Cambridge Assessment International Education pasxcel.com ...€¦ · 4 UCLES 2019 0470/11/O/N/19...

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

Cambridge Assessment International EducationCambridge International General Certificate of Secondary Education

HISTORY 0470/11Paper 1 October/November 2019 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.

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SECTION A: CORE CONTENT

Answer any two questions from this Section.

1 1848 was a year of political upheaval across Europe.

(a) What were the aims of the Frankfurt Parliament? [4]

(b) Why was there support for revolutionary ideas in Hungary in 1848? [6]

(c) ‘The 1848 revolution brought little change to France.’ How far do you agree with this statement? Explain your answer. [10]

2 Tension grew between North and South for many years before the Civil War.

(a) What was secession? [4]

(b) Why did the Fugitive Slave Laws cause tension between North and South? [6]

(c) ‘The North won the Civil War because of skilful military leadership.’ How far do you agree with this statement? Explain your answer. [10]

3 European powers expanded their empires in the nineteenth century.

(a) What was the ‘Scramble for Africa’? [4]

(b) Why did the Boxer Rising take place? [6]

(c) How different was Belgian imperialism from that of other European countries? Explain your answer. [10]

4 There were many causes of tension in Europe before the First World War.

(a) Describe the July Crisis of 1914. [4]

(b) Why were ‘Dreadnoughts’ important to relations between Germany and Britain? [6]

(c) How far were the Moroccan Crises a threat to peace in Europe? Explain your answer. [10]pasx

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5 The League of Nations had strengths and weaknesses.

(a) Describe the dispute over the Aaland Islands. [4]

(b) Why was the work of the agencies of the League of Nations important? [6]

(c) Which was more important in causing the weakness of the League: its structure or the Great Depression? Explain your answer. [10]

6 Many tensions contributed towards the collapse of peace in 1939.

(a) Describe relations between Italy and Germany in the 1930s. [4]

(b) Why was there an increase in militarism in Japan in the 1930s? [6]

(c) How far was Hitler’s determination to defeat communism to blame for the Second World War in Europe? Explain your answer. [10]

7 The first major conflict of the Cold War took place in Korea.

(a) What was MacArthur’s role in the Korean War? [4]

(b) Why was Chinese support for North Korea important? [6]

(c) How far was the outcome of the Korean War a success for the USA? Explain your answer. [10]

8 The Soviet Union tried to maintain firm control over Eastern Europe.

(a) Describe Imre Nagy’s role in the Hungarian Uprising. [4]

(b) Why were Gorbachev’s reforms important for Eastern Europe? [6]

(c) How secure was Soviet control of Eastern Europe from 1960 to 1980? Explain your answer. [10]

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SECTION B: DEPTH STUDIES

Answer any one question from this Section.

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

9 The First World War was fought on many fronts.

(a) Describe developments on the Eastern Front during 1916. [4]

(b) Why was the convoy system introduced? [6]

(c) ‘The Defence of the Realm Act was the most important action taken by the British government on the Home Front.’ How far do you agree? Explain your answer. [10]

10 After August 1918 Germany was in retreat.

(a) Describe the conditions facing German civilians in 1918. [4]

(b) Why did the Kaiser abdicate? [6]

(c) ‘The Battle of Amiens was more important than the Ludendorff Offensive in bringing the war to an end.’ How far do you agree with this statement? Explain your answer. [10]

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DEPTH STUDY B: GERMANY, 1918–45

11 The Weimar Republic faced many problems.

(a) What were the ‘November Criminals’? [4]

(b) Why was there left-wing opposition to the German Republic? [6]

(c) ‘The Weimar Constitution doomed the Republic to failure.’ How far do you agree with this statement? Explain your answer. [10]

12 The economy changed a great deal under the Nazis.

(a) Describe the Four-Year Plan. [4]

(b) Why were some people unhappy with the changes the Nazis made to the economy in the 1930s? [6]

(c) ‘The Second World War brought little change to the Nazi economy.’ How far do you agree with this statement? Explain your answer. [10]

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DEPTH STUDY C: RUSSIA, 1905–41

13 Many problems faced the Tsar in the early twentieth century.

(a) Describe the state of the Russian economy by 1914. [4]

(b) Why did the October Manifesto have only a limited impact on the way Russia was ruled? [6]

(c) How far was Tsar Nicholas II responsible for his own downfall? Explain your answer. [10]

14 Stalin used many methods to achieve and consolidate his power.

(a) Describe the role of the NKVD. [4]

(b) Why did Trotsky fail to become leader of the USSR? [6]

(c) ‘The show trials were the most effective method of control used by Stalin.’ How far do you agree with this statement? Explain your answer. [10]

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DEPTH STUDY D: THE USA, 1919–41

15 Society changed in the USA in the 1920s.

(a) Describe US government policy on immigration in the 1920s. [4]

(b) Why did prohibition lead to an increase in crime? [6]

(c) ‘Women’s lives improved in the USA in the 1920s.’ How far do you agree with this statement? Explain your answer. [10]

16 Roosevelt used a range of policies to tackle the Depression.

(a) Describe Roosevelt’s ‘fireside chats’. [4]

(b) Why was the Emergency Banking Act important? [6]

(c) How far did the New Deal cope with the problem of unemployment? Explain your answer. [10]

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DEPTH STUDY E: CHINA, c.1930–c.1990

17 The Nationalists failed to secure their position in China.

(a) What were the main aims of the Chinese Communists in the inter-war period? [4]

(b) Why was the Marco Polo Bridge Incident important? [6]

(c) ‘The Nationalists lost the Civil War because they were unpopular.’ How far do you agree with this statement? Explain your answer. [10]

18 China’s relations with the rest of the world have been uneasy at times.

(a) Describe Mao’s relationship with Khrushchev. [4]

(b) Why was the Sino-British Joint Declaration of 1984 important? [6]

(c) How far was Taiwan the main reason for tension between China and the USA up to 1970? Explain your answer. [10]

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

19 There were many attempts to oppose apartheid.

(a) What was the Defiance Campaign of 1952? [4]

(b) Why did some white South Africans oppose apartheid? [6]

(c) How far did the African National Congress (ANC) grow stronger in the 1960s? Explain your answer. [10]

20 There was opposition to apartheid within and outside South Africa.

(a) Describe the activities of the international Anti-Apartheid Movement. [4]

(b) Why did many black workers go on strike in the 1970s? [6]

(c) ‘International sanctions were more important than internal opposition in ending apartheid.’ 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 Relations between Israel and the Arab states were generally hostile.

(a) What was the role of the United Nations in the Suez Crisis? [4]

(b) Why did oil become important in the Arab-Israeli conflict? [6]

(c) ‘The Yom Kippur War was not a victory for Israel.’ How far do you agree with this statement? Explain your answer. [10]

22 Bringing about peace between Israel and the Palestinians has been difficult.

(a) Describe the establishment of the Palestinian Authority. [4]

(b) Why has Jerusalem been a major problem for the peace process? [6]

(c) ‘Divisions between Israeli politicians are the main reason for the failure to reach a comprehensive peace agreement between Israel and the Palestinians.’ 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 Assessment International Education Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at www.cambridgeinternational.org after the live examination series.

Cambridge Assessment International Education is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of the University of Cambridge Local Examinations Syndicate (UCLES), which itself is 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 (KN/TP) 168105/2© UCLES 2019 [Turn over

Cambridge Assessment International EducationCambridge International General Certificate of Secondary Education

*9392413068*

HISTORY 0470/21Paper 2 October/November 2019 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: Nineteenth century topic [p2–p6]Option B: Twentieth century topic [p8–p12]



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Option A: Nineteenth century topic

HOW IMPORTANT WAS GIUSEPPE MAZZINI TO ITALIAN UNIFICATION?

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

Background Information

Giuseppe Mazzini is a controversial figure in the story of the Risorgimento. In 1831 he founded the Young Italy movement through which he aimed to unify the whole of Italy into a republic. He planned to achieve this through his writings and through revolution and he spent most of his life either being involved in failed uprisings or being exiled from Italy. He was often more highly regarded outside Italy than he was in his own country.

Some, like Cavour, regarded him as a dangerous revolutionary who did Italy harm. After the Kingdom of Italy was created in 1861, Mazzini refused to swear allegiance to the new kingdom and continued to be involved in rebellions. He described the new Italy as ‘a corpse rotten with materialism and egoism’. Others saw him as an unrealistic dreamer. However, it has been argued that he was an inspirational figure who created Italian national consciousness. The final step in the creation of a united Italy was made in 1870, with the annexation of Rome. By this time Mazzini was no longer regarded as a threat and attitudes towards him in Italy began to change.

How important was Mazzini to Italian unification?

SOURCE A

Giuseppe Mazzini was born in Genoa on 22 June 1805. After university he joined the Carbonari but by 1830 he was disillusioned with them. He saw little future for a secret society whose members did not even know what they were working for. In the first few months of 1831 Mazzini was occupied with one of the greatest achievements of his life, and one which had a great effect on the progress of the Risorgimento. This was the establishment of Young Italy. Though its plans for action ended in failure, its significance was that it helped to build up a national consciousness in Italy and to give the idea of national unity pride of place over any federal solution. In this way Mazzini provided the psychological and spiritual foundation on which Cavour, Garibaldi and Victor Emmanuel II were to build the new Italy. His goal for Italy was clear. He wanted to see an independent unitary republic, with full democratic rights for every citizen and complete freedom from foreign domination and the power of the pope. To this national plan he added the hope of a closer association of nations.

When he later ruled the Republic of Rome for a short time in 1849, he took steps towards establishing reforms affecting the whole life of the Papal States. He abolished the death penalty, he removed taxes which oppressed the lower class and he introduced universal suffrage and freedom of the press. As far as possible, he suppressed acts of anti-clerical violence. Though republican in name, this was a liberal government in the grand manner, and won approval of English liberals.

From a recent account about Mazzini.

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SOURCE B

Born in Genoa in 1805, Mazzini went on to earn his degree in law at the university there and began his life as a revolutionary. He started to become affiliated with the Carbonari group, which used force in certain areas to spark a revolution. However, he was soon forced to flee to France. While there, Mazzini founded his most important contribution to Italian unification – Young Italy. Mazzini actually conducted this group from abroad in France. Young Italy was a specific group consisting of liberal intellectuals working for a strong central government after Italian unification. This group amassed around fifty to sixty thousand members, and lasted roughly two decades. Mazzini called for the removal of Austrian influence in Italy, an end to the pope’s temporal power over the Papal States, and the creation of a republican national government.

Mazzini was not successful because on the one hand he was too intellectual, but on the other his thinking was terribly vague. His writings appealed to a few revolutionaries but not to the peasants. He failed to realise how important it was to win mass popular support. His ideas inspired some hopeless attempts at revolution and if it was not for his part in the Roman Republic, his reputation would be only as an unrealistic and romantic hothead. While briefly in charge of the Republic, he ruled in a tolerant and enlightened way. However, when the Republic was attacked by the French, it was Garibaldi who organised and led the defence.

From a recent account about Mazzini.

SOURCE C

An open letter to Charles Albert

If I believed you to be an ordinary king, with a narrow tyrannical outlook, I would not address you in the language of free men. But you, Sire, are not such a king. You have strength of mind and high principles. There is a crown more brilliant and sublime than that of Piedmont, a crown that awaits the man who dares to think of it, who dedicates his life to winning it. Place yourself at the head of the nation, write on your flag ‘Union, Liberty, Independence’. Free Italy from the barbarian. Your safety lies on the sword’s point. Draw it and use it. You can become either the greatest of men or the last of Italian tyrants. If you do not take up the cause of freedom, others will do it without you and against you.

This was published and privately circulated amongst revolutionaries in Italy in 1831. Although it was written by Mazzini, the author was simply described as ‘An Italian’.

SOURCE D

Those who in later days have quoted my letter to Charles Albert as either a justification of their own desertion of the republican banner, or in order to accuse me of too great a readiness to abandon my convictions, attack me on a false ground. By publicly declaring to him that his own heart should have taught him his duty towards Italy, my object was to prove to my countrymen his absolute lack of those qualities which could have made the performance of that duty possible.

Written and published by Mazzini, 1861.

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SOURCE E

If Mazzini had bothered to realise that I too knew something about fighting battles and had allowed me to invade the Kingdom of Naples whose inhabitants were waiting for our arrival with open arms – how the circumstances would have changed! What a prospect would have opened up for a country not yet completely cast down by foreign invasion!

Instead of which, Mazzini called all the troops back to Rome and so offered them up in one appetising dish to the tyrant of France. Everyone knew Rome was impossible to defend. The correct strategy would have been to deploy most of the forces in the numerous defensible sites throughout the Republican State and allow me to continue my victorious march southwards into Bourbon territory.

From Garibaldi’s memoirs, published in 1860. He is describing events in Rome in 1849.

SOURCE F

We still believe in liberty and Italian unification and we do not believe in any initiatives coming from Piedmont. But nor do we have the slightest confidence in the schemes you have pushed from 1852 until the uprising of last June.

You believe what you are told far too easily. You think the people are behind you, whereas unfortunately they are not waiting to start a revolution. These are your mistakes, the fatal delusions which have led you from error to error, and so have caused you to lose the support of most of our republicans. Many of your old supporters have become so discouraged that they have turned to other parties and policies; and some have become bitter critics of you. As for ourselves, we still share your political views and retain our former affection for you, but in future we shall act to stop what we think is wrong. We may even have to speak out in public and follow a different policy of our own.

Your mistakes, and they are serious, are these:

to impose action without preparation and with too few people;

to think that a simple uprising can be converted quickly into an extensive revolution;

to think that action is more important than success.

We do not ask you to remain idle and waste the brave and generous strength which you contribute to the cause; only that you will for the moment stop agitating for action, until we have plans and money and men; until we can confront the enemy with a large force of all those who believe in Italy.

A letter from three of Mazzini’s former supporters to Mazzini, January 1858.pasx

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SOURCE G

It was Mazzini who gave us the idea and hope that Italy could defeat the seven or eight tyrants who ruled it and become a single, strong nation. Is there anyone with an Italian heart who would not embrace such a man and want to welcome him home and offer him every kind of hospitality?

Mazzini is old and infirm and does not complain of the filthy slanders put upon him by vile and mercenary newspapers. Will you refuse such a man the permission to return to his native land? Will you refuse to let him visit his mother’s grave? Will you let him die overseas in a foreign country?

