Coursework Training Handbook - Mr. Richardson's...

Cambridge Secondary 2

Cambridge IGCSE®

History0470

Coursework Training Handbook

Cambridge International Examinations retains the copyright on all its publications. Registered Centres are permitted to copy material from this booklet for their own internal use. However, we cannot give permission to Centres to photocopy any material that is acknowledged to a third party even for internal use within a Centre.

® IGCSE is the registered trademark of Cambridge International Examinations.

© Cambridge International Examinations 2013

Contents

Introduction ....................................................................................................................... 1Advice and guidanceAccreditationContents of the handbook

Section 1: The coursework component ............................................................................... 51.1 The structure and content of coursework1.2 The nature of the assessment objectives1.3 Constructing coursework tasks1.4 Circumstances under which learners complete coursework and the role of the teacher1.5 Support provided for teachers by Cambridge

Section 2: Planning and teaching coursework in your school ............................................. 152.1 When to do coursework? 2.2 Choosing a topic area2.3 Designing a scheme of work2.4 Teaching and learning for coursework

Section 3: Marking coursework ......................................................................................... 193.1 Some basic points 3.2 Main features of the mark scheme3.3 Using the mark scheme3.4 Annotation of coursework3.5 Internal standardisation3.6 Internal moderation

Section 4: Managing the administration of coursework ..................................................... 214.1 Recording and despatching of marks4.2 The sample of work for external moderation

Section 5: How to become an accredited coursework assessor .......................................235.1 Marked sample 5.2 Accreditation sample A5.3 Accreditation sample B

Appendices ......................................................................................................................39Appendix 1: The generic mark schemeAppendix 2: Ideas for teaching ‘significance’Appendix 3: The Individual Candidate Record Card Appendix 4: The Coursework Assessment Summary Form

1 Cambridge IGCSE History CTH

Introduction

Introduction

Advice and guidanceThis handbook is a guide to the delivery of Component 3 (Coursework) of (0470) Cambridge IGCSE® History. It contains the following:

• details of the coursework requirements

• an explanation of the assessment objectives

• advice on setting coursework assignments

• examples of coursework schemes used by schools

• advice on marking coursework

• a marked example of learners’ work

• unmarked examples of learners’ work to be used for accreditation purposes.

AccreditationIn addition to the general guidance, this handbook also provides an accreditation route for teachers wishing to mark (0470) Cambridge IGCSE History. If you are seeking accreditation through the completion of this training handbook, it is important that you read through the whole publication before attempting the accreditation tasks.

To obtain accreditation the following tasks must be completed and any marks, comments or required responses recorded on copies of the forms provided in Section 5. These must then be sent to Cambridge for appraisal, together with copies of your annotated coursework samples and the Cover Sheet provided. (You will find the postal address on the Cover Sheet). Scanned forms and samples can also be emailed to [email protected] with ‘IGCSE Teacher Accreditation’ in the subject line.

The accreditation test comprises the following tasks:

• set three coursework titles. For each title provide a brief explanation of how it gives candidates both the scope and opportunity to measure significance.

• mark two coursework answers (Answers A and B). Please give each answer a level and a mark. Provide brief summative comments explaining why the answer has been placed into a particular level. Also provide marginal comments throughout the answer commenting on how the answer is developing.

Alternatively teachers can seek accreditation by submitting a Curriculum Vitae (CV) to Cambridge for appraisal. Details about this approach are available in the Cambridge Administrative Guide.

Ensure that your CV includes the following information:

• positions held and roles carried out whilst in those positions

• qualifications

• teaching experience (including examination boards and syllabuses)

• experience of coursework, moderation and moderation training

• any further relevant experience.


Introduction

Please allow between four and six weeks for the Moderator to assess the work that you submit and for Cambridge to inform you of the outcome.

You will be informed by post whether you have achieved accredited status. If you are successful you will receive a Certificate. If the Moderator feels that more practice is required, you will receive a letter informing you of this and inviting you to resubmit. A Moderator’s Report will accompany the letter providing guidance in cases where accreditation has not been achieved, and feedback will be provided where the application has been successful. Please ensure you leave sufficient time to carry out any resubmissions that may be required.

Please note it is not usual practice for Cambridge to inform teachers or schools of accreditation outcomes over the telephone or by email.

If accreditation is not awarded by the Moderator on one particular occasion this does not mean a teacher cannot continue to teach but it would be inadvisable for them to be in a position to moderate the marking of other teachers for this component until accreditation is awarded. You may re-submit work for assessment as many times as is necessary for accreditation to be awarded. There is, however, a charge each time for doing so.

Please ensure once you have received confirmation of your accredited status, that your Centre registers you with Cambridge using the Teacher Assessment Form 1. This can be filled in electronically from the Cambridge website www.cie.org.uk. Just put Teacher Assessment Form 1 in the search field in the top right of the screen.

Please find below a summary of each section of the handbook.

Contents of the handbookSection 1: The coursework componentThis section provides a comprehensive explanation of the key features of Cambridge IGCSE History coursework.

The section includes:

• an explanation of the structure and content of the coursework option including what learners have to do and what their completed work should look like. This is the place to start if you wish to understand the basic nature and requirements of coursework

• an explanation of the assessment objectives and how they can be met. This section explores the nature of what learners need to do at a deeper level. It contains guidance about what qualities would be expected in a good piece of extended writing and what is meant by terms such as ‘significance’, ‘relevance’, ‘deployment’ and ‘argument’ which appear in the mark schemes

• guidance on how to construct coursework questions. It is essential that the questions that are set enable learners to demonstrate the skills and understandings in the mark scheme. This section provides guidance about this important feature of the teacher’s role in coursework

• an explanation of the circumstances under which learners complete the work. Coursework is different from both examinations and controlled assessment and this section explains how. It also provides guidance on the role and responsibilities of the teacher while learners are completing their work

• an explanation of the support provided by Cambridge to teachers who have chosen the coursework option.


Introduction

Section 2: Planning and teaching coursework in your schoolThis section offers advice that is particularly useful for those teaching this qualification for the first time, including:

• when, during the two year course, it is best to begin coursework

• what considerations to bear in mind when choosing a topic for coursework

• how to develop a scheme of work for coursework

• some ideas for teaching and learning relating to coursework, especially in terms of developing the skills and understandings that learners will need. For example, the concept of ‘significance’.

Section 3: Marking courseworkThis section aims to familiarise you with the mark scheme and how to apply it, and offers some good practice advice on internal moderation. It provides:

• an explanation of the main features of the generic mark scheme

• advice on how to apply the mark scheme using a ‘best fit’ approach through a holistic reading of the answers

• advice on annotating coursework and how to conduct internal moderation.

Section 4: Managing the administration of courseworkThis section offers an explanation of the administrative processes relating to the coursework component and includes:

• advice on how to record and despatch marks and an explanation of all the forms that need to be completed

• an explanation of how external moderation works and the teacher’s part in this.

Section 5: How to get coursework assessor accreditationThis section provides instructions on the accreditation task and includes:

• Marked Sample

• Accreditation Sample A

• Accreditation Sample B

• Accreditation Cover Sheet and Mark Sheets


Introduction

Section 1: The coursework component



1.1 The structure and content of coursework1.1.1 ContentComponent 3 of IGCSE History requires that candidates produce one piece of extended writing (up to 2000 words in length). This can be based either on a Depth Study selected from the syllabus (that is from those studied for Component 1) or one devised by the Centre. The latter is sometimes used by Centres in countries that are not represented amongst the Depth Studies listed in the syllabus for Component 1. However, the content of a Centre-devised Depth Study must not overlap with any of the core content that learners are studying for Paper 1.

In addition, a Centre-devised Depth Study must be approved by Cambridge in advance and should be comparable in amount and demand to the Depth Studies in the syllabus. It is expected that during a two-year course of study, about 12 weeks would be spent on the teaching and learning of the Depth Study and on the completion of the coursework in total.

1.1.2 The taskLearners must complete one question on the chosen Depth Study set by the teacher. The question does not have to cover all aspects of the Depth Study, for example, it could focus on a major individual or development from within the Study. However, it must allow learners to draw on and demonstrate their broad contextual knowledge and understanding of the Depth Study as a whole.

The question set for coursework, or the issues within it, should not be directly addressed during the teaching and learning of the Depth Study.

The question should be focused on the issue of ‘significance’. The significance of an individual, a group, an organisation, an event, a development, a policy, or even an idea may be used.

The task must be set as one question. It should not be broken down into a series of smaller questions.

It is very common for all the learners in a Centre to complete the same question. However, it is permissible for different Depth Studies to be allocated to different teaching sets within the same Centre. Questions would be appropriate to the particular Depth Study being studied in each case. It is theoretically possible for every learner within a Centre to answer a different question but this is not advised. Where different questions are used, it is important that the questions are comparable in what they demand and in what they allow learners to do.

1.1.3 Candidates’ responses Candidates’ responses should be no longer than 2000 words in length. Any part of the answer beyond 2000 words will not be assessed. Coursework may be produced in class or in the candidate’s own time. However, the Centre must ensure that coursework is the candidate’s own work.

Candidates should select relevant material and organise and deploy it relevantly to answer the question. They should also develop, explain and support their own arguments and judgements. They should try and avoid description and narrative, and focus on producing a clear and supported answer to the question. Learners should therefore be encouraged to develop and use their own arguments, judgements and points



of view. In order to access all the marks available, candidates will need to produce an extended piece of writing. It is permissible for weaker candidates, however, to use sub-headings.

Learners should not be encouraged to use the generic mark scheme as a checklist. They should, instead, try and write a focused, informed and well-argued answer to the question. It is important that they understand that the markers and moderators are not interested in how much candidates know or can write; they are only interested in how well they have used their knowledge and information to answer the question.

Coursework must be the learner’s own work. Any quotations, copied or paraphrased material must be fully acknowledged. This can be done within the text of the answer or in footnotes.

Once coursework has been assessed, learners are not allowed to repeat the task or redraft their work.

1.1.4 Marking and moderating The generic mark scheme in the syllabus booklet (pages 36–7) must be used for marking coursework. Alternative versions of this mark scheme must not be used. Coursework is marked out of 40 marks by the Centre and externally moderated by a Cambridge Moderator. The approximate weightings of the Assessment Objectives are:

AO1 15 marks, AO2 25 marks.

