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9(c) ‘The race to the sea was the main reason for the introduction of trenches on the Western Front.’ How far do you agree with this statement? Explain your answer. Level 5 Explains with evaluation of ‘how far’ [10]As Level 4 plus evaluation. Level 4 Explanation of both sides [7–9]A L4 answer will have a minimum of three explanations (2 on one side; 1 on the other). This will be worth a mark of 7. Fuller explanation of one issue to be given two marks. An answer which only has one explanation on one side of the argument cannot be awarded more than 8. Level 3 One-sided explanation OR one explanation of both sides 5-6 marks [4–6]More detailed explanation of one issue to be given two marks. e.g. ‘The combined strength of the British and French armies successfully stopped the German advance along the line of the River Marne. They then counter-attacked, forcing the Germans back to the River Aisne. Neither side could then push the other back, so the Germans dug shallow trenches to avoid any further potential retreat.’ OR e.g. ‘When the Germans attempted to outflank the enemy, the race to the sea began. The Ypres Salient was vital to the British to stop the Germans taking the Channel ports. The British held important ground and dug trenches to keep control of Ypres. The trenches were extended and reinforced as winter approached in November 1914.’ Level 2 Identifies AND/OR describes [2–3]One mark for each point. e.g. ‘The Germans dug trenches to stop their retreat near the River Aisne.’ ‘The British dug trenches to hold ground near Ypres.’ ‘Trenches were dug in the Ypres Salient and Marne Basin as winter set in.’ ‘Trenches were first dug to protect land already held.’ ‘Trenches were dug to protect troops from machine gun fire.’ ‘Trenches were dug as the war changed to a war of attrition.’ ‘Trenches were dug as warfare became defensive rather than offensive.’

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9(c) Level 1 General answer lacking specific contextual knowledge [1]e.g. ‘Trenches were dug initially because of stalemate.’ Level 0 No evidence submitted or response does not address the question [0]


10(a) What happened at Kiel and Wilhelmshaven in October 1918? Level 1 One mark for each relevant point; additional mark for supporting detail [1–4]e.g. ‘There was a mutiny by sailors.’ ‘The sailors were at the naval bases at Kiel and Wilhelmshaven.’ ‘The mutiny was a reaction to the plan of Admiral Scheer.’ ‘The plan was for a large naval assault on Britain’s High Seas Fleet.’ ‘It was considered a suicide mission by most sailors.’ ‘Many sailors refused to sail because armistice talks were underway.’ ‘Some sailors refused to return from leave.’ ‘Several hundred sailors were arrested for mutiny.’ ‘Soldiers’ Councils were set up including industrial workers from Kiel.’ ‘The mutiny was the catalyst for open revolution throughout Germany.’ Level 0 No evidence submitted or response does not address the question [0]

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10(b) Why did the policies of Germany push the USA closer to the Entente powers? Level 4 Explains TWO reasons [6] Level 3 Explains ONE reason [4–5] (Four marks for one explanation, five marks for full explanation) e.g. ‘US public opinion was hardened by the publication of a telegram sent by the German Foreign Minister, Arthur Zimmermann, but intercepted by the British. It was sent to the German ambassador to Mexico offering United States territory to Mexico in return for joining the German cause.’ Level 2 Identifies AND/OR describes reasons [2–3] (One mark for each identification/description) e.g. ‘The use of unrestricted submarine warfare highlighted the aggressive nature of Germany.’ ‘President Wilson reacted furiously to US fatalities caused by U-boat attacks.’ ‘Wilson warned Germany over the US fatalities during the sinking of the Lusitania.’ ‘Unrestricted submarine warfare resumed in 1917 and the US public demanded war.’ ‘Many US merchant ships were attacked and lost near British waters.’ ‘German policies were to offer US land to Mexico if they supported Germany.’ Level 1 General answer lacking specific contextual knowledge [1]e.g. ‘US sailors and passengers became targets.’ Level 0 No evidence submitted or response does not address the question [0]

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10(c) ‘The superiority of Allied resources was the main reason for the failure of the German Offensive of March 1918.’ How far do you agree with this statement? Explain your answer. Level 5 Explains with evaluation of ‘how far’ [10]As Level 4 plus evaluation. Level 4 Explanation of both sides [7–9]A L4 answer will have a minimum of three explanations (2 on one side; 1 on the other). This will be worth a mark of 7. Fuller explanation of one issue to be given two marks. An answer which only has one explanation on one side of the argument cannot be awarded more than 8. Level 3 One-sided explanation OR one explanation of both sides 5-6 marks [4–6]More detailed explanation of one issue to be given two marks. e.g. ‘German casualties in all the offensives of 1918 numbered over one million. Crucially the Germans did not have reserves to call upon. By March 1918, there were 300 000 US troops on the Western Front with a further 800 000 by July. These troops came with much new equipment such as guns, tanks and aircraft and this helped defeat the Spring Offensive.’ OR e.g. ‘The failure of Ludendorff’s plan can be firmly placed within its initial success. By breaking out from the heavily fortified Hindenburg Line, the Germans changed the war from one of attrition into one of movement. This transformation played into the hands of the Allies, who had more tanks, men and aircraft.’ Level 2 Identifies AND/OR describes [2–3]One mark for each point. e.g. ‘The USA brought large numbers of men and equipment to the Western Front.’ ‘The arrival of the US troops was a great morale boost for the Allies.’ ‘The German Army could not keep up the momentum of the initial successes.’ ‘Both sides had casualties but the Germans had few reserves.’ ‘German troop discipline was poor.’ ‘The German troops lacked food and military equipment.’ ‘The style of warfare changed and favoured the Allies.’ ‘There was a serious influenza epidemic within the German Army.’ ‘Only 2 of 13 divisions were fit for action.’ ‘Low morale, alcohol abuse and desertion became features of the German Army.’

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10(c) Level 1 General answer lacking specific contextual knowledge [1]e.g. ‘The Germans ran out of men and equipment.’ Level 0 No evidence submitted or response does not address the question [0]


11(a) Describe events following the November 1932 election which resulted in Hitler becoming Chancellor. Level 1 One mark for each relevant point; additional mark for supporting detail [1–4]e.g. ‘Despite losing votes and seats, the Nazis remained the largest party in the Reichstag.’ ‘Hitler demanded to be Chancellor. Hindenburg refused.’ ‘Von Papen could not form a stable government.’ ‘Von Schleicher was appointed Chancellor.’ ‘Von Schleicher could not command a Reichstag majority without Nazi co-operation.’ ‘Von Papen played the role of power broker to displace von Schleicher.’ ‘Von Schleicher resigned.’ ‘At the end of January, von Papen persuades Hindenburg to appoint Hitler as Chancellor.’ ‘The agreement was that von Papen would be Vice-Chancellor.’ ‘Hitler was to be offered three cabinet positions from a total of 12 ministers.’ ‘The calculation was that without a majority, the extreme Nazi policies could be resisted.’ ‘Hitler was appointed Chancellor in January 1933.’ Level 0 No evidence submitted or response does not address the question [0]

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11(b) Why was the Munich Putsch not a total failure for Hitler and the Nazis? Level 4 Explains TWO reasons [6] Level 3 Explains ONE reason [4–5] (Four marks for one explanation, five marks for full explanation) e.g. ‘The failure of the putsch convinced Hitler that his tactics had been wrong. He realised it was unlikely that he could gain power by force. He now decided to achieve power by constitutional means. That meant developing and expanding the organisation of the Nazi Party, contesting seats at general elections and building up a power base in the Reichstag.’ Level 2 Identifies AND/OR describes reasons [2–3] (One mark for each identification/description) e.g. ‘Hitler gained publicity.’ ‘He became known nationally.’ ‘Hitler had some sympathy and support from important figures in the legal system.’ ‘Hitler gained the attention of important figures in the Army.’ ‘Hitler wrote “Mein Kampf” while in prison.’ ‘Hitler was able to clarify and present his political beliefs.’ ‘Hitler realised he could not seize power by force.’ ‘It allowed Hitler to re-think his tactics.’ Level 1 General answer lacking specific contextual knowledge [1]e.g. ‘There were positive outcomes.’ Level 0 No evidence submitted or response does not address the question [0]

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11(c) ‘Control over the Reichstag was the most important reason Hitler was able to establish a dictatorship.’ How far do you agree with this statement? Explain your answer. Level 5 Explains with evaluation of ‘how far’ [10]As Level 4 plus evaluation. Level 4 Explanation of both sides [7–9]A L4 answer will have a minimum of three explanations (2 on one side; 1 on the other). This will be worth a mark of 7. Fuller explanation of one issue to be given two marks. An answer which only has one explanation on one side of the argument cannot be awarded more than 8. Level 3 One-sided explanation OR one explanation of both sides 5-6 marks [4–6]More detailed explanation of one issue to be given two marks. e.g. ‘To get complete control of the Reichstag Hitler needed to pass an Enabling Act, but to gain this required two-thirds of the votes of the Reichstag members. To gain this level of votes, he expelled the communist members from the Reichstag and ordered the SA to continue their intimidation of the opposition. The Act passed and Hitler was now virtual dictator of Germany.’ OR e.g. ‘Hitler needed to send a clear message to army leaders that they were central to his plans and not the SA. If he did not, there was a danger that they would launch a coup against him. After the Night of the Long Knives, the army could no longer be in doubt that Hitler favoured them in preference to the SA. When Hindenburg died in 1934, Hitler became Head of State and Commander-in-Chief of the Army.’