A speech by a member of parliament during a debate in the Italian parliament in March 1866. The debate ended with parliament voting to cancel Mazzini’s election to it because its members did

not want his brand of republicanism represented there.

SOURCE H

A postage stamp with an image of Mazzini, issued in Italy in 1971. In 1946 Italians voted for Italy to become a republic.

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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 Sources C and D.

Why did Mazzini publish Source D in 1861? Explain your answer using details of the sources and your knowledge. [8]

3 Study Source E.

Do you trust Garibaldi’s account? Explain your answer using details of the source and your knowledge. [8]

4 Study Sources F and G.

Does Source G make Source F surprising? Explain your answer using details of the sources and your knowledge. [8]

5 Study Source H.

How useful is Source H as evidence about Mazzini? Explain your answer using details of the source and your knowledge. [7]

6 Study all the sources.

How far do these sources provide convincing evidence that Mazzini helped Italian unification? Use the sources to explain your answer. [12]

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Option B: Twentieth century topic

WHO WAS TO BLAME FOR THE CRISIS OVER KUWAIT IN 1990?

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

Background Information

The crisis over Kuwait that developed during 1989–90 had many causes. Iraqis had long felt that Kuwait was really part of their country. Relations between the two countries grew worse because of the huge amount of money Iraq borrowed from Kuwait to fight the war against Iran. Iraq felt that the war had helped protect Kuwait from Iran and asked Kuwait to cancel the debt as Iraq was in great economic difficulties. Kuwait refused. Relations grew worse when Kuwait refused to reduce its production of oil, thus keeping the price low. Iraq needed the price to go up. Iraq also claimed that Kuwait was slant-drilling across the border into its Rumaila oilfield.

It has been claimed that US policy towards Iraq during this period was unclear. On the one hand, Iraq suspected the United States and Kuwait of plotting together to keep Iraq weak. On the other hand, the United States appeared to give the impression that it was not particularly worried by the Iraq-Kuwait dispute. On 2 August 1990 the crisis deepened when Iraq invaded Kuwait. This eventually led to Operation Desert Storm and the Gulf War.

Who was to blame for the crisis over Kuwait?

SOURCE A

Iraq emerged from the war with Iran with the port of Basra blocked. This put pressure on Iraq to turn to its other possible outlet to the sea that was blocked by Kuwaiti control of the islands of Warba and Bubiyan. In September 1990 the Iraq Press Office issued a statement, ‘The Political Background to the Current Events’, in which it quoted from the Iraq government in 1938, ‘Iraq would like to rent a piece of land from Kuwait for establishing a deep harbour.’

Iraqi Foreign Minister, Tariq Aziz, made it quite clear that Iraq’s motives for taking over Kuwait were economic, commercial and strategic. In a letter sent to all foreign ministers on 4 September, he denounced Britain for having created and sustained since 1899 an ‘artificial entity called Kuwait’ which cut off Iraq from ‘its natural access to the waters of the Arabian Gulf’, and went on to say that all Iraqi governments had insisted that Iraq must have Kuwait to guarantee its commercial and economic interests and its national security.

King Hussein of Jordan made the same point, in a broadcast on American TV on 22 September 1990, when he said that Iraq had been seeking ‘an agreement with Kuwait that would secure it an independent access to the sea which it considers of vital national interest’.

Iraq emerged from the war with Iran with a huge debt and wanted OPEC to push up the price of oil but Kuwait disagreed. It had invested in capitalist industry and finance in the West so much that a large part of Kuwait’s income came from these investments. The Kuwaiti rulers had become Western capitalists with the same interest in not having too high a price for oil. Iraq regarded this refusal to raise the price of oil as a plot to prevent it recovering from the war. Combined with their long-standing claim to Kuwait as a means of obtaining a vitally-needed secure trade route to the sea, this decided Iraq to take military action.

From a recent article about the causes of the Gulf War.

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SOURCE B

Iraq’s miscalculation was on a grand scale, involving errors of strategy and timing. Few in the Arab world denied that Iraq had valid grievances; what it lacked was the patience to solve them by the traditional Arab approach of discussion. Iraq had good reasons to see itself as a regional superpower. Yet geography and economics conspired to frustrate Iraq’s aims. The geographical shackles stemmed from the way Britain and France carved up the Ottoman Empire after the First World War. Britain repaid debts to the Kuwaiti ruling family by turning their city-port into a separate state. This meant Iraq could not reach the sea and had no deep-water port. Its short coastline could not be developed because two Kuwaiti islands, Bubiyan and Warba, straddled the approaches. Iraq tried to overcome being landlocked by building pipelines through neighbouring countries but these were often closed. Iraq had done everything it could to prevent being landlocked.

Iraq’s economic problems stemmed from the falling price of oil. Kuwait ignored demands for a production cut, refused to lease the strategic islands, and delayed over requests that Iraq’s war debts should be forgiven. Its obstructive attitude led Iraq to suspect that Kuwait had secretly obtained security guarantees from the United States. The motive of the United States, Iraq thought, was to prevent it from becoming too powerful.

The belief that Kuwait was part of Iraq was deeply embedded in the Iraqi consciousness, and was a cause Iraqis would defend with their lives, but Saddam Hussein miscalculated the impact on world opinion of the seizure of the whole of Kuwait, rather than just the parts he needed. He overestimated the Arab resolve to keep American forces out of the Gulf, overestimated the USSR’s willingness to help, and underestimated American resolve.

From a book published in 1992.

SOURCE C

They will never forgive us our victory – our technological achievements. What we face now is a loss of $14 billion a year in oil prices. This is a conspiracy to make us live in famine. This is an American policy and there are Arabs who are mobilised in the service of that policy. We have to stand up to those who have come with a poisoned dagger and thrust it into our backs. Oh God almighty, be witness that we have warned them.

From a speech by Saddam Hussein at a public meeting, 17 July 1989.

SOURCE D

Top Secret

We went on a visit to the headquarters of the CIA [the US Central Intelligence Agency] in November 1989, a visit which the Americans wanted to be top secret so that it would not raise the sensitivities of our brothers in the Gulf, and also the Iranians and Iraqis. We agreed with the CIA that we should exchange information about Iran and Iraq, especially in the fields of armaments and political and social conditions. We agreed on the necessity to exploit the deteriorating economic situation in Iraq so that we can press its government to accept the designation of our frontiers. The CIA gave us its ideas about how we can conduct the suitable means of pressure.

A report by two Kuwaiti officials who secretly visited a unit of the CIA working with the Kuwait government to prevent any threat to the Kuwaiti royal family. This report was written for the Kuwaiti

government and was found in their files by the Iraqis when they invaded Kuwait.

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SOURCE E

I have a direct instruction from the President to seek better relations with Iraq. He also wants an Iraqi contribution to peace and prosperity in the Middle East. He is not going to declare an economic war against Iraq. I have lived here for years. I admire your extraordinary efforts to rebuild your country. I know you need funds. We understand that and our opinion is that you should have the opportunity to rebuild your country. But we have no opinion on Arab-Arab conflicts, like your border disagreement with Kuwait. I was in the American Embassy in Kuwait during the late 1960s. The instruction we had was that we should express no opinion on this issue and that the issue is not associated with America.

From an Iraqi transcript of what April Glaspie, the US Ambassador to Iraq, said in a meeting with Saddam Hussein, on 25 July 1990. This transcript was sent to a US newspaper which published it on

23 September 1990. When she was questioned about this meeting by a committee of the US Senate in 1991 she said this version omitted her saying, ‘But we insist that you settle your

disputes with Kuwait non-violently’.

SOURCE F

At my direction elements of our forces are arriving today to take up defensive positions in Saudi Arabia. I took this action to assist the Saudi Arabian government in the defence of its homeland. In the early morning hours of 2 August, Iraqi armed forces, without provocation or warning, invaded a peaceful Kuwait. Iraq’s tanks stormed in, blitzkrieg fashion, through Kuwait. With more than 100 000 troops, along with tanks, artillery, and surface-to-surface missiles, Iraq now occupies Kuwait. This aggression came just hours after Saddam Hussein assured numerous countries in the area that there would be no invasion. There is no justification for this outrageous and brutal act of aggression.

This past Monday, the United Nations approved sanctions. We will do our part to see that these sanctions are effective. But we must recognise that Iraq may not stop using force to advance its ambitions. Iraq has massed an enormous war machine on the Saudi border capable of starting hostilities with little preparation. Let me be clear: the independence of Saudi Arabia is of vital interest to the United States.

From a speech by US President Bush, 8 August 1990.

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SOURCE G

A cartoon published in Australia, 3 August 1990.

SOURCE H

A cartoon published in the United States in early 1991. The figure on the television screen is President Bush.

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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 Sources C and D.

How far does Source D prove Saddam’s claims in Source C? Explain your answer using details of the sources and your knowledge. [8]

3 Study Source E.

How useful is this source to a historian studying the crisis over Kuwait? Explain your answer using details of the source and your knowledge. [8]

4 Study Source F.

Why did President Bush make this speech on 8 August 1990? Explain your answer using details of the source and your knowledge. [8]

5 Study Sources G and H.

How similar are the messages of these two cartoons? Explain your answer using details of the sources and your knowledge. [7]

6 Study all the sources.

How far do these sources provide convincing evidence that Iraq was to blame for the crisis over Kuwait? 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 Assessment International Education Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at www.cambridgeinternational.org after the live examination series.

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

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Cambridge Assessment International Education

Cambridge International General Certificate of Secondary Education

0470/41

October/November 2019

1 hour

HISTORY

Paper 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 cover

of the answer booklet. If you need additional answer paper ask the invigilator for a continuation booklet.

Answer one question from your chosen Depth Study.



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

[Turn over11_0470_41_2019_1.11

© UCLES 2019

*4806615276*

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Answer one question from your chosen Depth Study.

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

How important were trenches in determining the nature of war on the Western Front? Explain your

answer. [40]

1

How significant were the actions of German leaders as a reason for the armistice in 1918? Explain

your answer. [40]

2

DEPTH STUDY B: GERMANY, 1918–1945

How important were the territorial terms of the Treaty of Versailles as a cause of problems in early

Weimar Germany? Explain your answer. [40]

3

How significant were the SA and SS in securing Nazi power by 1934? Explain your answer. [40]4

DEPTH STUDY C: RUSSIA, 1905–1941

How important were economic problems in causing disturbances in Russia up to 1917? Explain

your answer. [40]

5

How significant was defence as a reason for Stalin’s economic policies, 1928-41? Explain your

answer. [40]

6

DEPTH STUDY D: THE USA, 1919–1941

How important was the motor industry as a cause of the economic boom in the 1920s? Explain

your answer. [40]

7

How significant was the loss of foreign markets as a cause of the Depression in the USA? Explain

your answer. [40]

8

DEPTH STUDY E: CHINA, c.1930–c.1990

How important was the failure of the Nationalists to appeal to the peasants in bringing about

Communist victory in 1949? Explain your answer. [40]

9

How significant was the Cultural Revolution to the development of Communist rule in China? Explain

your answer. [40]

10

11_0470_41_2019_1.11© UCLES 2019

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

How important were the Pass Laws in maintaining segregation in South Africa before 1948? Explain

your answer. [40]

11

How significant were the security forces in allowing Nationalist governments to maintain the system

of apartheid? Explain your answer. [40]

12

DEPTH STUDY G: ISRAELIS AND PALESTINIANS SINCE 1945

How important was Israeli aggression as a cause of conflict, 1956-73? Explain your answer. [40]13

How significant was Fatah in determining the nature of Palestinian-Israeli relations to 2005? Explain

your answer. [40]

14

11_0470_41_2019_1.11© UCLES 2019

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BLANK PAGE

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 Assessment

International Education Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at

www.cambridgeinternational.org after the live examination series.

Cambridge Assessment International Education is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of the University of

Cambridge Local Examinations Syndicate (UCLES), which itself is a department of the University of Cambridge.

11_0470_41_2019_1.11© UCLES 2019

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This document consists of 92 printed pages.

© UCLES 2019 [Turn over

Cambridge Assessment International Education Cambridge International General Certificate of Secondary Education

HISTORY 0470/11 Paper 1 October/November 2019

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 2019 series for most Cambridge IGCSE™, Cambridge International A and AS Level components and some Cambridge O Level components.

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0470/11 Cambridge IGCSE – Mark Scheme PUBLISHED


© UCLES 2019 Page 2 of 92

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. pa

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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.

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GENERAL INSTRUCTIONS

Applying the Mark Scheme • When marking a response, the overall criteria 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 levels and given an appropriate mark within that level. If you cannot resolve the issue, please contact your team leader.

• 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

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Question Answer Marks

1(a) What were the aims of the Frankfurt Parliament? 4

Level 1 One mark for each relevant point; additional mark for supporting detail 1–4 e.g. ‘To create a constitution for a unified Germany.’ ‘To list basic rights within the constitution.’ ‘To debate whether Austria should be included in German affairs.’ ‘To define the borders of the future German state.’ ‘To discuss a potential head of the future German state.’

Level 0 No evidence submitted or response does not address the question 0

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1(b) Why was there support for revolutionary ideas in Hungary in 1848? 6

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 main reason people supported revolutionary ideas was that they resented Austrian control over Hungary. They wanted to end the system of serfdom which brought hardship to their people and only benefitted Austria. Also, they resented Austrian control of religion and the press. They wanted to have independence for Hungary within the Empire.’

Level 2 Identifies AND/OR describes reasons 2–3 (One mark for each identification/description) e.g. ‘The Hungarian people were tired of control by Austria and wanted to control their own lands.’ ‘Kossuth demanded independence for Hungary within the Empire.’ ‘Many Hungarians faced economic hardships.’ ‘They wanted to end the system of serfdom.’ ‘People wanted to end control of religion and press censorship.’

Level 1 General answer lacking specific contextual knowledge 1 e.g. ‘The Hungarians were dissatisfied.’

Level 0 No evidence submitted, or response does not address the question 0

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1(c)

‘The 1848 revolution brought little change to France.’ How far do you agree with this statement? Explain your answer. 10

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 revolution in France brought some changes. The revolutionaries overthrew the monarch. Louis Napoleon became President and then Emperor. He set about improving Paris by clearing slums, building sewers and providing piped water. He improved education, the railways and farming.’ OR e.g. ‘The changes made were not very far reaching. The National Workshops which had provided work for the unemployed were closed in June. Then there was fighting in the streets and many workers were killed.’