1.1.5 Other issuesTeachers may not undertake coursework until they have been accredited by Cambridge. Accreditation usually follows the successful completion of the activities to be found in the latter part of this handbook.

1.2 The nature of the assessment objectives1.2.1 Assessment objective 1This assessment objective as it relates to coursework is about the ability to select relevant material, and then organise and deploy it relevantly for a particular question.

The skill of selection

When starting their coursework the first task for learners will be to think about what the question is asking and what answering it will involve. They can then begin to select what material might be useful and relevant. Most learners will have access to their knowledge of the topic, their classwork, textbooks and perhaps reference books and the internet. They need to select examples from all this content that will be useful and relevant. This stage of the process is vital because the challenge for most learners will be to provide an answer to the question within 2000 words.

For example, if a learner is asked to explain ways in which Hitler was significant in the rise of the Nazis and the consolidation of their power, they might choose to include in their answer (among other things) Hitler’s use of the Reichstag Fire and the Night of the Long Knives. It would not, however, be wise to write a narrative of the years 1924 to 1934. Learners should understand that a comprehensive answer to the question is not expected when only 2000 words are available. They need to select what they regard as the most important features that allow them to construct and support an argument about significance.

Answers that use two or three aspects (of significance) relevantly and in depth will always score higher marks than answers that try and cover many more aspects because each will be dealt with only



superficially. It should be noted that ‘relevant’ is a key word in the mark scheme. Coursework that contains substantial sections of irrelevant material e.g., long-winded descriptive introductions, will be failing against one of the key criteria and this will affect the level into which it can be placed.

The skill of deployment

Once learners have selected some relevant material and examples from the given context, they need to think about how they are going to deploy these relevantly to answer the question. It is not uncommon to read work where the learners have chosen relevant material and good examples but have not used them in the right way. Sometimes this is because they have used them for a description or a narrative.

Learners need to remember that their central task is to answer the question. Every paragraph should help towards this. It should be helping to drive the answer along. The material and examples selected by the learner should be used in this way – to help drive the argument. Thus Hitler’s use of the Reichstag Fire, mentioned above, should be used as an example of how Hitler manipulated situations in a skilful way to help strengthen the Nazi position. To describe what happened is not enough. To assert that it was important to the Nazis is not enough. Providing an explanation of how it helped strengthen the Nazi position is key.

However, it is also important that learners remember that they are not explaining the importance of the Reichstag Fire for its own sake. They are explaining it as one element in a bigger explanation of the significance of Hitler’s contribution to the consolidation of Nazi power.

The skill of organisation

It is possible for answers to demonstrate good, relevantly deployed material but still fail to articulate an effective answer. Answers need to be well-organised and coherent (more is said about this later). They need to tackle the question in a logical order, having identified how the material builds up and supports the main thrust of their argument. Above all, as the answer proceeds, a clear and consistent argument should be emerging.

For example, let’s consider the question ‘Assess how far Stresemann was significant to Germany in the 1920s and early 1930s’. A learner might divide an answer into four parts:

(i) examining what happened before Stresemann,

(ii) considering how far Stresemann changed what was already happening (and how far he was responsible for these changes),

(iii) considering what happened after Stresemann’s death to establish how long-lasting or deep his changes/improvements were,

(iv) reaching an overall assessment of his significance based on the earlier section.

1.2.2 Assessment objective 2Argument and judgement

It is important that learners develop their views and arguments. A moderator will not be impressed by all the learners in a Centre using exactly the same views and arguments. Learners should be encouraged to understand that there are no right answers to their coursework question. The same question will produce dozens of different answers, all of them valid. However, learners also need to understand that their views need to be supported with argument that itself is informed by sound and accurate knowledge, relevant and well-chosen examples, and good understanding of the history. The latter will include the learners’ grasp of concepts such as causation and change and of peoples’ ideas, beliefs and intentions at the time. Above all, learners need to have some understanding of the concept of significance.



The concept of ‘significance’

It is important that teachers, learners and moderators share a common understanding of how the concept of significance should be used in coursework. Assessing significance involves a broader judgement than assessing importance and goes further than questions of causation.

For example, a question that asks how important Lenin was in the success of the October Revolution would involve a learner in comparing the importance of Lenin with that of other factors such as Trotsky or the weakness of the Provisional Government. The question turns into a causation question and answers explain the causes of the success of the Revolution (i.e. a specific incident or event).

A question that asks about the significance of Lenin in Russian history from 1917 to 1930 is a question about his importance over time and relates to a whole range of issues from which the learner must select. A good approach to this question might be:

• to assess Lenin’s impact from 1917 to 1924 (one way of doing this would be to compare how much Lenin changed things, which would involve some comparison with the period before 1917);

• compare Lenin’s contribution in bringing about these changes with the contribution of other factors;

• and assess how long-lasting Lenin’s contribution was after his death up until 1930.

When measuring significance learners should try and measure it across time (impact at the time) and over time (longer-term impact). This can be shown in diagrammatic form as a cross.

Criteria can then be used to help measure the extent of significance. These might include the following:

Significance at the time (impact)

width of impact

• how many people, groups or institutions were affected?

• which different types of people were affected (e.g. rich/poor)?

• were men/women affected to the same degree?

• were different parts of the country/world affected in the same way?

• how wide, geographically, was the impact?



depth of impact

• how deeply were people’s lives, beliefs and attitudes affected?

• how far were other aspects, e.g. institutions, power relationships, changed?

• for how long were people affected?

• how important was it to people?

• how powerful was the impact?

• what kind of reaction was caused?

• how far was it remarked on by people at the time?

nature of impact

• how far was it beneficial?

• how typical or unique?

• how expected/unexpected?

• how reported/how received?

• how iconic/symbolic?

Significance over time (relationship to other events)

• how much of a change occurred between what went before and what came after, e.g. how far was it a turning point?

• how much continuity occurred between what went before and what came after, e.g. how far was it part of a trend?

• how far did it affect things in the longer term, e.g. was it a false dawn, how long did the impact last?

Conclusions and points of view – different approaches

It is important that learners demonstrate a clear direction of purpose in their analysis as this helps to build a context within which they can evaluate the facts and arrive at their own interpretation.

One of the advantages of coursework is that it provides learners with an opportunity to carefully plan their work and produce a rough draft. Therefore, they should be in a position of knowing what their overall argument and point of view is before they start writing the final draft.

Learners should indicate their main viewpoint and argument before they start writing the final draft. One approach is to state this in the opening paragraph of the coursework. This gives focus and direction to the rest of the answer in which the learner justifies their point of view.

For example, taking our Stresemann question from the ‘Skill of organisation’ paragraph above, a learner could begin by stating that they are going to argue that Stresemann was not very significant for Germany.

Such an approach would need to take careful note of the command words in the question in order to answer effectively and remain focused. In the Stresemann question the command is to ‘assess how far’. If this is ignored, the answer could become one-sided and fail to deal with alternative arguments. The learner would need to explain arguments that support Stresemann’s significance and then argue why these are not as convincing as the opposing arguments.



The force of the argument is drawn from the opposition of one view against another. If the learner were to argue that Stresemann’s significance was weak and the significance of other factors was stronger, then both sides of the argument would effectively be arguing the same point.

This approach, if carried out effectively, ensures that the question is being directly answered all the way through and makes a conclusion unnecessary.

An alternative approach would be to explain and analyse the arguments that suggest Stresemann was significant, do the same with the opposing factors, and then reach a conclusion.

The problem with this approach is that the learner is only directly addressing the question (the crucial ‘How far?’ part) in the conclusion. If the conclusion is only a few lines long, the answer will not receive a high mark. If this approach is adopted (and it is a more manageable one for average and below-average learners), then it is important that the conclusion is at least a page in length and contains supported arguments that emerge from, but go further than the main body of the answer.

What is to be avoided is an answer that simply explains both sides of the argument but never directly addresses the evaluative aspects of the question such as ‘How far?’ or ‘To what extent?’

1.2.3 Producing an extended piece of writingWe are asking learners to produce a piece of extended writing, which is a considerable challenge in its own right. The following section contains advice about constructing such a piece of writing. It should be remembered that producing a well-organised and focused answer of this length is a challenge and learners should not be attempting such a piece of work for the first time when they start on this coursework. It is important that learners have had earlier opportunities to produce work of this length. This could be done on other, earlier, parts of the syllabus content.

A plan

Constructing a plan is important because it helps learners think about the question and how to answer it. They will need to think about what is relevant, what to leave out and the order in which they are going to answer the question. It also gives learners an overview of the answer which they can constantly refer to when writing out their final draft. The plan will help to keep them focused.

A blank sheet of paper is often terrifying for learners and the first sentence of an answer is often the hardest part to complete. Producing a plan can help learners get over this. To get started they could generate ideas (on separate bits of paper) and then begin to organise their ideas to create a kind of map. An outline of the overall shape of the answer should then emerge.

First draft

Introduction – learners should briefly explain how they plan to answer the question, and state what their overall argument/point of view is. There is no need to describe the content background/context.

Main body of answer – every paragraph should directly address the question and should take the argument further. There should be a logical development from one paragraph to another. There should be an overall clear structure and organisation.

Conclusion – this should grow out of and follow on from the argument and analysis in the main part of the answer. A direct answer to the question should be given and this needs to be substantiated and argued if this has not been done earlier in the answer.



Questions for learners to ask themselves before writing final draft:

• am I within the 2000 words?

• have I answered the question?

• is my final answer to the main issue in the question clear, developed and supported? (This can be either in the main part of the answer or in a developed conclusion.) Is each paragraph used for a new idea, aspect or argument?

• does every paragraph address the question?

• do the paragraphs logically flow from one to the other?

• is there anything important that I have left out?

• are there any sections of description or narrative or anything irrelevant that I should delete?

• does sentence construction, grammar, punctuation or spelling need to be improved or corrected?

1.3 Constructing coursework tasks1.3.1 Setting suitable questionsThe task should always be set as a question.

Constructing a suitable question is essential. If the question does not provide learners with opportunities to meet the requirements of Assessment Objectives 1 and 2 and to measure ‘significance’, they will struggle to achieve a reasonable mark.

The question should be set in such a way that it requires learners to assess the significance of the chosen aspect. It is also important that the question does not turn into a conventional ‘causation’ question simply requiring the relative importance of causal factors to be compared. An assessment of significance goes beyond this, as has been explained above.