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11(c) Level 2 Identifies AND/OR describes [2–3]One mark for each point. e.g. ‘The Reichstag Fire resulted in giving Hitler emergency powers.’ ‘Hitler banned the Communist Party members in the Reichstag.’ ‘The SA intimidated political opponents.’ ‘Hitler passed the Enabling Act.’ ‘He could now pass laws for four years without consulting the Reichstag.’ ‘Hitler banned all other political parties.’ ‘All trade unions were abolished and workers had to belong to the German Labour Front.’ ‘The civil service was purged of all Jews.’ ‘The Night of the Long Knives removed the threat of Ernst Rohm and the SA.’ ‘The army gave Hitler their support.’ ‘With the death of Hindenburg, Hitler made himself Reich Fuhrer.’ ‘Hitler was Head of State and Commander-in-Chief of the Army.’ ‘Goebbels worked as Minister of Propaganda.’ Level 1 General answer lacking specific contextual knowledge [1]e.g. ‘Hitler wanted to pass legislation through the Reichstag legally.’ Level 0 No evidence submitted or response does not address the question [0]





12(a) In what ways did large businesses benefit from Nazi rule? Level 1 One mark for each relevant point; additional mark for supporting detail [1–4]e.g. ‘Government contracts were handed to large businesses with an example.’ ‘Most of the economy was put in the hands of private enterprise.’ ‘Big business made substantial profits.’ ‘There were contracts for steel and armaments production.’ ‘There were contracts to make explosives and fertilisers.’ ‘Large companies such as I.G.Farben and Krupp benefitted.’ ‘Businesses were seized from Jews.’ ‘The lack of trade unions helped businesses.’ ‘No strikes were allowed.’ ‘The German Labour Front worked with employers.’ ‘Large businesses used forced and slave labour.’ ‘The communist threat had been eliminated.’ ‘Allowed businesses to pay low wages and expect long working hours.’ Level 0 No evidence submitted or response does not address the question [0]

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12(b) Why were the lives of most Germans changed by the war? Level 4 Explains TWO reasons [6] Level 3 Explains ONE reason [4–5] (Four marks for one explanation, five marks for full explanation) e.g. ‘The German economy was put on a war footing in 1939 and this affected nearly every German civilian. Goebbels redoubled his censorship efforts. He tried to maintain people’s support for the war by involving them in it through asking them to make sacrifices. This meant women, pensioners and older children being asked to work in the factories and on the farms because all able adult males were away fighting.’ Level 2 Identifies AND/OR describes reasons [2–3] (One mark for each identification/description) e.g. ‘Conscription called up most adult males.’ ‘Food rationing was introduced.’ ‘Civilians had to cut back on heating.’ ‘Women were recruited to work in factories.’ ‘German Jews became part of the Final Solution.’ ‘All places of entertainment were closed except cinemas.’ ‘There was allied bombing.’ ‘Cities like Dresden were destroyed.’ ‘There were massive casualties.’ ‘There were more widows and orphans.’ Level 1 General answer lacking specific contextual knowledge [1]e.g. ‘War disrupted civilian life.’ Level 0 No evidence submitted or response does not address the question [0]

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12(c) ‘The Nazis were popular with Germany’s industrial workers.’ How far do you agree with this statement? Explain your answer. Level 5 Explains with evaluation of ‘how far’ [10]As Level 4 plus evaluation. Level 4 Explanation of both sides [7–9]A L4 answer will have a minimum of three explanations (2 on one side; 1 on the other). This will be worth a mark of 7. Fuller explanation of one issue to be given two marks. An answer which only has one explanation on one side of the argument cannot be awarded more than 8. Level 3 One-sided explanation OR one explanation of both sides 5-6 marks [4–6]More detailed explanation of one issue to be given two marks. e.g. ‘The Nazis were popular with the industrial workers because they kept their election promise of reducing unemployment. In 1933, there were 6 million unemployed but by 1938, there was a shortage of labour. Workers were employed on public works schemes, such as the autobahn-building project. Rearmament created employment for the supply industries, such as armaments, engineering and chemicals.’ OR e.g. ‘The industrial workers lost their trade unions and for many workers this remained a source of bitter resentment. All workers had to join the German Labour Front, an organisation which kept strict control of workers. Workers could not strike for better pay and conditions and they were often prevented from moving to better-paid jobs.’ Level 2 Identifies AND/OR describes [2–3]One mark for each point. e.g. ‘There was a drastic reduction in unemployment.’ ‘There were public works schemes which improved the workers’ environment.’ ‘Support for the Nazis came with benefits such as the ‘Strength Through Joy’ organisation.’ ‘There was a state scheme to buy a Volkswagen Beetle.’ ‘The ‘Beauty of Labour’ movement improved working conditions.’ ‘There were washing facilities and low-cost canteens.’ ‘Workers lost their trade unions.’ ‘Workers could not strike for better pay and conditions.’ ‘Wages remained relatively low.’ ‘The standard of living was lower than it had been before the Depression.’

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12(c) Level 1 General answer lacking specific contextual knowledge [1]e.g. ‘Industrial workers appreciated life had improved since the Depression years.’ Level 0 No evidence submitted or response does not address the question [0]


13(a) Describe Kornilov’s attempt to impose order in Petrograd in September 1917. Level 1 One mark for each relevant point; additional mark for supporting detail [1–4]e.g. ‘Kornilov sent his troops to Petrograd.’ ‘Kerensky wanted to end the revolutionary threat and enlisted the help of Kornilov.’ ‘Kornilov decided that action was needed against the Petrograd Soviet.’ ‘He mobilised his troops to address the revolutionary threat soon after he was appointed commander-in-chief.’ ‘Kerensky panicked when he realised a popular and well supported army leader was marching on the capital.’ ‘Kerensky realised Kornilov could go further than his demands and set up a military dictatorship.’ ‘Kerensky released Bolsheviks from prison and armed them to stop Kornilov’s advance on Petrograd.’ ‘Within a few days, the Bolsheviks had enlisted 25 000 armed recruits.’ ‘Kornilov’s troops did not reach Petrograd through the actions of railway workers and telegraphers.’ ‘Kornilov’s troops refused to fight against the Petrograd Soviet.’ ‘Kornilov failed because he faced opposition.’ Level 0 No evidence submitted or response does not address the question [0]

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13(b) Why was the decision to continue the war a disaster for the Provisional Government? Level 4 Explains TWO reasons [6] Level 3 Explains ONE reason [4–5] (Four marks for one explanation, five marks for full explanation) e.g. ‘The fall of the Tsar can be attributed to problems that stemmed from the war. By not removing Russia from the war, the Provisional Government in effect allowed these problems to continue. Kerensky rallied the army for a great offensive in June, but it was a disaster. The army began to fall apart in the face of a German counter-attack. As a result, there were mass desertions.’ Level 2 Identifies AND/OR describes reasons [2–3] (One mark for each identification/description) e.g. ‘The June Offensive was a failure.’ ‘There were massive casualties.’ ‘Kerensky, as Minister of War, took the blame for the failure.’ ‘There were mutinies and desertions in the army.’ ‘The soldiers wanted to go home to take part in the land grab.’ ‘It gave the Bolsheviks the opportunity to gain popularity by demanding peace.’ ‘The war caused problems at home as people lacked the basics to live.’ ‘The food shortages threatened famine.’ Level 1 General answer lacking specific contextual knowledge [1]e.g. ‘The decision led to failure.’ Level 0 No evidence submitted or response does not address the question [0]

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13(c) ‘Lenin, and not Trotsky, was the key to the Bolshevik success in November 1917.’ How far do you agree with this statement? Explain your answer. Level 5 Explains with evaluation of ‘how far’ [10]As Level 4 plus evaluation. Level 4 Explanation of both sides [7–9]A L4 answer will have a minimum of three explanations (2 on one side; 1 on the other). This will be worth a mark of 7. Fuller explanation of one issue to be given two marks. An answer which only has one explanation on one side of the argument cannot be awarded more than 8. Level 3 One-sided explanation OR one explanation of both sides 5-6 marks [4–6]More detailed explanation of one issue to be given two marks. e.g. ‘Lenin was the overall planner of the revolution, the master strategist. It was Lenin who realised that, immediately after the collapse of Kornilov, the time for action had come. He dealt with the internal divisions within the Bolshevik party and the opposition of Kamanev and Zinoviev to the timing of the revolution. The will of Lenin prevailed.’ OR e.g. ‘The detailed planning of the insurrection fell to Trotsky. It was Trotsky who organised the forces of the Military Revolutionary Committee to occupy all the strategic points in the city, such as the railway stations, the telephone exchange and the State Bank. Trotsky used the Red Guards to surround all government buildings and eventually storm the Winter Palace.’ Level 2 Identifies AND/OR describes [2–3]One mark for each point. e.g. ‘Lenin promised “Bread, Peace and Land”.’ ‘Lenin planned the revolution.’ ‘Lenin guided the Party’s Central Committee.’ ‘He took the decision when to act.’ ‘He made inspiring speeches to Party organisations, workers and soldiers.’ ‘Trotsky planned the use of the Red Guards.’ ‘Trotsky gave brilliant speeches in the build-up to the revolution.’ ‘He was a great tactician and inspiration for his troops.’ ‘He led the revolution on the ground.’

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13(c) Level 1 General answer lacking specific contextual knowledge [1]e.g. ‘Both played a major part in the success of the revolution.’ Level 0 No evidence submitted or response does not address the question [0]


14(a) What were ‘Stakhanovites’? Level 1 One mark for each relevant point; additional mark for supporting detail [1–4]e.g. ‘Stakhanovites were named after Aleksei Stakhanov.’ ‘He mined 102 tons of coal during his six-hour shift.’ ‘This represented 14 times his quota.’ ‘Stakhanovites were workers who set production records.’ ‘They developed new techniques of production to achieve outstanding results.’ ‘The piece-rate system meant Stakhanovites earned much increased earnings.’ ‘They often had a high standard of living.’ ‘The achievements of Stakhanovites encouraged officials to raise the “norm” for a quota.’ ‘As a result, Stakhanovites were not always popular with fellow workers.’ ‘Stalin raised the status of Stakhanovites to that of hero of the state.’ Level 0 No evidence submitted or response does not address the question [0]

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14(b) Why did Stalin’s first Five-Year Plan have ambitious targets? Level 4 Explains TWO reasons [6] Level 3 Explains ONE reason [4–5] (Four marks for one explanation, five marks for full explanation) e.g. ‘Stalin stated that Russia was 50 to 100 years behind the advanced countries in industrialisation. He said that Russia either makes good the difference in ten years or the advanced nations will crush Russia. Stalin, therefore, set ambitious industrial targets to try to catch up with Germany, Britain and the USA so that Russia would not be seen as a vulnerable country, both backward and weak.’ Level 2 Identifies AND/OR describes reasons [2–3] (One mark for each identification/description) e.g. ‘Stalin wanted to rapidly increase the USSR’s military strength.’ ‘He wanted to rival the economies of the USA and other capitalist countries.’ ‘Stalin wanted to get more workers into industries, towns and cities.’ ‘This would enable him to modernise farming.’ ‘He needed more workers in industry to produce a true communist society.’ ‘The targets were ambitious so that Stalin could establish his reputation.’ Level 1 General answer lacking specific contextual knowledge [1]e.g. ‘Stalin considered industrialisation a matter of urgency.’ Level 0 No evidence submitted or response does not address the question [0]

