Cambridge IGCSE™: History 0470/21 October/November 2020

Cambridge IGCSE™
HISTORY 0470/21
Paper 2 October/November 2020
MARK SCHEME
Maximum Mark: 50
Published
This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the
examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the
details of the discussions that took place at an Examiners’ meeting before marking began, which would have
considered the acceptability of alternative answers.
Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for
Teachers.
Cambridge International will not enter into discussions about these mark schemes.
Cambridge International is publishing the mark schemes for the October/November 2020 series for most
Cambridge IGCSE™, Cambridge International A and AS Level and Cambridge Pre-U components, and some
Cambridge O Level components.
This document consists of 14 printed pages.
© UCLES 2020 [Turn over

0470/21 Cambridge IGCSE – Mark Scheme October/November
PUBLISHED 2020
Generic Marking Principles
These general marking principles must be applied by all examiners when marking candidate answers.
They should be applied alongside the specific content of the mark scheme or generic level descriptors
for a question. Each question paper and mark scheme will also comply with these marking principles.
GENERIC MARKING PRINCIPLE 1:
Marks must be awarded in line with:
• the specific content of the mark scheme or the generic level descriptors for the question
• the specific skills defined in the mark scheme or in the generic level descriptors for the question
• the standard of response required by a candidate as exemplified by the standardisation scripts.
Marks awarded are always whole marks (not half marks, or other fractions).
Marks must be awarded positively:
• marks are awarded for correct/valid answers, as defined in the mark scheme. However, credit
is given for valid answers which go beyond the scope of the syllabus and mark scheme,
referring to your Team Leader as appropriate
• marks are awarded when candidates clearly demonstrate what they know and can do
• marks are not deducted for errors
• marks are not deducted for omissions
• answers should only be judged on the quality of spelling, punctuation and grammar when these
features are specifically assessed by the question as indicated by the mark scheme. The
meaning, however, should be unambiguous.
Rules must be applied consistently, e.g. in situations where candidates have not followed
instructions or in the application of generic level descriptors.
Marks should be awarded using the full range of marks defined in the mark scheme for the question
(however; the use of the full mark range may be limited according to the quality of the candidate
responses seen).
Marks awarded are based solely on the requirements as defined in the mark scheme. Marks should
not be awarded with grade thresholds or grade descriptors in mind.
© UCLES 2020 Page 2 of 14

PUBLISHED 2020
Nineteenth century topic
Question Answer Marks
1 Study Sources A and B. 7
How far do these two sources agree? Explain your answer using details
of the sources.
Level 5
Compares big messages – a madman in A, a hero in B 7
Level 4
Agreement AND disagreement of detail or sub-messages 5–6
Level 3
Agreement OR disagreement of detail or sub-messages 3–4
Level 2
Identifies information that is in one source but not in the other or states that
the sources are about the same subject
OR
Compares the provenance of the sources 2
Level 1
Writes about the sources but makes no valid comparison 1
Level 0
No evidence submitted or response does not address the question 0

PUBLISHED 2020
2 Study Sources C and D. 8
Does Source D prove that Douglass (Source C) was wrong? Explain

your answer using details of the sources and your knowledge.
Level 6
Compares the sources and evaluates both of them on the basis of purpose 8
Level 5
Compares the sources and evaluates one of them on the basis of purpose 7
Level 4
Evaluates one of the sources with no relevant use of the other 6
Level 3
No, based on agreements (because they agree) (3), Yes, based on
disagreement (4), No, gives reason for one disagreement (5) 3–5
Level 2
Answers based on undeveloped provenance
OR
Identifies that D proves/does not prove C is wrong but with no explanation
OR
Analyses of the source appropriately but fails to state whether or not D proves
C is wrong 2
Level 1
Writes about the sources but does not address the question 1
Level 0

PUBLISHED 2020
3 Study Sources E and F. 8
How similar are these two illustrations? Explain your answer using
details of the sources and your knowledge.
Level 5
Answers based on differences/similarities of big message about Brown
(supported) 7–8
Level 4
Answers based on differences/similarities of big message about
Brown(unsupported) 5–6
Level 3
Answers based on similarities/differences of detail or sub-messages 3–4
Level 2
Answers based on undeveloped provenance
OR
Identities details in one source but not in the other
OR
Interprets one source but no comparison 2
Level 1
Level 0