To ensure that the question requires learners to assess significance, rather than simply describe it, it is useful to begin the question with words such as ‘How?’ or ‘How far?’ or ‘To what extent?’ Another approach is to provide a statement about significance and then ask how far the learners agree with the statement.

The question should not be phrased in a way that does not require assessment of significance, e.g. ‘Explain the significance of...’. Questions should always require learners to measure or assess significance, e.g. ‘How far was Mao a significant figure in Chinese history during the second half of the twentieth century?’

The question should have a clear focus. It is not helpful to set a question that involves two ideas, factors or statements, e.g. ‘Roosevelt’s New Deal was successful despite facing enormous opposition from different directions.’ How far do you agree with this statement?’

The following questions would also be suitable:

How significant was General Haig in the First World War? Explain your answer.

To what extent was the New Deal a significant factor in American history, 1933–1942? Explain your answer.

‘In the area of civil rights, President Kennedy was a very significant figure.’ How far do you agree with this statement? Explain your answer.



The question should also allow learners to meet the requirements of Assessment Objectives 1 and 2; particularly selection, organisation and deployment of knowledge; and the ability to construct historical explanations, arguments and judgements.

1.4 Circumstances under which learners complete coursework and the role of the teacher

1.4.1 Completion of courseworkIt would normally be expected that learners would begin their coursework shortly after the teaching and learning of the relevant Depth Study has been completed.

Coursework can be completed in class under supervision, unsupervised in the Centre, or in the candidate’s own time, e.g. at home. Many teachers find it useful to allow learners to begin their work in class and then complete it in their own time.

It is the Centre’s responsibility to ensure that the completed coursework is entirely the learner’s own work. Learners should not collaborate with other learners, nor should they receive help from other individuals. Some teachers find the easiest way to ensure this is to have all the coursework completed in class under supervision. However, this does not necessarily mean examination conditions.

Learners can have access to the work they have completed during the teaching and learning of the Depth Study, text books, reference books, the internet and any other resources the teacher decides may be useful. Learners should not rely on just one textbook. They need to read a range of information to give them scope to develop their own ideas and arguments. However, it is also important not to swamp learners with too much material.

Anything included in the work that is not the learner’s own work, e.g. quotations and copied or paraphrased material, must be fully acknowledged. This can be done within the text of the answer or in footnotes.

Once coursework has been assessed by the teacher, candidates are not allowed to repeat the question or redraft their work.

1.4.2 The role of the teacherTeachers can offer general guidance on how best to approach a coursework question but must be careful not to exert too much influence over candidates’ decisions. This guidance should be given to the whole class and should not go beyond general points such as reminders to focus on answering the question, to develop their own arguments, and not to write description or narrative.

Teachers should not comment on work in progress, nor can work in progress or a first draft be handed to the teacher for feedback.

One useful way for teachers to help learners is to focus on the skills mentioned in Section 2.2. in normal teaching and learning. These skills can be developed during the teaching and learning of the Depth Study but when other parts of the syllabus are being covered. It might be helpful to allow learners to complete a ‘dry run’ – a practice exercise on a question similar to the coursework question but on a different part of the Depth Study content. Full feedback can be provided on such work.

The concept of ‘significance’ should also be introduced early in the teaching and learning of the syllabus and exercises should be devised that help candidates explore and develop their understanding of the concept. Ideas for this are provided elsewhere in this booklet. The teacher should provide all learners with an



adequate range of resources to allow them to meet the requirements of the coursework question. Learners are allowed to use their own additional resources and are permitted access to the internet but many find it difficult to use this efficiently and effectively. It might be better for teachers to explore interesting and relevant websites during teaching and learning. Any useful sections could be downloaded for all learners to use.

Teachers must be careful to avoid directly addressing the coursework question, or the issue implicit within it, during teaching and learning of the Depth Study. It is also the teacher’s responsibility to ensure that the work learners complete is entirely their own work.

1.5 Support provided for teachers by Cambridge1.5.1 AccreditationBefore teachers can use the coursework option they must be accredited by Cambridge. This is to ensure that teachers understand what is required when they construct coursework questions and that the generic mark scheme is used correctly when work is assessed. The accreditation process involves setting two valid questions and marking one piece of coursework. Accreditation usually follows the successful completion of the activities to be found in the latter part of this handbook. Teachers who complete these activities are given feedback. See the Introduction to this handbook and the instructions on completing the accreditation test in Section 5.

1.5.2 Coursework consultancyThis service, which approves coursework programmes and questions, is compulsory for Centres constructing a Centre-Devised Depth Study but is also available to Centres using Depth Studies from the syllabus for their coursework. There is no fee for the service.

Centres can post either their programme of study or their coursework question, or both, to:

The Product Manager Cambridge IGCSE History Cambridge International Examinations 1 Hills Road Cambridge CB1 2EU UK

Or they can email them to [email protected] marked for the attention of the Product Manager, Cambridge IGCSE History.

If a Centre is using one of the Depth Studies from the syllabus, it is advisable to use the chosen Depth Study as it is specified in the syllabus (although these can be adapted). Centres devising their own Depth Studies should organise and present them using a similar structure to that used for Depth Studies in the syllabus, i.e. using Key Questions and Focus Points. The Centre-Devised Depth Study should be comparable with the Depth Studies in the syllabus in terms of length, breadth and depth.



1.5.3 TrainingCambridge regularly offers training for IGCSE History, both in the UK and in other parts of the world. Details of future training can be found via the Cambridge public website www.cie.org.use/events.

1.5.4 Moderators’ reports For each examination series moderators produce two types of report. The first consists of an individual report to each Centre about their learners’ coursework and the Centre’s marking. The second is a general report to all Centres. This describes good practice and offers general advice to Centres.

1.5.5 Scheme of workA scheme of work for parts of the syllabus content including Depth Studies is available on Teacher Support.

Section 2: Planning and teaching coursework in your school



2.1 When to do coursework? One important decision that needs to be made when the course is being planned as a whole is when to do coursework. There are several factors that will influence this decision.

• Will the coursework be based on the same Depth Study that is being studied for Paper 1? If it is, there is less flexibility. Many Centres like to complete teaching of the Paper 1 Depth Study so that it fits in with the appropriate part of the Core Content, for example, teaching the Germany Depth Study after getting to 1939 in the Core. This would probably dictate when the coursework would start as this is best done as soon as work on the Depth Study is completed. However, some other Depth Studies, for example South Africa, have less of a relationship with the Core and could be taught at any time during the course.

• If coursework is based on a different Depth Study from that used for Paper 1 then there is more flexibility concerning the timing of the coursework. Using the same Depth Study for both Paper 1 and coursework clearly reduces the amount of content to be covered by learners, but they can become bored after spending so long on the same Depth Study. A different Depth Study provides them with more variety and gives them a more complete understanding of the past. Whether you cover one or two Depth Studies may be influenced by the total amount of time you have to complete the course. Some History departments have more time allotted to their subject than others. If a department has an average amount of time (about 120 hours across two years) then it should be possible to comfortably cover two Depth Studies.

• It is not a good idea to tackle coursework too early in the course because learners will not be familiar enough with the overall period and will have made little progress in developing their skills and understanding. However, neither is it a good idea to leave the coursework too late in the course because this is when you want to focus on preparation and revision for the examination papers and time will be needed to mark the work. This would suggest that the beginning of the second year of the course is a good time to choose.

2.2 Choosing a topic areaCoursework must be based on a study of a Depth Study. This can be one of the Depth Studies in the syllabus or a Depth Study devised by the Centre. Centres might choose a Depth Study such as Russia from the syllabus because it fits in well, and adds to, the study of the twentieth century Core content. On the other hand, the Depth Study on the First World War would act as a useful climax for those Centres studying the nineteenth-century Core and a useful introduction for those studying the twentieth-century Core. A Centre whose learners are studying the nineteenth-century Core may choose a later Depth Study such as South Africa as an interesting contrast and change.

Those Centres that choose to devise their own Depth Studies usually do so for one of the following reasons:

• they have good resources on another topic,

• they have staff expertise on a particular topic,

• the learners have an interest in a particular topic,

• they want the learners to study some regional or local history which is not covered in the Core.



Centre-devised Depth Studies should be comparable to the Depth Studies in the syllabus and structured in the same way using Key Questions and Focus Points.

Choosing a different Depth Study for coursework does allow both teachers and learners to focus on the particular skills and understanding required of coursework alone without the additional requirements for the Component 1 written paper.

2.3 Designing a scheme of workA scheme of work provides more detailed guidance about the teaching and learning of a course than an outline plan which merely identifies Key Questions and Focus Points. Schemes of work vary a great deal but a typical one might include details about:

• the Key Question being covered

• the total amount of time devoted to that Key Question

• for each lesson

– content and issues to be covered

– learning outcomes

– learning activities

– skills and understanding

– assessment opportunities

– resources to be used.

The Depth Studies in the syllabus are organised through Key Questions and Focus Points to encourage issue-based and problem-solving learning and to encourage learners to discuss and develop their own views (very important for coursework). The scheme of work should reflect and encourage this approach to learning.

The scheme of work for a Depth Study being used for coursework should ensure that there is a focus on the skills and understandings explained in Sections 1.2.1 and 1.2.2.

A scheme of work for parts of the syllabus content is available on Teacher Support.

2.4 Teaching and learning for coursework The chosen Depth Study has to be taught just as any part of the syllabus has to be. Learners need as much knowledge and understanding for coursework as they need for the written papers. Learners do have access to notes, books and other materials while completing their coursework but their ability to make good use of these materials will depend on the knowledge and understanding they have already acquired.

If a different Depth Study is being used for coursework then it is possible to focus on the coursework requirements. If the same Depth Study is being used for both Paper 1 and coursework then the skills and understanding required for coursework will need to be fitted in alongside preparation for Paper 1.