Level 2 Identifies AND/OR describes 2–3 (One mark for each point) e.g. ‘All men over 21 were given the vote.’ ‘National Workshops were created in Paris, but these only lasted until June.’ ‘The ‘June Days’ insurrection was suppressed by troops with large loss of life.’ ‘Louis Napoleon was elected the President of the new Republic.’ ‘He started building works to make France great again.’ ‘He sent an army to restore Pope Pius IX to the Vatican.’

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1(c) Level 1 General answer lacking specific contextual knowledge 1 e.g. ‘There was some success.’


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2(a) What was secession? 4

Level 1 One mark for each relevant point; additional mark for supporting detail 1–4 e.g. ‘Secession refers to states in the US which left the union in the run up to the Civil War.’ ‘States were mainly in the South.’ ‘There was a threat of secession in 1850 which was avoided by the Compromise of the same year.’ ‘South Carolina was first to secede in December 1860.’ ‘Mississippi, Florida, Alabama, Georgia, Louisiana and Texas followed in January–February 1861.’ ‘The states which had seceded set up the Confederacy in February 1861.’ ‘This was a separate government from the rest of the US and Jefferson Davis became the first President.’


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2(b) Why did the Fugitive Slave Laws cause tension between North and South? 6


Level 3 Explains ONE reason 4–5 (Four marks for one explanation, five marks for full explanation) e.g. ‘The Laws brought the issue home to anti-slavery citizens in the North, as it made them and their institutions responsible for enforcing slavery. Before the passing of the 1850 Act, many in the North had no opinions or feelings on slavery; but now this law seemed to demand their direct assent to the practice of human bondage, and it galvanised Northern sentiments against slavery.’

Level 2 Identifies AND/OR describes reasons 2–3 (One mark for each identification/description) e.g. ‘The 1850 Act required that all escaped slaves, upon capture, were to be returned to their masters.’ ‘All officials and citizens of free states had to co-operate in this law.’ ‘Heavy penalties were imposed on anyone helping in the slave’s flight to freedom.’ ‘It denied slaves the right to trial by jury.’ ‘The commissioner was to be paid $10 if a fugitive was returned to slavery but only $5 if the fugitive was set free.’

Level 1 General answer lacking specific contextual knowledge 1 e.g. ‘Many Northerners did not think the law was fair.’


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2(c) ‘The North won the Civil War because of skilful military leadership.’ How far do you agree with this statement? Explain your answer.

10



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 Union had a winning team in Grant and Sherman. Grant is sometimes seen as the war’s greatest soldier and was responsible for important victories at Fort Donelson and Vicksburg. He became overall commander of the North’s forces in 1864. Sherman was important as he captured Atlanta and took the war much further into Confederate territory than was expected. This had the effect of weakening the Confederacy both logistically and psychologically.’ OR e.g. ‘Other factors were important. For instance, the will of the Union to succeed was stronger than that of the Confederacy. Civilian morale was high as for many Northerners life went on as usual. The North was never seriously invaded, and many Northerners experienced increased prosperity. Soldiers believed in Lincoln. Confederate confidence was hit by defeats and the loss of life, or injury, for high numbers of troops.’

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2(c) Level 2 Identifies AND/OR describes 2–3 (One mark for each point) e.g. ‘Lincoln was a better leader than Davis.’ ‘The South led by Davis and Lee was too focused on attack.’ ‘Inflation ravaged the Southern economy and morale.’ ‘The Confederacy should have relied more on guerrilla warfare.’ ‘Grant and Sherman used tactics which weakened the South logistically and psychologically.’ ‘Lee’s vision was to focus on Virginia and consequently the Confederacy lost the West.’ ‘Confederacy commanders in the West were poor.’ ‘The Confederacy failed to generate a strong sense of nationalism.’ ‘There was a lack of conviction as two-thirds of the Confederacy’s white population were non-slave owners.’ ‘Civilian morale in the North was stronger.’

Level 1 General answer lacking specific contextual knowledge 1 e.g. ‘The North won the War because they were the stronger side.’


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3(a) What was the ‘Scramble for Africa’? 4

Level 1 One mark for each relevant point; additional mark for supporting detail 1–4 e.g. ‘Division of Africa by European powers.’ ‘Took place between 1881 and 1914.’ ‘European powers involved included Britain, France, Germany and Belgium.’ ‘France took over Tunisia in 1881.’ ‘Italy invaded Eritrea and Somaliland.’ ‘Thought to have partly been inspired by the Berlin Conference in 1884.’ ‘Brought changes in the way colonies were ruled.’ ‘Move from ‘informal’ to direct control by colonising power.’


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3(b) Why did the Boxer Rising take place? 6


Level 3 Explains ONE reason 4–5 (Four marks for one explanation, five marks for full explanation) e.g. ‘One reason for the outbreak of the Boxer rebellion was the attitude of the Western powers towards China. Following the Opium War (1839–1842) China was forced to grant commercial concessions to Britain, opening China to foreign trade. Industries and commerce in China were destroyed by the inflow of cheap foreign goods and many Chinese became addicted to opium. Additionally, the Western powers adopted a ‘gunboat’ policy in dealing with China, using force to get what they wanted. China was being forced to engage in trade which damaged its own economy, and this was bitterly resented.’

Level 2 Identifies AND/OR describes reasons 2–3 (One mark for each identification/description) e.g. ‘After the Opium War (1839–1842) China was made to grant commercial concessions to Britain, opening China to foreign trade.’ ‘Industries and commerce in China were destroyed by the inflow of cheap foreign goods.’ ‘Between 1870 and 1894, the Western powers adopted a ‘gunboat’ policy in dealing with China, using force to get what they wanted.’ ‘The Chinese viewed foreigners as barbarians and rebelled against them.’ ‘The ruling Qing dynasty was weak and was exploited by the West.’ ‘The rulers of China increased taxes.’ ‘There were natural disasters which fuelled anti-foreign feelings.’ ‘These included the flooding of the Yellow River in 1898, followed by the drought of 1900.’

Level 1 General answer lacking specific contextual knowledge 1 e.g. ‘They did not like the British.’

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3(c) How different was Belgian imperialism from that of other European countries? Explain your answer. 10

Level 5 Explains with evaluation of ‘how different’ 10 As Level 4 plus evaluation.


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 some ways Belgian imperialism was the same as that used by other European countries. They were keen to exploit the resources of the Congo and started an ivory and then rubber trade. In a similar way, Britain exploited India for its raw materials and developed a rubber industry in Malaya. Local people were not treated well in many of the European colonies and the Indians mutinied against British rule in the 1850s. Missionaries were introduced by the Belgians and this was seen in other European colonies.’ OR e.g. ‘In some ways, Belgian rule was different from the way other European countries ruled their colonies. Britain and France used systems of indirect rule. This meant they left the local and traditional rulers in place to rule under colonial power guidance. In the Congo, the Belgians broke the country down into hierarchical administrative divisions and ruled them directly. This policy was called ‘politique indigene’ and all the power lay in the hands of the Belgian authorities.’

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3(c) Level 2 Identifies AND/OR describes 2–3 (One mark for each point) e.g. ‘The people were very cruelly treated by the Belgians.’ ‘Belgium exploited the Congo’s natural resources.’ ‘Belgian control was a mixture of state, missionary and private trading interests.’ ‘Belgium used a ‘native policy’ whereas Britain used a system of indirect rule.’ ‘Many local people died of smallpox and bad treatment.’ ‘Britain and France exploited the territories they colonised for their raw materials.’ ‘Britain also used missionaries in Africa to ‘civilise’ the local population.’

Level 1 General answer lacking specific contextual knowledge 1 e.g. ‘Belgium wanted territory in Africa so took over the Congo.’


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4(a) Describe the July Crisis of 1914. 4

Level 1 One mark for each relevant point; additional mark for supporting detail 1–4 The DATE = 1 mark, the ACTION = 1 mark e.g. ‘On 28th June there was the assassination at Sarajevo.’ ‘5–6 July, Austro-Hungarian envoy to Berlin to assess level of German support for Austrian action against Serbia.’ ‘20–23 July, French state visit to Russia.’ ‘23 July, Austria issues ultimatum to Serbia with 48-hour deadline.’ ‘25 July, Serbia responds, accepts most of Austria’s demands but relations are broken off by Austria.’ ‘26 July, Britain proposes mediation but is ignored.’ ‘28 July, Austria declares war on Serbia.’ ‘29–30 July, Germany tries to restrain Austria-Hungary.’ ‘30 July, Tsar Nicholas II orders full Russian mobilisation for the following day.’ ‘The Germans gave a blank cheque.’


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4(b) Why were ‘Dreadnoughts’ important to relations between Germany and Britain? 6


Level 3 Explains ONE reason 4–5 (Four marks for one explanation, five marks for full explanation) e.g. ‘The launch of the super-battleship ‘Dreadnought’ in 1906 was important because it led to the naval race between Britain and Germany. The new ship made all previous battleships obsolete. It was faster, bigger and had a much greater firing range than existing battleships. It meant Britain was only one new battleship ahead of Germany. A race developed between the two countries to see who could build the most and this led to increased tension between the two countries.’

Level 2 Identifies AND/OR describes reasons 2–3 (One mark for each identification/description) e.g. ‘Dreadnoughts were large battleships.’ ‘They were fast and had better fire-power than any previous battleships.’ ‘Germany and Britain both built these ships.’ ‘They raced to see who could get the most.’ ‘Germany wanted a large navy to challenge Britain’s.’ ‘Germany wanted to protect its Empire.’ ‘The passing of the German Navy Law.’

Level 1 General answer lacking specific contextual knowledge 1 e.g. ‘Dreadnoughts were ships.’


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4(c) How far were the Moroccan Crises a threat to peace in Europe? Explain your answer. 10



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. ‘There was a threat of war over the 1911 Moroccan Crisis. Germany thought France was about to seize power in Morocco and so sent a gunboat to the Port of Agadir. Britain thought Germany was trying to gain a naval base at Agadir. Tension rose as Britain supported its ally and threatened war if Germany did not withdraw.’ OR e.g. ‘Although there was tension over the Moroccan Crises, they weren’t a threat to peace. In 1905, the Kaiser wanted to test the strength of the Entente Cordiale, which had given France a free hand over Morocco. He tried to cause a split as he did not believe Britain would stand by France over Morocco. Although this created tension it was an embarrassing defeat for the Kaiser.’ OR e.g. ‘These could include the arms race, the alliance system, problems in the Balkans.’

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4(c) Level 2 Identifies AND/OR describes 2–3 (One mark for each point) e.g. ‘Germany tested the Entente Cordiale.’ ‘The Algeciras Conference confirmed France’s role in Morocco.’ ‘Germany was upset that only Austria supported it.’ ‘France responded to the Sultan of Morocco’s request to crush riots.’ ‘Germany thought it was a French takeover.’ ‘Germany sent a gunboat to Agadir.’ ‘War was threatened by Britain.’

Level 1 General answer lacking specific contextual knowledge 1 e.g. ‘The Moroccan Crises created tension between Britain, France and Germany.’


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5(a) Describe the dispute over the Aaland Islands. 4

Level 1 One mark for each relevant point; additional mark for supporting detail 1–4 e.g. ‘These islands are in the Baltic.’ ‘The dispute took place in 1921.’ ‘Sweden and Finland claimed the Aaland Islands.’ ‘Most islanders wanted to be ruled by Sweden.’ ‘The League of Nations investigated the matter.’ ‘The League ruled in the favour of Finland.’ ‘Sweden accepted the judgement.’ ‘The islanders were given safeguards to ensure their protection.’ ‘War was avoided.’ ‘The islands were demilitarised.’


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5(b) Why was the work of the agencies of the League of Nations important? 6


Level 3 Explains ONE reason 4–5 (Four marks for one explanation, five marks for full explanation) There is no credit for the Council or the Assembly. e.g. ‘The Health Committee worked hard to defeat leprosy and reduce the cases of malaria. It was also successful in dealing with cholera, smallpox and dysentery in the Turkish refugee camps.’ e.g. ‘Nansen headed the League’s Refugee Organisation and managed to help 425 000 displaced persons to return home or find new homes between 1920 and 1922. Many of these had been prisoners of war, stranded in Soviet Russia, Poland, France, Germany and Turkey. His team found suitable transport, set up temporary camps, taught new trades and skills and issued identity documents. It was a great success.’

Level 2 Identifies AND/OR describes reasons 2–3 (One mark for each identification/description) e.g. ‘The League dealt with refugees.’ ‘The League saw that prisoners of war were able to return home.’ ‘It dealt successfully with epidemic diseases such as typhus.’ ‘It tackled the illegal drugs trade.’ ‘The League freed slaves.’ ‘The League prevented the financial collapse of Austria and Hungary.’ ‘The ILO worked to improve working conditions.’ ‘The agencies dealt with humane issues.’

Level 1 General answer lacking specific contextual knowledge 1 e.g. ‘The Agencies were set up to help the League of Nations.’


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5(c) Which was more important in causing the weakness of the League: its structure or the Great Depression? Explain your answer.

10

Level 5 Explains with evaluation of ‘which was more important’ 10 As Level 4 plus evaluation.


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 structure of the League made it weak from the start. Decisions in the Assembly and the Council had to be taken unanimously. The permanent members of the Council each had a veto. This meant that one permanent member could stop the Council acting even if all other members agreed. Members acted in their own interests, rather than in the best interests of the League.’ OR e.g. ‘The Great Depression had political consequences. Many people lost their jobs and turned to extreme political parties which promised solutions to the economic crisis. The extreme parties, like the Nazis, did not believe in democracy and international co-operation. They cared for themselves and ignored the authority of the League.’

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5(c) Level 2 Identifies AND/OR describes 2–3 (One mark for each point) e.g. ‘The effects of the Depression created tension and conflict.’ ‘It became difficult to use economic sanctions as trade was depressed.’ ‘Extremist leaders looked to foreign policy success to distract attention from troubles at home.’ ‘It encouraged militarism in Japan/Italy/Germany.’ ‘It put pressure on countries to find new markets and sources of raw materials.’ ‘It put pressure on governments to cut expenditure and this delayed re-armament for League members to deal with aggressors.’ ‘Not all nations were members.’ ‘It was dominated by Britain and France.’ ‘It was too slow to act.’ ‘Decisions had to be unanimous.’ ‘The USA was not a member.’ ‘It did not have its own armed forces.’