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14(c) ‘Stalin’s first Five-Year Plan was successful.’ How far do you agree with this statement? Explain your answer. Level 5 Explains with evaluation of ‘how far’ [10]As Level 4 plus evaluation. Level 4 Explanation of both sides [7–9]A L4 answer will have a minimum of three explanations (2 on one side; 1 on the other). This will be worth a mark of 7. Fuller explanation of one issue to be given two marks. An answer which only has one explanation on one side of the argument cannot be awarded more than 8. Level 3 One-sided explanation OR one explanation of both sides 5-6 marks [4–6]More detailed explanation of one issue to be given two marks. e.g. ‘The results of the First Plan were staggering. The USSR increased production in all major industries and created a foundation on which to build the next Plans. Whole cities were built to create huge steel mills, such as at Magnitogorsk and Sverdlovsk. Industry was created from scratch in previously undeveloped areas.’ OR e.g. ‘The Plan was not successful because of the human cost. The workers were constantly bombarded with propaganda, posters, slogans and radio broadcasts. They all had strict targets to meet and were fined if they did not meet them. Factory discipline was strict and punishments were severe.’ Level 2 Identifies AND/OR describes [2–3]One mark for each point. e.g. ‘Coal, iron and oil production doubled.’ ‘Steel increased by 50%.’ ‘Electricity production increased by 250%.’ ‘A modern chemical industry was created.’ ‘Most targets were demanding but not fully met.’ ‘New industrial cities were built.’ ‘New dams and hydro-electric power fed industry’s energy requirements.’ ‘The USSR’s manufacturing output overtook Britain’s and Germany’s in 1932.’ ‘The Plan came at a human cost.’ ‘Workers were punished if they did not meet targets.’ ‘There was much inefficiency and waste of effort.’

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14(c) Level 1 General answer lacking specific contextual knowledge [1]e.g. ‘The Plan produced an industrial base for the future.’ Level 0 No evidence submitted or response does not address the question [0]


15(a) What developments were there in popular music during the 1920s? Level 1 One mark for each relevant point; additional mark for supporting detail [1–4]e.g. ‘Jazz music was the popular music of the 1920s.’ ‘It was often performed by black musicians who migrated to northern cities.’ ‘Jazz was linked to dance music.’ ‘There were many dance bands.’ ‘It led to nightclubs such as the Cotton Club of Harlem.’ ‘It led to famous musicians such as Duke Ellington and Louis Armstrong.’ ‘Social jazz led to dances such as the Charleston and Black Bottom.’ ‘There was Blues music.’ ‘Blues music was related to religious music of the Afro-American community.’ ‘Blues often took the form of spirituals.’ ‘During the 1920s, hillbilly / country music developed.’ ‘There was Broadway music such as the Jazz Singer and Broadway.’ ‘Composers such as Cole Porter, Irving Berlin and George and Ira Gershwin flourished.’ ‘There were concerts.’ Level 0 No evidence submitted or response does not address the question [0]

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15(b) Why did the cinema become increasingly influential in American life during the 1920s? Level 4 Explains TWO reasons [6] Level 3 Explains ONE reason [4–5] (Four marks for one explanation, five marks for full explanation) e.g. ‘In the generation before the war, sex had still been a taboo subject. The cinema quickly discovered the selling power of sex. Clara Bow was portrayed as the “It” girl, “It” being sex. Films such as “Up in Mabel’s Room” and “A Shocking Night” were considered very daring but very popular, as was Rudolph Valentino in “The Sheik”. There was concern that these films affected young people’s morals.’ Level 2 Identifies AND/OR describes reasons [2–3] (One mark for each identification/description) e.g. ‘The average working week dropped, giving people more leisure time.’ ‘Workers had more disposable income as real wages rose.’ ‘Hollywood produced a huge number of films throughout the year.’ ‘Cinema seats were made cheap, often only 10 cents.’ ‘By the end of the ‘20s, there were 100 million cinema tickets sold each week.’ ‘In 1927, the first “talkie” was made.’ ‘Charlie Chaplin and Buster Keaton became huge stars.’ ‘Hollywood turned out dozens of films a month about sex.’ Level 1 General answer lacking specific contextual knowledge [1]e.g. ‘Going to the cinema became so popular.’ Level 0 No evidence submitted or response does not address the question [0]

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15(c) ‘Prohibition was repealed because of the Depression.’ How far do you agree with this statement? Explain your answer. Level 5 Explains with evaluation of ‘how far’ [10]As Level 4 plus evaluation. Level 4 Explanation of both sides [7–9]A L4 answer will have a minimum of three explanations (2 on one side; 1 on the other). This will be worth a mark of 7. Fuller explanation of one issue to be given two marks. An answer which only has one explanation on one side of the argument cannot be awarded more than 8. Level 3 One-sided explanation OR one explanation of both sides 5-6 marks [4–6]More detailed explanation of one issue to be given two marks. e.g. ‘When the Wall Street Crash was followed by the Depression in the early 1930s, there were sound economic arguments for getting rid of Prohibition. Legalising the manufacture, sale and transportation of alcohol would create jobs, raise tax revenue and free up resources tied up in the impossible task of enforcing prohibition.’ OR e.g. ‘The repeal of Prohibition was because the USA appeared to be lawless with rich and powerful gangsters committing murders while the police and judges appeared to be powerless. Gangsters, such as Al Capone, had corrupted the law enforcers so that the gangsters’ activities involving the sale of alcohol would be ignored. Repealing prohibition would undermine much of the gangsters’ activities.’ Level 2 Identifies AND/OR describes [2–3]One mark for each point. e.g. ‘Jobs could be created in the alcohol trade.’ ‘Taxes could be collected from alcoholic sales.’ ‘The cost of enforcement would be saved.’ ‘The repeal was supported by Roosevelt.’ ‘Ordinary citizens were classed as criminals.’ ‘Consumption of alcohol steadily increased during Prohibition.’ ‘There was too much violence associated with breaking Prohibition.’ ‘Prohibition had led to massive corruption.’

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15(c) ‘The Canadian border was difficult to patrol.’ ‘Home-brewed alcohol or “moonshine” could be lethal.’ ‘Prohibition was repealed because it did not work.’ Level 1 General answer lacking specific contextual knowledge [1]e.g. ‘Prohibition was repealed because it was unpopular.’ Level 0 No evidence submitted or response does not address the question [0]


16(a) In what ways did the Wall Street Crash affect the American economy? Level 1 One mark for each relevant point; additional mark for supporting detail [1–4]e.g. ‘The stock market crash produced an economic disaster.’ ‘Share prices continued to fall for three years.’ ‘Businesses and banks went bust.’ ‘Over 11 000 banks stopped trading.’ ‘The economy had to adjust to a reduction in trade.’ ‘Businesses cut production.’ ‘Wages reduced and unemployment increased.’ ‘There was less money in the economy.’ ‘People could not afford to buy goods.’ ‘Business confidence collapsed.’ ‘Any thought of business expansion had to be abandoned.’ ‘By 1933, the economy was producing only 20% of what it had in 1929.’ ‘Tax revenue increased.’ Level 0 No evidence submitted or response does not address the question [0]

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16(b) Why were speculators blamed for the Wall Street Crash? Level 4 Explains TWO reasons [6] Level 3 Explains ONE reason [4–5] (Four marks for one explanation, five marks for full explanation) e.g. ‘Speculators had little interest in the company in which they were buying shares. Speculators were gamblers and they had no intention of keeping the shares for long. They often borrowed the money to buy some shares and sold the shares as soon as the price had risen. They paid off their loan and still made a quick profit to show for it.’ Level 2 Identifies AND/OR describes reasons [2–3] (One mark for each identification/description) e.g. ‘Speculators only wanted to make money out of buying shares.’ ‘They had little interest in the long-term success of a company.’ ‘Speculators could buy “on the margin”.’ ‘Speculators borrowed huge sums from the banks.’ ‘Many speculators were amateur investors in the stock market.’ ‘Many speculators quickly lost their nerve in 1929.’ Level 1 General answer lacking specific contextual knowledge [1]e.g. ‘Speculators were gamblers.’ Level 0 No evidence submitted or response does not address the question [0]

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16(c) ‘Hoover did much to help the American people during the Depression.’ How far do you agree with this statement? Explain your answer. Level 5 Explains with evaluation of ‘how far’ [10]As Level 4 plus evaluation. Level 4 Explanation of both sides [7–9]A L4 answer will have a minimum of three explanations (2 on one side; 1 on the other). This will be worth a mark of 7. Fuller explanation of one issue to be given two marks. An answer which only has one explanation on one side of the argument cannot be awarded more than 8. Level 3 One-sided explanation OR one explanation of both sides 5-6 marks [4–6]More detailed explanation of one issue to be given two marks. e.g. ‘Hoover interpreted the early depression as a normal business downturn. When it became clear that the economy was in more serious trouble than first thought, Hoover did take action to stimulate business and employment. Money was provided to finance a building programme to create more jobs, the most famous project being the Hoover Dam on the Colorado River.’ OR e.g. ‘Hoover’s actions were considered too little and too late. He was against providing welfare support for the unemployed as he thought this would undermine the American values of self-help and rugged individualism. Considering the scale of the jobless problem, it made him appear unsympathetic and indifferent to the human side of the depression.’ Level 2 Identifies AND/OR describes [2–3]One mark for each point. e.g. ‘Hoover thought it was a normal downturn in the economy.’ ‘He thought “prosperity was just around the corner”.’ ‘He cut taxes to inject more purchasing power into the economy.’ ‘Tariffs were increased to protect American food and goods.’ ‘Finance was provided for large building schemes.’ ‘The RFC was set up to provide loans to businesses facing hard times.’ ‘Hoover set up soup kitchens.’ ‘Hoover’s actions were considered too little.’