There are some issues that are relevant to both approaches:

• the coursework question, and the issues within it, should not be directly addressed during teaching and learning. The teacher’s role is to prepare learners so that they have the knowledge, skills and



understanding that will enable them to tackle the coursework question by themselves. For example, if the coursework question is about the significance of Mandela in South Africa between 1950 and the present, teaching and learning can include the main developments in South African history from 1948 and Mandela’s role in these. However, there should be no special focus on Mandela – the teaching should put as much stress on other individuals and factors, and the issue of Mandela’s significance should not be directly addressed or assessed

• learners will answer their coursework question better when they can place it in a broader context. This will add extra depth to their answers, enabling them to make the necessary links and to go across and backwards and forwards in time – all of which will lead to more sophisticated assessments of significance

• it is important to use teaching activities that develop the learners’ ability to discuss and debate issues. This will help to build their confidence in developing their own views. It can be useful to introduce learners, in a gentle way, to different interpretations about issues such as the causes of the First Word War or who was responsible for causing the Cold War, so that they understand there are no right answers to these kinds of issues and questions

• learners will benefit from practising how to select from large amounts of material that which is relevant for a given purpose. They should also be given the opportunity to produce extended pieces of writing so that they have experience of deploying and organising information

• it is important that time is taken to explore with learners the meaning of ‘significance’ and how criteria can be used to measure it. This could be done using factors/individuals other than the one used in the coursework question. There is some discussion of ‘significance’ in Section 1.2.2, and some ideas for teaching and learning are given in Appendix 2.

Section 3: Marking coursework



3.1 Some basic points The generic mark scheme must be used when marking coursework. It can be found in the syllabus booklet on the Cambridge website and has also been reproduced in Appendix 1 of this handbook.

If two or more teachers within a Centre are involved in marking coursework, Centres must ensure that all candidates are assessed to a common standard.

The coursework of a sample of learners will be externally moderated.

3.2 Main features of the mark schemeEach level descriptor covers all the relevant assessment objectives.

The main aspects covered in the mark scheme are:

– breadth, depth, accuracy and relevance of knowledge and information used

– relevant deployment and organisation of information

– focus on the question

– understanding of significance

– command and understanding of the history topic

– ability to use relevantly an understanding of causation, change, key characteristics of the time, links and comparisons

– ability to construct and support descriptions, explanations, arguments and judgements

– ability to reach and support conclusions.

3.3 Using the mark schemeIt should be used in a ‘best-fit’ way. This means that an answer does not have to meet all the requirements of a level before being placed in that level.

Many answers will have elements of two different levels, e.g. if some parts of an answer are Level 3 but other parts are Level 4, you should ask yourself ‘Which level does this answer fit best?’.

Answers should be read and assessed holistically. Ask yourself, ‘Allowing for the strengths and perhaps weakness of the answer, which level does it fit best?’.

Do not use the mark scheme in a ‘tick box’ way. For example, do not expect learners to have covered all the aspects of the third bullet point of the generic mark scheme – some of these will not be relevant for particular questions.



There are key ‘drivers’; a focus on these when marking should help you decide the Level. These are:

• relevance and focus

• a direct answer to the question

• good command of the history

• an ability to use this to support arguments and conclusions.

Answers that meet most, or all, of the requirements of a level should be placed towards the top of that level. If an answer is on the borderline between two levels but is finally placed in the higher level, it should go at the bottom of that level.

3.4 Annotation of courseworkIt is useful to the external moderator if work is annotated by the teacher. The purpose of these comments is to identify key features of the answers and explain why a particular level and mark has been awarded. The former can be communicated through marginal comments such as ‘good explanation’, ‘strong argument’, and ‘irrelevant description’, while the latter is best achieved through summative comments at the end, summing up the main qualities of the answer and identifying key features of a level descriptor which the answer has achieved.

Judgements about which level an answer reaches should not be made halfway through the answer. This is a summative judgement which can only be made after the whole answer has been read.

The level and the mark awarded should be shown at the end of the answer with the summative comments.

3.5 Internal standardisationIf two or more teachers within a Centre are involved in marking coursework, it is important that Centres ensure that all work is marked to a common standard and that a single valid and reliable set of marks is produced.

This is best achieved before marking begins by carrying out an internal standardisation meeting. The lead teacher or Internal Moderator (one who has been accredited by Cambridge to mark coursework) should select and mark samples of coursework taken from each teaching set. These should represent the full range of abilities. These can then be used in the meeting to provide a standard against which the marking of other teachers can be evaluated and brought into line.

3.6 Internal moderationWhen everybody has completed the marking, the lead teacher should check the marking of a small sample from each teacher to ensure they have adhered to the standard. Any differences in marking between the Internal Moderator and other markers should be talked through and resolved. Marks can be adjusted from any part of the range of marks, and if there is a discernible trend of leniency or severity, marks should be adjusted for other coursework in that range. If the trend is consistent, it is possible to scale marks upwards or downwards without the need to re-mark all coursework within the range affected.

If, however, there is no clear pattern and if learners are at risk of being awarded the wrong mark, more coursework from that teacher’s marking should be marked and adjustments made until all doubt about the accuracy of the marking has been removed. Samples should be re-marked from the remaining teachers’ marking until the process is complete.

If marks are changed as a result of internal moderation, the change of marks should be clearly shown on the work and on both the Individual Candidate Record and the Coursework Assessment Summary Form.

Section 4: Managing the administration of coursework



4.1 Recording and despatching of marksOnce the work has been marked, an Individual Candidate Record Card should be completed for each candidate. The instructions for completion are on the back of the card (see Appendix 3). This form should be attached to the front of the candidate’s work.

The Coursework Assessment Summary Form should also be completed. This provides the moderator with an overview of all the candidates and marks in the Centre. The instructions for completing this are on the back of the Summary Form (see Appendix 4).

Cambridge will send a computer-printed Coursework Sheet, MS1, to each Centre in late March (for the June examination series) and in early October (for the November examination series). MS1 will list all the candidate names and numbers. This mark sheet should be completed and the top copy returned to Cambridge as soon as possible. The deadlines for return are 30 April (for the June examination series), and 31 October (for the November examination series).

4.2 The sample of work for external moderationThe sample submitted for external moderation should:

• represent the spread of marks across the entire ability range for the cohort, and include the top-scoring piece of coursework, some middle-range marks and the lowest scoring piece of work

• include a balance of work from candidates across all teaching sets and assessors.

Each sample should:

• include the candidates’ coursework. (The pages of the work of each candidate can simply be stapled together with the Individual Candidate Record Card attached as the front page.)

• be clearly marked with candidates’ names and numbers, and your Centre’s name and number

• include the Coursework Assessment Summary Form(s)

• include the second copy of the form MS1

• include the coursework question and any other instructions given by you to the candidates

• contain information on the circumstances in which the coursework was completed by candidates and about how you undertook internal moderation.

On all forms, those candidates selected for external moderation must be indicated by an asterisk (*). If you are a UK Centre, Cambridge will select the sample and notify you accordingly. In instances where the cohort of entries is greater than 15, a representative sample of work must be submitted to Cambridge, in accordance with the following numbers stated in the Cambridge Administrative Guide (UK version):



UK schools

Number of Candidates entered

Total number of Candidates whose work is required

1 to 15 all candidates

16 to 100 15

101 to 200 20

More than 200 10%

If you are an International Centre, you will select the sample yourself based on the criteria at the beginning of this sub-section. In instances where the cohort of entries is greater than 10, a representative sample of work must be submitted to Cambridge, in accordance with the following numbers stated in the Cambridge Administrative Guide (International version):

International schools

Number of Candidates entered

Total number of Candidates whose work is required

1–10 all candidates

11–50 10

51–100 15

101–200 20

More than 200 10%

It might be necessary for Cambridge moderators to call for a further sample of work, beyond the original submission. Full details of this further sample would be addressed to the named Examinations Officer at your Centre.

Centres are asked to retain copies of all Individual Candidate Record Cards and Coursework Assessment Summary Forms until the publication of results.

Section 5: How to become an accredited coursework assessor


Comment

Reasonable introduction but insufficient focus on significance. Does not explain how the question will be answered.


Each Centre should have at least one teacher who is an accredited coursework assessor for (0470) Cambridge IGCSE History. In order to gain accreditation, teachers should read through this handbook thoroughly to get an understanding of how the mark scheme should be applied and study the marked sample below.

The following accreditation task can then be attempted.

• set three coursework titles. For each title provide a brief explanation of how it gives candidates scope and opportunities to measure significance

• mark the two coursework accreditation samples below (Accreditation samples A and B) using copies of the Accreditation Mark Sheets on the following pages. Please give each answer a level and a mark. Provide brief summative comments explaining why the answer has been placed into a particular level. Also provide marginal comments throughout the answer commenting on how the answer is developing.

5.1 Marked sample Please refer to the generic mark scheme and the guidance on how to use the mark scheme provided in this handbook.

Were Mao Zedong’s policies after he came to power significant for China?

Mao Zedong put in place a number of policies during his long 27 year reign over China. These policies have been the subject of fierce debate. While the policies may have had good intentions such as improving the lives of women, the resulting events in the form of famine, death and poverty overshadow this. The policies were claimed by Mao to be a way of giving life to the struggling agriculture, economy and industry of China. The Great Leap Forward and the Cultural Revolution are two examples of his major impact. The reasons for his policies can be traced back to before his reign.

Before the emergence of Mao the Nationalist Party of Chiang Kai-shek held power. Inflation soon became China’s looming problem. The runaway inflation was made worse by the war with Japan between 1937 and 1945. Historian Diana Lary has said ‘Almost every family was affected by war. Tens of millions of people took flight.’ The Nationalists’ solution was to assert price controls and the actions carried out to implement them were a significant turning point decreasing Nationalist support. These actions included shooting merchants. The disaster of inflation was important to people’s lives as conditions became bad for them and they began to seek leadership elsewhere in the form of the Communists. This reveals the conditions which Mao would change in his first major policy in 1958 (the Great Leap Forward). These changes would make his policies significant because they were a change from the way that things were going before.

Comment

Describes state of affairs before Mao to set up how much Mao changed things. Reasonable. Could include other aspects of pre-Communist China.



Mao proclaimed that the Great Leap Forward was an attempt to develop China’s agriculture, industry and economy to match Great Britain’s within 15 years. American journalist Sidney Rittenberg described the policies in 2011 as ‘building a world without classes, without war, without poverty’. This shows that Mao was trying to change virtually everything about China, making his policies very significant.

Comment

Some explanation of Mao’s impact.