Level 1 General answer lacking specific contextual knowledge 1 e.g. ‘They were both to blame.’


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6(a) Describe relations between Italy and Germany in the 1930s. 4

Level 1 One mark for each relevant point; additional mark for supporting detail 1–4 e.g. ‘Relations were tense in the early 1930s but improved from 1936.’ ‘Mussolini was worried about a possible German takeover of Austria in 1934 and moved troops to the Italian border with Austria.’ ‘A meeting with Hitler followed in Venice in June 1934 (went badly).’ ‘In 1935 Italy joined the Stresa Front against Germany.’ ‘In 1936 Hitler and Mussolini fought together in Spain.’ ‘In October 1936 a possible Axis was discussed.’ ‘Mussolini visited Germany in 1937 and was impressed.’ ‘In 1937 joined the Anti-Comintern Pact with Germany and Japan.’ ‘In 1938 Mussolini accepted the Anschluss.’ ‘In 1939 Italy signed the Pact of Steel with Germany.’


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6(b) Why was there an increase in militarism in Japan in the 1930s? 6


Level 3 Explains ONE reason 4–5 (Four marks for one explanation, five marks for full explanation) e.g. ‘Japan was facing economic difficulties in the early 1930s and this led to an increase in militarism. There was a shortage of land for farming and this led to high prices and food shortages. Japan was also overpopulated, and this meant competition for housing and manufactured goods. Both these problems put a strain on Japan. The military wanted to expand Japan’s territory to address these problems and they attempted to gain power. Their policies were popular with many Japanese people as they would help Japan to overcome its economic problems.’

Level 2 Identifies AND/OR describes reasons 2–3 (One mark for each identification/description) e.g. ‘There were economic problems.’ ‘Shortage of land meant not enough food was grown.’ ‘Japan wanted to expand to get raw materials.’ ‘The people respected the military.’ ‘Military policies to expand territory were popular.’ ‘The military gained influence in Japanese politics.’ ‘Martial law was declared after the Prime Minister was assassinated in 1932.’ ‘The new government in 1932 was dominated by military figures.’

Level 1 General answer lacking specific contextual knowledge 1 e.g. ‘The army became more popular in Japan.’


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6(c) How far was Hitler’s determination to defeat communism to blame for the Second World War in Europe? Explain your answer.

10



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. ‘Hitler hated the Communists and made it clear that the Soviet Union was his enemy. He believed that the Bolsheviks wanted to take over Germany. Therefore, he was determined to defeat the USSR. He signed the Nazi-Soviet pact with Russia in 1939, but he always intended to fight Russia when he had conquered the West. When Hitler invaded Poland, as agreed in the Pact, the Allies declared war, and this led directly to the Second World War.’ OR e.g. ‘Other factors were also responsible. Hitler wanted to destroy the Treaty of Versailles and the fact that Britain and France did not stop Hitler from re-militarising the Rhineland encouraged him to build up his forces beyond the Versailles limit and to start demanding more territory such as Austria. Each step taken by Hitler, without preventative action by Britain and France, gave him confidence that they would not intervene over Czechoslovakia and Poland.’

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6(c) Level 2 Identifies AND/OR describes 2–3 (One mark for each point) e.g. ‘Hitler hated the Communists.’ ‘He made a Pact with the USSR, so he didn’t have to fight the East and West at the same time.’ ‘Appeasement boosted the self-confidence of Hitler.’ ‘Hitler wanted revenge for the Treaty of Versailles.’ ‘Britain and France gave away Czechoslovakia.’ ‘The division of Poland in the Pact meant Britain would declare war.’ ‘Hitler wanted living space.’

Level 1 General answer lacking specific contextual knowledge 1 e.g. ‘The war started when Hitler invaded Poland.’


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7(a) What was MacArthur’s role in the Korean War? 4

Level 1 One mark for each relevant point; additional mark for supporting detail 1–4 e.g. ‘He was the commander of UN forces in Korea.’ ‘Stemmed the North Korean advance at Pusan in 1950.’ ‘Carried out landing at Inchon.’ ‘He pushed the Communists out of South Korea.’ ‘Advanced into North Korea in October 1950.’ ‘Forced into retreat after attack by Chinese forces.’ ‘Early in 1951 advanced again into North Korea.’ ‘Removed from his post in 1951by President Truman due to refusal to follow orders.’


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7(b) Why was Chinese support for North Korea important? 6


Level 3 Explains ONE reason 4–5 (Four marks for one explanation, five marks for full explanation) e.g. ‘China’s support for North Korea was important because it helped North Korea to survive attacks against them and pushed the UN and South Korean forces back to the 38th parallel in January 1951. The UN commanders did not realise how skilful and numerous the Chinese troops were and after initial attacks in October 1950 thought the Chinese troops had retreated. However, this was a tactical move and allowed the Chinese troops to launch devastating attacks against the UN and South Korean forces. This meant they were able to drive UN forces out of North Korea, even capturing Seoul for a time.’

Level 2 Identifies AND/OR describes reasons 2–3 (One mark for each identification/description) e.g. ‘The Chinese sent troops to help North Korean forces.’ ‘The UN forces underestimated the strength of the Chinese forces.’ ‘The US Eighth Army was forced to retreat by PVA forces.’ ‘The Chinese pushed the UN forces out of North Korea.’ ‘Almost 3 million troops and civilians were sent by China to help North Korea during the war.’ ‘China looked after N Korean refugees and provided economic aid.’ ‘The UN did not realise the number or strength of the PVA.’

Level 1 General answer lacking specific contextual knowledge 1 e.g. ‘The USA supported South Korea.’


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7(c) How far was the outcome of the Korean War a success for the USA? Explain your answer. 10



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 one sense the Korean War was a success for the USA. It showed that the USA had the will and means to contain Communism. The USA had contributed half of the ground forces, 90% of the air forces and 85% of the naval forces. This ensured that South Korea remained out of Communist hands.’ OR e.g. ‘The war showed that US policy had limitations. The North of Korea remained in Communist hands. The war also highlighted disagreements between American leaders. Hardliners wanted to go beyond containment and push back Communism. They thought Truman had shown weakness in not going for outright victory, arguing that it was worth the risk.’

Level 2 Identifies AND/OR describes 2–3 (One mark for each point) e.g. ‘It showed the US had the will and means to contain Communism.’ ‘South Korea remained out of Communist hands.’ ‘North Korea remained Communist.’ ‘A unified, independent Korea was not achieved.’ ‘Around four million Koreans lost their lives.’ ‘For some US military commanders, the war did not achieve enough.’ ‘The US used the UN to reinforce its containment policy over Korea.’

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7(c) Level 1 General answer lacking specific contextual knowledge 1 e.g. ‘The USA gained and lost through the Korean War.’


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8(a) Describe Imre Nagy’s role in the Hungarian Uprising. 4

Level 1 One mark for each relevant point; additional mark for supporting detail 1–4 e.g. ‘Nagy succeeded Rakosi.’ ‘Nagy was Prime Minister / leader at the time of the rising.’ ‘Had fallen foul of USSR for liberal policies and removed from office.’ ‘Reinstated when De-Stalinisation took place.’ ‘Announced ‘far reaching democracy’ for Hungary.’ ‘Wanted Hungarian form of Socialism.’ ‘Wanted political prisoners in Hungary to be freed.’ ‘1 November 1956 announced that Hungary would leave the Warsaw Pact.’ ‘4 November Soviet Union intervened and removed him from power.’ ‘He was imprisoned and then executed.’


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8(b) Why were Gorbachev’s reforms important for Eastern Europe? 6


Level 3 Explains ONE reason 4–5 (Four marks for one explanation, five marks for full explanation) e.g. ‘The Soviet Union’s economy was in crisis. Gorbachev decided to save money by cutting back on the arms race and the armed forces. Because of this reform, Gorbachev decided to inform the heads of the communist governments in Eastern Europe that they could no longer expect support from the Red Army.’

Level 2 Identifies AND/OR describes reasons 2–3 (One mark for each identification/description) e.g. ‘The economy of the Soviet Union was failing and needed to be reformed.’ ‘Communist countries were no longer dominated by the USSR.’ ‘The Red Army could not support East European governments.’ ‘Gorbachev introduced ‘perestroika’ and ‘glasnost’.’ ‘Gorbachev made links with the West.’ ‘Groups in Eastern Europe who opposed the communist government were encouraged to rebel.’ ‘They were free to decide their own future.’

Level 1 General answer lacking specific contextual knowledge 1 e.g. ‘The reforms changed the way East European countries were run.’


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8(c) How secure was Soviet control of Eastern Europe from 1960 to 1980? Explain your answer. 10

Level 5 Explains with evaluation of ‘how secure’ 10 As Level 4 plus evaluation.


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 Soviet Union was securely in control of Eastern Europe in this period. They were concerned about the number of people leaving East Germany and so built a wall across Berlin to stop this. It stopped the flow of migrants and East Germany remained firmly under communist control. When there was an uprising in Czechoslovakia in 1968, the Soviet government sent in troops and replaced the Czech leader Dubcek. To prevent such uprisings happening in the future the Brezhnev Doctrine was introduced and this dissuaded other Eastern European states from rebelling against Soviet control.’ OR e.g. ‘Although the Soviets were in control of Eastern Europe in this period their position was not secure. It was clear that many people did not like communist policies and saw that there were better opportunities for people in the West. The East Germans, Czechs and Poles all rebelled against Soviet control in this period. Although the Soviet government stamped down on these uprisings, it was clear by 1980 that they could not stay in control forever. Solidarity forced the Polish government to make concessions and showed other Eastern European states that it was possible to resist Soviet control.’

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8(c) Level 2 Identifies AND/OR describes 2–3 (One mark for each point) e.g. ‘The USSR maintained their control over Czechoslovakia by sending in troops in the summer of 1968.’ ‘The Brezhnev Doctrine was introduced to stop such uprisings happening in the future.’ ‘In August 1980, a series of strikes broke out in Gdansk, Poland.’ ‘There were complaints about price rises in Poland and the trade union Solidarity made demands to improve conditions.’ ‘The Berlin Wall was built in 1961 to stop people defecting to the West.’ ‘Soviet military intervention made it clear that Communist regimes only managed to exist because of Soviet force.’ ‘Soviet use of force did not solve the underlying problems of the Communist regimes.’ ‘People in Czechoslovakia were unhappy with communist control and wanted a change in how they were governed.’ ‘The Prague Spring took place in 1968 and was a serious challenge to Soviet control.’ ‘People in East Germany were discontented and those who could, left for economic reasons.’ ‘In August 1980, a series of strikes broke out in Gdansk, Poland.’ ‘There were complaints about price rises in Poland and the trade union, Solidarity, made demands to improve conditions.’

Level 1 General answer lacking specific contextual knowledge 1 e.g. ‘States in Eastern Europe were controlled by the Soviet Union.’


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9(a) Describe developments on the Eastern Front during 1916. 4

Level 1 One mark for each relevant point; additional mark for supporting detail 1–4 e.g. ‘An offensive against Austria was launched by Russia.’ ‘The attack was led by General Brusilov.’ ‘The attack began on 4 June 1916.’ ‘To start with it was a great success.’ ‘Austria lost over half its army.’ ‘Austria was forced to retreat.’ ‘Other Russian generals failed to help Brusilov and so his advance halted.’ ‘The Germans sent reinforcements to back up the Austrians.’ ‘Russian forces were pushed back to their starting point.’ ‘Russia lost around 1.5 million troops.’ ‘The battle weakened Austria and relieved tension on Verdun.’ ‘Russia failed to win a decisive victory.’


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9(b) Why was the convoy system introduced? 6


Level 3 Explains ONE reason 4–5 (Four marks for one explanation, five marks for full explanation) e.g. ‘The convoy system was introduced in June 1917 to stop so many British ships being sunk by German U-boats. A convoy was a group of ships sailing together and protected by fast warships such as armed trawlers or destroyers fitted with depth charges and hydrophones. It proved successful because in over a year only 150 ships were sunk out of 17 000 crossing the Atlantic. Many U-boats were sunk while attacking convoys.’

Level 2 Identifies AND/OR describes reasons 2–3 (One mark for each identification/description) e.g. ‘Many merchant ships were sunk by German U-boats.’ ‘Britain was running short of supplies and many lives were lost.’ ‘Many merchant ships sailed together to form a convoy.’ ‘Destroyers and sometimes aircraft escorted convoys.’ ‘Heavily armed Q ships disguised as merchant vessels lured U-boats to the surface.’ ‘Thousands of mines were laid across the North Sea to destroy German U-boats.’ ‘U-boats came to the surface at night and often hit the mines.’

Level 1 General answer lacking specific contextual knowledge 1 e.g. ‘To help reduce losses at sea.’


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9(c) ‘The Defence of the Realm Act was the most important action taken by the British government on the Home Front.’ How far do you agree? Explain your answer.

10



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. ‘DORA was the most important development because it gave the government unprecedented and wide-ranging powers to control many aspects of people’s daily lives. It allowed the government to seize any land or buildings it needed, and to take over any industries which were important to the war effort. It allowed government to control what the public knew about the war through censorship.’ OR e.g. ‘Conscription was the most important action because it had the biggest impact on civilians. By late 1915, the large numbers of volunteers joining the army was not enough and conscription was introduced. This meant men between 18–41 were compulsorily enlisted into the armed forces. Husbands, fathers, sons and brothers had to go and fight, leaving the women folk to keep the family going.’

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9(c) Level 2 Identifies AND/OR describes 2–3 (One mark for each point) e.g. ‘DORA gave the government control.’ ‘The pubs were closed early, and beer was made weaker.’ ‘Censorship and propaganda were introduced. The government controlled what people knew about the war.’ ‘There were shortages.’ ‘Shortages could affect health and morale.’ ‘Conscription was introduced to recruit enough manpower to fight the war.’ ‘Some people refused to fight for reasons of conscience and were locked up as a result.’ ‘Shortages of food and labour meant women were recruited to keep producing food and raw materials.’

Level 1 General answer lacking specific contextual knowledge 1 e.g. ‘Civilians suffered hardships on the Home Front.’