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16(c) ‘Hoover treated the Bonus Army with little sympathy.’ ‘Hoover came across as grim-faced and conservative in his approach.’ ‘Hoover did not think it was the government’s responsibility to provide social security.’ Level 1 General answer lacking specific contextual knowledge [1]e.g. ‘Hoover did provide some help.’ Level 0 No evidence submitted or response does not address the question [0]


17(a) What actions were the peasants encouraged to take in relation to land ownership? Level 1 One mark for each relevant point; additional mark for supporting detail [1–4]e.g. ‘The peasants were encouraged to take over the land from the landlords.’ ‘Animals and machinery were to be taken by the peasants.’ ‘Peasants were encouraged to attend “speak bitterness” meetings.’ ‘These meetings allowed peasants to display their anger at how the landlord had treated them in the past.’ ‘Landlords could be harassed or beaten up.’ ‘Peasants were encouraged to put their former landlords on trial.’ ‘The trials were held in the “people’s courts”.’ ‘The charges could be excessive rents / low prices for grain / mistreatment of the peasants.’ ‘The jury was often the landlord’s former tenants.’ ‘Punishments included imprisonment and execution.’ Level 0 No evidence submitted or response does not address the question [0]

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17(b) Why was agricultural reform a priority for the Communists? Level 4 Explains TWO reasons [6] Level 3 Explains ONE reason [4–5] (Four marks for one explanation, five marks for full explanation) e.g. ‘In 1950, the population of China was 560 million. Within ten years it was projected to increase by 100 million and to 950 million by 1980. It was important that China started to produce more agricultural produce to feed its ever increasing population and to attempt to avoid famines, which had been common. China needed to increase the size of the unit of farming so that mechanisation could be employed.’ Level 2 Identifies AND/OR describes reasons [2–3] (One mark for each identification/description) e.g. ‘China’s population was increasing.’ ‘Agricultural production needed to increase.’ ‘To put into practice communist theory.’ ‘To remove the influence of landlords.’ ‘To get the support of the peasants.’ ‘To produce grain for export.’ ‘To produce foreign income for industrial development.’ Level 1 General answer lacking specific contextual knowledge [1]e.g. ‘It needed modernising.’ Level 0 No evidence submitted or response does not address the question [0]

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17(c) How far did the Chinese people benefit from the introduction of communes? Explain your answer. Level 5 Explains with evaluation of ‘how far’ [10]As Level 4 plus evaluation. Level 4 Explanation of both sides [7–9]A L4 answer will have a minimum of three explanations (2 on one side; 1 on the other). This will be worth a mark of 7. Fuller explanation of one issue to be given two marks. An answer which only has one explanation on one side of the argument cannot be awarded more than 8. Level 3 One-sided explanation OR one explanation of both sides 5-6 marks [4–6]More detailed explanation of one issue to be given two marks. e.g. ‘All aspects of life were provided in the commune for the thousands of families who moved into them. Schools were built, entertainment provided; provision was even made for young children who were not old enough for school and for the elderly who were past working age.’ OR e.g. ‘The communes encouraged the setting up of backyard furnaces, but this took away workers from the fields meaning desperately needed food was not being harvested. The materials produced in the backyard furnaces were of poor quality and the lack of agricultural production led to massive famines.’ Level 2 Identifies AND/OR describes [2–3]One mark for each point. e.g. ‘There were facilities for education and health care.’ ‘The elderly were catered for in the commune.’ ‘There was a range of work for the peasants.’ ‘The backyard furnaces were unproductive of useful materials.’ ‘Agriculture was partially neglected.’ ‘Famine led to over 20 million starving to death.’ Level 1 General answer lacking specific contextual knowledge [1]e.g. ‘There were very few positives for Chinese people from communes.’ Level 0 No evidence submitted or response does not address the question [0]

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18(a) Describe what happened to the Beijing Democracy Wall between November 1978 and December 1979. Level 1 One mark for each relevant point; additional mark for supporting detail [1–4]e.g. ‘Posters appeared expressing the sufferings of the Cultural Revolution.’ ‘At first, Deng Xiaoping allowed the posters to stay.’ ‘Deng stated that the posters should not criticise Mao by name.’ ‘Posters started to demand that rulings which were handed down during the Cultural Revolution should be reversed.’ ‘There was a campaign for greater freedom shown in the posters.’ ‘Plain clothes police noted those putting up posters.’ ‘Wei Jingsheng called for China to adopt democracy as the ‘fifth modernisation.’ ‘Deng realised this was criticising him and said China only needed four.’ ‘The Party started arresting and imprisoning the movement’s leaders.’ ‘Wei was arrested and spent 18 years in jail for posting counter-revolutionary statements.’ Level 0 No evidence submitted or response does not address the question [0]

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18(b) Why did Deng Xiaoping emerge as a powerful figure after the Cultural Revolution? Level 4 Explains TWO reasons [6] Level 3 Explains ONE reason [4–5] (Four marks for one explanation, five marks for full explanation) e.g. ‘One of the reasons why Deng emerged as a powerful figure was his rejection of the Cultural Revolution. During the revolution he had suffered badly and had lost all of his official positions. Even Mao began to realise that the Cultural Revolution had been disastrous for China and this put Deng in a strong position because of his criticism of it. Many of his policies were counter to the Cultural Revolution such as the ‘Beijing Spring’ and this gave him a lot of support.’ Level 2 Identifies AND/OR describes reasons [2–3] (One mark for each identification/description) e.g. ‘The Gang of Four lost support.’ ‘Hua Guofeng wanted to rid the Party of extremists.’ ‘Deng outmanoeuvred Hua.’ ‘He rejected the Cultural Revolution.’ ‘Deng outmanoeuvred his opponents.’ ‘The Cultural Revolution had been disgraced.’ ‘This was possible because Mao had died.’ Level 1 General answer lacking specific contextual knowledge [1]e.g. ‘Deng emerged as a powerful figure because he had a lot of support.’ Level 0 No evidence submitted or response does not address the question [0]

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18(c) ‘An open-door policy was the most important aspect of Deng Xiaoping’s aims for China.’ How far do you agree with this statement? Explain your answer. Level 5 Explains with evaluation of ‘how far’ [10]As Level 4 plus evaluation. Level 4 Explanation of both sides [7–9]A L4 answer will have a minimum of three explanations (2 on one side; 1 on the other). This will be worth a mark of 7. Fuller explanation of one issue to be given two marks. An answer which only has one explanation on one side of the argument cannot be awarded more than 8. Level 3 One-sided explanation OR one explanation of both sides 5-6 marks [4–6]More detailed explanation of one issue to be given two marks. e.g. ‘Deng wanted an open-door policy so that he could attract inward foreign investment. He wanted to build up Chinese infrastructure and industries so that China could produce consumer goods for the home market and, in the long term, produce goods for export. This meant attracting countries, such as the USA, Britain, Japan and France, to see the prospect of a prosperous China.’ OR e.g. ‘Deng wanted to keep the Communist Party as the only legitimate party to rule China. His aim was to keep the Party in power but to use capitalist methods to rapidly improve the economy so that there would be no unrest and there would be no demands for further reforms.’ Level 2 Identifies AND/OR describes [2–3]One mark for each point. e.g. ‘Deng needed foreign investment.’ ‘He was happy to attract this from capitalist countries.’ ‘This meant more foreign access to China.’ ‘Deng welcomed heads of state, diplomats and business people to China.’ ‘He wanted to promote light manufacture for exports.’ ‘Deng’s aim was to keep the Communist Party in power.’ ‘Deng wanted the return of Hong Kong.’ ‘Deng hoped to persuade Taiwan to return to China.’

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18(c) Level 1 General answer lacking specific contextual knowledge [1]e.g. ‘The dominance of the Communist Party was a key aim.’ Level 0 No evidence submitted or response does not address the question [0]


19(a) In what ways, by 1940, did the non-white population of South Africa suffer discrimination? Level 1 One mark for each relevant point; additional mark for supporting detail [1–4]e.g. ‘Membership of parliament was for white men.’ ‘Black people had the least productive land.’ ‘Black people were allocated only 13% of South African land.’ ‘Black people were not allowed to buy or rent land outside the reservations.’ ‘Black people were allocated the poorest quality housing.’ ‘Black people were given only low-paid work.’ ‘The movement of Black Africans around the country was limited by the pass system.’ ‘Strikes were banned in the mines among black workers.’ ‘All skilled work in the mines was for whites only.’ ‘Black workers were not allowed to join trade unions.’ ‘Black education was grossly underfunded.’ Level 0 No evidence submitted or response does not address the question [0]

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19(b) Why was it difficult for non-whites to move around the country by 1940? Level 4 Explains TWO reasons [6] Level 3 Explains ONE reason [4–5] (Four marks for one explanation, five marks for full explanation) e.g. ‘The pass system was used by the authorities to control and monitor the movement of black Africans. The non-whites were not expected to go to a town or city unless they had a specific job, which was recorded in their pass books. Once a job was completed and this was shown in their pass book, they were expected to leave the town or city.’ Level 2 Identifies AND/OR describes reasons [2–3] (One mark for each identification/description) e.g. ‘Non-whites found it difficult to move around the country because of the pass system.’ ‘Passes were used to ensure that black people moved out of towns when their work was finished.’ ‘Towns were regarded as white areas only.’ ‘Black people were expected to live on a black reservation.’ ‘White farmers used the passes to limit movement and ensure non-whites finished their contracted work.’ Level 1 General answer lacking specific contextual knowledge [1]e.g. ‘The police enforced the pass system.’ Level 0 No evidence submitted or response does not address the question [0]

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19(c) ‘The most important reason the Nationalists came to power in 1948 was because they supported the Sauer Report.’ How far do you agree with this statement? Explain your answer. Level 5 Explains with evaluation of ‘how far’ [10]As Level 4 plus evaluation. Level 4 Explanation of both sides [7–9]A L4 answer will have a minimum of three explanations (2 on one side; 1 on the other). This will be worth a mark of 7. Fuller explanation of one issue to be given two marks. An answer which only has one explanation on one side of the argument cannot be awarded more than 8. Level 3 One-sided explanation OR one explanation of both sides 5-6 marks [4–6]More detailed explanation of one issue to be given two marks. e.g. ‘Nationalist Party policy towards the position of the non-whites was outlined in the Sauer Report. It advocated the continuation and extension of segregation across all areas of social and economic activity. This was what the Afrikaners wanted from their politicians and there was sufficient support to win the 1948 election.’ OR e.g. ‘By 1948, Jan Smuts, the Prime Minister and leader of the United Party, was 78 and widely regarded as out of touch. He was regarded with suspicion for supporting the ideas of equal human rights and liberty in the Charter of the United Nations drawn up after the war.’ Level 2 Identifies AND/OR describes [2–3]One mark for each point. e.g. ‘The Broederbond had been active in promoting Afrikaner interests.’ ‘The Dutch Reform Church strongly supported the Nationalist Party.’ ‘During the war, the government relaxed segregation rules.’ ‘Black people decided, after the war, to press for further concessions.’ ‘There were many boycotts and strikes by black people.’ ‘Many whites were appalled that cracks were appearing in the policy of segregation.’ ‘The Sauer Report advocated apartheid.’ ‘The United Party did not elect a younger leader.’ ‘Smuts was considered by many to be too old to govern.’