The largest positive impact that Mao’s policies had was on the lives of ordinary people. There was a drive to increase literacy levels of men, women and children. Aiming to better people’s lives in this way opened up opportunities for jobs and a greater understanding of life, something that would not have happened in the previous regime. These policies were a watershed for education, especially for women, as the following figures show. 90% of those aged 55 to 59 were illiterate, while 15% of those aged between 15 and 19 were illiterate. This shows what a deep impact Mao’s policies had and how they changed things from the previous regime. This effect would also last well into the future and bring about even more improvements in literacy. UNESCO figures show that the number of illiterate people fell from 80% to 43%. These policies were very important to women as they gave them more opportunities to play a central role in the community outside of the home. Although these policies took time to have an effect, it meant that over time they were very significant indeed. By 1988, 44.5% of teachers were women (in 1952 it was only 17%).

Another great change made was free health care which had a great impact on the health of the Chinese people. Historian Merle Goldman says ‘they went into villages, they cleaned the water. China’s life expectancy certainly was very much prolonged.’ This was another policy that would be significant in the long run and shows a big change from Nationalist times.

Comment

More detailed explanation of Mao’s impact in important areas. Makes distinction between short-term and long-term impact. Significance is being measured. Relevant, good supporting material.

The Great Leap Forward was significant in negative ways. Over the Four Years of the Great Leap Forward 45 million people were starved or beaten to death. The main aim of the Great Leap Forward was to modernise China and turn it away from being just an agrarian society as it was under the Nationalists. The method used to achieve this was collectivisation where private farming was banned and the introduction of backyard furnaces into villages to increase China’s industrial production. These policies were very unpopular with most peasants and put them firmly under the control of the Communist Party.

Peasants in the communes shared everything – the animals, the grain, all food and the work. Private cooking was banned and everybody had to eat together. The peasants were given their orders on what work to do for the day every morning. There was opposition by some peasants but these troubles were put down and all peasants were forced to take part. Many of them were taken off farm work and made to work in steel production in the villages.

Comment

Moves to Great Leap Forward – some measurement of significance but too much description.

The policies were a disaster. New methods such as close cropping, deep ploughing and leaving moderately productive land empty all led to a fall in productivity. Another problem was that peasants were diverted



It was clear that Mao’s policies were having an important effect, but not the one intended. The policies had failed and in the 1960s there was a reaction against Mao’s ideas when some de-collectivisation was introduced. There was even more de-collectivisation later under Deng Xiaoping showing that Mao’s policies in this area were not important because they failed and had to be changed. It was Deng Xiaoping’s reforms after 1978 that really helped the living standards of Chinese peasants.

After the failure of the Great Leap Forward Mao lost a lot of power. In 1966 he started the Cultural Revolution as a way of regaining his power. It was an attempt to renew the Chinese Revolution. Mao’s Red Guards attacked everything that was old and traditional. Teachers, scientists, intellectuals and the middle classes were persecuted and many were sent to work in the fields. Many of the top Communist officials were also attacked and the cult of Mao was started. This went on until the early 1970s. The Revolution had a terrible effect on China’s economy which basically came to a halt as did its education system. Literacy rates began to go down. In fact, the country was in chaos. In some ways the Cultural Revolution was very important because it had an effect on just about every person in China. Millions of people were persecuted for being enemies of Communism and millions were forced to leave their homes. Mao died in 1976 and after a few years his policies began to be reversed. Deng Xiaoping emerged as the next leader and made great changes which are still going on today. He began to introduce economic reforms which even brought in some capitalism. He got rid of the communes and peasants were given more freedom to sell their products. China was soon making enormous economic advances and most of Mao’s policies were forgotten. In fact there was an industrial revolution in China with Chinese firms exporting all over the world and Chinese millionaires appearing. This makes Mao’s policies look very unimportant in the long term.

to steel production which meant that crops were left to rot. Local Communist officials who were under pressure to report record harvests and thus the success of Mao’s policies competed with each other to announce better and better results. These results were used to work out how much grain was to be taken by the State to supply the towns and cities. Because the figures were exaggerated too much was taken and there was not enough left for the peasants. The result was starvation and this even led to cannibalism in some places. Yang Jaheng, a Chinese historian, says that ‘people cut off pieces of flesh and brought them home to cook. In extreme cases people even ate their own children. To make things worse peasant homes were pulled down to make fertiliser to build commune canteens or to make roads straighter.

However, during this time Mao still insisted that China should export grain because he wanted the world to think his policies were a success. Yang has discovered that during the famine 22 million tons of grain were stored but were not given to the peasants because officials ignored reports of starvation. No Communist officials were prepared to describe how bad things were because they were scared of Mao. The overall effect of the Great Leap Forward on the Chinese economy was devastating. For example, after some initial growth iron production fell steeply in 1961 and did not recover to its pre-Great Leap Forward levels until 1964.

Comment

Detailed and relevant account of impact on people. More judgement/argument concerning significance needed.

Comment

Better on judgement/argument. Demonstrate comparison across time. Significance over time considered. A strong section.

I want to argue that Mao’s policies were very important for a short period but not in the long term. Mao’s main importance was before he really came to power in China. He led the Communists in the Civil War and defeated the Nationalists. This was very important and shaped everything that happened to China later. Once in power his policies did have some long term impact especially his educational and health reforms



and the position of women in society. He was responsible for raising literacy and life expectancy. In these ways he dragged China into the 20th Century and the reforms were long lasting. He also stopped China being a feudal country for good and he unified the country. His long-term significance is very strong. He is still worshipped by many people in China and is seen as the Founding Father of modern China

His policies of the Great Leap Forward and the Cultural Revolution had an enormous impact on millions of people at the time. This was mostly a bad impact with starvation, persecution, and millions dying. He ruined China’s economy in the country and its industry and set China back by decades. In the long run these policies have turned out to be dead-ends. They went nowhere and Chinese leaders after him have reversed many of his policies, especially the economic ones. Mao would not recognise China today and China has turned its back on him, making the long-term significance of most of his policies very small indeed.

Comment

Well supported and argued conclusion.

Overall, it is fair to say that Mao’s policies were very important at the time and affected millions of people. He changed China forever in important ways. But some of his policies are not at all important in modern China. 1670 words

Summative comments:

This is a good answer. The question is about Mao’s policies after he came to power at the end of the Civil War. The candidate has selected mainly relevant material and has avoided writing much about the earlier period. There are two important policies of Mao missing – the Hundred Flowers Campaign and the successful first Five-Year Plan. However, candidates are not expected to cover everything and what matters more is how they use the material they do cover.

The candidate has selected well and most of the deployment of the material is relevant to the question. There are a few passages of description and narrative which are not being used to support arguments, but most of the time the material is being used to support arguments about significance. Significance of Mao’s policies is the focus throughout much of the answer. The candidate does not wander far from this. Detailed information is used and the candidate is in control most of the time.

There is a good range in the coverage from the 1950s to more recent times, and links and comparisons are made across time. Good, accurate, and detailed in places, but material is not always used relevantly.

The candidate does have arguments of their own and these are usually well-supported. The significance is measured in a number of ways: comparing with what went before to measure the extent of change; the impact Mao’s policies had at the time on the people (mainly depth, some breadth, some differentiation between different groups/policies) across time – and Mao’s short-term and his longer-term significance are compared. There is a good understanding by the candidate that it is necessary to consider what happened after Mao died to measure his significance.

There is a clear conclusion that is largely consistent with, and supported by, the rest of the answer.

To sum up: Generally well-organised, the material is generally effectively deployed, good selection, a wide range covered, some links made, good, supported and relevant arguments about significance with a valid conclusion. A few weaknesses here and there keep it out of Level 5. A good Level 4 answer – Level 4/32.



5.2 Accreditation sample AHow significant was the Reichstag Fire?

During 1919–1933 the democratic system in Germany operated on a voting system that meant that representatives were elected by the proportional representation system. This encouraged weak coalition governments because no single party ever commanded a majority, it also allowed extreme parties a voice in the Reichstag Parliament. Article 48 of the constitution was dangerous because it allowed the President to ignore the wishes of the Reichstag and use emergency powers to choose a government.

The vulnerability of Weimar democracy meant that it was open to attack from extremism, however after 1923 a democratic Germany did emerge. The economic crisis from 1929 undermined that democracy. The German people wanted a new, promising party that listened to their needs, hence the rise of the Nazi Party. The Reichstag Fire can be seen as significant because it was a tipping point in the downward spiral of German democracy and the rise of Nazi extremism. ‘The Fuhrer has spoken decisively. Bruning’s fall is expected shortly. The President of the Reich will withdraw his confidence from him. The plan is to constitute a Presidential Cabinet. The Reichstag will be dissolved. Repressive enactments are to be cancelled. We shall be free to go ahead as we like, and mean to outdo ourselves in propaganda.’

Friedrich Ebert was the first Weimar President, during the years 1918–1925. He used Article 48 cautiously with the aim of sustaining democracy. The second President was Paul von Hindenburg for the duration of 1925–1934. He used the Article as frequently as he could and as a result he undermined the power of the Reichstag and democracy.

In 1930 Hindenburg appointed Henrich Bruning, a member of the Catholic Centre Party, as the Chancellor. Bruning cut public expenditure and increased taxes. Following this, the economic depression became worse and resulted in an increase in unemployment. Hindenburg forced Bruning to resign in March 1932 as he was becoming increasingly unpopular. Hindenburg then appointed Franz von Papen as Chancellor. He was another member of the Catholic Centre Party. He had close links to the aristocracy and the army, but little support in the Reichstag. Von Papen declared a state of emergency and suspended the Prussian Parliament. His regime was driven out of office by a vote of no confidence in November 1932. The Reichstag only met 13 times during 1932 and parliamentary government had virtually collapsed. In December 1932 Hindenburg appointed General von Schleicher but he only lasted 57 days.

Hindenburg’s last resort was Hitler. Under the influence of leading businesses and army figures he eventually decided to make Hitler Chancellor. Hitler was to establish a stable right wing dictatorship upholding the aims of the army, agrarian Junkers and big businesses. Hitler convinced them that he was abandoning the radicals of the Nazi Party in favour of the traditional German establishment. The old guard wanted the new government to pass an Enabling Law that would make the passing of laws dependent on the cabinet and not on the Reichstag. The new Cabinet was dominated by non-Nazi conservatives and it was assumed that they would be able to tame and control Hitler. They did not see that Hitler would set up his own one party state.