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10(a) Describe the conditions facing German civilians in 1918. 4

Level 1 One mark for each relevant point; additional mark for supporting detail 1–4 e.g. ‘Germany was very poor.’ ‘Conditions were very hard.’ ‘There was very little food.’ ‘Food supplies were so low that people ate turnips – usually fed to cattle. Sawdust was put into bread as there wasn’t enough flour.’ ‘Milk and butter supplies had dropped dramatically.’ ‘There was a ‘flu epidemic’.’ ‘Over 300 000 civilians died in 1918 of either starvation or hypothermia.’ ‘There was high unemployment.’


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10(b) Why did the Kaiser abdicate? 6


Level 3 Explains ONE reason 4–5 (Four marks for one explanation, five marks for full explanation) e.g. ‘The Kaiser abdicated because there were mutinies against him at Kiel and Wilhelmshaven. The sailors had become aware of a plan for the German navy to launch an assault against the British fleet. They knew that armistice talks were already taking place and refused to set sail on 30 October. News of this action spread and within a week there were riots across Germany. With Germany descending into chaos the Kaiser had no choice but to abdicate.’

Level 2 Identifies AND/OR describes reasons 2–3 (One mark for each identification/description) e.g. ‘There was a mutiny at Kiel.’ ‘There were demonstrations against the Kaiser all over Germany.’ ‘The army joined in the protests against the Kaiser.’ ‘There was a general strike in Berlin.’ ‘The Social Democrats called for the Kaiser’s abdication.’ ‘There seemed to be a danger of revolution in Berlin.’ ‘There were many protests and rebellions.’ ‘People were starving.’

Level 1 General answer lacking specific contextual knowledge 1 e.g. ‘The Kaiser had lost the war.’


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10(c) ‘The Battle of Amiens was more important than the Ludendorff Offensive in bringing the war to an end.’ How far do you agree with this statement? Explain your answer.

10



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 Battle of Amiens was important because the Allies hit back against the German advance. A combined army burst through the German defences and forced the Germans to retreat. In thick fog, around 400 000 Germans were captured together with around 400 field guns. With losses like this, the German morale was destroyed. They could not possibly fight on as there were no reserves and what remained of Ludendorff’s army was steadily driven back.’ OR e.g. ‘The Ludendorff Offensive was more important because it gave the Allies the opportunity they needed to change the way the war was being fought. The Germans broke out of the heavily fortified Hindenburg Line, and this changed the nature of the war from a war of attrition to a war of movement. This gave the Allies an advantage as they had more men, more tanks and more aircraft. The Allies launched a counter attack and by late September the Germans were in full retreat.’

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10(c) Level 2 Identifies AND/OR describes 2–3 (One mark for each point) e.g. ‘Amiens was the turning point of the war on the Western Front.’ ‘It was a combined Allied infantry, artillery, tank and air offensive based on precise intelligence.’ ‘It resulted in an advance of 8 miles.’ ‘Ludendorff called it the ‘black day’ of the German army.’ ‘Large numbers (400 000) of Germans were taken prisoner.’ ‘The Germans suffered many casualties.’ ‘Around 400 German field guns were captured.’ ‘Over 500 tanks were used.’ e.g. ‘Ludendorff was a serious setback for the Germans.’ ‘The Germans had left the security of the Hindenburg Line.’ ‘The war changed from a war of attrition to a war of movement.’ ‘The discipline of the German troops was poor, and many were ill.’ ‘The Allies launched an effective combined infantry, artillery, tank and air offensive.’ ‘Allied military strength was boosted by the USA’s entry into the war.’

Level 1 General answer lacking specific contextual knowledge 1 e.g. ‘Both helped to bring the war to an end.’


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11(a) What were the ‘November Criminals’? 4

Level 1 One mark for each relevant point; additional mark for supporting detail 1–4 e.g. ‘A group of politicians who seized power in Germany in 1918.’ ‘Ebert was one of the politicians.’ ‘They formed the new Republican government.’ ‘They were blamed for ‘stabbing Germany in the back’.’ ‘Some believed the army had been betrayed by them into signing the armistice unnecessarily.’ ‘They were also blamed for accepting the terms of the Treaty of Versailles.’ ‘They sold out to the Allies.’ ‘They took control after the Kaiser abdicated.’ ‘They were made up of different socialist groups.’ ‘They announced a new constitution.’ ‘They were blamed for Germany’s problems.’


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11(b) Why was there left-wing opposition to the German Republic? 6


Level 3 Explains ONE reason 4–5 (Four marks for one explanation, five marks for full explanation) e.g. ‘A Communist group, known as the Spartacists, opposed the Weimar Republic because they wanted Germany to be governed like Russia after the October 1917 Revolution. The leaders, Karl Liebknecht and Rosa Luxemburg, argued strongly against Ebert’s plans for a democratic Germany. They wanted Germany ruled by workers’ councils or soviets.’

Level 2 Identifies AND/OR describes reasons 2–3 (One mark for each identification/description) e.g. ‘There was chaos after the war in all areas of life.’ ‘The terms of the Treaty were too harsh for the German people.’ ‘The Weimar Republic was a democracy and Germans found it alien.’ ‘Communists wanted Germany run by workers’ councils or soviets.’ ‘The people had lost faith in the Weimar Republic.’ ‘There was unhappiness with the Treaty.’ ‘Left-wing opponents wanted a communist approach.’

Level 1 General answer lacking specific contextual knowledge 1 e.g. ‘The left wing didn’t like the Weimar policies.’


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11(c) ‘The Weimar Constitution doomed the Republic to failure.’ How far do you agree with this statement? Explain your answer.

10



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 Constitution introduced proportional representation which led to many elected parties. This meant it was difficult for any party to maintain a workable parliamentary majority. It meant there were frequent changes in the government/many elections and the governments elected were therefore weak. When faced with difficult circumstances, such as during the Depression, they found it difficult to agree on a plan of action.’ OR e.g. ‘The Weimar Republic was not automatically doomed to failure. It faced severe economic problems. Germany was bankrupt from the war and the French invasion of the Ruhr led to a hyperinflation crisis. However, the Republic survived these challenges with the help of American Loans through the Dawes Plan in 1924 and the reissue of the German currency. From 1924 to 1929 the German economy began to recover, and the republic seemed to be doing well. Everything went wrong when Wall Street collapsed in 1929 and the US recalled their loans. This is what led to the failure of the Weimar Republic.’

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11(c) Level 2 Identifies AND/OR describes 2–3 (One mark for each point) e.g. ‘The Constitution was a parliamentary democracy. The German people were not used to this method of government.’ ‘The Constitution introduced proportional representation.’ ‘The Constitution led to many elected parties.’ ‘It was difficult for any party to get a workable parliamentary majority.’ ‘There were frequent changes in the government.’ ‘A succession of coalition governments was inevitable.’ ‘The President could dismiss the Chancellor.’ ‘The President, under Article 48, could suspend civil liberties.’ ‘It was introduced in difficult political, social and economic times.’ ‘They survived the Ruhr crisis and hyperinflation.’ ‘The Depression doomed the Republic.’

Level 1 General answer lacking specific contextual knowledge 1 e.g. ‘The Constitution made the Weimar Republic weak.’


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12(a) Describe the Four-Year Plan. 4

Level 1 One mark for each relevant point; additional mark for supporting detail 1–4 e.g. ‘This was introduced in 1936.’ ‘Goering was in charge.’ ‘It aimed to make the German forces ready for war.’ ‘Priority was given to rearmament.’ ‘Germany was to become self-sufficient (autarky) in food and industrial production.’ ‘The government set targets for industry.’ ‘Prices and wages were controlled.’


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12(b) Why were some people unhappy with the changes the Nazis made to the economy in the 1930s? 6


Level 3 Explains ONE reason 4–5 (Four marks for one explanation, five marks for full explanation) e.g. ‘Many workers were unhappy because the Nazis introduced restrictions so that industry could be controlled and opposition could not be allowed to develop. The unions were banned and so the workers could not express their discontent over pay and conditions. They faced food shortages in the early 1930s and pay did not improve. Some were made to stay in their present employment, even when they could get a better paid job somewhere else. Many workers resented this lack of freedom, especially when their standard of living did not rise.’

Level 2 Identifies AND/OR describes reasons 2–3 (One mark for each identification/description) e.g. ‘There were high food prices and food shortages in the early 1930s.’ ‘The workers’ unions were removed.’ ‘Workers were not allowed to strike for better pay or conditions.’ ‘Wages remained relatively low.’ ‘Some workers were restricted from moving to better paid jobs.’ ‘Many complained that living standards were no better in the late 1930s than they had been in the late 1920s.’ ‘Some farmers complained because Nazi policy favoured farmers who were less efficient.’ ‘Loans were difficult for farmers to get.’ ‘Young people left farms and went to find work in the towns instead.’ ‘Many women were forced out of work.’ ‘Jews were unhappy that their businesses had been attacked.’

Level 1 General answer lacking specific contextual knowledge 1 e.g. ‘There were food shortages.’


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12(c) ‘The Second World War brought little change to the Nazi economy.’ How far do you agree with this statement? Explain your answer.

10



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 start with there was little change in the German economy. Germany had been preparing for war since the mid-1930s and policies such as autarky, conscription and massive rearmament had been in place for several years. The early part of the war went well for Germany and it took the resources it needed from the countries which it conquered. This meant that although civilians faced some rationing, there was still a supply of consumer goods. Germany forced workers from conquered lands to work in German factories and on farms, so there was not a labour shortage in Germany because of the war.’ OR e.g. ‘As the war progressed, and started to go badly in the East, the economy began to change. Civilians faced greater hardships from 1941 and women were conscripted into the labour force in increasing numbers. In 1942, Albert Speer was put in charge and he focused all his efforts on the armament industries. By 1944 tank and aircraft production had trebled. Allied raids began to damage German factories and raw materials were in short supply.’

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12(c) Level 2 Identifies AND/OR describes 2–3 (One mark for each point) e.g. ‘Germany was already preparing for the war from the mid ’30s.’ ‘The occupied territories provided Germany with raw materials and luxury consumer goods.’ ‘Forced labour was used from the occupied territories.’ ‘Almost 25% of the German workforce was forced labour.’ ‘Albert Speer took over the direction of the economy in 1942.’ ‘From 1942 armament production became the most important focus.’ ‘Allied bombing and blockades damaged German industry.’ ‘Raw materials were in short supply.’ ‘Women were conscripted into the labour force.’

Level 1 General answer lacking specific contextual knowledge 1 e.g. ‘There were massive changes when Germany started to lose the war.’


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13(a) Describe the state of the Russian economy by 1914. 4

Level 1 One mark for each relevant point; additional mark for supporting detail 1–4 No credit for ‘bad’ or ‘poor’. e.g. ‘Around 80% of Russians were peasants.’ ‘They had small farms which were not very productive.’ ‘There was a lack of farming land.’ ‘Most of the good farming land was owned by the aristocracy.’ ‘Under Stolypin’s policies some farmers had been able to buy their land and they created larger, more prosperous farms.’ ‘There was some industry in Russia by this time.’ ‘Oil and coal were being produced.’ ‘There were also deposits of valuable metals such as gold and iron.’ ‘Russia was not industrialised to the same extent as Germany and the USA.’


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13(b) Why did the October Manifesto have only a limited impact on the way Russia was ruled? 6


Level 3 Explains ONE reason 4–5 (Four marks for one explanation, five marks for full explanation) e.g. ‘The October Manifesto only had a limited impact because the Tsar did not take any notice of the Duma. At the first meeting of the Duma in 1906, the Tsar made a short speech which stated that he would uphold the principles of autocracy and carry on as before. When the first Duma was critical of his policies, he simply dismissed them. The same happened to the second. This meant the Duma had no influence to change the way Russia was ruled.’

Level 2 Identifies AND/OR describes reasons 2–3 (One mark for each identification/description) e.g. ‘The Tsar introduced the October Manifesto in 1905.’ ‘He did this to stop the uprisings against him.’ ‘An elected Duma was established.’ ‘People were promised free speech.’ ‘The first two Dumas were very critical of the Tsar so he dismissed them.’ ‘The Tsar continued to rule as he pleased.’ ‘The Tsar introduced the Fundamental Laws in 1906.’ ‘In 1907 the Tsar changed the voting rules so that his opponents could not be elected into the Duma.’

Level 1 General answer lacking specific contextual knowledge 1 e.g. ‘The Tsar carried on ruling Russia.’


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13(c) How far was Tsar Nicholas II responsible for his own downfall? Explain your answer. 10



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 Tsar was responsible for his own downfall because he put himself in control of the army in August 1915. The war was not going well and by doing this the Tsar made himself responsible for the failure to win victories. There were serious mutinies in the army. The Tsar was directly responsible for military defeats and the deaths of millions of Russians.’ OR e.g. ‘The poor state of the Russian economy was also responsible. By March 1917, food shortages led to widespread looting with thousands of workers participating in violent protests. There was widespread discontent in the countryside. The economy could not support the war effort and troops were being sent to fight with no boots or ammunition.’

Level 2 Identifies AND/OR describes 2–3 (One mark for each point) e.g. ‘The Tsar failed as commander-in-chief.’ ‘There was mutiny in the armed forces.’ ‘The Duma lacked power.’ ‘Stolypin’s tough policies made the Tsar unpopular.’ ‘The Petrograd Soviet was re-formed.’ ‘Strikes and food shortages were crippling.’ ‘The army were not equipped for battle.’ ‘The Tsar left Russia in the hands of the Tsarina and Rasputin.’

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13(c) Level 1 General answer lacking specific contextual knowledge 1 e.g. ‘There were many reasons why Nicholas II lost support.’


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14(a) Describe the role of the NKVD. 4

Level 1 One mark for each relevant point; additional mark for supporting detail 1–4 e.g. ‘The NKVD were the secret police.’ ‘They arrested opponents and suspected opponents.’ ‘The NKVD murdered Kirov.’ ‘They provided the evidence for the Great Terror.’ ‘They investigated politicians and army generals.’ ‘They crushed any potential opposition.’ ‘The NKVD used informers.’ ‘The NKVD were involved in murders.’ ‘The NKVD murdered Trotsky.’


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14(b) Why did Trotsky fail to become leader of the USSR? 6


Level 3 Explains ONE reason 4–5 (Four marks for one explanation, five marks for full explanation) e.g. ‘Trotsky failed because Stalin was cunning. Stalin tricked Trotsky into missing Lenin’s funeral; this meant that Trotsky appeared to be uncaring. At the funeral Stalin was able to demonstrate that he had been close to Lenin, by appearing as the chief mourner. This meant that Stalin seemed to have had a close relationship with Lenin, while Trotsky appeared uncaring by not bothering to turn up.’