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19(c) ‘Smuts supported the UN Charter of Human Rights.’ ‘The United Party considered that complete segregation was impossible.’ ‘Malan and the National Party thought that apartheid was practical.’ Level 1 General answer lacking specific contextual knowledge [1]e.g. ‘The Nationalist Party victory was unexpected.’ Level 0 No evidence submitted or response does not address the question [0]


20(a) What was Umkhonto we Sizwe? Level 1 One mark for each relevant point; additional mark for supporting detail [1–4]e.g. ‘It was a paramilitary group.’ ‘It was the armed wing of the ANC.’ ‘It was known as MK.’ ‘It was co-founded by Nelson Mandela.’ ‘It was formed in the wake of the Sharpeville Massacre.’ ‘Its leaders decided that peace and non-violence would not get rid of apartheid.’ ‘Its mission was to fight against the South African government.’ ‘The commanders included Oliver Tambo, Walter Sisulu and Joe Slovo.’ ‘Its first attacks on government installations were in December 1961.’ ‘Targets included police stations, courts, bars, power supplies.’ ‘It was classified as a terrorist group by the South African government and the USA.’ ‘It was banned by the South African government.’ ‘The MK set up bases in Angola, Zimbabwe, Mozambique and Namibia.’ Level 0 No evidence submitted or response does not address the question [0]

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20(b) Why was de Klerk awarded the Nobel Prize for Peace? Level 4 Explains TWO reasons [6] Level 3 Explains ONE reason [4–5] (Four marks for one explanation, five marks for full explanation) e.g. ‘F W de Klerk was awarded the Nobel Peace Prize for his role in ending apartheid. He was the first South African president to accept that apartheid was not working and had to be dismantled. He accepted that a new political system, based on non-racial democratic principles, was essential to avoid South Africa tearing itself apart.’ Level 2 Identifies AND/OR describes reasons [2–3] (One mark for each identification/description) e.g. ‘De Klerk worked to avoid civil war in South Africa.’ ‘He persuaded white people that white supremacy had to end.’ ‘He realised apartheid had to end.’ ‘He was willing to work with Mandela to produce a peaceful solution.’ ‘He continued to strive for a solution despite provocation from the extreme wing of the ANC.’ ‘He accepted that South Africa had to be a true democracy.’ Level 1 General answer lacking specific contextual knowledge [1]e.g. ‘De Klerk brought peace to South Africa.’ Level 0 No evidence submitted or response does not address the question [0]

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20(c) ‘The declaration of a state of emergency in 1985 was the main cause of an upsurge in violence.’ How far do you agree with this statement? Explain your answer. Level 5 Explains with evaluation of ‘how far’ [10]As Level 4 plus evaluation. Level 4 Explanation of both sides [7–9]A L4 answer will have a minimum of three explanations (2 on one side; 1 on the other). This will be worth a mark of 7. Fuller explanation of one issue to be given two marks. An answer which only has one explanation on one side of the argument cannot be awarded more than 8. Level 3 One-sided explanation OR one explanation of both sides 5-6 marks [4–6]More detailed explanation of one issue to be given two marks. e.g. ‘The state of emergency led to civil liberties being suspended and a huge increase in people being detained. There was widespread torture and violence towards prisoners. As a result, there was an upsurge in violence, especially by the ANC. Government buildings and power installations became a target with over a hundred explosions in two years, causing hundreds of casualties.’ OR e.g. ‘There was increased violence as a result of the increased electricity charges and increased rents. The ANC called for people to make apartheid unworkable. There was a breakdown of black local government in the townships as a result of attacks on government buildings and the assassinations of black councillors and police who were regarded as collaborators with the apartheid system.’ Level 2 Identifies AND/OR describes [2–3]One mark for each point. e.g. ‘Violence was never far below the surface in townships throughout the 1980s.’ ‘Botha’s new constitutional reforms still excluded black people from national politics.’ ‘There were few options for black people to voice their opinion except through violence.’ ‘Since the Soweto riots, the ANC had stepped up violence.’ ‘Police violence at funerals and protest marches encouraged black violence.’ ‘The state of emergency intensified the violence on both ‘sides’.’ ‘Black people could not accept the restrictions and the state violence.’ ‘It became an excuse to settle old scores amongst the black communities.’

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20(c) Level 1 General answer lacking specific contextual knowledge [1]e.g. ‘The state of emergency was declared because of the violence.’ Level 0 No evidence submitted or response does not address the question [0]


21(a) Describe the territorial gains made by Israel in the Six-Day War of 1967. Level 1 One mark for each relevant point; additional mark for supporting detail [1–4]e.g. ‘Israel gained Sinai.’ ‘This was achieved by pushing Egyptian forces back to the Suez Canal.’ ‘Israel took Gaza.’ ‘This was taken from the Egyptians.’ ‘Israel took the West Bank.’ ‘Israel took eastern Jerusalem.’ ‘The West Bank and eastern Jerusalem were taken from Jordan.’ ‘Israel seized the Golan Heights.’ ‘The Golan Heights were taken from Syria.’ Level 0 No evidence submitted or response does not address the question [0]

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21(b) Why was the USA more determined to find a peace settlement in the Middle East from 1973? Level 4 Explains TWO reasons [6] Level 3 Explains ONE reason [4–5] (Four marks for one explanation, five marks for full explanation) e.g. ‘The US realised that the USA relied increasingly upon the Middle East for its imports of oil. The USA’s economic stability, therefore, was largely dependent on events in the Middle East. It was in the USA’s interests to bring about a peace settlement in the Middle East so that it would not be hit by high oil prices as shown after the 1967 Six-Day War and during the 1973 Yom Kippur War.’ Level 2 Identifies AND/OR describes reasons [2–3] (One mark for each identification/description) e.g. ‘The USA had the time because the Vietnam War had ended.’ ‘The USA did not want the USSR to gain more influence in the Middle East.’ ‘The USA wanted to maintain good relations with the USSR during the period of detente.’ ‘The USA was worried about high prices for oil from the Middle East.’ ‘The USA wanted to sell arms to Saudi Arabia.’ ‘The US wanted to bring more security to its ally, Israel.’ ‘Nixon and Kissinger genuinely wanted a peaceful solution.’ Level 1 General answer lacking specific contextual knowledge [1]e.g. ‘A peaceful solution was in the USA’s own interests.’ Level 0 No evidence submitted or response does not address the question [0]

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21(c) ‘Problems which existed between Israel and its Arab neighbours had not been solved by 1995.’ How far do you agree with this statement? Explain your answer. Level 5 Explains with evaluation of ‘how far’ [10]As Level 4 plus evaluation. Level 4 Explanation of both sides [7–9]A L4 answer will have a minimum of three explanations (2 on one side; 1 on the other). This will be worth a mark of 7. Fuller explanation of one issue to be given two marks. An answer which only has one explanation on one side of the argument cannot be awarded more than 8. Level 3 One-sided explanation OR one explanation of both sides 5-6 marks [4–6]More detailed explanation of one issue to be given two marks. e.g. ‘After the Yom Kippur War of 1973, Egypt was the first Arab state to recognise the state of Israel. In 1977, Sadat went to Israel to discuss peace followed by a visit to Egypt by Begin. The Camp David talks recognised the other’s right to have secure and recognised borders. Israel was willing to hand over to Egypt the whole of Sinai within three years, while Israeli shipping would have free passage through the Suez Canal and the Straits of Tiran.’ OR e.g. ‘The Oslo peace agreements were intended to build confidence and trust between Israelis and Palestinians. There were unresolved issues such as the lack of an independent Palestinian state, while Israelis kept on building Jewish settlements in the occupied territories. The peace agreements did not address the rights of Palestinian refugees to return to their homes which they fled in 1948 or 1967.’