A factor which brought Hitler to power was the growth in electoral support from 2.6% of the voters in 1928 to 37.3% in 1932. The failure of the Munich Putsch changed Hitler from an incompetent street fighter into a shrewd and skilful politician. Major electoral advances were in rural Protestant areas. Nazis gained support from agricultural labourers, farmers, peasants and landowners. The romantic idea of a folk



community, coupled with promises to help farmers, seems to have been a vital factor in the growth of Nazi support. The Nazis did less well in large cities and industrial areas where the workers remained loyal to the Communist party. They did have support from small-scale craft workers who did not belong to trade unions. In November 1932 those who opposed the Nazis represented 63% of the German electorate. Also, the Nazis lost 2 million votes and had clearly passed their peak. Even so, the growth of the Nazi Party’s electoral support was a significant factor in Hitler’s rise to power because it placed the Nazi leader in a very good position to lead a right-wing authoritarian government. By turning the Nazi Party into the most popular German political party, the voters had helped Hitler to put pressure on Hindenburg to make him Chancellor in January 1933.

The new government was dominated by the conservative old guard, Alfred Hugenberg, leader of the German National People’s Party, Franz von Papen was a former Chancellor and General Werner von Blomberg was War Minister. Von Papen told a friend ‘in two months we’ll have pushed Hitler into a corner, and he can squeal to his heart’s content’. The old guard underestimated Hitler’s political skills. Hitler intended to break up the coalition and transform Germany into a one-party Nazi state.

Hitler’s very first act as German Chancellor was to call for fresh elections on 5 March 1933. Hitler expected to win an outright majority. Large successful businesses donated 3 million marks to finance the Nazi election campaign. The opposition parties faced an uphill struggle, the Communist Party meetings were banned and the election rallies of the Social Democrats were broken up by the SA, which also disrupted meetings of the Catholic Centre party. It was an extremely violent campaign with 50 anti-Nazis and 18 Nazis killed in street clashes.

On 27 February 1933, the Reichstag building was burned down. The police were on the scene in minutes, but did not call the fire brigade for a full half an hour. They arrested a young unemployed Dutch Communist, Marinus van der Lubbe. Lubbe told the police he set fire to the building on his own initiative as a protest against the Nazis using a few fire-lighters, a rolled-up newspapers and a box of matches. However, some sources state that he created the fire in reaction to the ever-increasing unemployment percentage. Whereas, some sources argue that it was Goring on behalf of the Nazi Party, to create a negative situation towards the Communists.

It seems that Lubbe had no connection whatsoever to the German Communist Party, but was in contact with SA extremists in the days leading to the fire. Goring later claimed that he was behind the whole thing, but this was probably idle boasting to score brownie points. Generally, it is thought by most historians that van der Lubbe acted alone. The political significance of the Reichstag Fire is more important than who started it. Hitler used the fire as a convenient excuse to arrest all Communist Party leaders, and to introduce a virtual state of martial law. He decided not to ban the Communist Party immediately in case their votes switched to the Social Democrats in the forthcoming election. The day after the fire, Hitler issued a decree for the ‘protection of the people and state’. This wide-ranging set of emergency powers allowed him to suspend all individual and civil liberties, assume complete control of the individual state governments and place all political opponents in ‘protective custody’. This emergency decree announced as a ‘temporary measure’ stayed in force during the whole period of Nazi rule.

30 January 1933 marked the beginning of the Nazi seizure of power. Hitler avoided the mistakes he made ten years previously, he needed to act politically and non-violently. As a result, he had achieved office constitutionally with the support of the conservative establishment and army. How could he convert his position in the Weimar constitution cabinet into a dictatorship in a one-party state? ‘The Nazi seizure of power depended crucially on mass violence and intimidation for its success. Without the concentration camps, there would have been no one-party state.’

The immediate impact of the Reichstag Fire on opposition parties was horrific. Hitler persuaded Papen to appoint Herman Goring as Prussian Minister of the Interior, he enrolled the Brown Shirts as auxiliary police.



The Brown Shirts went on numerous rampages, smashing trade union offices, beating up Communists and breaking up Social Democratic meetings. The Reichstag Fire was seen as an opportunity that came to the Nazis aid, suggesting that they were in trouble, consequently showing that the Reichstag Fire was a turning point.

After all the propaganda, violent intimidation in which most rival political meetings were banned or broken up, the Nazis still failed to achieve an overall majority in the elections. They used the conservative Nationalist coalition partners to get over the 50% barrier. The fact the Nazi Party did not achieve a majority of the German people’s votes shows that the Reichstag Fire did not have an immediate impact on the party.

The main aim of the election was to give Hitler enough votes in the Reichstag to put an end to parliamentary democracy. The device Hitler used to create a one-party dictatorship was called the Law for the Alleviation and Distress of people and Reich (the Enabling Act). On 23 March 1933, members of the Reichstag (except those in the Communist Party who were not allowed to take their seats) were asked to turn all lawmaking powers over to Hitler. The venue for the death of German democracy was the Kroll Opera House in Berlin. Only Social Democrats had the courage to vote against the Enabling Act, which passed with 441 for and 84 against. Hitler addressed the Social Democrats ‘You are no longer needed. I do not even want you to vote for the Enabling Act. Germany shall become free but not through you. Do not mistake us for the bourgeoise. The star of Germany is in the ascendant, yours is about to disappear. Your death knell has sounded.’ The passing of the Enabling Act freed Hitler from any legal restraint from the Reichstag, the president and the voters. It was a significant move on the road towards dictatorship.

The Social Democrats were reluctant to co-operate with a party whose deviousness they rightly feared. Parliamentary organisations fought hard against the Nazis in the streets. However, they were no match for the army that supported Hitler. By February the Storm Troopers were 750,000 men strong. The Social Democrats wanted to avoid bloodshed and stayed true to their law-abiding traditions. The Communists did not rise up as they believed Nazism was the last gasp of a declining capitalist system that would collapse and open the way to a proletarian revolution. A general strike was extremely unlikely because unemployment was high at 35% and striking workers would have been replaced by desperate unemployed people wanting to rescue themselves and their families from poverty. the Nazis had created a dependency cycle where the German people had to conform in order to survive. This shows that democracy had died.

To conclude, the rise of Nazism could be explained by the quote ‘The Reichstag Fire Decree and the Enabling Act were used to dismiss supposed enemies of the state, meaning enemies of the Nazis.’ This shows that the Reichstag Fire was a tipping point in the rise to Nazi power as they manipulated the situation. However, other historians have suggested that the turning point in Hitler’s fortunes came with the Depression. Others have said it was the First World War and the Treaty of Versailles. This would make the Reichstag Fire insignificant in relation to the rise of the Nazis. Historians are mainly concerned as to whether Van der Lubbe acted alone or whether the arson was planned and ordered by the Nazis, rather than the impact on the German country.

1926 words



5.3 Accreditation sample BWas Al Capone an important figure in American history?

In this essay I am going to explain ways in which Al Capone was an important figure in American history but I will also explain that there are ways in which he is not that important. I think overall he was not all that important and I will be trying to show why this is the case.

Al Capone was a gangster in Chicago during Prohibition in the 1920s where he was involved in bootlegging alcohol when it was illegal. He ended up controlling large parts of the Chicago underworld. His gang was responsible for a massive increase in crime including murder, prostitution and rigging elections. This was at the time of Prohibition – a ban on the manufacture, transportation and sale of all intoxicating liquor. Al Capone created a huge illegal liquor trade and many new methods to trade alcohol were introduced such as bootlegging, smuggling and the speakeasies. There were more speakeasies than there had been saloon bars in 1919 before Prohibition. So Al Capone’s impact is clear.

There were also ways in which he helped people. In 1929 after the Wall Street Crash he opened soup kitchens for the poor and made shopkeepers give the poor clothes and food. So he was a bit of a ‘Robin Hood’ figure. So in all kinds of ways he was having an important effect on people’s lives. However, Al Capone did not invent gangsters in America. There were gangs before him and in other American cities such as the Philadelphia Mafia. Many of them originated from the Italian Mafia. Prohibition and the illegal alcohol trade that it caused led to gangsters and in many of the major cities in the USA Al Capone did not create gangsters by himself. In fact he started out by working for Johnny Torrio in his Five Points Gang and helped him take over the criminal empire of Big Jim Colosimo. So there were already plenty of other gangs. But Al Capone took it all to new heights.

Frederick Lewis Allen said in 1931 that ‘Al Capone had discovered that there was big money in the newly outlawed liquor business.’ Capone was at his most important during Prohibition when his activities led to an enormous increase in crime. Paul Sann has said that ‘his authority was so great it could not be measured’. This is one reason why Al Capone is significant – because he was crucial to the rise of organised crime and violence during Prohibition. He controlled speakeasies, gambling houses, brothels, horse and race-tracks, nightclubs, bookies, distilleries and breweries and controlled many of the important politicians in Chicago. At one time he was earning $100,000,000 a year. In these ways he was having an influence on the lives of many people. In 1928 there were twice as many murders in Chicago than in New York so this shows you his impact. Capone brought other gangsters under his control by murdering rival gangsters like in the St Valentine Day’s Massacre in 1929. After this he became Public Enemy Number 1 in Chicago, showing his importance. The massacre shows Al Capone’s importance in other ways. He was an important factor in increasing opposition to Prohibition. The photographs of the murdered men lying on top of each other were published in America. The brutality of the attack highlighted how Prohibition had led to an increase in crime and increased gang activity. This made Americans aware of the need to repeal Prohibition and increased support leading to its final repeal in 1933.

Al Capone was also important because he completely controlled Cicero which was part of Chicago. He had his own mayor appointed and he could do what he wanted. Al Capone’s murders and illegal activities went unstopped because of intimidation of witnesses and the fact that gangsters would not testify against each other. Al Capone was also able to bribe trade union leaders, police, lawyers, judges and Senators. This shows how much power he had.

Elmer Gertz, a lawyer in Chicago, said in the 1920s, ‘Prohibition taught America disrespect for the law.’ This supports the argument that Al Capone was important in causing the repeal of Prohibition. The illegal trade in alcohol that Al Capone set up, and the gangs and the crime that followed it, convinced people that Prohibition was not working and that it should be repealed. Al Capone also caused much corruption in American society. He spent over $75 million on bribing prohibition agents, policemen and judges and



had Bill Thompson, the mayor of Chicago in his pocket. A journalist wrote at the time that ‘Ten years ago a dishonest policemen was a rarity. Now the honest ones are pointed out as rarities’. This shows Al Capone’s impact on American society and also shows why people wanted to end Prohibition – to end corruption. When Hoover increased the spending on agents to try and reduce bribery, a Democrat Senator, Robert Wagner, said ‘Why heap more sacrifice on the altar of hopelessness?’ This shows that Prohibition was repealed because of the corruption caused by Al Capone.