Level 2 Identifies AND/OR describes reasons 2–3 (One mark for each identification/description) e.g. ‘Stalin played one group against another.’ ‘Stalin was underestimated by the other contenders for leadership.’ ‘Stalin was General Secretary of the Communist Party.’ ‘Trotsky was tricked by Stalin into missing Lenin’s funeral.’ ‘Lenin’s secret testament was not made public.’ ‘Stalin’s policy of ‘Socialism in One Country’ was popular.’ ‘Trotsky was arrogant.’ ‘Trotsky underestimated Stalin.’ ‘Trotsky’s ideas were not popular.’ ‘Trotsky offended many senior party members.’

Level 1 General answer lacking specific contextual knowledge 1 e.g. ‘Trotsky had fewer supporters than Stalin/was unpopular.’


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14(c) ‘The show trials were the most effective method of control used by Stalin.’ How far do you agree with this statement? Explain your answer.

10



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 wanted to remove any potential opposition to his rule. The old Bolsheviks, such as Kamenev, Bukharin and Zinoviev, had all worked with Stalin to remove Trotsky’s influence, but they now faced the ‘show trial’ so that they could not possibly rival Stalin. The trials also showed the Soviet people that no-one could oppose Stalin and, if they did, they would receive the ultimate punishment.’ OR e.g. ‘Propaganda and censorship were the most effective methods of control employed by Stalin. The government controlled the newspapers so only articles which praised Stalin could be published. It was difficult to challenge the given view of what was happening in Russia as there was no access to information. Stalin created a cult of personality around himself and people were encouraged to consider him as a god-like figure who was adored by his people. Newspapers, books, the radio, posters and films all portrayed Stalin in the same way. Many people believed that Stalin was a great hero because of this, and this made them accept his policies unquestioningly.’

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14(c) Level 2 Identifies AND/OR describes 2–3 (One mark for each point) e.g. ‘Show trials were held to get rid of opposition.’ ‘Stalin wanted to eliminate the old Bolshevik rivals.’ ‘Stalin wanted to show that no opposition would be tolerated.’ ‘Stalin created a cult of personality around himself.’ ‘Propaganda and censorship meant only Stalin’s view was publicised.’ ‘Stalin’s image dominated every town where statues and posters were put up and local parades were held in his name.’ ‘Stalin exerted control through his industrial policies.’

Level 1 General answer lacking specific contextual knowledge 1 e.g. ‘Everyone was afraid of Stalin.’


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15(a) Describe US government policy on immigration in the 1920s. 4

Level 1 One mark for each relevant point; additional mark for supporting detail 1–4 e.g. ‘There was a quota system.’ ‘The Emergency Quota Act was passed in 1921.’ ‘The number of immigrants was limited to 357 000 per year.’ ‘A quota was set where annual numbers of immigrants were restricted to 3% of the number from the same country living in the US in 1910.’ ‘The number of immigrants from eastern and southern Europe was reduced by 75%.’ ‘In 1924 the National Origins Act was passed.’ ‘It reduced annual immigration to 150 000.’ ‘The quota was reduced to 2% of the 1890 figure.’ ‘Immigrants from China and Japan were barred.’ ‘85% of immigrants came from northern Europe.’


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15(b) Why did prohibition lead to an increase in crime? 6


Level 3 Explains ONE reason 4–5 (Four marks for one explanation, five marks for full explanation) e.g. ‘Prohibition led to an increase in crime because people wanted to carry on drinking. To do this they engaged in illegal activities such as drinking in speakeasies. These secret bars were supplied by smugglers who brought alcohol into the country from Canada and Mexico. A whole network of illegal activity sprang up to keep the illegal bars operating.’

Level 2 Identifies AND/OR describes reasons 2–3 (One mark for each identification/description) e.g. ‘The American people carried on drinking by going to speakeasies and these were illegal.’ ‘Many of the law enforcers were corrupt.’ ‘The bootleggers continued supplying and selling alcohol by smuggling it over the borders from Canada and Mexico.’ ‘Gangsters controlled the trade through violence.’ ‘Resources used on enforcing Prohibition could be freed up.’

Level 1 General answer lacking specific contextual knowledge 1 e.g. ‘There were more gangsters.’


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15(c) ‘Women’s lives improved in the USA in the 1920s.’ How far do you agree with this statement? Explain your answer. 10



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. ‘Women’s lives improved in the 1920s as they got the vote in 1920 in all states and this showed they were politically equal to men. More women worked and 10 million were employed by 1929 – a 25% increase. Many were employed in offices and manufacturing and some industries preferred to employ women. This allowed women to be more independent. Socially there were big changes. Dress changed and women wore less restricting clothes made of new fabrics. Young women stopped having chaperones to accompany them in public and some learned to drive. The divorce rate went up, so women were no longer trapped in unhappy marriages.’ OR e.g. ‘For many women life did not improve. For instance, in rural areas life changed little for most women and they continued to focus on childcare and managing the home. Even in the urban areas women who worked were paid less than men in the same job. Only a minority benefited from new labour-saving devices, less than 30% owned a washing machine in 1930. Some women disapproved of the habits of the new generation of ‘flappers’ and, in any case, it was only a small group of women who enjoyed social freedom in the 1920s.’

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15(c) Level 2 Identifies AND/OR describes 2–3 (One mark for each point) e.g. ‘Women got the vote in 1920 in all states.’ ‘10 million American women were employed by 1929 – a 25% increase.’ ‘Many women were employed in offices and manufacturing.’ ‘Dress changed, women wore less restricting clothes made of new fabrics.’ ‘There were social changes such as young women stopped having chaperones to accompany them in public.’ ‘Women became more independent and some learned to drive.’ ‘In rural areas life changed little for most women.’ ‘Women were paid less than men.’ ‘Only a minority benefited from new labour-saving devices, less than 30% owned a washing machine in 1930.’

Level 1 General answer lacking specific contextual knowledge 1 e.g. ‘Some women became ‘flappers’.’


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16(a) Describe Roosevelt’s ‘fireside chats’. 4

Level 1 One mark for each relevant point; additional mark for supporting detail 1–4 e.g. ‘Roosevelt spoke on the radio so that people could listen to him in their homes.’ ‘Roosevelt explained his actions and policies.’ ‘He explained the New Deal.’ ‘They helped people to believe that their problems would be resolved.’ ‘They made people feel that the whole nation was united in facing the nation’s problems.’ ‘They kept the American people informed about the actions of the government.’ ‘They started during the ‘100 Days’.’


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16(b) Why was the Emergency Banking Act important? 6


Level 3 Explains ONE reason 4–5 (Four marks for one explanation, five marks for full explanation) e.g. ‘Roosevelt’s introduction of the Emergency Banking Act was important because it allowed him to restore public confidence in the banks. The banks whose finances were considered completely hopeless were permanently closed. The remaining banks were promised government grants to help gain public confidence that their money would not be lost again. Roosevelt broadcast to the public, reassuring them that the banks were now safe.’

Level 2 Identifies AND/OR describes reasons 2–3 (One mark for each identification/description) e.g. ‘Roosevelt introduced the Emergency Banking Act to deal with the banking crisis.’ ‘The Act forced banks to stay closed for four days/short time.’ ‘The banks whose finances were considered completely hopeless were permanently closed.’ ‘The remaining banks were promised government grants to help gain public confidence.’ ‘These banks re-opened after four days.’ ‘Roosevelt broadcast to the public, reassuring them that the banks were now safe and viable.’ ‘He encouraged them to deposit money in these banks.’

Level 1 General answer lacking specific contextual knowledge 1 e.g. ‘The Emergency Banking Act was the first thing Roosevelt did on becoming President.’


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16(c) How far did the New Deal cope with the problem of unemployment? Explain your answer. 10



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 New Deal introduced many measures to reduce unemployment. For instance, the Civilian Conservation Corps provided work for men aged 18–25. Although wages were low this gave employment to over 2 million during the lifetime of the scheme. The Public Works Administration provided millions of jobs in construction and formerly unemployed workers were involved in building schools, roads, hospitals and houses. These two schemes gave work to millions of men, both skilled and unskilled, and show how the New Deal succeeded in providing employment.’ OR e.g. ‘The New Deal did not solve unemployment. Although it was reduced during the 1930s from 12 million in 1932, it never fell below 5 million and rose back to 10 million in 1938. Many of Roosevelt’s employment schemes did not provide lasting work. For instance, men were only allowed to be in the CCC for 6 months. Some of the innovations of the New Deal made the situation worse. Increased mechanisation in agriculture increased unemployment in that sector of the economy.’

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16(c) Level 2 Identifies AND/OR describes 2–3 (One mark for each point) e.g. ‘The New Deal introduced measures to reduce unemployment.’ ‘The Civilian Conservation Corps provided work for men aged 18–25.’ ‘The CCC employed over 2 million.’ ‘The Public Works Administration provided millions of skilled jobs in construction.’ ‘The PWA built schools, roads, hospitals and houses.’ ‘The TVA created many jobs.’ ‘FERA spent money on employment schemes.’ ‘The New Deal reduced unemployment from 12 million in 1932 to 7.7 million in 1937.’ ‘Unemployment rose to 10 million in 1938.’ ‘Men were only allowed to be in the CCC for 6 months.’ ‘Increased mechanisation in agriculture increased unemployment.’ ‘WWII ended US unemployment, not the New Deal.’

Level 1 General answer lacking specific contextual knowledge 1 e.g. ‘Lots of people got jobs.’


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17(a) What were the main aims of the Chinese Communists in the inter-war period? 4

Level 1 One mark for each relevant point; additional mark for supporting detail 1–4 e.g. ‘They promised to improve the life of the peasants.’ ‘They promised to reduce rents.’ ‘They promised to tax the wealthy.’ ‘They promised to keep China free of foreign influence and corruption.’ ‘They promised to redistribute land to the peasants.’


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17(b) Why was the Marco Polo Bridge Incident important? 6


Level 3 Explains ONE reason 4–5 (Four marks for one explanation, five marks for full explanation) e.g. ‘The Marco Polo Bridge Incident was important because it started the Second Sino-Japanese War. A Japanese soldier went missing during a training exercise and the Japanese army suspected that the Chinese had captured him. They tried to force their way into the nearby town but failed. This led to both China and Japan increasing their military presence in the area. This led to increased tension which eventually resulted in a full-scale invasion of China by Japan.’

Level 2 Identifies AND/OR describes reasons 2–3 (One mark for each identification/description) e.g. ‘The Marco Polo Bridge was near Wanping.’ ‘Japanese troops were on a training exercise near Wanping.’ ‘They fired shots which caused Chinese to retaliate.’ ‘A Japanese soldier went missing.’ ‘The Japanese army demanded that China should let them search the town.’ ‘Japanese troops tried to force their way into Wanping.’ ‘Both sides increased their military in the area.’ ‘There was an invasion of China by Japan.’

Level 1 General answer lacking specific contextual knowledge 1 e.g. ‘It created tension.’


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17(c) ‘The Nationalists lost the Civil War because they were unpopular.’ How far do you agree with this statement? Explain your answer.

10



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 Nationalists were unpopular because they had brought the economy to the point of collapse. The people in the towns began to turn against them. Property was confiscated, money was taken from people and they were made to enlist in the Nationalist army. When people began to rebel against this the Nationalists reacted with brutality, making them even less popular with both the people who had supported them in China and their foreign allies.’ OR e.g. ‘There were other reasons why the Nationalists lost. The CCP was opportunist and Mao’s leadership was crucial. He turned the CCP forces into an effective modern army and was a highly inspirational leader. He planned military campaigns with great precision and won over the commanders to his ideas.’

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17(c) Level 2 Identifies AND/OR describes 2–3 (One mark for each point) e.g. ‘The Nationalists were corrupt.’ ‘The Communist army was efficient.’ ‘Guerrilla warfare was used effectively.’ ‘The Communists had good leaders.’ ‘The Communists were more popular.’ ‘The Nationalists caused severe economic problems.’ ‘Mao was an effective leader.’ ‘The Nationalists were brutal, and this lost them support.’ ‘The Nationalists made strategic errors.’

Level 1 General answer lacking specific contextual knowledge 1 e.g. ‘The Nationalists lost support.’


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18(a) Describe Mao’s relationship with Khrushchev. 4

Level 1 One mark for each relevant point; additional mark for supporting detail 1–4 e.g. ‘Mao did not like Khrushchev.’ ‘Khrushchev was friendlier to the West and Mao saw this as weakness.’ ‘Relations were frosty because the USSR would not help China militarily.’ ‘Mao claimed he was the true successor of Lenin.’ ‘Khrushchev attacked Stalin’s personality cult.’ ‘The USSR would not support a proposed invasion of Taiwan by China.’ ‘Khrushchev denounced Mao’s economic policies as a failure.’ ‘There was tension over border disputes between India and China when the USSR did not support China.’


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18(b) Why was the Sino-British Joint Declaration of 1984 important? 6


Level 3 Explains ONE reason 4–5 (Four marks for one explanation, five marks for full explanation) e.g. ‘The Declaration was important to Deng because he negotiated with the British and they were forced to agree that Hong Kong’s lease to Britain would not be renewed after 1997. This meant China would regain control of a territory which it had lost over a century earlier and which was now the most prosperous city in Asia.’

Level 2 Identifies AND/OR describes reasons 2–3 (One mark for each identification/description) e.g. ‘Hong Kong had been under British control since the 1840s.’ ‘The lease for Hong Kong expired in 1997.’ ‘Hong Kong was very wealthy.’ ‘Deng negotiated with British Prime Minister Thatcher to end the lease.’ ‘Hong Kong would return to Chinese rule.’ ‘The economy would continue to operate on capitalist lines.’ ‘Hong Kong was to become a Special Administrative Region.’

Level 1 General answer lacking specific contextual knowledge 1 e.g. ‘China regained land.’