PUBLISHED 2020
4 Study Source G. 7
How useful would this source be to a historian studying John Brown

and the raid on Harpers Ferry? Explain your answer using details of the
source and your knowledge.
Level 6
The source provides useful evidence about how Brown wanted to be
remembered 7
Level 5
Cross references to other sources to check claims in G about himself or
Harpers Ferry 6
Level 4
Dismisses source as biased
OR
It is useful because as he was speaking after he had been sentenced he can
be trusted 5
Level 3
Uses source for content/information about events 3–4
Level 2
Paraphrases of Source G
OR
Undeveloped use of provenance 2
Level 1
Unsupported assertions 1
Level 0

PUBLISHED 2020
5 Study Source H. 8
Are you surprised by this source? Explain your answer using details of
the source and your knowledge.
Level 6
Contextual explanation of how at least two of the apparent internal
contradictions actually make historical sense together 8
Level 5
Contextual explanations of why surprised and not surprised 7
Level 4
Contextual explanations of why surprised or not surprised 5–6
Level 3
Surprised by internal contradictions 3–4
Level 2
Identifies what is surprising but no explanation
OR
Perfectly good explanations but never states whether surprised or not
OR
Everyday empathy 2
Level 1
Unsupported assertions 1
Level 0

PUBLISHED 2020
6 Study all the sources. 12
How far do these sources provide convincing evidence that John Brown
was a hero? Use the sources to explain your answer.
Award up to 2 bonus marks for evaluation of sources (no more than 1 per
source).
Source use must be reference to a source by letter, by provenance or by
direct quote. There must be examples from source content. There must be an
explanation of how this supports/does not support the statement.
Use a in the margin for each source use in support of the statement and a x
for each source use rejecting the statement.
: B C E (F) G H
x: A D F (H)
Level 3
Uses sources to support and reject the statement 7–10
Level 2
Uses sources to support or reject the statement 4–6
Level 1
No valid source use 1–3
Level 0

PUBLISHED 2020
Twentieth century topic
1 Study Sources A and B. 7
How far do these two sources agree? Explain your answer using details
of the sources.
Level 5
Compares big messages – A has a balanced view about the Crisis as far as
Khrushchev was concerned, B says it was a disaster for Khrushchev 7
Level 4
Agreement AND disagreement of detail or sub-messages 5–6
Level 3
Agreement OR disagreement of detail or sub-messages 3–4
Level 2
Identifies information that is in one source but not in the other or states that
the sources are about the same subject.
OR
Compares the provenance of the sources 2
Level 1
Writes about the sources but makes no valid comparison 1
Level 0
No evidence submitted, or response does not address the question 0

PUBLISHED 2020
2 Study Source C. 8
Why was this cartoon published on 29 October 1962? Explain your

answer using details of the source and your knowledge.
Level 6
Explains purpose in context of 29 October 1962 (on 28 October Khrushchev
accepts Kennedy’s offer or Khrushchev agreed to withdraw the missiles)
Note: Needs a valid message but not necessarily the big message 8
Level 5
Explains the purpose of the cartoon (must have an impact on audience in the
answer, e.g.to persuade the American people it was a massive victory for
the US)
Note: Needs a valid message but not necessarily the big message 7
Level 4
Explains the big message – the Russians have been overwhelmed (or
humiliated) by US power. Need both parts 6
Level 3
Explains specific context only – fails to explain message or purpose of cartoon
OR
Explains a valid sub-message 4–5
Level 2
Misreading of the cartoon
OR
Interprets cartoon or describes the context – but not used as a reason for
publication
OR
General context only – no message or purpose 2–3
Level 1
Surface descriptions of the cartoon 1
Level 0
No evidence submitted, or response does not address the question 0

PUBLISHED 2020
3 Study Sources D and E. 8
How far does Source D make Source E surprising? Explain your answer
using details of the sources and your knowledge.
Level 6
Compares the sources and evaluates both 8
Level 5
Compares the sources and evaluates one of them 6–7
Level 4
Evaluates either D or E but no valid comparison 5
Level 3
Answers based on agreements or surprised by disagreements (3), not
surprised by disagreements (reason needed for this) (4) 3–4
Level 2
Answers based on undeveloped provenance or identifies what surprised by
but no explanation
OR
Analyses the source appropriately but fails to state whether surprised 2
Level 1
Level 0