However, it could be argued that Al Capone was not so important because there were other reasons why Prohibition was repealed. The main reason for this was the Depression. This followed the Wall Street Crash in October 1929. There were economic problems all over the country, firms went bankrupt, lots of people lost their savings and millions of people became unemployed. In 1933 14 million people were unemployed. This was 25% of America’s labour force. This shows that new jobs were desperately needed and this was a strong reason for the repeal of Prohibition. Legalising alcohol would create jobs in the manufacture, production, sale and transportation of alcohol. Legalising alcohol would also provide the government with a huge income from taxation. Prohibition had lead to a huge loss of money for the government because it was all going into illegal hands. During Prohibition $2,000 million worth of business was transferred from the brewing industry and bars to bootleggers and gangsters and the government was losing tax on all of this. The Government was in desperate need of money and repealing Prohibition would lead to jobs for people and taxes for the government at a time when they were both badly needed because of the Depression. So Al Capone was not all that important in bringing about the end of Prohibition because there were other reasons for it.

There are other reasons for arguing that Al Capone was not all that important and powerful. When the corrupt mayor of Chicago, William ‘Big Bill’ Hale Thompson, decided that Capone was bad for his political image he had Capone run out of town. When this happened Capone found that he was very unpopular and he had trouble in finding somewhere else to live. He ended up having to buy somewhere in Florida because there were so many places that would not have him. This shows that his power was not all that great.

In 1931 he was found guilty of tax evasion and was in prison until 1939. While he was in prison his influence quickly died away. When he was in Alcatraz his contact with his men outside was cut off. Security was tight and he had no contact at all with the outside world. This meant that he was no longer able to run his criminal organisation and so his importance declined. This was made worse in 1934 after Prohibition was repealed. This meant that his illegal activities could no longer make money. All of this soon destroyed his wealth and his power in Chicago. He also became an ideal prisoner because he wanted to earn time off for good behavior and this did not do much for his reputation as a major criminal. All this shows that his importance was not that great because it did not last long after he was imprisoned. If he had been a very important and powerful figure his influence might have carried on despite him being in prison but America moved on and forgot him. When he came out of prison he was a broken man and he had no power at all.

But there is another reason for arguing that he was important. This is because he has lived on in films and books. Alexander Bakshy wrote in 1931 that ‘Gangsters and racketeers play so prominent a part in the American life of today that it would be little short of a miracle if their exploits were ignored by the movies.’ He was right. Al Capone is now known as one of the most famous criminals of American history and he has been used as the model for gangsters in lots of films. They are all based on how he dressed and acted. He has been the main character in famous films like The Untouchables and The St Valentine’s Day Massacre. This had made him an important part of American culture. When people think of America in the 1920s, they often think of Al Capone. In this way he has become a symbol of America at that time. So his influence has lived on after his death and this makes him very important indeed.

In conclusion I think there is a good case for arguing that Al Capone was not a very important figure in American history. He did change the lives of many American people in the 1920s through his activities running speakeasies, brothels and breweries and he increased the amount of crime and violence in Chicago enormously. He was also involved in the politics of the city. However, there were other gangsters



and Al Capone did not cause it all. It was all caused by the introduction of Prohibition and if it had not been Al Capone it would have been another gangster running things in Chicago. He didn’t even start the gangsterism as he started working for Johnny Torrio and his gang. Al Capone did not actually introduce any thing new or cause any new developments. It is also important to remember that Al Capone’s power quickly disappeared when he went into prison. When he was in Alcatraz he quickly lost control of his criminal organisation and became a nobody. This shows that his importance did not last very long. He was not the reason why Prohibition failed. This was repealed because of the Depression and the unemployment. However, there is one way that he did stay important for a long time and that is through books and films. Films are still made about him today and in 1987 the film The Untouchables, starring Robert De Niro, made $76 million dollars in America. This shows that Al Capone has lived on long after his death and is one way in which he is still important. Overall, Al Capone’s importance was not very deep and did not last long apart from in books and films.

1812 words



Cambridge IGCSE® coursework assessor accreditationCover Sheet

Cambridge IGCSE History (0470)

Please complete this form in BLOCK CAPITALS.

Centre Number

Centre Name

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Declaration of authenticity

I have read and understood the training materials and certify that the evidence submitted with this form is my own original work.

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Scanned copies of your forms and any other work that forms part of your application can also be emailed to [email protected] with ‘IGCSE Teacher Accreditation’ in the subject line.



Accreditation Mark Sheet 1Cambridge IGCSE History (0470)

Coursework titles

Coursework title 1:

Explanation of how title is appropriate:

Coursework title 2:




Accreditation Mark Sheet 1 (continued)Cambridge IGCSE History (0470)

Coursework titles

Coursework title 3:


Coursework title 4:




Accreditation Mark Sheet 2Cambridge IGCSE History (0470)

Please copy Accreditation Samples A and B, write marginal comments on each sample and return the annotated answers with the cover sheet and all mark sheets to Cambridge at the address indicated.

Please write summative comments below.

Summative comments on Accreditation Sample A Level Mark



Accreditation Mark Sheet 2 (continued)Cambridge IGCSE History (0470)

Summative comments on Accreditation Sample B Level Mark

Appendices


Appendices

Appendix 1: The generic mark scheme

Appendix 2: Ideas for teaching ‘significance’

Appendix 3: The Individual Candidate Record Card

Appendix 4: The Coursework Assessment Summary Form


Appendices




Level Marks Description

Level 5 36–40

• Candidates demonstrate and select and effectively deploy relevant and accurate contextual knowledge.

• Candidates select a wide range of relevant information which is well-organised and deployed effectively.

• Candidates demonstrate excellent understanding of the significance of the key features, reasons, results or changes of societies, events, beliefs, people and situations studied with good awareness of the importance of interrelationships and the broad context.

• Candidates consistently produce relevant, effective, convincing and well-supported arguments and judgements.

• Candidates produce conclusions that are entirely consistent with the rest of the answer and are effectively supported.

Level 4 27–35

• Candidates demonstrate and select and effectively deploy mostly relevant and accurate contextual knowledge.

• Candidates select a range of relevant information which is generally well-organised and effectively deployed.

• Candidates demonstrate a good understanding of the significance of the key features, reasons, results or changes of societies, events, beliefs, people and situations studied with good awareness of the broad context.

• Candidates demonstrate some understanding of interrelationships in the period studied.

• In several places, candidates produce relevant, effective, convincing and well-supported arguments and judgements.

• Candidates produce conclusions that are argued and supported.

Level 3 18–26

• Candidates demonstrate and select some relevant contextual knowledge and deploy it appropriately to address the question in several parts of the answer.

• Candidates select and organise mostly relevant information which is sometimes deployed relevantly.

• Candidates demonstrate a reasonable understanding of the key features, reasons, results or changes of societies, events, beliefs, people and situations studied with some awareness of the broad context.

• Candidates produce structured descriptions and some reasonable explanations.

• Candidates make some comparisons or links.

• Candidates produce conclusions that are based on basic explanations with some support.



Level 2 9–17

• Candidates demonstrate some limited contextual knowledge.

• Candidates select and organise some relevant information. This is deployed relevantly on a few occasions.

• Candidates describe or narrate some relevant key features, identifying and describing some reasons, results and changes of societies, events, beliefs, people and situations studied but with limited awareness of the broad context.

• Candidates demonstrate some ability to structure descriptions or narratives.

• Candidates attempt some obvious comparisons or links.

• Candidates assert relevant conclusions but these are not explained or supported.

Level 1 1–8

• Candidates demonstrate little relevant contextual knowledge.

• Candidates demonstrate limited ability to select and organise information.

• Candidates describe or narrate a few relevant key features. The work contains a little relevant information but this is not deployed relevantly in terms of answering the question.

Level 0 0 • Candidates submit no evidence or do not address the question.




These activities do not necessarily have to be used exactly as they are. They do not all cover content relevant to IGCSE History. However, they can be adapted to be used with other content examples.

Activity A: Great peopleLists like the 100 ‘Greatest Britons’ list could be used. For example, the top ten on the list could be looked at with candidates researching some of them online (where the rest of the list can also be found). Candidates could use criteria to discuss how far they agree with the list. Other countries have produced similar lists (several can be found online).

These could be compared with the ‘Great Britons’ list. There is also a 100 ‘Worst Britons’ list online.

Issues for discussion:

Are the individuals significant in different ways?

How far does the list reflect when the poll was taken? Would a different list have been produced e.g. 100 years ago?

What changes would the candidates make to the list?

How do lists from other countries differ – more women, different types of people?

If candidates could add events, ideas and sites to the list, which ones would they choose?

Are individuals more important than events, ideas or sites?

From 100 Greatest Britons published by the BBC in 2002

Sir Winston Churchill, (1874–1965), statesman and orator, Prime Minister during Second World War and winner of the Nobel Prize for Literature

Isambard Kingdom Brunel, (1806–1859), engineer, creator of Great Western Railway and other significant works

Diana, Princess of Wales (1961–1997), first wife of HRH Charles, Prince of Wales (1981– 1996) and mother of Princes William and Harry of Wales

Charles Darwin (1809–1882), naturalist, originator of the theory of evolution through natural selection and author of On the Origin of Species

William Shakespeare (1564–1616), English poet and playwright, thought of by many as the greatest of all writers in the English language

Sir Isaac Newton (1643–1727), physicist, mathematician, astronomer, natural philosopher and alchemist, regarded by many as the greatest figure in the history of science

Queen Elizabeth I of England (1533–1603), Monarch, (reigned 1558–1603)

John Lennon (1940–1980), musician with The Beatles, philanthropist, peace activist, artist

Vice Admiral Horatio Nelson, 1st Viscount Nelson (1758–1805), naval commander

Oliver Cromwell (1599–1658), Lord Protector



The Greatest American, 2005

Ronald Reagan – 24%

Abraham Lincoln – 23.5%

Martin Luther King, Jr. – 19.7%

George Washington – 17.7%

Benjamin Franklin – 14.9%

George W. Bush

Bill Clinton

Elvis Presley

Oprah Winfrey

Franklin D. Roosevelt

Billy Graham

Thomas Jefferson

Walt Disney

Albert Einstein

Thomas Alva Edison

John F. Kennedy

Bob Hope

Bill Gates

Eleanor Roosevelt

Lance Armstrong

Muhammad Ali

Rosa Parks

The Wright Brothers

Henry Ford

Neil Armstrong

A ctivity B: Minor and great events?To get your learners to understand the historical significance of events, ideas and actions, ask them to compare seemingly minor and great events and consider if they are equally important to history. Here’s an example.