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21(c) Level 2 Identifies AND/OR describes [2–3]One mark for each point. e.g. ‘Egypt made a peace agreement with Israel.’ ‘This was opposed by the Arab League.’ ‘Border disputes between Israel and Jordan were settled in 1994.’ ‘Israel’s relations with Syria have remained bitter.’ ‘Israel’s relations with Lebanon were uneasy because of Hezbollah.’ ‘No independent Palestinian state was achieved.’ ‘Arab nations had refugee camps on their borders.’ ‘Palestinian refugees were not allowed back to their homes in Israel.’ ‘Jewish settlers had built homes in the occupied territories.’ ‘Hamas did not want Israel to exist.’ Level 1 General answer lacking specific contextual knowledge [1]e.g. ‘Israel’s relations with most Arab states are uneasy.’ Level 0 No evidence submitted or response does not address the question [0]





22(a) What were the main features of the Palestinian refugee problem up to 1949? Level 1 One mark for each relevant point; additional mark for supporting detail [1–4]e.g. ‘Over 700 000 Arabs fled their homes in Palestine.’ ‘Most went to the West Bank or the Gaza Strip.’ ‘Large numbers went to Syria, Jordan, Egypt and Lebanon.’ ‘The UN established camps for refugees across Arab states.’ ‘The camps provided food, clothing, shelter and education.’ ‘Soon the camps became shanty towns.’ ‘Conditions were overcrowded.’ ‘Deaths were common from malnutrition and disease.’ ‘The Israelis refused to let refugees return to their lands in Israel.’ ‘Jordan allowed some refugees to become citizens of Jordan.’ ‘Arab states had motives for keeping the refugee problem alive.’ ‘The camps served as a reminder of Israeli aggression.’ ‘Refugee camps formed a ring of human misery round the borders of Israel.’ Level 0 No evidence submitted or response does not address the question [0]

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22(b) Why had many Palestinians become refugees by 1967? Level 4 Explains TWO reasons [6] Level 3 Explains ONE reason [4–5] (Four marks for one explanation, five marks for full explanation) e.g. ‘The refugee crisis worsened as a result of the 1967 war, as refugees fled from Sinai, Gaza, Jerusalem and the West Bank. The Israeli policy of encouraging Jewish settlers meant it became impossible for Arabs to return to their homes. Israel designated half the land in the West Bank and a third in Gaza as ‘state land’ for Jewish settlers.’ Level 2 Identifies AND/OR describes reasons (One mark for each identification/description) [2–3]e.g. ‘The war of 1948–49 created 700 000 Arab refugees.’ ‘The Israelis adopted a policy of the expulsion of Arabs.’ ‘The Israelis used violence, such as at Deir Yassin, to frighten Arabs.’ ‘The Israelis would not allow the return of Arabs after the 1948-49 war unless Arab states accepted Israel’s land gains in the war.’ ‘Arab states thought the existence of the refugees served as a reminder of Israeli aggression.’ ‘If Palestinians returned home, they would be part of the Israeli state.’ ‘The 1967 war increased the number of refugees.’ Level 1 General answer lacking specific contextual knowledge [1]e.g. ‘Two wars led to the exodus of Palestinians from their homeland.’ Level 0 No evidence submitted or response does not address the question [0]

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22(c) ‘Arafat and the Palestine Liberation Organisation were a hindrance in the search for a solution to the Arab-Israeli dispute.’ How far do you agree with this statement? Explain your answer. Level 5 Explains with evaluation of ‘how far’ [10]As Level 4 plus evaluation. Level 4 Explanation of both sides [7–9]A L4 answer will have a minimum of three explanations (2 on one side; 1 on the other). This will be worth a mark of 7. Fuller explanation of one issue to be given two marks. An answer which only has one explanation on one side of the argument cannot be awarded more than 8. Level 3 One-sided explanation OR one explanation of both sides 5-6 marks [4–6]More detailed explanation of one issue to be given two marks. e.g. ‘In the 1960s and early 1970s, most Western powers condemned the PLO and considered it as a terrorist group because of the atrocities it committed. The killing of 11 Israeli athletes at the Munich Olympic Games or the hijacking of four planes flown to Jordan and blown up brought little external support for the PLO and the Palestinian cause.’ OR e.g. ‘The political fortunes of the movement improved in 1974 when the PLO was recognised by the Arab League as “the sole legitimate representative of the Palestinian people”. In November of that year, the PLO was granted observer status at the UN and Arafat was allowed to address the UN General Assembly.’ Level 2 Identifies AND/OR describes [2–3]One mark for each point. e.g. ‘The PLO’s violence created publicity.’ ‘Many countries considered the PLO as terrorists.’ ‘The Arab League accepted the PLO as representing the Palestinians.’ ‘In 1974, Arafat addressed the United Nations.’ ‘In 1988, Arafat accepted the existence of Israel and rejected terrorism.’ ‘The PLO took part in the talks in Madrid and Oslo.’ ‘The PLO could not achieve an independent state for Palestinians.’

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22(c) Level 1 General answer lacking specific contextual knowledge [1]e.g. ‘The PLO failed to achieve its main aim.’ Level 0 No evidence submitted or response does not address the question [0]





HISTORY 0470/21 Paper 2 October/November 2018

MARK SCHEME

Maximum Mark: 50

Published



October/November2018




GENERIC MARKING PRINCIPLE 1: Marks must be awarded in line with: • the specific content of the mark scheme or the generic level descriptors for the question • the specific skills defined in the mark scheme or in the generic level descriptors for the question• the standard of response required by a candidate as exemplified by the standardisation scripts.


GENERIC MARKING PRINCIPLE 3: Marks must be awarded positively: • marks are awarded for correct/valid answers, as defined in the mark scheme. However, credit

is given for valid answers which go beyond the scope of the syllabus and mark scheme, referring to your Team Leader as appropriate

• marks are awarded when candidates clearly demonstrate what they know and can do • marks are not deducted for errors • marks are not deducted for omissions • answers should only be judged on the quality of spelling, punctuation and grammar when these

features are specifically assessed by the question as indicated by the mark scheme. The meaning, however, should be unambiguous.








19th Century topic

1 Study Sources A and B. How far do these two sources agree? Explain your answer using details of the sources. Level 5 Compares big messages 7 A is pro-Boxer, B is anti- Boxer Level 4 Agreement and disagreement of detail or sub-messages 5–6 Level 3 Agreement or disagreement of detail or sub-messages 3–4 Level 2 Identifies information that is in one source but not in the other or states that the sources are about the same subject 2 OR Level 2 Compares the provenance of the sources Level 1 Writes about the sources but makes no valid comparison 1 Level 0 No evidence submitted or response does not address the question 0

7


2 Study Source C. What is the cartoonist’s message? Explain your answer using details of the source and your knowledge. Level 5 Explains point of view of cartoonist 7–8 Condemnation of westerners = 7marks Answers need to add hypocrisy of westerners for 8 marks Level 4 Explains big message 6 Foreigners and Chinese are as bad as each other – candidates must use the words in the cartoon as explanation Level 3 Sub-message explained 3–5 e.g. The Boxers were barbaric Level 2 Plausible misinterpretations 2 e.g. Westerners were civilised Level 1 Surface description of source 1 Level 0 No evidence submitted or response does not address the question 0

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3 Study Source D. Are you surprised by this source? Explain your answer using details of the source and your knowledge. Level 7 Not surprised based on cross reference to other sources or to contextual knowledge 6–7 Level 6 Surprised based on cross reference to other sources or to contextual knowledge 5–6 Level 5 General contextual knowledge used to explain surprise / no surprise 5 Level 4 Assertions based on everyday empathy 4 Level 3 Valid analysis of source but fails to state whether surprised or not 3 Level 2 Identifies something surprised/not surprised by but no valid explanation 2 Level 1 Writes about source but fails to address the question 1 Level 0 No evidence submitted or response does not address the question 0

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4 Study Source E. Why was this source published in Britain in July 1900? Explain your answer using details of the source and your knowledge. Level 5 Explains purpose in context of 1900. 8 Level 4 Explains the purpose of the source 6–7 (must have intended impact on audience) e.g. To persuade the British government to punish the Chinese Level 3 Explains the big message 4–5 To tell people how heroic the Europeans were Level 2 Explains context only – fails to explain message or purpose of source 2–3 OR Level 2 Explains a valid sub-message (based on details in source) Level 1 Uses the source – no reason given 1 Level 0 No evidence submitted or response does not address the question 0

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5 Study Sources F and G. Would the artists of these two sources have agreed about events in China in 1900? Explain your answer using details of the sources and your knowledge. Level 6 Compares big messages – compares the points of view of the artists 7–8 In F The Europeans are barbarians, in G it’s the Chinese who are barbarians Or In F the Europeans are barbarians in G they are heroic Level 5 Compares valid sub-messages 5–6 Level 4 Interprets big message of one/both sources – no valid comparison 4 F The Westerners are vicious barbarians G The Westerners are heroic Level 3 Interprets valid sub-message of one or both sources – no valid comparison 3 Level 2 Answers based on use of undeveloped provenance 2 OR Level 2 The two illustrations are about different things Level 1 Surface comparisons 1 Level 0 No evidence submitted or response does not address the question 0

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6 Study all the sources. How far do these sources provide convincing evidence that the foreign response to the Boxer Rising was justified? Use the sources to explain your answer. Level 3 Uses sources to support and reject the statement 7–10 Award up to 2 bonus marks for evaluation of sources (no more than 1 per source). Source use must be reference to a source by letter, by provenance or by direct quote. There must be examples from source content. There must be an explanation of how this supports/does not support the statement. Use a in the margin for each source use in support of the statement and a

for each source use rejecting the statement.

B, D, E, G A, C, F

Level 2 Uses sources to support or reject the statement 4–6 Level 1 No valid source use 1–3 Level 0 No evidence submitted or response does not address the question 0

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20th Century topic

1 Study Source A. What impressions does Source A give of the relationship between Hitler and Mussolini? Explain your answer using details of the source. Level 5 More than one valid supported inference 6 Level 4 One valid supported inference – there must be an explicit move to say the support is from the source 5 Level 3 Makes inferences – not supported 3–4 Level 2 Uses surface information about the relationship – no inferences 2 e.g. ‘Mussolini was worried about the relationship.’ ‘Mussolini was happy because the relationship meant he was at the centre of a strong military combination.’ Level 1 Copies or paraphrases the source – not about the relationship but does at least use the source 1 Level 0 No evidence submitted or response does not address the question 0 Note: In Levels 2–5 answers must be about Hitler and Mussolini, not Germany/Italy.