PUBLISHED 2020
4 Study Source F. 8
What is the cartoonist's message? Explain your answer using details of

the source and your knowledge.
Level 5
Explains point of view of cartoonist – Khrushchev is lying because he has let
Castro down (explicit reference to the words at top of cartoon not necessary) 8
Level 4
Explains that Castro/Cuba suffered more from the outcome of the Crisis than
Khrushchev/USSR – the comparison here is key (explicit reference to the
words at top of cartoon not necessary) 6–7
Level 3
Sub-message(s) explained, e.g. messages that accept that Khrushchev was
hurting more or messages that ignore the words at the top and explain how
badly Khrushchev has treated Cuba/Castro 3–5
Level 2
Plausible misinterpretations of the message
OR
Interpretations of details e.g. the teeth represent the missiles 2
Level 1
Surface description of source 1
Level 0

PUBLISHED 2020
5 Study Source G. 7
How far does this source prove that Khrushchev's motive in the Missile
Crisis was to protect Cuba? Explain your answer using details of the
source and your knowledge.
Level 4
Evaluation of Khrushchev’s purpose in writing this letter to Castro 6–7
Level 3
Cross-reference to sources or contextual knowledge to either confirm claims
of G or to suggest other valid motives 4–5
Level 2
Answers that explain how the content of G does/does not prove this 2–3
Level 1
Writes about the sources but does not address the question of proof
OR
Answers not supported from the source e.g. assertions that he cannot be
believed
OR
Answers based just on provenance 1
Level 0

PUBLISHED 2020
6 Study all the sources. 12
How far do these sources provide convincing evidence that the Cuban
Missile Crisis was a success for Khrushchev? Use the sources to
explain your answer.
Award up to 2 bonus marks for evaluation of sources (no more than 1 per
source).
Source use must be referenced to a source by letter, by provenance or by
direct quote. There must be examples from source content. There must be an
explanation of how this supports/does not support the statement.
Use a in the margin for each source use in support of the statement and a x
for each source use rejecting the statement.
: A E G
x: A B C D F
Level 3
Uses sources to support AND reject the statement 7–10
Level 2
Uses sources to support OR reject the statement 4–6
Level 1
No valid source use 1–3
Level 0

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This document consists of 14 printed pages.

© UCLES 2020 [Turn over

Generic Marking Principles

GENERIC MARKING PRINCIPLE 1:

Marks must be awarded in line with:

GENERIC MARKING PRINCIPLE 2:

GENERIC MARKING PRINCIPLE 3:

Marks must be awarded positively:

GENERIC MARKING PRINCIPLE 4:

GENERIC MARKING PRINCIPLE 5:

GENERIC MARKING PRINCIPLE 6:

© UCLES 2020 Page 2 of 14

Nineteenth century topic

Question Answer Marks

1 Study Sources A and B. 7

© UCLES 2020 Page 3 of 14

Question Answer Marks

2 Study Sources C and D. 8

Does Source D prove that Douglass (Source C) was wrong? Explain

© UCLES 2020 Page 4 of 14

Question Answer Marks

3 Study Sources E and F. 8

© UCLES 2020 Page 5 of 14

Question Answer Marks

How useful would this source be to a historian studying John Brown

© UCLES 2020 Page 6 of 14

Question Answer Marks

© UCLES 2020 Page 7 of 14

Question Answer Marks

6 Study all the sources. 12

© UCLES 2020 Page 8 of 14

Twentieth century topic

Question Answer Marks

1 Study Sources A and B. 7

© UCLES 2020 Page 9 of 14

Question Answer Marks

Why was this cartoon published on 29 October 1962? Explain your

© UCLES 2020 Page 10 of 14

Question Answer Marks

3 Study Sources D and E. 8

© UCLES 2020 Page 11 of 14

Question Answer Marks

What is the cartoonist's message? Explain your answer using details of

© UCLES 2020 Page 12 of 14

Question Answer Marks

© UCLES 2020 Page 13 of 14

Question Answer Marks

6 Study all the sources. 12

© UCLES 2020 Page 14 of 14

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