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18(c) How far was Taiwan the main reason for tension between China and the USA up to 1970? Explain your answer. 10



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 USA continued to support Chiang Kai-shek’s Taiwan after the civil war ended in 1949. They supplied Taiwan with diplomatic and financial support until 1971 and insisted that it would not recognise China. This made the relationship between China and the USA very tense as the US refused to recognise Mao as the true leader of China. The US blocked China’s membership of the UN in favour of Taiwan.’ OR e.g. ‘There were other reasons for tension. China had fought against US troops (under the flag of the United Nations) in the Korean War and had suffered high casualties. Although the war ended in a stalemate, Mao became convinced that it was only a matter of time before the US tried to destroy Chinese communism. This made diplomatic relations between the two impossible.’

Level 2 Identifies AND/OR describes 2–3 (One mark for each point) e.g. ‘There was constant shelling between the two.’ ‘The Nationalists made it clear they hoped to regain control of the mainland.’ ‘The Nationalists were supported by the USA.’ ‘Chiang was keeping communist China out of the United Nations.’ ‘The Korean War made relations difficult.’ ‘The USA refused to recognise Mao as leader of China.’

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18(c) Level 1 General answer lacking specific contextual knowledge 1 e.g. ‘The Nationalists were weaker.’


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19(a) What was the Defiance Campaign of 1952? 4

Level 1 One mark for each relevant point; additional mark for supporting detail 1–4 e.g. ‘It was organised by the ANC against apartheid.’ ‘Began in April 1952.’ ‘Leaders included Mandela and Sisulu.’ ‘Involved 8000 activists.’ ‘Entered white only waiting rooms/railway carriages/lines in post offices.’ ‘Ignored curfews and pass laws.’ ‘Ended in 1953.’ ‘Saw increased membership of the ANC from 7000 to 100 000.’


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19(b) Why did some white South Africans oppose apartheid? 6


Level 3 Explains ONE reason 4–5 (Four marks for one explanation, five marks for full explanation) e.g. ‘Many white South Africans thought that apartheid laws were unfair and placed an unjust burden on black women. For instance, white women such as Helen Joseph joined the Federation of South African Women. They protested against the Pass Laws in Pretoria in 1956. Others helped non-white women deal with Section 10 laws which the government used to control migration to the cities.’

Level 2 Identifies AND/OR describes reasons 2–3 (One mark for each identification/description) e.g. ‘The Federation of South African Women opposed apartheid and was led by black and white South Africans.’ ‘They thought the Pass Laws were unfair.’ ‘They marched to the Union buildings in Pretoria to protest.’ ‘The Black Sash was formed to protest against the National Party’s plans ‘to end Coloured voting rights.’ ’ ‘They offered help to non-whites living in cities.’ ‘They objected to the Section 10 laws which broke up marriages.’

Level 1 General answer lacking specific contextual knowledge 1 e.g. ‘They thought apartheid was unfair.’


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19(c) How far did the African National Congress (ANC) grow stronger in the 1960s? Explain your answer. 10



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 ANC did not grow stronger in the 1960s as it was banned in 1960 by Verwoerd. Oliver Tambo, the leader of the organisation, was forced into exile in the UK. Mandela and Sisulu were incarcerated after the Rivonia Trial. The group struggled to survive and had very little money or international support.’ OR e.g. ‘Although banned, the ANC continued to gain support during the 1960s. While in exile abroad, Tambo set up ANC offices in foreign countries and helped to mobilise foreign opinion against apartheid. Eventually there were 27 such offices. Tambo became President of the ANC in 1967. While the ANC did appear to be crushed within South Africa during the 1960s, Tambo’s work abroad was highly significant for raising the issue of apartheid and winning foreign support for sanctions.’

Level 2 Identifies AND/OR describes 2–3 (One mark for each point) e.g. ‘The ANC was banned in 1960 by Verwoerd.’ ‘Oliver Tambo, the leader of the organisation, was forced into exile in the UK.’ ‘The group struggled to survive and had very little money or international support.’ ‘After the Rivonia Trial, Mandela and Sisulu were locked up.’ ‘Tambo set up ANC offices in foreign countries.’ ‘He won international support for the ending of apartheid.’

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19(c) Level 1 General answer lacking specific contextual knowledge 1 e.g. ‘The ANC was weak in the 1960s.’


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20(a) Describe the activities of the international Anti-Apartheid Movement. 4

Level 1 One mark for each relevant point; additional mark for supporting detail 1–4 e.g. ‘International organisations were set up to protest against apartheid.’ ‘The movement grew particularly in the 1960s.’ ‘It organised demonstrations to protest about issues (freeing political prisoners).’ ‘Because of the movement, it became almost impossible for South African athletes or sportsmen to take part in international events such as the Olympics between 1964 and 1988.’ ‘Demonstrations against apartheid were held all over the world.’


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20(b) Why did many black workers go on strike in the 1970s? 6


Level 3 Explains ONE reason 4–5 (Four marks for one explanation, five marks for full explanation) e.g. ‘The workers went on strike because they were facing deteriorating conditions. There was a worldwide economic crisis in 1973 and this meant that workers faced wage cuts, longer hours and worsening conditions. They went on strike because of this and in Natal 200 000 workers were involved.’

Level 2 Identifies AND/OR describes reasons 2–3 (One mark for each identification/description) e.g. ‘There was a worldwide economic crisis.’ ‘They were protesting about wage cuts.’ ‘They were being asked to work longer hours.’ ‘200 000 workers in Natal went on strike.’ ‘Workers in Natal were mainly Zulu and they were united in their demands.’ ‘The Zulus were powerful because of their ethnic loyalty.’ ‘There was a rise in union activity.’

Level 1 General answer lacking specific contextual knowledge 1 e.g. ‘They were unhappy with their pay.’


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20(c) ‘International sanctions were more important than internal opposition in ending apartheid.’ How far do you agree with this statement? Explain your answer.

10



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. ‘International sanctions played a part. In 1986 the American Congress voted to ban imports of iron, steel, coal, textiles and uranium from South Africa, while the European Community banned imports of South African iron, steel, gold and coins. These sanctions led to a large increase in white unemployment in South Africa and economic growth suffered. This could not continue without South Africa suffering disastrous effects.’ OR e.g. ‘During the mid ’80s the government of South Africa came under increased pressure from internal opponents. The trade unions and the resistance movements increased their activities against the government with members of the ANC returning in secret to help local resistance. They began to attack military and police installations. The UDF began to co-ordinate protests. It had the single aim of abolishing apartheid and became linked with the ANC.’

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20(c) Level 2 Identifies AND/OR describes 2–3 (One mark for each point) e.g. ‘In 1986 the Commonwealth (except Britain) agreed on a package of sanctions.’ ‘In 1986 the American Congress voted to stop American loans to South Africa.’ ‘In 1986 the European Community voted to ban imports of South African iron, steel, gold and coins.’ ‘Mandela worked for reform.’ ‘There was greater resistance from the unions.’ ‘De Klerk looked at a mandate for reform.’ ‘The ANC fought tirelessly to end white minority rule.’

Level 1 General answer lacking specific contextual knowledge 1 e.g. ‘The impact of international sanctions was important, but there were other reasons.’


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21(a) What was the role of the United Nations in the Suez Crisis? 4

Level 1 One mark for each relevant point; additional mark for supporting detail 1–4 e.g. ‘The UN got involved because the British and French bombed Egyptian airfields.’ ‘At the UN on the 6 November, the Arab States, USSR and the USA condemned Britain and France and demanded their withdrawal.’ ‘The withdrawal took place and an emergency UN force was sent to the Suez Canal.’ ‘The force was called UNEF.’


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21(b) Why did oil become important in the Arab-Israeli conflict? 6


Level 3 Explains ONE reason 4–5 (Four marks for one explanation, five marks for full explanation) e.g. ‘Oil became important because the Arab states started to use oil as a weapon against the US for their support of Israel. After the Yom Kippur war, Saudi Arabia increased its oil prices by 70%. Exports to countries which supported Israel were restricted. When the US increased aid to Israel, the Saudis and OPEC introduced an embargo on oil supplies to the US. The price of oil in the US rose by over 300% in a year. This damaged the economy in the US as the cost of imports rose and there was inflation and unemployment.’

Level 2 Identifies AND/OR describes reasons 2–3 (One mark for each identification/description) e.g. ‘More of the world’s oil was being produced in the Middle East.’ ‘The US was more dependent on oil from the Middle East.’ ‘After the Six-Day War, Libya increased its oil prices and nationalised Western assets. This had a negative impact on the USA.’ ‘The Arab states used oil as a weapon.’ ‘After the Yom Kippur war, Saudi Arabia increased its oil prices by 70%.’ ‘Exports to countries which supported Israel were restricted.’ ‘When the US increased aid to Israel, the Saudis and OPEC introduced an embargo on oil supplies to the US.’ ‘The price of oil in the US rose by over 300% in a year.’ ‘This damaged the economy in the US.’

Level 1 General answer lacking specific contextual knowledge 1 e.g. ‘The Arab states produced oil.’


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21(c) ‘The Yom Kippur War was not a victory for Israel.’ How far do you agree with this statement? Explain your answer. 10



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. ‘Although the war showed Israel to be militarily superior, it also highlighted several problems. The Arabs surprised the Israelis with their attack on the day of Yom Kippur and this suggested Israeli defences were weak. Over 90 000 Egyptian soldiers and 850 tanks crossed the Suez Canal on the first day, destroying 300 Israeli tanks and regaining part of Sinai. Israel recognised that lasting security would depend on a diplomatic solution. The attack restored lost Arab pride, by showing that they could work together, fighting with courage and determination under skilled leaders.’ OR e.g. ‘Although the Arabs made some gains, the war was a military victory for the Israelis. The Israelis crossed the Suez Canal, captured some of the Arab SAM bases and began to move on the Egyptian capital, Cairo. The Egyptian forces found themselves stranded on the Sinai side of the Canal. The Egyptian and Syrian forces lost over 16 000 men, almost 8 times more losses than they inflicted on Israel.’

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21(c) Level 2 Identifies AND/OR describes 2–3 (One mark for each point) e.g. ‘The Arabs completely surprised the Israelis with their attack.’ ‘Sadat had forced a change in US policy.’ ‘During the war the Arab states worked together to use oil as a diplomatic weapon.’ ‘The Israelis proved that their weapons, training and tactics were superior.’ ‘The Israelis kept hold of all the territory they had captured in 1967.’ ‘The Israelis managed to cross the Suez Canal into Egypt.’ ‘The Egyptians and Syrians suffered heavy casualties.’

Level 1 General answer lacking specific contextual knowledge 1 e.g. ‘Both sides suffered casualties.’


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22(a) Describe the establishment of the Palestinian Authority. 4

Level 1 One mark for each relevant point; additional mark for supporting detail 1–4 e.g. ‘The Palestinian Authority was created in May 1994.’ ‘It was given control of Gaza and Jericho.’ ‘It was agreed after talks in Oslo in January 1993.’ ‘Israeli troops were to withdraw from Gaza and the West Bank.’ ‘Elections were held for the new authority.’ ‘Some Israelis were pleased with the new authority as Israel had lost less land than Palestine had demanded.’ ‘There were protests on both sides following its establishment.’


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22(b) Why has Jerusalem been a major problem for the peace process? 6


Level 3 Explains ONE reason 4–5 (Four marks for one explanation, five marks for full explanation) e.g. ‘Jerusalem has been a major problem for the peace process as both Palestinians and Jews want it to be the capital of their state and regard it as their own territory. The city has great religious importance for Muslims as Muhammed ascended to heaven from there and the Dome of the Rock mosque was founded on the site. The city also has immense significance for Jews as it is their holiest city and considered to be the spiritual home of all Jews.’

Level 2 Identifies AND/OR describes reasons 2–3 (One mark for each identification/description) e.g. ‘Jerusalem is an important religious centre for Muslims.’ ‘Jerusalem is important to Christians and Jews.’ ‘Both sides fought to get control of Jerusalem in the 1948–49 war.’ ‘Both sides wanted Jerusalem as the capital of their state.’ ‘The Israelis took over eastern Jerusalem after the 1967 war, even though it was dominated by Palestinians.’

Level 1 General answer lacking specific contextual knowledge 1 e.g. ‘It is an important place for both sides.’


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22(c) ‘Divisions between Israeli politicians are the main reason for the failure to reach a comprehensive peace agreement between Israel and the Palestinians.’ How far do you agree with this statement? Explain your answer.

10



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. ‘Divisions between Israeli politicians have caused difficulties for reaching a comprehensive peace agreement. Labour and Likud, Israel’s major political parties, took opposing views on how Palestine and the Palestinians should be treated. For instance, Likud disagreed with Rabin’s concessions in the Middle East Peace Accords and supported continued Jewish expansion in the occupied territories. Their opposition was illustrated when Rabin was assassinated by Yigal Amir, an Israeli student.’ OR e.g. ‘Other factors, such as divisions between Palestinian groups, have also slowed down the peace process. Whereas Arafat was willing to work with the US and Rabin to create the Palestinian Authority, other groups such as Hamas have rejected peace with Israel under any terms. They argued that, as Israel refused to accept the Palestinians’ right to an independent state, the destruction of Israel would be the only way for the Palestinians to enjoy peace.’

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22(c) Level 2 Identifies AND/OR describes 2–3 (One mark for each point) e.g. ‘Some Israelis wanted a Palestinian state, but many were against it.’ ‘Some Israelis believed Jews should have left Hebron.’ ‘Some Israelis believed that there were ancient areas which should never be given up.’ ‘Shimon Peres worked with Rabin and Yasser Arafat.’ ‘In 1995 Rabin signed the Middle East Accord with Yasser Arafat.’ ‘Rabin was assassinated by Yigal Amir.’ ‘Netanyahu did not want to give concessions to the Palestinians.’ ‘Hamas and the PLO have not agreed a way forward.’ ‘Hamas rejected peace with Israel.’

Level 1 General answer lacking specific contextual knowledge 1 e.g. ‘The Arabs and Israelis have never been able to agree.’


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HISTORY 0470/21 Paper 2 October/November 2019

MARK SCHEME

Maximum Mark: 50

Published


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October/November2019




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.

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.



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Nineteenth century topic


1 Study Sources A and B. How far do these two sources agree? Explain your answer using details of the sources.

7

Level 5 Compares big messages 7A argues he was significant to Italian unification / he was a successful figure, while in B he was not

Level 4 Agreement and disagreement of detail or sub-messages 6

Level 3 Agreement or disagreement of detail or sub-messages 3–5

Level 2 Identifies information that is in one source but not in the other or states that the sources are about the same subject 2OR Level 2 Compares the provenance of the sources

Level 1 Writes about the sources but makes no valid comparison 1



2 Study Sources C and D. Why did Mazzini publish Source D in 1861? Explain your answer using details of the sources and your knowledge.