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2 Study Source B. What is the cartoonist’s message? Explain your answer using details of the source and your knowledge. Level 5 Explains point of view of cartoonist 8 Allow either Low’s disapproval of how these two dictators are behaving or Low is warning everyone about what Germany is up to once it has Italy out of the way Level 4 Explains big message 6–7 Must have both halves of the cartoon – what Germany is up to and the fact that Italy’s misfortunes will let Germany achieve it Level 3 Sub-message explained 3–5 Sub-message not explained = 3 marks. Weak explanation can also be 3 marks. Level 2 Plausible misinterpretations 2 e.g. Hitler was helping Mussolini Level 1 Surface description of source 1 Level 0 No evidence submitted or response does not address the question 0

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3 Study Source C. How far are you surprised by this source? Explain your answer using details of the source and your knowledge. Level 6 Uses contextual knowledge/cross reference to explain why not surprised Eden/Britain wants to keep Italy onside 7–8 Level 5 Uses contextual knowledge/cross reference to explain why surprised that Eden/Britain wants to keep Italy onside 5–6 Level 4 Answers restricted to internal inconsistencies 4 OR Uses contextual knowledge/cross reference to test details in Source C OR As for Levels 5/6 but general answers lacking specific contextual knowledge Level 3 Valid analysis of source but fails to state whether surprised or not 3 Level 2 Identifies something surprised/not surprised by but no valid explanation 2 Level 1 Writes about source but fails to address the question 1 Level 0 No evidence submitted or response does not address the question 0

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4 Study Sources D and E. How far do these two cartoons agree? Explain your answer using details of the sources and your knowledge. Level 6 Compares big-messages 8 Level 5 Explains big-message(s) but no valid comparison 7 D says Mussolini is the senior partner and he doesn’t want Germany to have Austria E says Hitler has the upper hand and Mussolini doesn’t seem bothered about Germany taking Austria Level 4 Compares sub-messages 5–6 Level 3 Explains valid sub-message(s) but no comparison 3–4 Level 2 Answers based on undeveloped provenance 2 Level 1 Describes cartoons but no comparison 1 Level 0 No evidence submitted or response does not address the question 0

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5 Study Sources F and G. Does Source G prove that Mussolini was lying in Source F? Explain your answer using details of the source and your knowledge. Level 6 Compares the sources and evaluates both 8 Level 5 Compares the sources and evaluates one of them 7 Level 4 Evaluates Mussolini in F but no use of Source G 6 Level 3 Answers based on agreements/disagreements 4–5 Level 2 Answers based on undeveloped provenance 2–3 Level 1 Writes about the sources but does not address the question or there is no valid argument 1 Level 0 No evidence submitted or response does not address the question 0

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6 Study all the sources. How far do these sources provide convincing evidence that Italy benefited from its relationship with Germany? Use the sources to explain your answer. Level 3 Uses sources to support and reject the statement 7–10 Award up to 2 bonus marks for evaluation of sources (no more than 1 per source). Source use must be reference to a source by letter, by provenance or by direct quote. There must be examples from source content. There must be an explanation of how this supports/does not support the statement. Use a in the margin for each source use in support of the statement and a

for each source use rejecting the statement.

A, (C), D, F A, B, (C), E, G

Level 2 Uses sources to support or reject the statement 4–6 Level 1 No valid source use 1–3 Level 0 No evidence submitted or response does not address the question 0

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HISTORY 0470/41 Paper 4 Alternative to Coursework October/November 2018

MARK SCHEME

Maximum Mark: 40

Published







GENERIC MARKING PRINCIPLE 1: Marks must be awarded in line with: • the specific content of the mark scheme or the generic level descriptors for the question • the specific skills defined in the mark scheme or in the generic level descriptors for the question• the standard of response required by a candidate as exemplified by the standardisation scripts.


GENERIC MARKING PRINCIPLE 3: Marks must be awarded positively: • marks are awarded for correct/valid answers, as defined in the mark scheme. However, credit

is given for valid answers which go beyond the scope of the syllabus and mark scheme, referring to your Team Leader as appropriate

• marks are awarded when candidates clearly demonstrate what they know and can do • marks are not deducted for errors • marks are not deducted for omissions • answers should only be judged on the quality of spelling, punctuation and grammar when these

features are specifically assessed by the question as indicated by the mark scheme. The meaning, however, should be unambiguous.








Assessment Objectives 1 and 2 Level 5 [33–40] Candidates: • Select and deploy a range of relevant and accurate contextual knowledge to effectively support

their answers. • Select, organise and deploy effectively and relevantly a wide range of information to support their

conclusions. • Demonstrate a good understanding of the key features, reasons, results and changes of societies,

events, people and situations relevant to the question. They demonstrate an awareness of the importance of the broad context and of interrelationships of the issues of the question.

• Produce well-developed, well-reasoned and well-supported conclusions. • Write with precision and succinctness, showing structure, balance and focus. Level 4 [25–32] Candidates: • Deploy mostly relevant and accurate contextual knowledge to support parts of their answers. • Select a range of relevant information which is generally well-organised and deployed appropriately. • Demonstrate a reasonable understanding of the significance of the key features, reasons, results

and changes of societies, events, people and situations relevant to the question with awareness of the broad context. They have some understanding of interrelationships of the issues in the question.

• Can produce developed, reasoned and supported conclusions. • Write with precision and succinctness, showing structure, balance and focus. Level 3 [17–24] Candidates: • Demonstrate and select some relevant contextual knowledge and deploy it appropriately to

support parts of their answers. • Select and organise mostly relevant information, much of it deployed appropriately with a structured

approach, either chronological or thematic. • Demonstrate some understanding of the key features, reasons, results and changes of the

societies, events, people and situations relevant to the question with some awareness of the broad context.

• Produce structured descriptions and explanations. • Support conclusions although they are not always well-substantiated. • Write with some precision and succinctness. Level 2 [9–16] Candidates: • Demonstrate some, but limited contextual knowledge. • Select and organise some relevant information. This is only deployed relevantly on a few occasions. • Identify and describe key features, reasons, results and changes of the societies, events, people

and situations relevant to the question, but little awareness of the broad context. There is some structure in the descriptions.

• Attempt conclusions but these are asserted, undeveloped and unsupported. • Present work that lacks precision and succinctness. • Present a recognisable essay structure, but the question is only partially addressed.





Level 1 [1–8] Candidates: • Demonstrate little relevant contextual knowledge. • Demonstrate limited ability to select and organise information. • Describe a few key features, reasons, results, and changes of societies, events, people and

situations relevant to the question. The work contains some relevant material but this is not deployed appropriately, and there are no effective links or comparisons.

• Write relatively little or it is of some length but the content is not focused on the task. • Answer showing little understanding of the question. Level 0 [0] Candidates: Submit no evidence or do not address the question.

Information Suggestions The information listed below attempts to indicate some of the detail and issues that candidates may wish to address in their answers. This list does not claim to be exclusive or exhaustive. Marks should be awarded on the quality of detail used and quality of argument deployed as defined in the generic mark scheme.





1 How important was military defeat in causing Russia to leave the war in 1918? Explain your answer. YES Military defeats against Germany had caused huge casualty lists in Russia – 1.5 million by 1916; reference could be made to defeats in earlier battles such as Tannenberg; Tsar takes personal control of the army in 1915 – he was now blamed for defeats; desertion of peasant soldiers on the Eastern Front commonplace by 1917; Provisional Government continued war which was unpopular; Summer Offensive launched by Kerensky led to increased social and economic problems and July Days riots against the war; this led to support for radical socialism – Bolsheviks promised ‘peace, land and bread’; Bolshevik uprising in November led to Decree on Peace, etc. NO More important (note there may be crossover of factors) – Tsar took charge of forces in 1915 – Tsarina and Rasputin made poor political decisions at home – led to growing resentment towards government; failure of Provisional Government to solve social and economic problems; well organised and disciplined Bolshevik Party able to seize power under leadership from Lenin; Petrograd Soviet commanded loyalty of Petrograd garrison; socio-economic issues – food and fuel shortages due to peasants being used for the Russian Army; chronic inflation due to printing of money – prices had trebled by 1917; transport networks failed; poor working conditions for workers in towns; peasants demanded land, etc.

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2 How significant was the collapse of the Home Front in bringing about Germany’s decision in 1918 to ask for an armistice? Explain your answer. YES Since 1916, the German government had come under the increasing influence of Army Generals Hindenburg and Ludendorff – ‘silent dictatorship’; the Reichstag had increasingly started to question the war; war weariness at home due to food shortages caused by British blockade of German ports; food and fuel shortages led to the forming of Soviet style councils; Army leaders called for revolution from above; Germany suffered huge casualties; power transferred to Reichstag after October Reforms – Parliamentary monarchy; October Revolution sparked by Kiel Mutiny; riots broke out across Germany, etc. NO More significant – US entry into the war; US had recruited 5 million men by 1918; this bolstered Allied forces and allowed Allies to use experienced troops in vital areas; failure of Ludendorff Offensive in 1918; left defences of Hindenburg Line; failed to reach objectives and exhausted German Army; Germany had fought a two-front war up to 1918 and had had to reinforce her Allies who were weaker; Somme and Passchendaele had seriously depleted German Army; Allies had developed new technology and tactics – tanks, creeping barrage; low German morale, etc.

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3 How important were Hitler’s election promises as a reason for the growth in support for the Nazi Party by 1933? Explain your answer. YES Hitler's 25 Point Programme focused on abolishing the Treaty of Versailles which was despised by many in Germany; propaganda focused on removing the November Criminals and highlighted the stab in the back myth; Nazi policies focused on the creation of Lebensraum in the East which was popular with other nationalists; Hitler promised to rearm – popular with Army and ex-soldiers; Hitler promised to reclaim lost German territory to reunite German speaking peoples; Hitler wanted an Anschluss with Austria – racial nationalism excluded non-Germans and Jews from citizenship – appealed to more extremist members and supporters; some socialist aspects of Nazi policy – pensions, wage caps, control of big business appealed to workers; promised farmers better prices; Nazis changed unpopular policies, etc. NO More important – SA appealed to the working class, unemployed and ex-military; propaganda was more important in gaining support – use of negative cohesion during the Depression; Depression led to rise in anti-communism amongst middle class and elites which bolstered Nazi support; Hitler's leadership – speeches, rallies; Hitler as Chancellor had control of state apparatus; Reichstag Fire, etc.