(a) At Stalybridge in 1850, a seller of gingerbread was deliberately kicked to death as a result of some petty dispute.

(b) At Sarajevo in 1914, the Archduke Franz Ferdinand of Austria-Hungary was assassinated by a Serbian nationalist, Gavrilo Princip.

Two individuals were killed. Both had their lives cut short and were mourned by friends and family. Are they equally important to history?



The Boston Tea Party (1773) and Peterloo (1819) massacres involved the deaths of very few people.

Why should they be considered relevant topics for study?

Activity C: Using past learningIntroductory exercises can be usefully based on textbooks. The indexes or contents of such books can be examined. You might ask your learners the following:

• which individual, events or ideas are mentioned most often?

• does this vary from book to book?

• are there important people, events or ideas missing?

• how much attention is paid to (for example) scientific ideas?

Other tasks you might set your learners, to give them experience in justifying and defending their choices, could take the form of the following questions.

(a) Reviewing a period you have studied, choose the four most significant events in the unit you have just covered.

Or

(b) From the following list, choose the four events that you think were most significant and give reasons for your choices.

• The assassination of Franz Ferdinand

• The First World War

• The Treaty of Versailles

• The Munich Putsch

• The World Depression

• The Nazi-Soviet Pact

• The American entry into the Second World War

• The Cuban Missile Crisis

• The uprising in Hungary in 1956

• The fall of the Berlin Wall



Activity D: Explanation cardsAnother method of explaining why an event is historically significant is to use a list or set of cards for group work from which learners have to choose the three best explanations of significance. This could include some ‘dummies’ (or less likely explanations). Learners have to select the more likely explanations from the list and be able to explain their choices.

Why was the Great Fire of London a significant event in history?

(a) More hygienic housing meant that London never suffered a Plague again. Lessons were learned for other towns and cities.

(b) People learned how to make better use of their natural resources. The Fleet River was less polluted and water was used more effectively for fire-fighting.

(c) It showed the need for a proper fire brigade and also for house insurance schemes.

(d) 51 new churches were built, many by the architect Christopher Wren, including a new St Paul’s built between 1675 and 1710.

(e) The newly built London was better placed for its role as a commercial centre with the growth of banking and trade.

(f) More permanent buildings were erected, showing the value of red brick and stone replacing the old timber buildings. These had better fire-proofing.

(g) Wren had plans to create a planned city with wide streets and more elegant buildings, but these were not to be as the need for rapid rehousing meant that the old street system was retained. London missed a great opportunity to build a modern new city. Had they followed Wren’s plans, there might have been fewer traffic problems today. Note the lack of vision and the effect of individual self-interest which hampered progress.

(h) Through the primary evidence of the time, such as Pepys’ diary, we can learn about how people organised themselves in a crisis.

(i) Catholics were accused of starting it. This showed how rumour and false information can be used by propagandists for a particular cause. This tells us a lot about the society and politics at the time.

Why is the study of the slave trade important?

(a) It explains how black people came to live on the American Continent.

(b) It explains how cotton was produced cheaply for the new machines and factories

(c) It helps us make our own minds up about what we think of slavery.

(d) It helps us to understand why there was a civil war in the USA.

(e) It shows how money from the slave trade created most of Liverpool’s banks, which provided loans for the development of railways, mines and factories.

(f) It helps us to understand what motivated people like the abolitionists worked to bring an end to the slave trade and then slavery itself.

(g) It makes us think about how black people were treated and how the traders and slave owners tried to justify what they did.



(h) It helps us to understand how public opinion can be used to bring about change – use of pamphlets, poems, pottery, petitions, public meetings and speeches.

(i) It helps us to understand the role of the Evangelical movement, the Quakers and the humanitarian movements of the 18th and early 19th centuries.

(j) It helps us to understand how people could make a lot of money by using a cheap labour force bound by law not to run away (slaves and mill apprentices).

(k) It helps to explain the background to the Civil Rights movement in the USA and the underprivileged position of black people in America and Europe.

(l) It helps us to understand further words such as freedom, liberty, profit, cheap labour, humanitarianism.

Why was the Black Death an important even in history?

Task 1: Study each of the eight explanations carefully and then place each one into the following five categories.

Categories

I. Explanation of other events in history.

II. Understanding historical vocabulary.

III. Helping us to decide what we think is right and wrong.

IV. Understanding how and why people did what they did.

V. Understanding the meaning of evidence.

Explanations

1. It helped to bring about the end of the Feudal System.

2. It led to the decline of the monasteries – monks were particularly hard hit – easier to take away their lands.

3. It encouraged increased criticism of some people in the church (though not of its teachings) as it was difficult to replace educated priests.

4. It led to disputes of lands which increased the quarrels between the barons themselves and also the King and reduced his control and respect in which he was held.

5. It shows how people’s explanations of the causes of events are affected by the ideas, beliefs and the knowledge of that time.

6. It showed the extent of trade routes in the fourteenth century.

7. It led to many deserted villages, the extent of which has only been discovered since the use of aerial photography.

8. It showed the contribution of economic factors to changes in history: e.g. wages rise if there are fewer workers; prices rise if fewer goods are available.

Task 2: Which three of the above five categories do you think are the most important?

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Appendix 3: The Individual Candidate Record Card

HISTORYIndividual Candidate Record CardCambridge IGCSE

Please read the instructions printed overleaf and the General Coursework Regulations before completing this form.

Centre Number Centre Name June/November 2 0 1 5

Candidate Number Candidate Name Teaching Group/Set

Brief description of assignment Assessment objective 1

(max 15 marks)

Assessment objective 2

(max 25 marks)

TOTAL

Marks to be transferred to Coursework Assessment Summary Form TOTAL

(max 40 marks)

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The Individual Candidate Record CardInstructions for completing the Individual Candidate Record Card

1. Enter the information required at the head of the form.

2. Mark the coursework assignments for each candidate according to instructions given in the syllabus.

3. Enter the marks awarded and the total marks for each assessment objective in the appropriate boxes. Complete any other sections of the form required.

4. Ensure that the addition of marks is independently checked.

It is essential that the marks of candidates from different teaching groups within each Centre are moderated internally. This means that the marks awarded to all candidates within a Centre must be brought to a common standard by the teacher responsible for co-ordinating the internal assessment (i.e. the internal moderator), and a single valid and reliable set of marks should be produced which reflects the relative attainment of all the candidates in the coursework component at the Centre. The outcome of internal moderation, in terms of the number of marks added to or subtracted from the initial total, must be clearly shown when marks are transferred onto the Coursework Assessment Summary Form.

5. Transfer the marks to the Coursework Assessment Summary Form. Follow the instructions given on the back of that document.

7. Keep all Individual Candidate Record Cards and coursework, as these will be required for external moderation. Further detailed instructions about external moderation will be sent in late March of the year of the June examination and in early October of the year of the November examination. See also the instructions on the Coursework Assessment Summary Form.

Note: These record cards are to be used by teachers only for students who have undertaken coursework as part of their Cambridge IGCSE.

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Appendix 4: The Coursework Assessment Summary Form

HISTORYCoursework Assessment Summary FormCambridge IGCSE

Please read the instructions printed overleaf and the General Coursework Regulations before completing this form.

Centre Number Centre Name June/November 2 0 1 5

Candidate Number

Candidate Name Teaching Group/Set

Assessmentobjective 1

(max 15 marks)

Assessmentobjective 2

(max 25 marks)Total Mark

(max 40 marks)

Internally Moderated Mark(max 40 marks)

Name of teacher completing this form Signature Date

Name of internal moderator Signature Date

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The Coursework Assessment Summary Form

A. Instructions for completing the Coursework Assessment Summary Form

1. Enter the information required at the head of the form.

2. List the candidates so that their details can be easily transferred to the computer-printed Coursework Mark Sheet, MS1, at a later stage (i.e. in candidate index number order; see B.1 below for more detail). Show the teaching group or set for each candidate – this can be done using the teacher’s initials.

3. Transfer each candidate’s marks from his or her Individual Candidate Record Card to this form as follows:

• In the columns for individual skills or assignments, enter the marks awarded before internal moderation took place.

• In the column headed ‘Total Mark’, enter the total mark awarded before internal moderation took place.

• In the column headed ‘Internally Moderated Mark’, enter the total mark awarded after internal moderation took place.

4. Both the teacher completing the form and the internal moderator (or moderators) must check the form and complete and sign the form where indicated.

B. Procedures for external moderation

1. Cambridge will send a computer-printed Coursework Mark Sheet, MS1, to each Centre in late March (for the June examination) and in early October (for the November examination). MS1 will list the names and index numbers of each candidate.

2. Transfer each candidate’s total internally moderated mark from the Coursework Assessment Summary Form to MS1.

3. MS1 is in two parts; return the top copy to Cambridge as soon as possible, using the envelope provided. Deadlines for return are:

• 30 April (for the June examination)

• 31 October (for the November examination).

4. Cambridge will select a number of candidates whose work is required for external moderation. When you receive the list of selected candidates, send to Cambridge:

• the candidates’ coursework

• their Individual Candidate Record Cards

• the relevant Coursework Assessment Summary Form

• the second copy of the form MS1

• a copy of the coursework instructions given by you to candidates

• information on how you undertook internal moderation.

5. On all forms returned, those candidates selected for external moderation must be indicated by an asterisk (*).

Note: Cambridge reserves the right to request further samples of coursework as part of the external moderation process.

Cambridge International Examinations1 Hills Road, Cambridge, CB1 2EU, United KingdomTel: +44 (0)1223 553554 Fax: +44 (0)1223 553558Email: [email protected] www.cie.org.uk

® IGCSE is the registered trademark of Cambridge International Examinations.

© Cambridge International Examinations 2014 v1 4Y01

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