8

Level 6 Contextual explanation of why he is keen to rebut Source C in 1861 in particular 8

Level 5 Contextual explanation of why he wants to rebut Source C 7

Level 4 Explains that D was published to rebut Source C – no context, answers limited to content of sources 5–6

Level 3 Answers limited to Source D – but a reason for publication is given 3–4OR Explains the context of 1861 as the reason but no reference to C

Level 2 Misreadings of the source(s) or a valid answer that fails to address why published 2

Level 1 Surface descriptions of the source 1


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3 Study Source E. Do you trust Garibaldi's account? Explain your answer using details of the source and your knowledge.

8

Level 6 Cross-references to other sources or to contextual knowledge to evaluate Garibaldi’s claims about himself of Mazzini 7–8

Level 5 Answers limited to Source E – saying whether they trust Garibaldi about himself or Mazzini based on recognition of purpose 5–6

Level 4 Identifies what in E can be trusted or not about Garibaldi or Mazzini 4

Level 3 Undeveloped use of provenance 3

Level 2 Analyses source without stating if Garibaldi is trusted 2

Level 1 Unsupported assertions 1



4 Study Sources F and G. Does Source G make Source F surprising? Explain your answer using details of the sources and your knowledge.

8

Level 5 Compares the sources and evaluates one of them 7–8

Level 4 Answers based on disagreements 5–6

Level 3 Answers based on use of F but no valid use of G 3–4

Level 2 Answers based on undeveloped provenance or identifies what surprised by but no explanation or analyses the source appropriately but fails to state whether surprised 2

Level 1 Writes about the sources but does not address the question 1


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5 Study Source H. How useful is Source H as evidence about Mazzini? Explain your answer using details of the source and your knowledge.

7

Level 6 Answers that explain significance of him being honoured so many years later and what this tells us 6–7

Level 5 It is useful – it shows he was important because he is on a stamp. 5

Level 4 Useful because of the impression it gives of Mazzini 4

Level 3 Rejects the source because of what it does not tell us 3Must say what is missing.

Level 2 Not useful because it is just a stamp 2

Level 1 Unsupported assertions/Describes the stamp 1



6 Study all the sources. How far do these sources provide convincing evidence that Mazzini helped Italian unification? Use the sources to explain your answer.

12

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, (B), C, G, H : B, C, D, E, F

Level 2 Uses sources to support or reject the statement 4–6

Level 1 No valid source use 1–3


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Twentieth century topic


1 Study Sources A and B. How far do these two sources agree? Explain your answer using details of the sources.

7

Level 5 Compares big messages 7They both think Iraq had a good case but B has less sympathy for what Iraq actually did

Level 4 Agreement and disagreement of detail or sub-messages 6

Level 3 Agreement or disagreement of detail or sub-messages 3–5

Level 2 Identifies information that is in one source but not in the other or states that the sources are about the same subject 2OR Level 2 Compares the provenance of the sources

Level 1 Writes about the sources but makes no valid comparison 1



2 Study Sources C and D. How far does Source D prove Saddam's claims in Source C? Explain your answer using details of the sources and your knowledge.

8

Level 6 Compares the sources and evaluates one of them 8

Level 5 Evaluates C but no valid use of D 7

Level 4 Both types of Level 3 5–6

Level 3 Answers based on agreements or disagreements 3–4Disagreements are either C says to make Iraq live in famine, D says to protect frontier or royal family OR C claims Iraq is being threatened while D says Kuwait is being protected

Level 2 Answers based on undeveloped provenance 2

Level 1 Writes about the sources but no valid response 1


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3 Study Source E. How useful is this source to a historian studying the crisis over Kuwait? Explain your answer using details of the source and your knowledge.

8

Level 6 Answers based on developed evaluation in context to accept the source 8

Level 5 Argues that Source E is useful as evidence that the US was at least partly responsible for Iraq invading OR that the source is useful for helping us understand why Saddam misunderstood American intentions 7

Level 4 Answers that check whether Source E is factually correct e.g. the US did later support Kuwait 5–6

Level 3 Explains how the source is useful for what it tells us about the crisis 3–4OR Explains how it is not useful because of something relevant that is not mentioned in the source e.g. the provenance tells us something has been left out of the source

Level 2 Answers based on undeveloped use of provenance 2

Level 1 Unsupported assertions/copies or paraphrases the source 1



4 Study Source F. Why did President Bush make this speech on 8 August 1990? Explain your answer using details of the source and your knowledge.

8

Level 5 Explains a valid purpose for making the speech 7–8Do not allow – to persuade people to join the multi-national force or the US army.

Level 4 Explains message of Source F as a reason for the speech 5–6Only award 6 marks if gets to justification.

Level 3 Context given as the reason but no use of content of source 3–4(Note: The context may be mentioned in the source but it is expressed in answers as a contextual reason.)

Level 2 Context or message given but not given as a reason 2

Level 1 Unsupported assertions/or copies or paraphrases source with no purpose 1


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5 Study Sources G and H. How similar are the messages of these two cartoons? Explain your answer using details of the sources and your knowledge.

7

Level 5 Comparison of big message 7G blames Saddam for wanting the oil, H blames Bush for wanting the oil.

Level 4 Compares sub-messages 5–6e.g. They agree that the crisis was over oil, G criticises the UN while H criticises Bush.

Level 3 Interprets one or both cartoons – no comparison 3–4

Level 2 Misinterpretation(s) or explains what the cartoons are about 2

Level 1 Describes cartoons – no interpretations 1



6 Study all the sources. How far do these sources provide convincing evidence that Iraq was to blame for the crisis over Kuwait? Use the sources to explain your answer.

12

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

Level 2 Uses sources to support or reject the statement 4–6

Level 1 No valid source use 1–3


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HISTORY 0470/41 Paper 4 Alternative to Coursework October/November 2019

MARK SCHEME

Maximum Mark: 40

Published


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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.

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.



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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. pa

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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.

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1 How important were trenches in determining the nature of war on the Western Front? Explain your answer. YES 1000 kms of trenches by 1915; barbed wire made crossing no-man’s land risky; high casualties; led to defensive, static warfare; created stalemate; use of artillery and machine guns to defend trenches; trench conditions produced low morale, disease, trench foot, etc. NO More important – lack of tactics by military leaders to break stalemate; new technology reinforced stalemate – machine guns, artillery, barbed wire, aircraft, tanks; huge number of soldiers; Home Front production of munitions; alliance system, etc.

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2 How significant were the actions of German leaders as a reason for the armistice in 1918? Explain your answer. YES Ludendorff Offensive and Operation Michael a failure; loss of safety of Hindenburg Line; military dictatorship – split on ending the war; Kaiser left in the background – war dominated by Hindenburg and Ludendorff; saw armistice as only option by late 1918; Reichstag calls for political reform, etc. NO War weariness; food and fuel shortages due to British blockade of German ports; Allied strength – US entry into war by 1917; Kiel Mutiny and German Revolution in October 1918, etc.

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3 How important were the territorial terms of the Treaty of Versailles as a cause of problems in early Weimar Germany? Explain your answer. YES Loss of 13% of German land and all overseas colonies; loss of German speakers to France, Belgium, Denmark and Poland; loss of industry and natural resources; outraged nationalists in Germany; loss of border defences; France, the old enemy, gained Alsace-Lorraine, etc. NO More important – reparations led to Ruhr invasion and hyperinflation in 1923; war guilt clause; military restrictions; Weimar constitution – proportional representation; political extremism of left and right, etc.

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4 How significant were the SA and SS in securing Nazi power by 1934? Explain your answer. YES SA helped Nazi electoral success – fought communists; gave sense of discipline, loyalty and strength through propaganda; SA used to arrest communists after Reichstag Fire in 1933; became auxiliary police; SS used to murder SA leaders including Rohm in Night of Long Knives; established concentration camps with SA in 1933; took over Gestapo in 1934, etc. NO More significant – the Enabling Act, 1933; Reichstag Fire; anti-communism; actions of Hindenburg; banning of political parties and trade unions; concordat with Catholic Church; Army oath and death of Hindenburg, etc.

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5 How important were economic problems in causing disturbances in Russia up to 1917? Explain your answer. YES Peasant land issue – peasants demanded land from nobility leading to riots and land grabbing; working conditions in factories and mills – low wages and long hours – led to growth in revolutionary parties like Bolsheviks and Socialist Revolutionaries; shortages in wartime – food and fuel; inflation, etc. NO More important – Tsarist autocracy and repression; use of Okhrana; Stolypin’s repression – necktie; 1904–1905 Russo-Japanese War; Bloody Sunday; calls for constitutional reforms by liberals in 1905 Revolution; World War I and military defeats; Tsar’s personal command of army, 1915, etc.

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6 How significant was defence as a reason for Stalin’s economic policies, 1928–41? Explain your answer. YES Stalin saw threat of Germany and European fascism in 1930s; Soviet Union not ready for defence purposes; needed steel, oil and chemical production to increase massively; threat of capitalist West; Civil War saw US, France and British threats to USSR, etc. NO More significant – need for food production increase to pay for industrialisation; Stalin’s personal accomplishment to establish dictatorship; dekulakisation; ending NEP; socialism in one country, etc.

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7 How important was the motor industry as a cause of the economic boom in the 1920s? Explain your answer. YES Henry Ford’s assembly line increased production and lowered cost of cars; higher wages for workers; huge numbers employed; led to growth of other industries – rubber, glass, cement, road building, steel, motels; allowed people to visit cities – cinema; radios in cars; growth of suburbs boosted construction industry, etc. NO More important – mass advertising; confidence and speculation; plentiful natural resources in USA; World War I; new inventions and products; electrification, availability of credit (hire-purchase); Republican policies, etc.

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8 How significant was the loss of foreign markets as a cause of the Depression in the USA? Explain your answer. YES Post-war European recovery led to loss of markets; farmers competed against Canadian grain which was cheaper; US tariffs led to foreign tariffs on US goods; led to overproduction in industry and further overproduction in agriculture, etc. NO More significant – overspeculation and overconfidence in share prices led to Wall Street Crash; overproduction and saturation of domestic markets; inequality of income in USA – 42% below poverty line; lack of government intervention – laissez-faire, etc.

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9 How important was the failure of the Nationalists to appeal to the peasants in bringing about Communist victory in 1949? Explain your answer. YES Nationalist Government seen as corrupt by many, especially peasants; US loans seen as unpatriotic; misspent loans and hoarded weapons and supplies; poor treatment of peasants by KMT; fought the CCP more than the Japanese during World War II; KMT troops deserted to CCP forces; failure to deal with CCP guerrilla tactics, etc. NO CCP tactics superior – guerrilla warfare; CCP gained support of peasants; Yenan Settlement – spread Maoist ideology; loss of Civil War; Maoism stressed importance of peasants as revolutionary class, etc.

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10 How significant was the Cultural Revolution to the development of Communist rule in China? Explain your answer. YES Cultural Revolution led to arrest of political and intellectual opponents of Communism and Mao; Mao able to remove opponents in Party; re-established Mao’s authority after Great Leap Forward; Red Guard used to close down schools, universities and arrest teachers; created fear and chaos; Mao’s Little Red Book, etc. NO More significant – Agrarian Reform – cooperatives and collective farms brought peasants under Communist control; communes indoctrinated at local level in schools and on the streets; propaganda; censorship; Hundred Flowers Campaign; re-education camps; secret police and PLA enforced CCP authority, etc.

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11 How important were the Pass Laws in maintaining segregation in South Africa before 1948? Explain your answer. YES Pass Laws established before 1948; all black people over 16 required to carry passes; limitations on freedom of movement; had to be given to police on demand; allowed authorities to arrest black people and maintain minority rule; allowed government to move black people on from towns as soon as their work was complete; could result in deportation, etc. NO More important – political system barred black people from voting; sexual relations between races illegal from 1927; land ownership – many black people sharecroppers; had worst land – just 7% given to black population; could not buy or rent land outside of reservations; poorer housing and low paid jobs; white conscription during World War II, etc.

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12 How significant were the security forces in allowing Nationalist governments to maintain the system of apartheid? Explain your answer. YES Suppression of Communism Act; Public Safety Act in the 1950s; BOSS and SSC formed in 1960s; General Law; Terrorism Act increased authorities’ powers to arrest and detain suspects; use of force to suppress anti-apartheid movement; Sharpeville Massacre and Soweto Riots; censorship increased by SABC, etc. NO More significant – Rivonia and Treason Trials; Separate Representation of Voters Amendment Act of 1968 completed the abolition of non-white political representation; Pass Laws; Group Areas Act, etc.

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13 How important was Israeli aggression as a cause of conflict, 1956–73? Explain your answer. YES An armed Israel took advantage of situation in 1956; secret plan to invade Egypt across Sinai to claim land; paratroopers used; continued to rearm and modernise thanks to US, French and British help; Israeli pre-emptive strike against Egypt in 1967 Six Day War; Israeli air force gained air superiority, etc. NO More important – roles of Britain and France in 1956; Nasser in 1956 and 1967; creation of PLO; PLO raids into Israel; superpower involvement; 1973 – Sadat’s surprise attack across the Suez Canal; Syria and Baath Party; Arab nationalism, etc.

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14 How significant was Fatah in determining the nature of Palestinian-Israeli relations to 2005? Explain your answer. YES Al-Fatah formed in 1959 to launch guerrilla raids into Israel; joined with other groups to form PLO in 1964; dedicated to return of Palestine to Arabs; promoted use of force; gained followers in refugee camps in Lebanon, Jordan and Syria; 1965 first terror attack by Al-Fatah in Israel; 1965–1967 – Fatah bomb attacks on Israeli villages and railroads, etc. NO More significant – future PLO under Arafat promoted peace process; Israeli governments – Labor Party and Likud had differing aims at times; Israeli aggression; UN role in peace keeping; US intervention – Kissinger; Camp David talks; Oslo Accords; growth of Hamas, etc.

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Cambridge Assessment International Education pasxcel.com ...€¦ · 4 UCLES 2019 0470/11/O/N/19...

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Transcript of Cambridge Assessment International Education pasxcel.com ...€¦ · 4 UCLES 2019 0470/11/O/N/19...