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4 How significant were Nazi policies towards the churches in the development of a totalitarian state after 1933? Explain your answer. YES Hitler signed the Concordat with the Catholic Church in 1933 – they promised not to interfere with each other; Hitler attempted to unite all of the protestant churches into a single Reich Church under Bishop Muller; encouraged an alternative to Christianity – German Faith Movement; many Germans listened to messages given out at church, some were pro-Nazi, others spoke out against them; Bishop Galen criticised the Nazis in the 1930s and led a popular protest against the T-4 euthanasia programme in 1941, forcing them to stop; Pastor Niemoller spent 1938–45 in a concentration camp for speaking out against the Nazis, etc. NO More significant – Reichstag Fire and mass arrest of 4000 Communist leaders; banning of Communist Party; emergency powers from Hindenburg; Enabling Act allowed Hitler to ban trade unions and all other parties, creating one-party state; Night of Long Knives removed SA and internal opposition/threats; death of Hindenburg; control of propaganda; use of terror – SS, gestapo, concentration camps, courts; control of schools and curriculum; Hitler Youth; policies towards women, etc.

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5 How important was the October Manifesto in weakening Tsarist rule? Explain your answer. YES October Manifesto introduced limited democracy and representation; ended Tsarist autocracy officially; gave freedom of speech and assembly which legalised opposition political parties; an elected Duma represented the views of a majority of the population; laws had to be approved by the Duma; Duma could check the power of the government, etc. NO October Manifesto was quickly overturned by Fundamental Law in 1906, re-establishing Tsarist autocracy; Russian Army used to enforce autocracy; Dumas dissolved by Tsar when they opposed his government; more important: 1904–05 Russo-Japanese War; peasant land issue; Bloody Sunday incident; 1905 Revolution; impact of WWI; 1915 Tsar takes control of army; Tsarina and Rasputin, etc.

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6 How significant was the removal of political rivals in allowing Stalin to create a totalitarian state? Explain your answer. YES Removal of political rivals on right and left of Party between 1924–28; Great Purges of the 1930s used to effectively remove opposition – Party, military and all levels of society targeted; 20% of Party members removed; show trials used to expose counter-revolutionaries – used as propaganda in cinemas; NKVD purged; NKVD also used as organ of state terror – 1.5 million victims; 500 000 shot and many sent to gulags; anti-Soviet elements in society such as artists, writers and musicians removed; dekulakisation removed class enemy, etc. NO More significant – propaganda and censorship of the press; Stalin created his ‘cult of personality’ using the arts, newspaper photos, renaming of places, etc.; Young Pioneers youth organisation loyal to Stalinist ideas; carrot and stick approaches – loyal workers and those that exceeded targets were rewarded; Five Year Plans organised society like never before; collectivisation helped control the peasantry, etc.

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7 How important was the availability of new consumer goods in changing people’s lives in the USA in the 1920s? Explain your answer. YES Radios became widespread in the US – 40% owned one by 1930; used in cars and the household; listened to new music, sports and advertising; by 1926, there were 500 local radio stations; gave rise to the popularity of jazz music and opportunities for black Americans; refrigerators, vacuum cleaners and other household appliances saved time on household chores; gave women more free time; mail catalogues sold women make-up, new clothes, perfumes which changed people’s fashions and appearances; cars gave people freedom of movement; allowed families to go on holiday to different counties and states; caused a growth of suburban areas; gave people access to city life, etc. NO More important – nightclubs, cinemas, sports; new entertainment made people idolise movie stars and copy their fashions and appearances – ‘flappers’; jazz music changed young people’s behaviour and dancing styles; women’s vote 1920; Prohibition; Red Scare; growth of KKK, etc.

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8 How significant were the temperance movements in causing the introduction of Prohibition? Explain your answer. YES Anti-Saloon League had campaigned for the abolition of alcohol since the 19th century; Women's Temperance Movement argued for prohibition for religious and moral reasons – they argued men were more likely to commit crimes, catch sexually transmitted diseases, waste family income and become involved in crime; temperance movements already had influence in the rural South and Midwest; some state governments had already introduced prohibition by 1914, etc. NO More significant – First World War led to a rise in anti-German feeling; many breweries were German owned or had German names; considered unpatriotic to drink an alcoholic beverage; many believed the grain for alcohol could be used for bread during the war and sent to help Allies; many politicians saw the potential support from dry voters, especially in small town America – by 1918 prohibition already in 18 states; Protestant Church preached support for the cause – associated with a decline in moral standards; KKK supported prohibition in many states; some industrialists supported prohibition arguing that it would be good for the economy as it would reduce absenteeism and increase productivity, etc.

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9 How important were the actions of the Nationalist government as a reason for Mao’s victory in 1949? Explain your answer. YES Communists and Nationalists at first worked together in government but Chiang Kai Shek ordered leading Communist members to be arrested in 1927; many took to the streets in protest – by 1928 300 000 killed; Nationalists launched a full scale military campaign – forced the Communists on the Long March where they rebuilt the Party, reorganised under Mao’s leadership and gained the support of many peasants on their retreat; the retreat taught them guerrilla warfare tactics worked well against the KMT forces; led them to set up their base at Yenan which became a beacon of Communist ideas drawing in new revolutionary members; Second World War saw KMT continue to focus their efforts on Communists rather than Japanese; KMT viewed as corrupt and misused US and Western loans, etc. NO More important – Mao’s leadership and ideology; Maoism saw peasants as revolutionary class; Communists used effective propaganda to attract peasants to their cause; guerrilla warfare tactics tried and tested in the Second World War against the Japanese; many saw Communists as the patriotic party during the invasion and occupation; many KMT troops deserted Chiang and joined Communists; victory in Chinese Civil War, etc.

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10 How significant was spreading Maoist ideology in shaping China’s foreign policy after 1949? Explain your answer. YES Chinese support in Korean War – North Korean communists trained by Chinese PLA and Maoist ideology spread; Chinese gave military aid and funding to North Vietnamese communists in an attempt to stop the spread of Soviet-style communism; Mao backed peasant uprising in India in 1967; China continued to support Indian communists; breakdown of relationship between China and USSR over Khrushchev’s softer version of communism, etc. NO More significant – relations with USSR; Sino–Soviet Treaty of Friendship gave $300 million in loans and a 30-year military alliance; during the 1950s USSR sent experts and gave 520 million roubles in loans for Five Year Plans; tension between China and Japan at all time low after Second World War; tension with Tibet more significant and brought international condemnation; tensions with USA during Korean War as China supported the North and the UN/US led force supported the South; tension with Taiwan as KMT in exile who refused to recognise PRC – officially at war until 1979 – most countries recognised them as true Chinese government until 1971, etc.

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11 How important was agriculture to the development of the economy in South Africa before 1948? Explain your answer. YES About one third of the working population was dependent on agriculture; it contributed about 20% of total economic output to South Africa; collapse of prices during 1930s depression – government gave loans, grants, rebates and many other forms of help; black South Africans dependent on agricultural work; black people charged more for their maize, milk and sugar than white people, etc. NO More important – gold mining, described as the engine of South Africa; accounted for 70% of exports; helped purchase oil and advanced technology for South African industry; helped stimulate other sectors of society and economy – machinery, electrical equipment, explosives, wire cables and miners’ boots; banking and financial services expanded and accounted for immigration of doctors, lawyers, geologists and accountants to meet the needs of the mining industry; foreign capital, entrepreneurs and skilled labour were drawn to South Africa; large amounts of government revenue from taxation and royalties; manufacturing more important – by 1945 it accounted for 30% of total economic output; cheap electricity; iron and steel, etc.

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12 How significant was civil unrest in bringing about the end of white minority rule? Explain your answer. YES 1976 Soweto Riots led to widespread riots and protests against apartheid; international condemnation of police action; 1984 surge of mass protests and violence in parts of the Vaal due to increased rents and utility bills; ANC called black people to make apartheid unworkable; black local governments in the townships broke down and there were attacks and assassinations of officials and police; school boycotts against substandard teachers and resources; state of emergency declared; civil unrest and almost civil war by 1989; forced government and international bodies to take notice, etc. NO More significant – Steve Biko and Black Consciousness Movement; role of ANC and PAC; external opposition to apartheid from UN and sanctions on sports then economy in 1970s and 1980s; OAU set up in 1963 in Africa to help oppose apartheid; Botha's reforms left many non-whites displeased with petty-apartheid; black trade unions legalised in 1979; reform to Pass Laws and education gave many black people a taste of greater freedom and equality; role of individuals – Tambo, Mandela, Tutu, de Klerk, etc.

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13 How important was the role of Britain as a cause of conflict in Palestine before 1948? Explain your answer. YES British Mandate in 1919 – struggled to keep the peace between Arabs and Jewish settlers; Arabs saw this as a betrayal; Zionists feared Britain was going to set up an Arab state; further Jewish immigration allowed by British in late 1920s and 1930s increased tension; Arab revolt against British in 1936; 1937 – British promised a partition plan but in 1939, the White Paper did not mention this which angered Jews who feared an Arab state would be created; both Arabs and Jews hoped for a solution after WWII – Britain refused to withdraw from Palestine; Bevin limited Jewish immigration; Jewish terrorism against British by Haganah, Lehi and Irgun – King David Hotel incident in 1946; issue of partition handed over to UNO in 1947; British withdrawal in 1948, etc. NO More important factors – religion; both Jews and Muslims regarded Jerusalem as a holy place; USA pushed British forces to withdraw and supported Jewish state; USA gave political support to Israel; Jews from Europe and the USA sent Israel financial aid; distrust over UNO Partition Plan by Arabs; Arab nationalism; failure of UN Partition Plan to appease either side, etc.

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14 How significant was Israel in causing the Suez War, 1956? Explain your answer. YES Ben Gurion, Zionist Prime Minister, wanted to expand control over Sinai and access to Suez Canal; concern over security against Egypt which had some Palestinian refugees; wanted to stop Palestinian raids into Israel from the Gaza Strip; met secretly with Britain and France agreeing to invasion plan of Egypt; Israel launched surprise attack using paratroopers, etc. NO More significant – Egyptian nationalism under President Nasser; wanted the removal of foreign powers in Egypt; wanted to nationalise Suez Canal and blockade Straits of Tiran; Britain and France owned Suez Canal; Britain and France withdrew support for Egypt when Nasser officially recognised communist China – part of Cold War context; Egypt sought Soviet assistance, etc.

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Documents

Cambridge International Examinations Cambridge ...6 UCLES 2018 0470/11/O/N/18 [Turn over DEPTH STUDY C: RUSSIA, 1905–41 13 The Provisional Government was replaced by the Bolsheviks